Peer Observation of Teaching

Why engage in peer observations of teaching?

Connecting with fellow instructors on your pedagogical approaches can offer critical insights for improving teaching. Peer observations of teaching provides instructors with the opportunity to get an outside perspective on their teaching while learning about other pedagogical approaches. Additionally, peer observations of teaching can be a compelling component of a teaching portfolio. Both individuals involved get the opportunity to reflect on their own teaching and integrate new practices.

Preparing for a Peer Observation

Before the observation takes place, the instructor and the observer should meet to decide on specific areas that the instructor would like to have assessed. The pair should meet briefly prior to the observation to discuss relevant pedagogical development goals and areas of focus. Possible areas to cover in the pre-observation meeting include:

  • The materials or lessons being reviewed, and the course context for those materials or that lesson
  • The instructor’s goals for the materials or lesson (i.e., what they will accomplish when students engage)
  • What the instructor who is being assessed hopes to learn from the observer
  • What format of record-taking will best support the instructor’s goals
  • How feedback will be shared
  • How the instructor being reviewed will measure the success of their performance or materials
  • Any access to course materials (such as a syllabus, lesson plan, Canvas, etc.) that should be granted to the observer

Recording Peer Observation Feedback

There is no one right way to record thoughts and feedback as you observe the class; it depends on the shared goals of the instructors who are working together. You may prefer to use a rubric, a time log, or a form with open-ended questions.

  • Rubrics such as this one from the University of Southern California Center for Excellence in Teaching, adapted by University of South Carolina’s Center for Teaching Excellence, breaks down an aspect of course design like classroom climate into sub-categories and criteria. A simpler rubric, also from the University of South Carolina, can be found here. This rubric includes broader categories such as organization and communication skills.
    • If using a rubric, be sure to define and agree on the terms with your peer (for example, what does it mean to earn a grade of ‘Always’ on the first rubric, or ‘Excellent’ (rather than ‘Outstanding’) on the second? What does it mean to earn a 3 versus a 4 on a scale of 1 to 5? How can that grade be improved?
  • Time logs (also called narrative logs) such as this example from University of Texas at El Paso’s Center for Excellence in Teaching and Learning (scroll down to the second page) are built for peer observations of teaching. This log allows the observer to document minute-by-minute classroom events. This might be helpful for understanding how class time is paced and organized. This format can also allow for an approach that relies on emergent coding of the classroom events immediately following the observation. A sample completed time/narrative log can be found here (downloads to a docx file).
  • A less structured form such as this one from the University of Minnesota includes open-ended questions on different aspects of an instructor’s syllabus, such as content, assessment approach, and transparency. If using a form like this, it is especially important to agree before the observation on what precise feedback would be most helpful. You may also use the open-ended form that CTRL offers here.

You may see other examples of peer assessment forms, such as checklists, questionnaires, etc. Take care with checklists, however, as they can restrict observed practices to yes or no answers. Similarly, Likert scales (choosing a number from a range) can reduce an observed practice to a number. It is important to pair instruments like checklists and Likert scales with detailed explanation.

Based on your personal note-taking style during the observation, you may choose to share these notes with the instructor. Alternately, you might decide to keep them private and only share a revised version or even wait to share only the formal feedback at the end of the observation process.

Debriefing the Process

It is crucial to schedule and attend a debrief meeting after observing a class session. Both participants should explain and explore how they felt about the lesson, and discuss what went well, and what can be improved for the future.

The instructor being reviewed can ask for specific examples of feedback related to class organization, communication, and rapport.

The instructor who is reviewing can use questions to guide the conversation and understand the impetus behind the instructor’s choices. For example, rather than telling the instructor, “You ask too many leading questions,” the reviewer might begin with a question: “When you asked, ‘What’s the most important point in this article?’ what kinds of answers were you expecting to get?” After discussing the answer to this question, the reviewer can note, “You might find that more students participate if you asked more open-ended questions, such as ‘What did you find compelling in the reading?’ or ‘What do you think the authors would say is an important conclusion?’”

Additional questions that the reviewer might ask include:

  • Why did you choose that strategy as opposed to another?
  • What do you like about that activity?
  • Does it feel like students are participating as much as you want them to?

The reviewer should also focus on a few main points from their feedback, rather than offering too many suggestions or observations, which can feel overwhelming and difficult to implement. While general feedback can be encouraging, it can also be hard to adapt or implement. Try to avoid broad statements such as “the class went well” or “you could engage students more,” and instead offer specific examples.

Best Practices for Peer Observations

Peer observations are one method of sharing peer assessment of teaching. Different forms for conducting peer observations are included above. Here are some guidelines to keep in mind while conducting an observation:

The instructor being observed should acknowledge or introduce the observer, to avoid confusion among students. The observed instructor should provide a brief overview of the purpose of the observer and emphasize that they are not there to monitor or observe students. Explanations like this can be an opportunity to model to students the importance of reflection in both instructor and student work!

The instructor who is observing should take note of the actions of both instructor and students. They should try to resist comparing the observed instructor’s choices to their own teaching style, and rather try to understand the class from the perspective of the students and/or the instructor. Additionally, the observer should try to focus their assessment of in-person teaching strategies during the live observation separate from their assessment of course materials or the distribution of course content. Typically, the observer does not participate in any aspect of the class. They should also make plans with the observed instructor to minimize disruptions when arriving or leaving (including where to sit). Observers should be present for at least an hour of class, if not a full class session.

Additional Resources

Read extended guides on peer observation from the Center for Effective Teaching and Learning & Instructional Support Services (University of Texas at El Paso, 2006) and from the Centre for Teaching Support & Innovation (University of Toronto, 2017).