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The PARD-P Model

The PARD-P is based on research into best practice in professional development. The PARD-P cycle has four recurring stages: focus, observe, reflect/set goals, implement/evaluate.

Stage 1: Focus

The first stage of the PARD-P process involves finding a focus for observation. This stage involves a facilitated training session which provides opportunities for you and your partner to:

  • discuss the PARD-P model
  • clarify a focus for your observations of teaching or teaching materials. Some work may be needed to ensure your partner has access to appropriate documents e.g. access to MyUni sites, assessment tools, etc.
  • engage with guidelines for observing a colleague
  • practice giving constructive feedback on teaching or teaching materials

Finding a focus will help you provide constructive feedback to your partner on their chosen focus for observation.

Stage 2: Observe

The second stage of the PARD-P process involves observing your partner in action either in one of their classes or by engaging with some of their teaching materials and providing them with some feedback. Take notes about your observations so that you can synthesise and share them with your partner. Once this has occurred, meet with your partner to discuss your observations and provide feedback. We recommend that this meeting be held face-to-face and is supplemented by some written feedback.

Stage 3: Reflect/Set Goals

The third stage of the PARD-P process is about reflecting upon the oral and written feedback from your partner and then setting goals for future implementation in your teaching. In this stage we encourage you to articulate, based on the feedback you have received from your peer partner, the three most important reflections you have made about your teaching practice. We encourage you to use these reflections to set at least one goal to work towards in your teaching. This goal might involve trialling a new technique, building your skills or knowledge in a particular area, and/or seeking more information from students or other staff.

Stage 4: Implement/Evaluate

The fourth stage of the PARD-P process is about implementing and evaluating your set goals. In this stage we encourage you to consciously try something new in your teaching and then evaluate how effective this change has been for both you and your students. It is important to be realistic about the level of change you and your students are able to cope with. It is better to make small, incremental and achievable changes over time rather than making large and stressful changes to every aspect of your curriculum.


The University of Adelaide acknowledges the support and materials provided by RMIT University in the development of the Peer Review scheme.

Division of Academic and Student Engagement
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The University of Adelaide
South Australia 5005
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Level 7, Wills Building
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THE UNIVERSITY OF ADELAIDE
SA 5005 AUSTRALIA

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T +61 8 8313 5901
F +61 8 8313 8333

dvca@adelaide.edu.au