Charles Sturt University
Charles Sturt University

Pre-observation information reviewees

What do I need to do as part of this process?

  1. Notify Faculty Staff and Student Liaison team (SSLT) that you will be undertaking a review
  2. Pre-observation meeting – maybe over a coffee
  3. Complete the Information for Faculty form (Google Form)
  4. Peer review observation
  5. Post-observation meeting – again over coffee or lunch

What processes and resources do I need to observe and access?

Notify Faculty Staff and Student Liaison team (SSLT) that you will be undertaking a review by emailing so that you can be allocated $25 to your Flexi Account on your staff card to go towards covering the cost of coffee or lunch meetings with your peer. Note: You will need to tell the food and beverage staff to access the Flexi Account

Organise to meet with your reviewer prior to the observation to establish focus of the review and the logistics. You will need to have read the 9 Dimensions of Teaching (pdf) prior to this meeting. Complete the Information for Faculty form (Google Form).

After the peer observation organise to meet with your reviewer who will provide feedback - guided by the Peer Review Report Template (doc). Note that the written report the reviewer provides you does not need to follow this format and does not need to include the checkboxes.

How do I find a peer reviewer?

1. You can select a colleague that you would like to undertake the Peer Review of Teaching yourself. Send the name of this person to and the Faculty Student and Staff Liaison team will follow up on your request. Note that the Faculty team may suggest an alternative peer reviewer.


2. You can send a request to A faculty team member will suggest a possible reviewer for your consideration.


3. If you would like to also include an educational designer in the review again email and an educational designer will be organised to be part of the process for you.

Can I have a reciprocal relationship with my reviewer?

Ideally the relationship between reviewee and reviewer is that of equals willing to learn from each other. It is hoped that the reviewer will then be happy for the reviewee to reciprocate by reviewing the reviewer's teaching. Even if your colleague is not inclined to undertake a formal reciprocal process (i.e., they do not wish to receive feedback on their teaching from you), ask if you could, at very least, sit in on one of their classes. Staff who have undertaken peer review almost universally comment that the experience of observing a colleague teach can be just as, if not even more, beneficial as receiving feedback on your own teaching. Observing a teaching session is effective in helping your reflect on what you do yourself as well as providing ideas for teaching strategies you may like to try.

Can I include an Educational Designer in the review process?

Including an Educational Designer in the peer review process can enrich the conversation and potentially provide insights into teaching approaches drawn from a broad spectrum of disciplines that your peer may not have experienced.

If you would like to request an Educational Designer to be part of the Faculty of Science Peer Review process the Faculty Student and Staff Liaison team will submit a Division of Student Learning Service Request for this support.

How do I prepare for a review?

The first stage of the review process involves the reviewer and reviewee meeting to clearly identify the focus and details of the review.  You will need to organise a pre-observation meeting with your reviewer.

The reviewer and reviewee must have read the 9 Dimensions of Teaching (pdf) prior to the meeting as this will underpin the planning that will take place in the pre-observation meeting.

  • How does this class fit in with the overall subject?
  • What do you want the students to learn by the end of this class? Are the outcomes clear?
  • How will class time be used? What can the reviewer expect to see? Are there any teaching materials the teacher has prepared that may be relevant for the reviewer to see?
  • What pre-class assignments or preparation for students, if any, are required?
  • Are there specific aspects of this class or your teaching style on which you would like to receive feedback? Which of the 9 Dimensions of Teaching (pdf) would you like the review to focus on? Are there any additional dimensions that you would like feedback on e.g. Graduate Learning Outcomes
  • Anything else the reviewee wishes to clarify or focus on regards this class?


  • Refine logistics for observation and post-observation meeting with reviewer– time, place, and length of observation (generally an hour).
  • What will you tell the students about the observer in the class? Depending on the size and nature of the class you could explain that the observer is here to observe the lecturer, or if you think this may influence who the students react you could, for example, tell the class that the observer is there to observe how teaching is undertaken in this discipline as distinct from other disciplines.
  • What do you (the reviewee) intend to do with the reviewer's written report? You are in control here and unless you choose to share it the report and discussions are totally confidential. However, if you potentially intend to make your report available to others you should let the reviewer know this in advance.
  • Work with the Reviewer to complete the Information for Faculty form (Google Form). This must be completed prior to the observation.

Agreements made at pre-observation meetings or discussions should be abided by during the observation.