Peer review can be highly beneficial as a developmental framework to improve and increase confidence in teaching practices. Unfortunately, many traditional models are limited in that they often include a power imbalance, risk to the person being reviewed and the need to be in the same room during the observation and feedback stages.
Digital peer review overcomes many of the traditional limitations as well as bringing to light several unanticipated benefits.
Building on research and current models from similar learning support teams, Fiona Perry and Rachel Maissan refined a new peer review process. They implemented it with a focus on collaboratively building the guidelines for observation with their colleagues. The process includes four steps: pre-observation discussion, observation, post-observation discussion and self-reflection. All of these steps can be undertaken between individuals on the same campus or on separate campuses using digital collaboration tools like Zoom, phone or email.
Watch the presentation:
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This process can be readily adapted for various teams of teachers or even to other areas such as staff training, assessment or lesson moderation or team building. Please connect with Rachel Maissan or Fiona Perry to find out more or explore their resources.
If you would like to learn more about the video feedback mentioned in the presentation, their colleague Michelle Cavaleri has discussed Jing and video feedback here.