- How far have you achieved last year’s work-related and developmental objectives?
- In what ways have you developed your teaching this last year?
- What CPD have you undertaken and/or contributed to in relation to developing your teaching or the practice of peers this last year?
- What feedback on your teaching have you received and how have you acted on it? (from students, colleagues or others or via NSS, Brookes’ Survey of Student Engagement, module evaluations, PETAL/peer observations, etc).
- In what ways have you participated in teaching team conversations at the module and programme level to support your teaching?
- What progress have you made with your research plan (be it subject-focused or teaching scholarship focused)?
- What were your main challenges last year? How did you overcome them? What else do you need to do? What challenges are foreseen for the coming year? How can you overcome them?
- Are you adhering to the Brookes Charter?
- In what ways are you demonstrating leadership in your discipline in research and/or teaching depending on role?
- If you are a module/programme leader, do you feel well equipped to undertake this role? What else would you like to know to support you in this role? Are the basics are in place? (Refer to the Module Leader’s Guide)
- How confident are you at using key systems and processes? (e.g. Google, Microsoft Office, Moodle, Zoom, Padlet, Panopto, Tallis Aspire, Radar, Cris, Feedback Studio/GradeMark, Lecture Capture, etc.)
- What mentoring and coaching have you undertaken to support others?
- How have you demonstrated the Brookes Guiding Principles and associated behaviours?
- How have you developed your own knowledge and skills in relation to the specific areas of inclusive practice?
- What has been the practical impact of this on your own professional practice and behaviour in the workplace?
- How have you encouraged/supported your colleagues in their knowledge development to embrace diversity and inclusivity?
- What recognition/awards have you received or are you working towards? (e.g. Associate/Fellow of EXPLORE@Brookes, Senior Fellow/Principal Fellow HEA via the PSF Pathway Programme, Brookes’ Teaching Excellence Fellowships and Brookes Teaching Innovation Projects, Research Excellence Awards, etc.)
- What are your proposed work-related and developmental (personal, professional and career) objectives for the coming year (to be aligned to faculty/directorate objectives plans)?
- Using SMART (specific, measurable, agreed, realistic and time-bound) may be helpful.
- What help and support do you need?
Reviewee guidance for academics
Supporting information to help you
- Faculty/directorate objectives and plans.
- Last year’s PDR form, work-related and developmental objectives, and any 1:1 meeting notes.
- Feedback received from those you have worked with.
- Academic promotions and recognition. The pay and grading landing pages has a dedicated section to promotions and ACE Applications. It outlines promotion requirements from Lecturer to Senior Lecturer, Principal Lecturer (& PLSE), Reader and Professor. It also contains requirements in transferring from Associate Lecturers.
- UK Professional Standards Framework (UKPSF) is a comprehensive set of professional standards and guidelines applicable to everyone involved in teaching and supporting learning in the HE sector. These standards have been incorporated into various development programmes offered at Oxford Brookes.
- The PSF Pathway Programme offers professional recognition for colleagues to achieve Senior and Principal Fellowship status.
- EXPLORE@Brookes is the continuing professional development framework for anyone on an academic or research contract at Brookes. It comprises tailored study routes for those in their First Three Years with time to complete granted in the annual workload plan. This can lead to gaining Associate Fellow or Fellowship status. For others, there is an on-going opportunity across the academic year to access the EXPLORE@Brookes open offer.
- Brookes’ Teaching Excellence Fellowships and Innovation Awards. This Fellowship is an opportunity for a committed Brookes teacher to dedicate time to researching an aspect of university teaching and learning over a period of 2 years. Other award schemes can be found on the Recognition and Funding page.
- The Teaching and Learning landing page offers events, resources and opportunities that enable all staff at Brookes to enhance the education of taught students and strengthen the scholarship of teaching and learning.
- Work planning Tariffs every year VCG approve workload planning tariffs for the year ahead. Reviewers should be mindful of any changes which might occur.
- NSS results, portfolio reviews, module evaluations, external examiners reports, PETAL /peer observations, staff survey results etc.
- Personal Research Plan (for research-active staff, please attach a copy to your PDR).
Supporting information for research active staff
- Vitae Researcher Development Framework (RDF). The Vitae RDF is a useful tool for the career development review of researchers. It can be used by researchers to carry out their own gap analysis of the knowledge, skills and experience they have acquired and to identify areas for development.
- Researcher Development Matrix. The University’s Researcher Development Matrix maps training, professional development opportunities, resources and support available to research-active staff of all career stages against the four domains of the externally-recognised Vitae RDF.
- EXPLORE@Brookes. The EXPLORE@Brookes programme provides a continuing professional development framework for anyone on an academic or research contract at Brookes, to support HE teaching practice, teaching scholarship, leadership and research, knowledge exchange and innovation.
- University Research & KE Training. The University's Research & KE training programme is open to research-active staff (academics and research-only staff) of all career stages, both within the first three years of their contract as part of EXPLORE, and as an optional refresher to all.
- Supervisor Training. If you intend to act as a supervisor to a research student, you must attend the mandatory supervisor training run by the Graduate College.