Engaging in formative peer observation (sometimes considered as peer review of teaching) provides an opportunity for instructors to give and receive supportive feedback in a low-stakes environment. The reciprocal nature of peer observation provides a space to collect new ideas and strategies while simultaneously identifying opportunities for growth.

The formative peer observation program at Colorado State is grounded in the seven domains of the CSU Teaching Effectiveness Framework (TEF). This intentional alignment ensures that faculty are developing their use of evidence-based practices (EBP) in accordance to the TEF as well as professional development opportunities offered through TILT.

A unique peer observation form is available for each of the TEF domains (Classroom Climate, Curriculum/Curricular Alignment, Feedback & Assessment, Inclusive Pedagogy, Instructional Strategies, Pedagogical Content Knowledge, and Student Motivation). The forms require observees’ to share relevant background information to provide context for the observation experience. The forms also include a list of domain specific EBPs and question prompts for the observer. Finally, the forms also include a location for the observer to record notes relevant to their own teaching.

Getting STarted

There are two ways to engage in formative peer observation: TILT-facilitated Teaching Squares Program or a faculty-led  peer observation.

The TILT Teaching Squares Program

TILT facilitates a Teaching Squares program bi-annually. The Teaching Squares program places faculty into groups of four. Faculty from different disciplines and levels of experience are grouped in an effort to provide a chance to see teaching in a variety of contexts (discipline, class size, etc.). The grouped instructors agree to observe each group member twice during semester using an agreed upon set of observation norms. The program takes about 16-hours over the course of the semester.

Teaching Squares is designed to be a non-evaluative, supportive, growth-based process. Participants are coached in choosing a TEF domain to receive teaching feedback and reflect on their own teaching practice. They observe colleagues using the observee’s requested domain and share feedback using a growth-based feedback protocol.

Teaching Squares Program Benefits

In addition to reflecting on and receiving feedback on teaching practices, participants indicate that they have benefitted from connecting with colleagues, sharing ideas, and having time set aside to discuss best instructional practices during the TILT-facilitated program. Participants have also reported feeling less isolated, more supported, and a reignited passion for teaching. Visit the Teaching Squares page for program and cohort information.

Faculty-Led Peer Observation Program

Colleges, departments, and/or individual faculty are invited to use the TILT Teaching Squares Peer Observation Program Facilitation Guide to run their own peer observation program.  Visit Teaching Squares for assistance in setting up a faculty-led  peer observation program.