PARD-P Principles

The PARD-P has been specifically devised for implementation within the context of a faculty. The PARD-P model is based on research into best practice in professional development. It is guided by the principles of adult learning to maximise the efficacy of sustained, individual and community learning about teaching.

PARD-P	Aligned with adult learning principles*
Build relationships	Learning is supported and facilitated through peer collaboration
Foster learning	Learning is practical, applied and collaborative
Encourage reciprocity	Learning values and brings life experience and knowledge into play
Value flexible participation	Learning is internally motivated and directed (intrinsic motivation)
Ensure confidentiality	Learning is private and respected
Respect ownership	Learning is realistic and relevant to short and long term teaching needs and aspirations
Enhance quality	Learning supports best practice, and is evidenced and goal oriented

*Adapted from Speck, M. “Best Practice in Professional Development for Sustained Educational Change.” ERS Spectrum Spring 1996: 33-41

Build relationships

• Builds disciplinary and inter-disciplinary faculty-based relationships
• Fosters a sense of belonging and identity

Foster learning

• Fosters meaningful learning about teaching
• Focuses on process rather than content
• Aligns learning about teaching with career development and university systems of rewards and recognition 

Encourage reciprocity

• Builds collegiality
• Encourages reciprocity of knowledge exchange based on teaching experience
• Supports learning communities
• Provides support that reduces the fear of judgement during learning

Value flexible participation

• Respects appropriate timing for learning
• Builds a sustainable culture of reflective practice

Ensure confidentiality

• Aligns observations and reflections with personal learning and career goals
• Enhances the learning process through supportive relationships
• Respects the vulnerability of participation

Respect ownership

• Ensures participant owns the focus of learning
• Enables self-directed/just-in-time/just-for-me learning
• Ensures the faculty owns the development of the PARD-P in own context
• Requires senior management support (owned and valued by senior management)

Enhance quality

• Supports continuous improvement in tertiary teaching practice
• Strategically embeds the PARD-P in university professional development strategy

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