The Subject Centre for Education commissioned David Gosling to develop and collate material to promote and support peer observation of teaching.
While the focus is on the observation of teaching, this document has some useful ideas for structuring staff into peer reflection groups dependent upon theme/area for reflection.
This paper describes the three common approaches to peer review processes: evaluation, development, and peer review. The paper (and its appendix that compares the three approaches) is widely cited and used extensively by local sites wishing to discuss how participants’ past experience maps onto PRLT.
The ProDAIT project (Professional Development for Academics Involved in Teaching) was set up by the Staff Development Unit at the University of Birmingham in 2004. While the first phase of the project was supported by HEFCE funds under Rewarding and Developing Staff Phase 1 through a Birmingham University Teaching Fellowship, the site is now a resource for all HE staff: academic and academic-related. The site promotes reflective practice, peer review and other resources as components of a wider process supporting CPD for staff. The CPD mind map may provide a useful starting point to explore the scope of practice available for PRLT.