Peer Review of Teaching

CARDIFF UNIVERSITY PEER REVIEW OF LEARNING AND TEACHING POLICY FRAMEWORK: EXECUTIVE SUMMARY 1.1 Overview - Peer Review of Learning and Teaching (PRLT) is a familiar aspect of good practice in higher education. In the case of multi-discipline, research-led universities such as Cardiff, the policy needs to embrace a diversity of activities, recognise existing practice and also foster the good health of teaching. Scope of practice - PRLT is a pan-University activity for all staff whose role directly impacts on the student learning experience. It is an opportunity for staff to take part in a regular, scholarly, peer-assisted reflection on the breadth of their teaching / learning support practice. While staff may choose to review more formal teaching sessions, PRLT differs fundamentally from the judgemental observation of classroom performance in its focus on professional development. The accent is upon openness to, and sharing of, best practice as an aid to continuously evolving and improving the quality of teaching and learning. Purpose - The central tenets of PRLT are reflection, development and enhancement. It is envisaged that, through peer-assisted reflective practice, participants will develop within their roles and accumulate the evidence required to support enhancement and other activities. PRLT is aligned with initiatives that support existing and anticipated requirements for the Continuing Professional Development (CPD) of teachers/learning support staff in Higher Education. Implementation - The new PRLT policy for Cardiff encourages local adaptation within a framework of minimum requirements for both Schools and individual staff. The Framework is non-prescriptive and should enable integration of PRLT into existing systems where these are aligned with the spirit and ethos of the Framework. PRLT aligns with existing internal Quality Assurance processes in order to encourage a lighter touch approach during external scrutiny. Documentation Structure – The Policy Framework has two sections: the Policy Framework and Guidance on Implementation. These are accompanied by a separate, web-based document that outlines the evolution of the Cardiff University approach to PRLT. The Policy Framework defines PRLT at Cardiff University and presents the minimum expected standards of practice. The policy documentation will be supported by ‘User Guides’ for Schools/Directorates and individual participants and a web-based collection of ideas and resources. Management – Implementation of the Policy Framework will be monitored through the established academic review processes. 1.2 1.3 1.4 1.5 1.6 SECTION 1: POLICY FRAMEWORK 1.1 Philosophy: The central tenets of PRLT are reflection, development and enhancement. It is envisaged that, through peer-assisted reflective practice, participants will develop within their roles and accumulate the evidence required to support enhancement and other activities. The PRLT Policy Framework seeks to build upon and integrate with existing practice aimed at developing the student learning experience at Cardiff University. PRLT values the professionalism of teachers, their autonomy and independence, and their proven ability to initiate their own development. PRLT is aligned with initiatives that support existing and anticipated requirements for the Continuing Professional Development (CPD) of teachers/learning support staff in Higher Education. PRLT is intended to enhance existing good practice in teaching and learning support. PRLT promotes scholarly, peer-assisted, reflective practice as one means of supporting the ongoing teaching and personal development activities being undertaken across the Institution. As a mutually beneficial peer-based activity PRLT aims to help participants gain insights into their own learning and teaching through facilitating the reflective practice of a colleague. The Policy Framework recognises the spectrum of learning and teaching-related activities with which staff engage within their teaching/learning support role. PRLT is intended to make overt and value these practices by affording staff the opportunities to focus their peer-assisted review on an activity relevant to their practice. While Schools / individuals may choose to frame PRLT about classroom observation, PRLT is an opportunity to review broader aspects of their teaching/learning support role e.g. feedback on coursework, module review etc. The Policy Framework therefore, presents an opportunity for staff to utilise both existing practice and planned engagements with emerging initiatives (e.g. Assessment, PDP, the Accessible Curriculum etc.). Appendix 1 defines the key words: Peers, Reflective Practice, Review, Scholarship of teaching and learning and Teaching as used in the context of the Policy Framework. 1.2 Underpinning values: In accordance with the University Mission, the PRLT process is underpinned by the following values. Staff should use the PRLT process to reflect on how their teaching/learning support role is informed by:       An understanding of how people learn A concern for student development A commitment to scholarship, professionalism and ethical practice A commitment to working with and learning from colleagues Working effectively with diversity and promoting inclusivity A commitment to continuing reflection on professional practice. 1.3 Aims: The PRLT Policy Framework aims to help Draft 13 1 1) the Institution:  promote the maintenance and further development of excellence in teaching while encouraging innovation and the dissemination of good practice.  acknowledge and value the existing systems and opportunities (formal and informal) for local discussion and review of learning and teaching experiences.  make visible the effects of change and quality enhancement in learning and teaching. 2) Schools:  address elements of their Strategic plans with respect to learning and teaching activities.  explore the tacit assumptions of the discipline and develop an overt collective identity about ‘How we learn and teach here’. 3) Individual staff:  engage in reflective, constructive and analytical discussion with peers and to share ideas and practices.  develop a dialogue focussed on professionalism in teaching.  make teaching a more open door/social activity.  value good learning/teaching practice.  produce evidence of teaching and learning development for CPD, enhancement and other purposes. 1.4 Minimum expectations: Reflection, development and enhancement are the central tenets of PRLT. The University is committed to offering equal opportunities to all staff with respect to their engagement in and development/enhancement from PRLT. Within a flexible Policy Framework, the University must therefore, ensure a consistent minimum standard of practice. The following minimum expectations should be evidenced in local approaches to PRLT. a) Frequency:  All Cardiff University staff whose activities directly impact on the student learning experience will be involved in the PRLT cycle.  All staff with significant learning and teaching duties will complete an identifiable PRLT cycle once per academic year.  Staff whose main employer is not the University, but who have some teaching related responsibilities, should take part in a PRLT cycle at least biennially, as agreed across the School/Directorate. b) PRLT:  Staff will use PRLT to explore how their selected practice is underpinned by the values stated in section 1.2. c) Outputs:  Staff will record the frequency and scope of their PRLT activity.  Staff will be invited to discuss the way that engagement with PRLT has informed their ongoing practice during an annual appraisal (or similar) meeting.  Staff may use PRLT to produce evidence of their personal development in teaching/learning support within Higher Education.  Schools/Directorates will use these data to inform and support dissemination and personal development activities. Draft 13 2 1.5 Responsibilities: To facilitate the implementation of the PRLT Policy Framework the stakeholder groups have the following responsibilities. The Institution will:  Work with Schools and Directorates to facilitate the development of local PRT practice.  Make visible the effects of change and quality enhancement in teaching and learning.  Facilitate opportunities for cross-institutional dissemination of interesting practice.  Ensure that access to dialogue, development and enhancement / reward opportunities are fair for all staff regardless of their contract of employment. Heads of Schools/Directorates will:  Consider the Policy Framework in relation to current practice and the issues this analysis raises.  Promote PRLT as a holistic developmental process, and promote and fund opportunities for staff to engage and get the most out of PRLT, e.g. through practice dissemination and staff development activities.  Implement the Framework to ensure that access to dialogue, development and enhancement opportunities are fair for all staff.  Protect staff and students from discriminatory practice. 1  Nominate a member of staff (e.g. the Chair of the School Learning and Teaching Committee) to co-ordinate implementation within the School. Individual staff will:  Engage with the School/Directorate PRLT practice.  Respect the confidentiality of PRLT while being cognisant of their responsibilities to protect staff and students from discriminatory practice. Appendix 2 presents an indicative timeline for full implementation of the PRLT Policy Framework. 1.6 Monitoring and evaluation: Implementation of the policy will be monitored through the established academic review processes. The Policy Framework is not a static document, but will undergo evaluation and review (specifically after 1 and at least every 5 years thereafter) in order to maintain relevance and benefit to the staff and Institution. Responsibility for the evaluation, review and refreshment of the Policy Framework to meet the changing needs of the University and developments in the external context will be held by the University’s Learning and Teaching Committee, and will be undertaken in accordance with action planned in the University Learning and Teaching Strategy. 1 PRLT is a confidential process that may uncover discriminatory practice. Schools/Directorates must enable staff to be cognisant of their responsibilities to colleague and student health and well-being under the Health and Safety at Work Act (1974) and other relevant regulations and amendments. Draft 13 3 SECTION 2: GUIDANCE ON IMPLEMENTATION. This section supports the PRLT Policy Framework by considering some Frequently Asked Questions. 2.1 Are there specific things we should be ‘Reviewing’? No. The University’s approach to PRLT offers staff the opportunity to pause and reflect on their teaching/learning support practice. PRLT is intended to promote dialogue focussed on professionalism in teaching across the breath of teaching/learning support roles, and is based upon peer-assisted, scholarly reflective practice. Reflective practice is often viewed as a cyclical, spiral process where individuals use evidence from multiple sources to review a practice so that they more forward with a confirmed and/or reframed approach. In this context the term ‘review’ simply means: an opportunity to look at again. There is no intention for PRLT to be prescriptive, judgmental and/or cloning in nature. PRLT encourages School/Directorates and staff to look broadly at the teaching/learning support role. While each School/Directorate will have their specific contexts of practice, the following examples are provided to suggest potential PRLT foci. The list is not exhaustive.               Engagement with the Assessment Strategy/Learning and Teaching Strategy Implementation of a more accessible curriculum Engagement with Personal Development Planning (PDP) Meetings with tutees/clients Post-graduate supervision Curriculum development Fieldwork learning Module review Teaching/learning material development Assessment review Feedback on course work Face-to face teaching sessions Clinical teaching On-line discussions 2.2 How can Schools/Directorates gain benefit from their PRLT practice? Schools/Directorates will need to ensure that they are able to meet the minimum expectations set out in the Policy Framework. In addition, Schools/Directorates may wish to consider the following in applying the framework to their particular needs.     Choosing an annual theme / topic about which all staff within the School/Directorate could frame their PRLT activity. Adopting a PRLT format to meet their needs (e.g. peer pairs, triads, small groups etc.). Discussing the options for local peer pairing or small group formation. Issues may include the benefits and/or perceived barriers to pairings across staff seniority levels, within or across disciplines etc. Discussing the perceived conflicts between a formative, mutually beneficial reflective process and the need for confidentiality in instances of perceived risk to staff or students. Draft 13 4    Discussing the staff development needs to help implement PRLT effectively. Participants will want to have confidence in the value of the process and the ability of their peer partner to do a good job. The role of the School co-ordinator in supporting the system adopted within the School. Schools/Directorates may wish to explore inter-disciplinary partnerships. PRLT seeks to draw on, but not replace the enormous quantity and variety of elective observations and dialogues with which staff currently engage. PRLT is simply an annual opportunity for staff to critically and reflectively explore one area of their teaching/learning support practice. 2.3 What does this mean in practice? How does a PRLT cycle work? There are a variety of models of PRLT across the UK and within the University. The web-based resources to support the Policy Framework [http://www.cardiff.ac.uk/11681] offer a range of examples and links to relevant resources that outline successful, rigorous and embedded models. While the PRLT Policy Framework acknowledges the wealth of existing approaches within Cardiff University, all approaches should demonstrate the following common features:         Confidentially resting with participants (with provisions as outlined in Section 1.6). An initial peer discussion to set the context, purpose and scope of the PRLT dialogue. Peer-assisted reflective practice that is informed by evidence collected by the peer partners. The PRLT dialogue should not be based upon subjective opinions. Peer-assisted reflective practice that is supported by related discipline-specific or generic literature and evidence collected during the review cycle. A non-judgemental dialogue where staff feel safe to reflect on their established practice and underpinning values. Confidential reflections exploring the benefits of engaging with PRLT, the selected theme and possible implications for personal practice. A system for staff to disseminate examples of practice or seek advice for specific development. A system that ‘closes the loop’ and helps staff see the benefits of their PRLT activity and dissemination e.g. through Appraisal. Staff are encouraged to utilise the e-portfolio tool within the Blackboard Content System to build evidence of their attainments and reflections. Further information about this can be obtained from the Information Services Learning and Teaching team. 2.4 What happens if I see/uncover potential discriminatory practice? Staff are advised to follow the relevant University guidance when concerned that the PRLT process may be uncovering practises that are contrary to legislation or their Duty of Care to prevent foreseeable harm to colleagues and students. It is important that staff overtly discuss issues of confidentiality with their peer partner/group before undertaking any formal review activity. Draft 13 5 2.5 What will be done with the information/paperwork individual staff generate? Is there a hidden agenda? No. PRLT is a staff-orientated process for the mutual benefit of staff, students and the Institution. PRLT aims ensure safe teaching/learning support practice and to promote excellence in learning and teaching. Schools/Directorates require evidence (in the form of a frequency/topic record) that PRLT has been completed, but the records of the specific dialogue remain confidential to the peer pair/group. Staff will be asked to consider how PRLT (in their role as both reviewer and the reviewed member of staff) has influenced their learning and teaching practice during the Annual Appraisal process, but will not be asked to produce specific records/transcripts. Staff may choose to include sections of records/transcripts within their teaching portfolio. 2.6. I’m not sure that I will be any good at helping a colleague reflect on their learning and teaching practice. Will there be support to help staff get going? Many of the attributes and skills to undertake/facilitate PRLT are inherent in any teaching/learning support role. It is acknowledged however, that staff may value specific support in key areas such as: undertaking reflective practice, facilitating scholarly, reflective practice in others, giving feedback, receiving feedback, topics arising from consideration of the Underpinning Values, issues surrounding confidentially, issues related to responsibilities under Duty of Care and associated legislation and regulation etc. While the Human Resources Directorate and Registry will meet generic and local development needs, staff within Schools/Directorates may wish to explore existing or new processes to support staff in-house. The web-based resources to support the Policy Framework [http://www.cardiff.ac.uk/11681] offer a range of examples of PRLT in practice and links to relevant resources. 2.7 Where can I get more information? For information about general courses/programmes of support: HUMRS: Training and Development www.cardiff.ac.uk/training For information about Blackboard training INSRV: Learning and Teaching Team and e-portfolio opportunities: Email: blackboard@cardiff.ac.uk For ideas/options for implementing PRLT to suit your local context : For help with developing and implementing a local PRLT process: For information about potential legal liabilities with respect to the PRLT process: Clare Kell /Andy Lloyd REGIS January 2006 Draft 13 REGIS: Learning and Teaching Support www.cardiff.ac.uk/11681 REGIS: Learning and Teaching Support www.cardiff.ac.uk/11681 Corporate Compliance Unit www.cardiff.ac.uk/3807 6 Appendix 1 - Glossary: Peers are colleagues normally, but not exclusively, operating within the same or a similar community of practice. Peers are mutually supportive and will help each other engage actively in a scholarly, reflective process. Reflective practice is a means by which practitioners can develop a greater selfawareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (Osterman and Kottkamp, 1993). Maximum benefits from reflection are said to occur when the process happens in community, in interaction with others; when participants value the personal and intellectual growth of themselves and others; and when participants have time to engage in slow, non-assumptive thinking (Rodgers, 2002). Review refers to the opportunity to reflect and visit again any aspect of the teaching: student-learning interface. The integration of multiple sources of evidence will provide detailed, descriptive, evidence-based data for peer-assisted reflection on practice. Scholarship of teaching and learning (SOTL) is characterised by: deep knowledge of the subject or discipline being taught; pedagogical knowledge specific to the discipline as well as general pedagogical knowledge; reflectivity; sharing and peer review (Kreber, 2005). Scholarship in research is recognised as a public activity valued through peer reviewed journals. Similarly teaching can be recognised as a scholarly, public activity with peer review and student evaluations an automatic part of CPD (Maier, 2003). Teaching encompasses the whole breadth of the teaching/learning support role. This is a deliberate departure from a narrow scrutiny of teaching ‘performance’. Draft 13 7 Appendix 2 – Indicative timeline for implementation Recommended Action Schools continue to operate existing PRLT activities Initial consideration of draft Policy Framework by LTC Policy Framework to Academic Policy Committee Policy Framework to Senate Harmonised Policy Framework launched Schools/Directorates to consider framework Resources guide updated and other staff development support agreed Purpose Continuity of practice For approval and/or amendment. For approval and/or amendment. For approval and/or amendment. Date Session 2005/06 November 2005 January 2006 6 Feb 2006 Responsibility Schools REGIS / Project Management Group REGIS / Project Management Group REGIS / Project Management Group To facilitate implementation. Support material and appropriate staff development opportunities provided based on needs To facilitate implementation. For start of session 2006/07 For start of session 2006/07 Schools/ Directorates REGIS/HUMRS Schools/Directorates agree a practice relevant to context and local need Evaluation of Framework Start of session 2006/07 Schools/Directorates Review of the Policy January Framework with 2007 revisions where necessary. Session 2007/2008 Learning and Teaching Committee QAA Institutional Review All