Peer Support for Teaching (PST)
The Peer Support for Teaching (PST) Policy is core to the University's pursuit of high quality and continuously improving educational provision and should be a means of enabling, and tangibly demonstrating commitment to, real improvement. Informed by an holistic view of teaching and learning, PST focuses upon evidence-based and scholarly enhancement (not quality assurance monitoring), collegiality in the support and development of practice and flexibility for departments in implementing the policy.
Related policy and guidance
Departments seeking guidance on implementing the policy should, in the first instance, consult the Policy document, the Case Studies below and the 'Additional Guidance' document, which includes frequently Asked Questions, suggested Approaches and Activities and an optional Prompt Sheet for recording activities.
Further support is available from the Academic Practice Team on request. Please email academic-practice@york.ac.uk.
Guidance: Peer Observations of Teaching
This guidance is for all staff and especially anyone interested in organising observations with collagues in your department or school.
Case study: Teaching observations at the International Pathway College
A new approach was developed to involve staff in all stages of the peer observation process, giving them the opportunity to influence and determine the direction of the peer observation process. This case study is a reflection of progress 24 months into this new approach.
Case Study: PST in Mathematics
By stripping out all but the most necessary monitoring and reporting processes for PST, Mathematics have found an optimal balance between formally supporting staff and enabling them to self-organise autonomously and spontaneously in order to address specific issues as they arise.
Case Study: PST in Archaeology
A flexible and adaptable process fosters a culture of collegiality around teaching and supporting student learning by embedding PST into the department's annual teaching cycle.