Peer Review of Teaching (PRT) is a valued and supportive element of our Faculty’s approach to sustaining and enhancing teaching excellence. It provides colleagues with a structured yet flexible opportunity to engage in meaningful professional dialogue, reflect on their teaching practice, and learn from one another in a constructive and collegial environment.
The Faculty actively encourages engagement with peer review of teaching and learning for the following reasons:
- To support the ongoing enhancement of teaching, learning, and the student experience, and to nurture a culture in which effective, inclusive, and innovative teaching is recognised, shared, and celebrated alongside other academic activities.
- To offer a consistent and supportive framework that enables teaching staff to reflect on their practice and identify areas for development, informed by Faculty Teaching, Learning and Student Experience (TLSE) priorities (e.g. insights from TEF, NSS, and differential attainment data).
- To create opportunities for the sharing and dissemination of good practice, enabling colleagues to learn from each other’s approaches and experiences within the Faculty and beyond.
- To help identify collective staff development needs, shaping responsive and relevant training and support for colleagues at different stages of their academic careers.
- To support individual professional development by encouraging reflective practice and signposting colleagues to further guidance, support, and development opportunities.
- To meet University expectations that all staff involved in teaching and learning engage in peer review at least once every five years, with a clear emphasis on development and enhancement
Please see the Peer Review of Teaching Guidance document for more details. You can also download a copy of the Peer Review of Teaching form:
Review preparation can be completed either by attending a face-to-face workshop, or via a self-paced Canvas module.
Peer Review Training Workshops
In person training workshops for PRT Reviewers are scheduled for:
- Tuesday 1st December, 10:00-12:00
- Wednesday 13th January 2027, 10:00-12:00
- Monday 5th April 2027, 10:00-12:00
PRT is underpinned by a shared set of guiding principles that reflect our commitment to supportive, high-quality teaching and professional learning. PRT is intended to be:
- Developmental and supportive, with a focus on professional growth rather than judgement.
- Constructive and honest, with feedback that is evidence-based, balanced, and sensitively delivered.
- Holistic, taking account of teaching practice, learning materials, and course or unit design.
- Consistent and fair, applied equitably across the Faculty.
- Reflective, encouraging self-evaluation and open professional dialogue.
- Confidential, with outcomes shared appropriately and respectfully.
- Proportionate and flexible, with the frequency and scope adapted to context, role, and individual need.
PRT is a positive, developmental, and collaborative process that supports professional growth, builds confidence in teaching practice, and strengthens our shared commitment to high-quality education.
PRT is available to, and expected of:
- All staff with a teaching component in their contract
- Early career academics
- Staff on probation (as part of the Academic Development Programme)
This ensures sustained teaching quality and enhancement of practice in teaching, assessment and student support across all career stages
Once your teaching has been peer reviewed, please complete the Reviewee declaration
Peer reviewers should meet the following criteria:
- Have passed probation
- Have more than four years’ teaching experience, enabling informed judgement of effective teaching practice
- Demonstrate the ability to provide feedback honestly, constructively, and sensitively
- Have sufficient breadth of experience to engage with content outside their own discipline when required
- Possess awareness of different teaching styles and institutional support mechanisms
- Undertake PRT training provided through the Academic Development Programme
- Literature suggests that can peer review can be between colleagues more, less or similarly experienced – it is likely to be more productive if it is conducted between colleagues with different levels of experience.
Once you have completed your reviewer preparation, please complete the Reviewer declaration: