Before the Observation: The Initial Meeting

Peer observation is a collaborative professional development process designed to support and enhance teaching effectiveness, promote reflective practice, and foster a culture of continuous improvement.

To begin the peer observation journey, the most important component is an initial meeting between the observee and the observer(s). The pre-observation phase isn’t merely administrative—it’s a crucial opportunity to align expectations, establish rapport, and focus the observation on teaching elements that matter most. From discussing teaching philosophies to sharing course materials, these preparatory steps transform what could be an evaluative experience into a collaborative journey of professional growth. Here you’ll find practical tips, reflection questions, and communication strategies that set the stage for productive classroom visits.

For the Instructor Being Observed

Step 1: Take the Teaching Effectiveness Survey (TES)

Complete the Teaching Effectiveness Survey (TES) at least one week before your scheduled observation. The TES provides valuable self-reflection insights and helps identify your strengths and areas for growth as an instructor. After reviewing your results, identify 3-4 specific, observable teaching practices you’d like focused feedback on.
Optional but Recommended: Sharing your TES results and reflections with the observer helps provide them with context for the feedback you are seeking and allows them to better align their observation to your personal teaching goals.

Step 2: Prepare and Share Materials

Provide the observer with materials that help them understand your class and teaching approach. This context enables more relevant and actionable feedback. Make sure to share all needed information before the pre-observation meeting:

• Course Details: Include course name, number, meeting time, location, syllabus and Canvas site.

• Course Content: Share the session topic, specific learning objectives, and the lesson materials (handouts, slides, etc.).

• Student Context: Provide details on your class composition and any relevant classroom dynamics that may influence your teaching.

• Placement in Course Progression: Explain where the session fits in the broader course structure and any prior or future content it relates to.

• Specific Teaching Practices: Indicate any teaching strategies or methods you’d like the observer to focus on. This could include group work, active learning strategies, or student engagement techniques.

Step 3: Discuss Your Goals and Context at the Pre-Observation Meeting

Schedule a meeting within a week before the observation, allowing 30-60 minutes. This meeting ensures alignment between you and the observer about your teaching goals and the observation’s focus.

• Feedback Focus: Discuss the specific aspects of your teaching you want feedback on.
• Context Sharing: Provide background on the class, relevant student dynamics, and challenges you may be facing.
• Concerns or Questions: Address any concerns about the observation process or areas of teaching you’re uncertain about.
• Collaboration: Establish a collaborative and supportive tone for the observation, focusing on constructive feedback.

Step 4: Talk to Your Students

Let your students know about the classroom visit in advance so they aren’t caught off guard or behave unusually. Reassure students that the observer is not evaluating them. Explain that these observations are part of an ongoing effort to learn from each other’s teaching practices and share different teaching styles.

Please reflect AND TAKE NOTES:

What specific aspects of your teaching would benefit most from peer observation? What teaching strategies or approaches are you most interested in receiving feedback about?

For the Observer

Step 1: Review Teaching Materials

Before the observation, take the time to thoroughly review all materials shared by your colleague. This review ensures that you are equipped with the context necessary to provide meaningful and relevant feedback. Start by reviewing the TES results (if shared) to gain insight into the observee’s self-assessment and the specific areas they’d like feedback on.

• Course Context: Review the syllabus carefully to understand how the observed class session fits within the larger course structure. Review the Canvas site, assignments, and discussion boards to understand how students are engaging with the material.

• Focus Areas: Pay close attention to the specific teaching goals and practices the instructor has asked you to observe. Be sure to understand the 3-4 specific teaching practices they would like feedback on.

• Student Context: Consider the course level, prerequisites, and student needs and demographics, as these factors can inform the teaching strategies you observe.

Step 2: Prepare for the Pre-Observation Meeting

Schedule a conversation with the observee several days before the observation. This meeting lays the groundwork for a productive observation experience, so make sure to give it the necessary time and attention.

• Context Discussion: This meeting is a great opportunity to discuss the observee’s teaching philosophy, their specific objectives for the session, the teaching strategies they plan to employ, and any classroom dynamics or particular aspects of their teaching they want feedback on.
• Observation Focus: Clarify the purpose of the observation—is it formative (focused on growth) or summative (for evaluation purposes)? Understanding this distinction will guide how you document and interpret what you observe.

• Open-Ended Questions: Prepare thoughtful, open-ended questions that help you understand the instructor’s teaching philosophy, goals for the session, and any challenges they’re facing. Use active listening techniques.

• Logistics: Confirm the logistics—when you’ll arrive, where you’ll sit to minimize disruption, and how you’ll be introduced to the class. The goal is to ensure that the observation proceeds smoothly and without distractions.

• Documentation Methods: Discuss with the observee how they would prefer you to document your observations. Will you use a standard observation framework, take narrative notes, or track specific classroom interactions (e.g., using a classroom map)?

See our set of guiding questions to run the initial meeting.

Step 3: Prepare for the Observation

As you get ready for the observation, consider the mindset and approach that will make this a valuable experience. View yourself as a supportive colleague rather than an evaluator. Remember that allowing someone to observe your teaching requires vulnerability and trust. Commit to maintaining confidentiality about what you observe and approach the experience with cultural awareness and sensitivity to potential implicit biases.

Think about how you’ll document what you see. Will a Teaching Effectiveness Framework checklist help structure your observations? Would tracking participation patterns or creating a classroom map reveal interesting dynamics? Select tools that align with what your colleague has identified as most important to them.

Step 4: Plan for the Next Steps

 After the observation, promptly schedule a reflective conversation with your colleague (the timing could be agreed upon in advance). Come prepared to share specific, balanced feedback focused on observable behaviors rather than interpretations or evaluations. Use open-ended questions to understand the guiding principles behind the decision making in classroom.
Highlight both strengths and potential areas for growth, always providing concrete examples from your observation. Document your feedback while the experience is fresh in your mind.

Use open-ended questions to guide the conversation and help the observee reflect on their teaching decisions and strategies. Encourage them to explore the “why” behind their choices in the classroom.

Consider also reflecting on what you learned that might enhance your own teaching practice. Peer observation often benefits the observer as much as the observed, offering new perspectives and approaches to incorporate into your classroom.

Please reflect AND TAKE NOTES:

As an observer, how might you approach providing feedback that balances affirmation of strengths with opportunities for growth? What strategies can help ensure your feedback is specific, constructive, and actionable? What are the most appropriate tools to document observation: e.g., TEF checklist paired with a time-keeping record?