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In this paper, the action research driven design of a context relevant, developmental peer review of teaching model, its implementation strategy and its impact at an Australian university is presented. PRO-Teaching realizes an innovative process that triangulates contemporaneous teaching quality data from a range of stakeholders including students, discipline academics, learning and teaching expert academics, and teacher reflection to create reliable evidence of teaching quality. Data collected over multiple classroom observations allows objective reporting on development differentials in constructive alignment, peer, and student evaluations. Further innovation is realized in the application of this highly structured developmental process to provide summative evidence of sufficient validity to support claims for professional advancement and learning and teaching awards. Design decision points and contextual triggers are described within the operating domain. Academics and developers seeking to introduce structured peer review of teaching into their organization will find this paper a useful reference.

Item Type:	Refereed Article
Keywords:	development loop, multiple data sources, objective reporting, peer review of teaching
Research Division:	Language, Communication and Culture
Research Group:	Communication and Media Studies
Research Field:	Communication Technology and Digital Media Studies
Objective Division:	Expanding Knowledge
Objective Group:	Expanding Knowledge
Objective Field:	Expanding Knowledge in the Information and Computing Sciences
UTAS Author:	Drew, S (Dr Steve Drew)
ID Code:	111907
Year Published:	2013
Deposited By:	Tasmanian Institute of Learning & Teaching
Deposited On:	2016-10-14
Last Modified:	2016-11-03
Downloads:	71 View Download Statistics