As an integral part of the Formative Peer Review of Teaching process, I led the development of a reviewer training package and am conducting training across faculties. At the outset it is important to note that this activity was strongly supported by a team that includes Patrick Rawstorne, Lois Meyer, Reema Harrison and Husna Razee. The team was strongly supported by an advisory committee that include Professor Gary Velan, Prof Nalini Pather, Prof Tony O'Sullivan, A/Prof Richard Vickery, Dr Rachel Thompson and Dr Peter Harris.
The development of the training program was informed by a review of the literature, which helped identify key features for inclusion. The design was guided the five principles of design thinking: Empathising, Defining, Ideation, Prototype development and Testing.
Importantly, the package includes calibration activities that generate discussion around what constitutes good practice in relation to each dimension. This is conducted through a real-time online rating system, that enables reviewers to independently rate their observations and allows instant collation of anonymised results to reveal the ratings of the group. The impact of the program is evidenced by the high levels of uptake by academics (over 80 reviewers across various faculties have been trained through this process).
In addition to the many benefits of peer-review, the reviewer training program has led to the generation of a discussion of educational quality at UNSW. The calibration activities have provided an ideal basis for discussion of critical questions related to measures of teaching quality. We have therefore been able to influence the enhancement of teaching quality across disciplines at UNSW.
The impact of this training program is evidenced by feedback from a range of educational leaders across UNSW:
A/Prof Therese Cumming, Academic Lead Education, Disability Innovation Institute and Scientia Education Academy Fellow: “ I am writing this email to thank you and your formative peer review of teaching team. You generously permitted me and several others from the Arts and Social Sciences faculty to attend the training you conducted for Built Environment. We found the training to be beyond invaluable- particularly the calibration activity, which promulgated much passionate and insightful discussion. It was this training and the meetings with you and your team which have led to the upcoming adoption of the formative peer review process for the Faculty of Arts and Social Sciences. Thanks again to you and your team for supporting us in facilitating our first training and the rollout in general. I hope that we can continue to impose on your generosity as we move through the implementation process."
Dr Dijana Alic, Associate Dean – Education, UNSW Built Environment: “In June, 18 academics from Built Environment participated in training for Formative Peer Review of Teaching. This training session was generously run by Chinthaka Balasooriya from the Faculty of Medicine. BE academics were also joined by seven academics from Medicine and FASS, providing a cross-disciplinary training experience. The training session was instrumental in allowing the UNSW Built Environment to establish its own formative peer review program. Since then, UNSW BE has used the Formative Peer Review of Teaching process as a significant part of professional academic development as well as to prepare academic staff for the UNSW Summative Peer Review of Teaching process. The support provided by the Medicine team of which Chinthaka was the lead, allowed the BE Formative Peer Review to tap into the extensive research and experience of the Faculty of Medicine team. Chinthaka collaborative and collegiate approach created a supportive and friendly environment that was appreciated by the BE staff. His inclusive and open-minded approach allowed the BE staff to make meaningful suggestions and contributions and adjust the program to address their needs. Since the first workshop Chinthaka has been working closely with the BE team, Mr. Stephen Ward and Dr. Dijana Alic, demonstrating initiative in planning further collaborations and programs. The support and engagement provided by Chinthaka’s team in running the workshop and setting up the BE Summative Review Program provides an exemplary case of educational leadership and collaboration.”
Dr Alex Bannigan, Manager – Education Innovation, UNSW Engineering: "Although the Faculty of Engineering has been running a formative Peer Observation of Teaching program since 2014, we have never made any attempt to measure its efficacy or ensure a consistent experience for all participants. The members of the Medicine Formative Peer Review of Teaching team have made important contributions to our program in this regard. Firstly, by conducting the study and inviting our academics to participate in it, we will be able to make evidence-based modifications to our process to improve it. Secondly, Chinthaka Balasooriya has facilitated several reviewer training sessions for staff participating in our Peer Observation of Teaching Program. The benchmarking activity, in particular, has proved a very valuable experience for our academics. It never fails to generate rich and passionate debate about what it means to be a “good teacher”. This creates a shared understanding of what we might look for in the classroom and what kinds of feedback might be appropriate and useful for the teacher being observed."
Associate Professor Louise Lutze-Mann, Director, Education Focussed Career Support, PVCE: “I am writing to thank you for delivering a Professional Development session for the EF academics on formative peer review of teaching.This session was invaluable as it provided a perspective on the dimensions of peer review, insight into how formative peer review could be used to inform and enhance teaching practice and, perhaps most importantly, an opportunity to actually participate in a peer review session. This kind of opportunity is rarely available and was very much appreciated by those who attended the session. They reported that they had a much clearer understanding of the process and that they would be interested in adopting a similar process in their own Schools. Once again, many thanks for delivering an informative, useful and interactive session for the EF staff."