Engaged Learning

Peer Review of Teaching and Instructional Support

Table Of Contents

The Peer Review of Teaching and Instructional Support Working Group, a sub-committee of the Teaching and Learning Committee of Senate, recommends the process outlined below for peer review. We also invite departments to adapt this process and the associated forms and templates as appropriate for their own contexts.

If you are new to peer review of teaching and instructional support or are undertaking peer review as part of a performance review process as outlined in the Collective Agreement, please contact your chair for assistance with the process and to determine if your department recommends use of specific form(s).

Full Report (January 2021)

  • Via a face-to-face or virtual workshop and/or corresponding Moodle site

  • See Articles 6 and 7 in the Collective Agreement for information about required peer reviews; however, peer review is encouraged outside of these requirements as a means to improve professional practice

  • Ideally, faculty reviewees drive their own peer review processes and are involved in reviewer selection. Any faculty member can serve as a reviewer, but often department chairs can help connect faculty for the purposes of review
  • Depending on the purpose of and reviewee’s goal(s) for the review, the reviewer could be selected based on one or more of the following criteria:
    • Subject matter expertise,
    • Understanding of reviewee’s context,
    • Pedagogical expertise and ways of teaching, and/or
    • Ways of knowing/epistemological knowledge.

  • This conversation should include the context for and goals of the review as well as the scope of what will be reviewed
  • Please see templates below for some available options; you may revise templates to fit your specific goals and context; CELT can help you revise or create templates

  • Depending on the scope of the review, this may include a face-to-face class, a virtual synchronous class, a virtual asynchronous class, Moodle site elements, assignments, course outlines, workshops, or other instructional support faculty activities

  • See below for a list of prompts that may be used to guide the debriefing

  • Please see templates below for some available options developed at TRU by various departments and a few adapted from other institutions; you may revise templates to fit your specific goals and context; CELT can help you revise or create templates

  • Please see templates below for some available options; you may revise templates to fit your specific goals and context; CELT can help you revise or create templates

If you’d like to discuss peer review further, contact us at celt@tru.ca.

Forms and Templates #

Please see templates below for some available options; you may revise templates to fit your specific goals and context. We can help you revise or create templates.

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