After the Observation: Action Steps for Meaningful Feedback

The peer observation process doesn’t end when the classroom visit concludes—in many ways, that’s where the most meaningful work begins. Through structured reflection, supportive conversation, and concrete action planning, what might be an evaluative experience transforms into a catalyst for teaching innovation. This chapter provides practical frameworks, sample questions, and clear guidance for navigating each step of the post-observation process, ensuring that classroom visits lead to genuine teaching enhancement rather than perfunctory feedback.

Step 1: Gather Notes to Prepare for the Post-Observation Conversation

For the Observer:

• Review Your Notes: Go over your observations from the class. Focus on key moments and themes that align with the goals discussed during the pre-observation meeting. Organize your thoughts around these key areas:
  • Alignment with the instructor’s stated goals
  • Student engagement patterns
  • Teaching strategies that proved effective
  • Moments that presented opportunities for growth
  • Open-ended questions that might help the instructor reflect more deeply
• Prepare Suggestions and Resources: Think about potential solutions or strategies that could address the observed challenges. Consider what the instructor might experiment with in the future to improve the teaching experience.
• Be Mindful of Tone: Ensure your feedback is framed positively and professionally. Remember: Your role is to facilitate growth, not judgment. Aim for a balance of strengths and areas for growth.

For the Observee:

• Reflect on the Class: Consider how the session went from your perspective. What aspects of the class do you feel went well, and where did you face challenges? Take a moment within 24 hours of your observed session to jot down your impressions:
  • What moments felt particularly successful?
  • Where did students seem most engaged?
  • Did anything surprise you during the class?
  • How closely did the session align with your pre-observation goals?
  • Did you notice the observer’s presence affecting you or your students?
• Be Open to Feedback: Approach the conversation with an open mind. While feedback may focus on areas of improvement, it’s an opportunity for growth, learning, and gaining someone else’s perspective on your class. Consider the suggestions shared and how they might enhance your teaching.

Step 2: Engage in a Post-Observation Conversation

The post-observation conversation provides a valuable opportunity for both the observer and the instructor to reflect on the class and discuss the teaching practices observed. This in-person or online conversation works best when approached as a collegial dialogue rather than an evaluation. Schedule this meeting within a week of the observation when the experience is still fresh.

When giving feedback during the post-observation conversation, observers should aim to be specific, non-judgmental, and constructive. Instead of immediately listing what could have been done differently, observers should ask open-ended questions that encourage reflection. For example, rather than saying, “You should have allowed more time for questions,” an observer might ask, “I noticed that students weren’t explicitly invited to ask questions. Was that a conscious choice?” This approach encourages dialogue without imposing solutions prematurely.

Observers should also remember that feedback should be balanced, highlighting both strengths and areas for improvement. Offering actionable suggestions is crucial for supporting the instructor’s growth. It is important to avoid making comparisons with other instructors, pointing out weaknesses without solutions, or focusing solely on what went wrong.

An observer can start by inviting the instructor to share their thoughts:

• “What aspects of the class felt most successful to you?”
• “Was this session representative of your typical teaching approach? In what way?”

It is important to share observations using specific examples and open-ended questions:

• “The students seemed particularly engaged when you [specific strategy]. Is that a technique you use often?”
• “I’m curious about your decision to [teaching choice]. Could you share your thinking behind that approach?”
• “How do you feel about the pace of the session? I observed [specific timing observation].”

Together, identify a couple of areas where experimentation might lead to growth:

• “Based on what we’ve discussed, what teaching aspects would you most like to develop?”
• “How might you measure the success of these adjustments? How would you know that it worked?”
• “Would you find value in a follow-up observation focusing on these specific areas?”

The conversation should end with a collaborative discussion on potential solutions or new approaches the instructor might experiment with in future lessons. Observers and instructors should brainstorm how to address challenges and improve specific aspects of teaching practice.

Step 3: Prepare a Formal Report

For Formative or Developmental Observations:

Observers may choose to write a summary of the session, noting important takeaways, successful strategies, and areas for potential growth. These summaries serve as a supportive tool for the observed faculty member to reflect and refine their teaching. The documentation remains private unless the instructor chooses to share it.

For Evaluative or Summative Observations:

Summative observation reports are formal documents that contribute to the instructor’s performance evaluations and should be carefully written and submitted within the appropriate timelines. Following the post-observation meeting, summative observers should prepare a formal written report and share it with the instructor no later than two weeks after the observation. It should focus on the specific class session observed and must be objective, professional, and aligned with the instructor’s stated teaching goals.

The formal report should include:

• Summary of the Classroom Observation: A detailed description of the session, including teaching methods, student engagement, and classroom dynamics.
• Strengths and Successes: Specific examples of where the instructor met or exceeded their teaching goals.
• Suggestions for Improvement: Concrete areas where the instructor could make adjustments to enhance their teaching and student outcomes.
• Reflection on Learning: The observer may include reflections on what they learned through the observation, which could help both parties grow.

This report will be included in the faculty member’s annual review and tenure and promotion dossiers.

Observees should reflect on the feedback they receive, carefully considering both strengths and areas for growth. They can use the conversation to plan for future teaching sessions and identify areas where they can experiment with new techniques.

Step 4 (Optional): Plan for the Follow-Up Observations

If the faculty member chooses to implement suggestions or corrections based on the feedback, they may request a follow-up observation to assess the impact of these changes. This is particularly relevant for summative observations, where feedback is often tied to faculty development and professional evaluation.