Recently, Dr Abdul Razeed<\/a> from the Business School reviewed Joshua Holley’s teaching in the Faculty of Medicine and Health as part of the program. What struck us was how much both of them took away from the experience – not just Joshua as the reviewee, but also Abdul as the reviewer. We asked them to share what the process was actually like, and what it meant for their teaching.<\/p>\n I signed up for Peer Review for Teaching as part of MPLF Module 12, and to build evidence for my AdvanceHE Fellowship<\/a> application. This was my first experience of a formal teaching review, and I approached it with a mix of excitement and trepidation at the prospect of being evaluated over the course of an hour in a challenging class. The session I chose was an anatomy practical for the Sydney Medical Program, combining revision content for upcoming exams with new material for the next block.<\/p>\n I’d met Abdul a few weeks earlier for a pre-review conversation, and on the day he greeted me warmly and clearly explained how the observation would work. Throughout the session, he gave me space to teach and engage with students without interruption, which meant the class felt natural rather than staged. The hour passed by quickly!<\/p>\n After the class, we immediately had a reflective discussion about the structure of the class, how students had engaged, and a formative assessment I’d designed to support exam preparation.<\/p>\n What struck me was how easy the conversation felt – Abdul (my reviewer) brought real depth of teaching experience and a genuine curiosity about what I was trying to achieve.<\/p><\/blockquote>\n Abdul provided full written feedback promptly, which was both affirming and practical – highlighting what was working well and offering thoughtful suggestions I could actually use. In our post-review meeting, we were able to dig deeper into these ideas, connecting them to broader educational thinking and exploring how I might apply them in future teaching.<\/p>\n I was genuinely surprised by how much I valued the whole process. If you’re thinking about it but feeling hesitant, I’d say go for it – it’s one of the most useful things I’ve done for my teaching development. I am very grateful to Abdul for his time, care, and considered guidance, and feel fortunate that we were matched for this review.<\/p>\n I became a PRT reviewer because I believe strongly in collegial approaches to developing teaching practice. I’ve participated in several peer reviews before, and I see the reviewer role not as evaluative but as an opportunity for shared learning and reflective conversation. That said, I knew this review would be different – Joshua’s clinical anatomy practical sat well outside my own disciplinary expertise, and I’ll admit I initially wondered how accessible it would be for me.<\/p>\n Those concerns disappeared quickly. What made the class work wasn’t the technical content – it was Joshua’s teaching. He was highly engaged, clearly passionate about the material, and consistently focused on placing students at the centre of the learning experience. Despite the complexity of the content, the session was inclusive, coherent, and genuinely engaging throughout.<\/p>\n One moment stood out in particular. When students asked questions, Joshua didn’t simply provide answers. Instead, he used follow-up questions to scaffold their understanding, encouraging deeper thinking and helping students make meaningful connections. This approach built both confidence and trust in the room – and it’s something I’ve since become more intentional about in my own classes<\/strong>, particularly in creating structured opportunities for quieter students to contribute.<\/p>\n What I took away most strongly was a reminder that excellent teaching transcends disciplinary boundaries. Effective pedagogy is grounded in relational presence, responsiveness, and intentional inclusivity – and you can recognise those qualities whether you’re watching an anatomy practical or an accounting lecture.<\/p><\/blockquote>\n I’d encourage any colleague who gets the opportunity to take on a reviewer role. Observing someone else’s teaching, especially outside your own discipline, offers fresh perspectives and lasting insights that are hard to get any other way.<\/p>\n The Peer Review for Teaching program is open to all University of Sydney educators – whether you’re full-time, part-time, permanent, or casual. You’ll be matched with a trained, accredited reviewer from outside your faculty, and the entire process is confidential and directed by you.<\/p>\n You can use your review to strengthen your teaching practice, build evidence for promotion, teaching awards, educational fellowships, or AP&D – or simply to have a collegial conversation about what’s working and what you might try next.<\/p>\n Ready to get started? Sign up through Module 12 of the MPLF<\/a> or find out more about how the program works<\/a>. You can also read what other Sydney educators have said about their PRT experiences<\/a>.<\/p>\n PRT reviewers are experienced educators nominated by faculty and school T&L leadership, the Division of Teaching and Learning team (formally Educational Innovation), or through endorsed self-nomination. They undertake training and yearly accreditation before conducting reviews, maintaining program credibility and cross-institutional recognition.<\/p>\n Being a reviewer is also a recognised way to evidence educational leadership under the University’s Academic Excellence Framework Teaching Pillar<\/a> (University login required). As Abdul’s experience shows, it can also form of professional learning in its own right – one that deepens your own understanding of effective pedagogy across contexts.<\/p>\nWhat it’s like to have your teaching observed<\/h2>\n
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<\/a>Reviewee: Joshua Holley, Sydney Medical Program, Faculty of Medicine and Health<\/em><\/p>\nWhat I learned from watching someone else teach<\/h2>\n
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<\/a>Reviewer: Dr Abdul Razeed, School of Accounting, Governance and Regulation, University of Sydney Business School<\/em><\/p>\nWant to try it yourself?<\/h2>\n
Interested in becoming a reviewer?<\/h3>\n