With reference to the existing schemes adopted by faculties/departments in the EdUHK (University) and the practices of overseas universities, a set of Implementation Guidelines on Peer Support of Teaching (Guidelines) and a standardized report form have been developed to facilitate the implementation of peer support of teaching in the University. The Guidelines have been implemented effective from 2014/15 as an option along with the existing schemes used by faculties/departments.

 

Principles of Peer Support of Teaching Scheme

  • should be collaborative and developmental, not judgmental;
  • should seek to contribute both to professional development of colleagues and to quality learning of students. It is not for the purpose of performance appraisal;
  • should aim at identifying and disseminating good and innovative practice whilst maintaining participant confidentiality;
  • is highly encouraged for quality enhancement purposes though colleagues’ participation in peer support activities is voluntary; and
  • the outcomes are restricted for the use of colleagues being observed/reviewed and they would have the discretion to decide on the use of the outcomes as deemed appropriate.

Objectives

  • providing a supportive and collegial framework for academic and teaching colleagues to
    • reflect on their professional practices;
    • receive constructive feedback;
    • share good/innovative practices in ways that are developmental and non-judgmental;
  • promote peer dialogue about teaching; and
  • develop a culture that values peer feedback as positive and developmental experience.

Approaches

Faculties/departments/teams/individual colleagues may determine the selection and pairing methods. Two different modes of pairing are suggested:

  • Mentor-Mentee Mode to pair up a more experienced colleague with a less experienced colleague
    • This mode targets at new colleagues below the rank of Professor who are in their first year of service at the University, or academic/teaching staff who demonstrate a need for coaching (e.g. based on the students’ feedback from SET, SSCM). A mentor from the same department is to be assigned to the colleague by the relevant Head of Department (HoD) / Unit;
    • Colleagues could also invite Teaching Awardees (e.g. recipients of President’s Award for Outstanding Performance in Teaching, Faculty Teaching Award, and Excellence in Teaching Award, etc.) to be their mentor; and
    • This mentor-mentee relationship will remain for the full academic year.
  • Peer Support Mode to take on the form of a professional learning community and mutual/reciprocal learning among colleagues with different experiences
    • Colleagues could form peer support teams by mutual consent. The pairings can be reciprocal (“A” is peer for “B” and vice versa) or one way (“A” is peer for “B”, “B” is not peer for “A” but is peer for “C”).
  • In general, the partnership will remain for the full academic year. Colleagues may then determine whether they would continue the partnership or choose new partners.

 

For details, please refer to the Implementation Guidelines.