Commissioned Strategic Projects - Office for Learning and Teaching
Commissioned Strategic Projects - Office for Learning and Teaching
Commissioned Strategic Projects - Office for Learning and Teaching
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administering authority, nor an awardee’s home discipline or university have turned their attention to<br />
what happens next. Some awardees are quite content with this. However, many awardees might<br />
prefer to see receipt of the award as a point when the pace <strong>and</strong> direction of their career changed.<br />
They want to use the award to open up new opportunities <strong>and</strong> have more of an impact on the nature<br />
of education in Australia. If that is the case, it may matter that as a sector we have invested<br />
considerable ef<strong>for</strong>t in ensuring that excellent teachers get an award but have paid little attention to<br />
what they may get out of an award.<br />
Professor Israel makes a number of recommendations <strong>for</strong> award winners, institutions <strong>and</strong> DEEWR<br />
about managing success (or failure) <strong>and</strong> valuing, supporting <strong>and</strong> using award winners.<br />
Resources<br />
The report <strong>and</strong> a short document extracting the recommendations are available at<br />
http://www.olt.gov.au/resource-teaching-awards-higher-ed-uwa-2011<br />
Peer review of teaching <strong>for</strong> promotion purposes: a project to develop <strong>and</strong><br />
implement a pilot program of external peer review of teaching at four Australian<br />
universities<br />
Institutions<br />
The Adelaide University, Wollongong University, The University of New South Wales, Griffith<br />
University<br />
As universities move to develop teaching-only or teaching-focused positions, they also need to<br />
develop processes <strong>for</strong> the recognition <strong>and</strong> promotion of academics on the basis of their teaching.<br />
Summative peer review of teaching has the ability to improve the status <strong>and</strong> the quality of teaching at<br />
tertiary level by encouraging the promotion of exceptional teachers <strong>and</strong> academics engaged in the<br />
scholarship of teaching at all levels.<br />
This project developed a robust process to foster <strong>and</strong> acknowledge excellent teaching <strong>and</strong> learning in<br />
Australian universities, particularly by integration with the promotion process. Grounded in a<br />
thorough review of the literature, processes, protocols <strong>and</strong> tools were developed <strong>for</strong> both internal<br />
peer observation of classroom teaching <strong>and</strong> external peer evaluation of written materials <strong>and</strong><br />
documentation. These were trialled in pilot programs over two years, <strong>and</strong> feedback from participants<br />
was used to modify <strong>and</strong> refine all documentation. Model session agendas, video clips of classroom<br />
teaching, <strong>and</strong> sample promotion applications were developed <strong>and</strong> are available on the project<br />
website.<br />
Resources<br />
The project website Peer Review of <strong>Teaching</strong> <strong>for</strong> Promotion Purposes, contains all project resources<br />
Peer review of online teaching <strong>and</strong> learning<br />
Institutions<br />
University of South Australia, RMIT University, Edith Cowan University, Griffith University, Monash<br />
University, Queensl<strong>and</strong> University of Technology, University of Southern Queensl<strong>and</strong>, University of<br />
Tasmania, The University of Lancaster (UK)<br />
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