Peer Review Process
The Department of Communication has developed the following peer review process, implemented within the department in the Spring semester of 1995 (amended in 1999 & 2006), as mandated by the UNC system (Administrative Memo 338). We recognize the need for active, positive involvement in the enhancement and evaluation of teaching and are committed to the development of multiple approaches to accomplish these tasks. We believe that both peer review and teaching portfolios will be needed to accompany student evaluations and self-assessment measures in this regard.
Student Awareness
It is important that students are aware that professors in the Communication Department will be observed in their classrooms and that observation does not indicate the professor's status or past performance in the classroom. They should also understand that our goal is to reflect on teaching practice and look for ways to improve teaching levels in the department to benefit them. It is especially important that persons currently participating the process inform their students that observation will occur.
Procedures
- Prior to classroom observation the instructor being observed will provide the instructor conducting the observation with a copy of the course outline, a completed Peer Review Prior Observation Form, and any other materials necessary to clarify the nature, goals, methods of the course.
- Prior to classroom observation the instructors will hold a "pre-observation conference" to discuss the nature, goals, and methods of the course, the logistics of the observation, and key points of focus which the observation should address.
- A minimum of one classroom visits should be scheduled. The instructors can agree to schedule more if they deem doing so appropriate.*
- The instructor completing the observation should keep a thorough and accurate record of each observation.
- After all scheduled classroom observations have been made, the instructor completing the classroom observations will write an evaluation of his/her observations following the basic guidelines on the Peer Classroom Evaluation Form. Attention should be placed on providing thoughtful, well-explained and supported comments. Sufficient explanation and description should be provided to establish a meaningful context for interpretation of the comments.
- The instructor completing the observation will provide the instructor being observed with a copy of the completed Peer Classroom Evaluation Form.
- The instructors will hold a "post-observation conference" to discuss the comments/evaluations made on the Peer Classroom Evaluation Form. Particular attention should also be given to identifying/discussing observed teaching strengths, and identifying areas for further improvement and specific strategies to generate improvement.
- Following the "post-observation conference," the instructor who was observed will be allowed to attach to the Peer Classroom Evaluation Form any written statement which she/he feels necessary to ensure fair and accurate interpretation of the reports/comments/evaluations of the classroom observations.
- The Peer Classroom Evaluation Form will be submitted as soon as possible after completion of the last scheduled classroom visit. (This, of course, means that the entire process needs to proceed promptly after the last scheduled classroom observation has been completed.)
* For example, the instructors may agree to a brief (20 minute) follow-up visit. At that time the observer (with the faculty member not present) could collect feedback about the course from the students, using a variety of quantitative and/or qualitative methods.
Forms & Other Resources
- Peer Review Prior Observation Form: completed by faculty member prior to initial meeting with observer
- Peer Classroom Evaluation Form: completed by observer after classroom observation and before final meeting with faculty member
- Student Feedback Examples: forms from HLES that can assist in collecting feedback during follow-up session (if desired by instructors)
- Open-Ended Student Feedback Prompts: non-cartoon version of some of the HLES prompts
- Self-Appraisal Form: for possible use by observed faculty, to reflect on observed class period
- "An Approach to Colleague Evaluation of Classroom Instruction": an article from the Journal of Instructional Development that is helpful for both observers and faculty throughout the peer review process
