Peer review

Peer review supports educators to provide evidence of good educational practice when seeking promotion or as part of probation conditions. It can also support the development of contemporary, relevant, discipline-based learning and teaching practices.

Underpinning Principles of Peer Review of Educational Practice @ CS

At Charles Sturt (CS), peer review of educational practice is aimed at:

  1. Supporting the demonstration of excellence – involves the reviewee identifying areas of practice to showcase and providing a range of evidence to support and substantiate their claims.
  2. Enabling learning and improvement - involves the reviewee reflecting on their educational practice to understand it better and develop it further.
  3. Fostering collegiality and relationships – involves collegial and supportive interactions and discussions among peers. These peers can be from within the same or different School, discipline or Faculty. Peer reviews for promotion purposes will be with a peer from outside the reviewee’s School or Faculty.

Definitions

Educational practice captures a broad range of educative practices including:

  • Direct teaching (includes learning design and assessment)
  • WIL supervision
  • HDR supervision
  • Educational leadership

A summative peer review report is used by the reviewee to evidence their achievements in preparation for promotion and probation.

The peer reviewee gathers and shares evidence of good educational practice for the nominated dimensions of educational practice.

The peer review report is shared with supervisors and/or panels.

Formative peer review is voluntary and aims to improve the quality of the reviewee’s educational practices. It provides a valuable opportunity for the reviewee to receive feedback from an experienced colleague on one dimension of educational practice.

The peer review report is for private use and is not shared.

Peer review request

Use this form to submit a peer review request.

Make a peer review request

Peer reviewers

Being a peer reviewer is a positive experience that contributes to educational leadership and provides an opportunity to connect with peers and deepen understanding of colleagues' work across CS.

Peer reviewers must have at least three years of experience in Educational Practice in Higher Education and be available for approximately two hours for each review. All potential reviewers are required to complete a 1-hour training session.

Peer reviewers are assigned to a peer reviewee by the peer review team. Wherever possible, reviewers who are one level higher will be selected to conduct a peer review.

An alternate peer reviewer can be assigned if there is a conflict of interest or other issue.

If you want to become a peer reviewer, please fill in the Peer Review EOI, and our team will contact you with further details.

Use this form to express your interest in being a peer reviewer

Peer Reviewer EOI

Key dates for 2024 peer reviews for promotion

30 April 2024 Last day for Peer review requests to be received by DLT.
26 July 2024 Last day DLT accepts completed peer reviews from peer reviewers.

You can request a summative peer review to support probation or a formative peer review anytime via a make a peer review request

Template

Please use the following documents to support your peer review:

  1. Peer Review of teaching practice template – this is a single template aligned with the Teaching Capabilities Framework and Self-assessment Tool.
  2. Guidance on evidence for peer review of teaching practice – This document helps reviewees and reviewers understand the types of evidence needed to support claims and demonstrate excellence.

Please don't hesitate to contact PeerReview@csu.edu.au for guidance.

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