University of Minnesota  Appendix

Peer Review of Teaching: Best Practices


Expand all


Table of Contents

TOC placeholder


Please use the contact section in the governing policy.

Peer review of teaching is a key strategy for robust assessment of teaching and learning at the University of Minnesota. 

Below is a checklist of potential information sources for peer review of teaching as well as examples of review instruments. 

Instructors are encouraged to maintain a teaching portfolio such as the advising and teaching portfolio that users can generate in Works. See: Teaching and Advising Portfolio Builder

Instructional Responsibilities

  • Courses taught
  • Guest presentations 
  • Undergraduate, professional, and graduate advising
  • Number and type of trainees (e.g., residents, post-docs)
  • Interdisciplinary/team teaching opportunities
  • One-to-one teaching (e.g., independent studies, UROP)
  • Service on teaching/curriculum committees
  • Mentoring and participation in other activities related to instruction
  • Dissertations and theses supervised
  • Other activities that pertain to the teaching mission of the unit

Feedback, Analyses, and Improvement of Instruction

  • Classroom observations (see sample instruments below)
  • Student Rating of Teaching results
  • Teaching statement/philosophy
  • Self-evaluations of teaching
  • Teaching awards/recognition received
  • Participation in professional development activities (e.g., workshops, conferences attended)
  • Innovative approaches to teaching
  • New courses or curricula developed
  • Redesigns of existing courses
  • Letters from current or former students (if applicable)
  • Authorship of texts or laboratory manuals, or publications on discipline-specific teaching techniques

Artifacts of Teaching

  • Course site
  • Instructional materials (e.g., syllabi, handouts, exams/quizzes, project materials, study guides)
  • Student work samples
  • Student performance on certification exams (if appropriate to the discipline)

Instruments for Conducting Peer Observations and Syllabus Review Review