When most people hear the term “peer review of teaching,” they often think of someone visiting a class and writing a report on whether the lecture was clear and whether students were paying attention (or asleep). Our view at KU is that there’s much more to teaching than holding people’s attention while talking non-stop. As this website has suggested, there’s much to designing class time, assignments, feedback, and practice that can make a course more successful. In many cases, there will be time spent with students in which the teacher appears to be doing nothing but listening and occasionally commenting. There’s an apocryphal story about a department chair making the obligatory classroom visit to a young faculty member, and he was surprised to see students working together, sometimes sharing with other groups or with the whole class, and interacting individually with the professor. After 20 minutes he said to the professor, “It’s OK, I’ll come back sometime when you’re teaching.” Peer review of teaching should include a detailed analysis of the professor’s plan for learning, including material selection, targeted goals for students, methods of measuring learning, indicators of success in learning, and use of time with students during scheduled classes, studios and labs.