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PEER

OBSERVATION

OF TEACHING:

EFFECTIVE PRACTICES

THE CENTRE FOR TEACHING

SUPPORT & INNOVATION,

UNIVERSITY OF TORONTO, 2017

PUBLISHED BY

The Centre for Teaching Support & Innovation (CTSI)

University of Toronto

130 St. George Street,

Robarts Library, 4th Floor

Toronto, ON M5S 3H1

Phone: (416) 946-3139

Email: ctsi.teaching@utoronto.ca

Website: www.teaching.utoronto.ca

Please cite this publication in the following format:

Centre for Teaching Support & Innovation. (2017). Peer observation of teaching: Eective practices. Toronto, ON:

Centre for Teaching Support & Innovation, University of Toronto.

CONTENTS

Part I: Key Considerations – Rationale, Context and Principles

Introduction .................................................................................................................................................................................................. 1

The Goals and Benets of Peer Observation of Teaching .............................................................................................................. 2

Three Models for Peer Observation....................................................................................................................................................... 2

Setting the Context: Experiences with In-Class Observation at the University of Toronto ............................................... 3

Online Observation: An Emerging Context ........................................................................................................................................ 4

Peer Observation: Recommended Processes .................................................................................................................................... 5

Part II: Effective Processes and Practices for Peer Observation

Choosing an Observer................................................................................................................................................................................ 8

The Pre-Observation Consultation ........................................................................................................................................................ 8

Conducting the In-Class Observation................................................................................................................................................... 8

Using a Narrative Log.................................................................................................................................................................................. 9

Self-Assessment............................................................................................................................................................................................ 9

The Post-Observation Consultation ....................................................................................................................................................10

Providing Meaningful Feedback on Teaching ................................................................................................................................. 11

Sample Peer Observation Protocols.................................................................................................................................................... 12

One-to-One Classroom Observation...........................................................................................................................................12

Teaching Squares or Triads .............................................................................................................................................................14

Peer Observation of Online Courses ...........................................................................................................................................13

The Observation of Teaching for Summative Purposes .......................................................................................................14

Part III: Tools and Instruments for Observation

Pre-Observation Template ......................................................................................................................................................................16

Observation Sample Templates ............................................................................................................................................................18

The Narrative Log ...............................................................................................................................................................................18

Open-Ended Form..............................................................................................................................................................................19

Checklist (Criterion-Based) Form ................................................................................................................................................ 20

Online Course Evaluation Template............................................................................................................................................ 23

Post-Observation Debrieng Questions............................................................................................................................................25

Appendices

APPENDIX A: Additional Resources .....................................................................................................................................................26

APPENDIX B: Best Practices for Classroom Visits ............................................................................................................................27

APPENDIX C: Types of Questions to Ask/to Avoid .........................................................................................................................28

References/Sources Cited.................................................................................................................................................... 30

PART I: KEY CONSIDERATIONS -

RATIONALE, CONTEXT AND PRINCIPLES

Introduction

As described by Chism (2007) in Peer

Review of Teaching: A Sourcebook, peer

review of teaching is “informed colleague

judgment about faculty teaching for

either fostering improvement or making

personnel decisions” (p. 3). Peer review

of teaching is a broad concept that

includes an array of practices, including

the assessment of teaching dossiers,

syllabi, assignments, student and course

evaluations, personal reections, and peer

observation. Peer review of teaching is

used for both summative and formative

purposes.

Summative peer review of teaching is

geared towards generating information

needed to evaluate teaching for human

resource-related purposes (e.g., tenure

and promotion). As summative reviews

are evaluations with a dened purpose in

mind, they tend to cover broad categories,

and oer a comparison to peers. Formative

assessment, in the context of the peer

review of teaching, refers to activities

and processes that provide instructors

with specic feedback that they can

use to improve their teaching practice.

The feedback generated from formative

assessment is intended to provide

instructors with robust and detailed

insights into their teaching. As Chism

states, formative assessment of teaching is

“the basis for the development of eective

teaching throughout one’s career” (p. 5).

Peer observation, for both summative

and formative purposes, is an important

component of the peer review of teaching.

In general, collaborative peer observation

of teaching is comprised of three steps:

1. a pre-observation conference;

2. an in-person classroom visit (or

online observation, in the case of

online courses) during which detailed

observations of the instructor’s

practice (including classroom

environment and student interactions)

are captured via a template or rubric,

and through narrative notes; and,

3. a post-observation conference that

includes both self-reection on the

part of the observee and constructive

feedback from the observer (Wilkerson

& Lewis, 2002, p. 75).

There are many models of peer

observation, and emerging models of

the observation of online courses. The

primary focus of this guide is formative

peer observation of teaching at the

University of Toronto, including in

online courses. The guide presents

dierent models of peer observation

and assessment that can be adapted to

multiple contexts across the institution,

providing tools and instruments for peer

observation of teaching, and oering an

overview of how to best use them.

Although focused on formative

practices, the guide outlines how these

processes dier from those used for

summative purposes, and describes

how these practices might be adapted

as departments carry out summative

observations of teaching for tenure

and promotion purposes, as included

and outlined in some U of T divisional

guidelines for the assessment of teaching

for tenure and promotion.

[FORMATIVE

“

EVALUATION IS]

THE BASIS FOR THE

DEVELOPMENT OF

EFFECTIVE TEACHING

THROUGHOUT ONE’S

CAREER.”

(Chism, 2007, p. 5)

…A PROCESS WHEREBY A TEACHER PARTICIPATES AS AN OBSERVER IN A LESSON TAUGHT

“

BY A COLLEAGUE FOR THE PURPOSES OF EXPLORING THE LEARNING AND TEACHING

PROCESS AND ENVIRONMENT AND WHERE THIS ‘OBSERVATION’ LEADS ON TO REFLECTION

AND DISCUSSION, WITH THE UNDERPINNING LONG-TERM AIM OF IMPROVING STUDENTS’

LEARNING.”

(Bennett & Barp, 2008, p. 559)

The Goals and Benets of Peer Observation of

Teaching

Peer observation of teaching in higher education has

been used and evaluated both as a faculty development

technique and a summative evaluation tool for several

decades. Studies highlight the value of the practice as a

way of foregrounding the teaching and learning process,

making teaching practice visible, and improving the

quality of teaching and student experiences (Fullerton,

1993; Hammersley-Fletcher & Orsmond, 2004; Martin &

Double, 1998; Pressick-Kilborn & te Riele, 2008). Bennett

and Barp (2008) summarize the process and outcomes of

peer observation as follows:

…a process whereby a teacher participates as

an observer in a lesson taught by a colleague

for the purposes of exploring the learning and

teaching process and environment and where this

‘observation’ leads on to reection and discussion,

with the underpinning long-term aim of improving

students’ learning. (p. 559)

Martin and Double (1998) identify the six main aims of

peer observation as:

improving or developing an understanding of

personal approaches to curriculum delivery;

enhancing and extending teaching

techniques through collaboration;

exchanging insights relating to the review of

teaching performance;

expanding personal skills of self-reection

and evaluation;

developing curriculum planning skills in

collaboration with peers and colleagues; and,

identifying areas in teaching practice with

particular merit or in need of development.

Sullivan, Buckle, Nicky, and Atkinson (2012) further

enumerate the practical benets of peer observation,

stating that the process can additionally rearm

teaching skills, provide developmental feedback and

ultimately maintain high standards in undergraduate

teaching, for example. Peer observation in its

collaborative approach may also play a role in

contributing to strong departmental teaching climates

and cultures (Smith, 2013).

Three Models for Peer Observation

A review of the literature demonstrates that there are

three basic models of peer observation of teaching

usually conducted within higher education institutions.

Gosling (2002) captures these models as follows: 1)

an evaluation model, where the primary purpose is

to provide summative feedback for the purposes of

appraisal or quality assurance; 2) a developmental

model where the overarching goal of observation

is improving teaching and learning; and 3) the peer

review model, where self- and mutual- reection

are emphasized, resulting in formative feedback. As

described by Siddiqui et al. (2007), the “essence of the

peer-review model … is that teachers observe each

other, often in a reciprocal process” (p. 297).

Several studies demonstrate how the peer review model

for the observation of teaching provides faculty with

opportunities for development, and improves teaching

practice (Bell 2001; Hendry & Oliver, 2012; Sullivan et al.,

2012). Hendry and Oliver (2012) write that “observing a

colleague teach can both show the observing teachers

how new strategies work and enhance their condence

to apply them in their own teaching” (p. 1), and Sullivan

et al. (2012) show how the peer observation of teaching

can provide “an opportunity to examine both content

and delivery of individual course components so that

suggestions could be made as to how these might be

improved or rened” (p. 3).

Other benets include rst-hand collegial support and

the growth of teaching-related collaboration (Pressick-

Killborn & te Riele, 2008). Throughout the process,

peer observation can act as a valuable opportunity for

reection, give insight into teaching practices, mutual

professional development, and quality improvement in

teaching and learning (Sullivan et al., 2012).

Setting the Context: Experiences with In-Class

Observation at the University of Toronto

In a recent report on faculty mentoring for teaching

practices at the University of Toronto, the Centre for

Teaching Support & Innovation (CTSI) interviewed

a range of faculty members who described peer

observation of teaching experiences. Several faculty

members interviewed described occasions in which

peers from within and outside their department sought

feedback on their in-class teaching. For example, a

participant in a department in the Physical Sciences

described a lengthy history of peer support for in-class

observations that are further enhanced by including

students in the formative assessment process. In their

paired interview with CTSI, participants reected on

the value of this activity and support for observing one

another’s teaching to gain new insights on strategies,

approaches, and educational technologies. A strong

teaching culture in this department has opened the

spaces to discuss and make public one’s teaching (Centre

for Teaching Support & Innovation, p. 42).

As described in the broader literature, conducting an

in-class observation of teaching is a highly benecial

activity (Chism, 2007). Participants in the CTSI mentoring

study also recommended that this formative in-class

observational feedback should ideally be viewed

separately from observations that are part of formal

summative tenure and promotion processes. As part

of going forward for tenure or promotion, some

divisions require that faculty members are observed

teaching and a report on the in-class observation be

provided to the review committee. Leading up to this

observation, participants reported, there can be little

to no preparation for or feedback on in-class teaching.

Preparation in such cases might include a formative

“check-in” prior to the more formalized observation.

One interview respondent shared the value in providing

feedback prior to tenure and promotion processes,

otherwise many new and early career faculty will only

experience one in-class observation as a primarily

summative and “high stakes” activity. Several faculty

members shared positive experiences in engaging in

formative in-class observation sessions and the post-

observation debrieng meetings. In addition to their

developmental purposes, these experiences can also

serve as important preparation for eventual summative

observations.

A group of faculty members who were observed in

weekly in-class observations with a senior faculty

member felt that such sessions were very helpful and

formed the basis of a meaningful mentor-mentee

relationship. One mentor observer recommended

that this approach can “oer a bird’s eye view of the

course’” and can also help inform the mentee about

content overlap. An observee felt that including in-

class observations was key to “developing one’s own

teaching style.” Two additional participants who were

mentored within this model said the formality of this

frequent activity was positive and worked well (Centre

for Teaching Support & Innovation, p. 54).

Other key recommendations from participants included

gauging what observees can handle or absorb in

the rst year of their appointment: “I support in-class

observations but there may be too much stress or

pressure on a new hire – wait for a while, while they

settle. It’s good to ask but don’t push them – [the

observee] needs a sense of trust as they feel very

vulnerable.” Another participant emphasized that

creating a positive teaching culture that elevates interest

in observing and learning from others’ teaching requires

a careful approach that can lead to reciprocal benets for

observer and observee:

The interest is there and depends on how it is

approached. I have done these in-class observations

with a few people and time is an issue but we created

a culture in that people felt comfortable and I could

ask, “do you mind if I sit in today…?”…seeing what

someone else does causes you to reect on your own

teaching (Centre for Teaching Support & Innovation,

p. 54).

Participants in the mentoring study (Centre for Teaching

Support & Innovation, 2016) also expressed a keen

interest in documenting in-class observations to include

in their tenure or promotion teaching dossiers as a

means of demonstrating their eorts to become more

eective instructors. However, such documentation is

not always a feature of peer observation. When engaging

in peer observation, participants discuss how an in-class

observation might be documented in order to eectively

capture instructor-student interaction in a class, as well

as showcase eorts to innovate and take risks in their

teaching. Observation checklists, of which we provide

samples in this guide, can provide guidance ahead of

observation sessions and can serve as a debrieng tool in

the post-observation consultation. Strategies for moving

forward can emerge from such discussions and could be

included in teaching summaries for a participant’s tenure

or promotion dossier (Centre for Teaching Support &

Innovation, p. 54).

Peer-supported in-class observations can help create a

supportive environment for new faculty who are seeking

to enhance their teaching eectiveness. The Teaching

Squares model, described in detail later in this guide,

oers a supportive space to create small communities of

faculty guided through a series of in-class observations

that expose them to other instructors at their experience

level and in a formative environment.

Online Observation: An Emerging Context

As online and hybrid teaching becomes more common,

instructors and divisions have sought ways in which

to get feedback and reect on online teaching. The

online teaching context provides a valuable arena for

the application of peer observation of teaching models,

outside of those widely applicable to the process

enumerated previously. In a study conducted by Bennett

and Barp (2008) on the ecacy of peer observation

online, participants reported “added value through the

unique opportunity not only to debate and discuss

online experiences, but to focus on the online processes

themselves within the context of implementation, to

reect on them, model best practices and observe

them in colleagues.” This is corroborated in the work of

Harper and Nicolson (2011), who found that for many

instructors new to the online context, who have not

themselves been online learners, peer observation oers

them the chance to share practice and build community.

Instructors benet by gaining insight into how their

colleagues teach online, gleaning information on how to

adapt pedagogy and enhance their own practice.

Although many learner-centred pedagogical strategies

can be applied to the online context with great success,

teaching online necessarily requires dierent types of

interactions with students and course materials. The

use of learning management systems, also a feature in

many face-to-face classrooms, allows observers to readily

access a full archive of course material. Online learning

in both its synchronous and asynchronous forms can

provide observers with a perspective on a wider breadth

of teaching skills, including how instructors structure

assignments, deal with formative assessment, and

respond to individual students. As Kell (2005) describes,

online observation oers the opportunity to extend

the reach of peer observation “from ‘content/stand-

up performance’ and instead embrace the breadth of

the ‘teaching’ role and its impact on the total learning

environment” (p. 8). Indeed, as Harper and Nicolson

(2013) state, as ‘eective practice’ is currently “less than

fully established in online teaching, practitioners from

the very inexperienced to those deemed ‘expert’ can

learn from each other” (p. 273).

Bennett and Sandy (2009) comment on how the

‘archived’ nature of online learning “opens up possibilities

for online tutors to work together in ways (relating to

time and place) that have not been possible in the past”

(p. 404). Together the observer and observee can learn

about new modes of instruction, how to eectively adapt

to new contexts and technologies, and how to develop

new, adaptable teaching strategies. Because of the

‘newness’ of online teaching, there are huge amounts of

gains that can be made in terms of teacher development

[ONLINE OBSERVATION OFFERS THE OPPORTUNITY TO] BROADEN THE REMIT OF

PEER OBSERVATION AWAY FROM ‘FROM CONTENT/STAND-UP PERFORMANCE’

AND INSTEAD EMBRACE THE BREADTH OF THE ‘TEACHING’ ROLE AND ITS IMPACT

“

ON THE TOTAL LEARNING ENVIRONMENT.”

(Kell, 2005, p. 8)

through peer observation and learning (Bennett &

Sandy, 2009). Key to this is “adopting approaches which

[incorporate] a sense of exploring or “researching” the

nature of the online teaching/learning process itself” (p.

405).

Peer Observation: Recommended Processes

This guide discusses three modes of peer observation

that are adaptable to various contexts:

1) one-on-one observation;

2) teaching squares (comprised of four

individuals), or triads; and,

3) online observation.

We advocate a basic, three-step process for

all of these models, with additional steps

depending on context:

Step 1

pre-observation meeting

Step 2

observation

Step 3

post-observation

consultation

Widely promoted in the literature, this three-step

process is comprised of a pre-observation meeting, the

observation itself, and a post-observation consultation

(Chism, 2007; Martin & Double, 1998; Siddiqui et al.,

2007). Some models adapt this process by adding

in written reections on the part of the observee or

through the interventions of a faculty developer (Yiend

et al., 2014; Bell, 2001). Eective practices for these three

steps are outlined later in this guide.

Time is a constraining factor for all participants in peer

observations of teaching. Nonetheless, we recommend

that, for maximum formative impact on teaching

practice, observations be repeated at least twice in an

academic year. The observations should take place in a

similar context – not necessarily the same course, but

in the same general discipline and instructional setting.

Ideally, the observer can return to visit the instructor’s

classroom over a number of years so that both can

“

THIS REFLECTIVE PRACTICE “INVOLVES

THE PROCESS OF TEACHING AND THE

THINKING BEHIND IT, RATHER THAN

SIMPLY EVALUATING THE TEACHING

ITSELF. IT IS, THEREFORE, ADDRESSING

THE QUESTION OF WHY AS OPPOSED

TO HOW AND, MOST IMPORTANT,

IT IS ABOUT LEARNING FROM THIS

PROCESS.”

(Hammersley-Fletcher, 2005, p. 214)

document and map changes and growth. When teaching

is observed more than once in a similar context, the

observer and observee are able to look back at the

growth of the instructor’s teaching practice, see what has

developed and changed, gauge the reactions of students

and the ecacy of the instructor.

Studies show that the most eective peer observations

in terms of engendering growth in teaching skills

involve self-reection on the part of both the observer

and observee. As stated by Hammersley-Fletcher and

Orsmond (2005), this reective practice “involves the

process of teaching and the thinking behind it, rather

than simply evaluating the teaching itself. It is, therefore,

addressing the question of why as opposed to how and,

most important, it is about learning from this process”

(214).

Reection is a vital part of learning, and as pointed

out by Hammersley-Fletcher and Orsmond (2005),

“[vehicles] that can encourage and develop reective

practice are essential, and peer observation processes

can form an important part of such developments” (p.

221). Bell (2001) regards reection as “an essential skill of

eective teachers” that “enables teaching practitioners

to articulate the components of their work that lead

to successful outcomes, thus supporting their own

professional development and their ability to mentor

and develop others” (p. 32). Reection on teaching

“involves the reconstruction of one’s experiences:

the honest acceptance and analysis of feedback; the

evaluation of one’s skills, attitudes and knowledge; and

the identication and exploration of new possibilities for

professional action” (Bell, 2001, p. 31). Through the peer

observation of teaching, instructors and observers can

develop their reective thinking skills, thereby engaging

in reciprocal, formative development.

CRITICAL FEEDBACK MUST BE PRESENTED IN WAYS THAT ARE CONSTRUCTIVE AND

“

WILL LEAD TO NEW UNDERSTANDINGS AND IMPROVED PRACTICE. ANY FEELING

THAT JUDGEMENTS ARE BEING MADE WILL ACT TO DETRACT FROM SUCH BENEFITS,

AND CALL THE WHOLE PEER OBSERVATION PROCESS INTO DISREPUTE.”

(Hammersley-Fletcher & Orsmond, 2005, p. 218)

Feedback: A Core Element of the Observation Process

As Sullivan et al. (2012) describe, quality feedback is vital to the success of the peer observation

process. According to their study, feedback should endeavour to be:

• descriptive of behaviour rather than personality;

• specic and sensitive;

• directed towards changeable behaviour; and,

• timely.

Sullivan et al. recommend that feedback also be selective, highlighting one or two areas of

strength and improvement rather than overwhelming the observee with too much information.

MacKinnon (2001) endorses an approach to feedback that is systematic, supportive, educational

and developmental, calling for the use of a narrative log that enumerates strengths and

challenges and provides a summary that highlights strengths and possible areas for growth and

improvement. Hammersley-Fletcher and Orsmond (2004) advocate a similar model, where “Step

1 involves spending time making a considered written review, Step 2 is where strengths and

weaknesses are identied and Step 3 is the summary pulling out key points for discussion” (p.

215).

Cosh (1998) argues that feedback should consist of at least a conversation or written

response that claries insights and comments, and through which eective practices can

be broadly shared. She writes that feedback should “encourage further self-development and

[provide] suggestions for the sharing and dissemination of good practice… and, in addition,

suggest possible areas of specic focus for future observation” (p. 175).

It is important to remember that those being observed through a peer observation, in both

formative and summative settings, are in a vulnerable position – no matter their career stage or

level of teaching experience.

Therefore, “critical feedback must be presented in ways that are constructive and will lead to

new understandings and improved practice. Any feeling that judgements are being made will

act to detract from such benets, and call the whole peer observation process into disrepute”

(Hammersley-Fletcher & Orsmond, 2005, p. 218).

In Joellen Killion’s “The Feedback Process: Transforming Feedback for Professional Learning” (2015)

she describes feedback as a “dynamic, dialogic process that uses evidence to engage a learner,

internally or with a learning partner, in constructing knowledge about practice and self” (p. 13).

Killion enumerates 11 characteristics of an eective, learning-focused feedback process:

CHARACTERISTICS OF LEARNINGFOCUSED FEEDBACK

ADAPTED FROM KILLION, 2015

1. Process – engaging learner in review, analysis, reection and planning

2. Criterion-based – uses explicit, pre-established and known criteria

3. Multiple forms & sources of data/evidence – Multiple sources of evidence are more constructive, concrete

and less biased and subjective

4. Desired – feedback should be invited and welcome

5. Timely – proximity of the feedback to the observation inuences how the observee responds

6. Responsive to learner – tailored to the developmental needs, perspective, context and level of expertise of

the learner

7. Frequent – frequent and routine feedback is viewed as growth-oriented

8. Future-focused – guides the learner expediently towards changes in teaching practice

9. Reciprocal – through the feedback process, the observee helps the observer construct knowledge to build

capacity, and also gives space to reect on the observer’s own practice

10. Skilful interaction – clarity and precise communication increase understanding and the value of the

feedback process

11. Multidimensional – the learner is engaged in more than one way, encouraging reection on multiple levels

Killion clearly lays out the components of the feedback process that should be considered by both the observer(s) and

observee when arranging, conducting and following up on observations. The chart below details the components in an

eective, learning-focused feedback process:

Steps of Learning-focused Feedback Process

Components Descriptions

Review

goal and

expectations

Establish or review and clarify understanding of learning goals, expectations, and criteria of

success

Specify

indicators for

success.

Dene what success looks like or identify which criteria will be used as a reference for assessing

the eectiveness for practice

Determine

data.

Identify what data are needed for the feedback process

Collect data. Collect multiple forms of evidence from authentic practice or appropriate simulations

Analyze data

and evidence.

Use data and evidence to analyze practice and assess it against specied criteria to identify current

status in relationship to the criteria; reect on strengths and areas for continued focus; clarify

expectations or criteria for success if necessary

Construct

knowledge.

Reect on practice, data, and evidence from practice and analyze them to generate conclusions,

generalizations, or hypotheses to apply to future practice

Deconstruct

knowledge.

Examine variations of the newly constructed knowledge to explore its appropriateness in

alternative contexts

Determine

next actions.

Identify and prioritize next steps based on the new knowledge and support needed to apply it in

subsequent practice

Reect on

the feedback

process.

Assess the usefulness, rigor, eectiveness of the feedback process and the contributions of

learning partners

Integrate

knowledge.

Apply new learning/knowledge in subsequent actions

(Killion, 2015, p. 65)

PART II: EFFECTIVE PROCESSES AND

PRACTICES FOR PEER OBSERVATION

The process of a single peer observation, whether in a one-on-one, online or

teaching squares context, takes approximately three hours (depending on

the length of the class observed). As previously noted, there are three stages

to peer observation: pre-observation; observation; and post-observation.

Depending on the schedules of participants, there can be a break between the

second and third stages, but the observer’s sustained attention and engaged

presence is required throughout the process. It is also recommended that

feedback be given as soon as possible following the observation (Siddiqui et

al., 2007).

Choosing an Observer

Key to a successful observation of teaching is the

relationship between the observer and the observee. As

Keig (2000) describes, studies of the peer observation of

teaching suggest that “colleagues who respect and trust

each other can be invaluable in helping improve each

other’s teaching” (p. 68). When choosing an observer, the

following characteristics may be considered:

1. Knowledge of the teaching context (large

classroom, online, seminar, etc.).

2. At least a passing familiarity with the subject

area – cross-disciplinary observations can be

very fruitful but an observer should understand

the basic context of the class they are entering

into. This context can be provided in the pre-

observation meeting.

3. Knowledge of teaching techniques and

pedagogies suitable to the teaching context.

4. Ability to provide constructive feedback to the

observee.

Hammersley-Fletcher and Orsmond (2005) share that

the observer should provide the observee with “as an

objective view of the teaching session as possible, and

review and reect on that experience with the observee

in a way that informs future thinking and practice”

(2005, p.214). Chism (2007) recommends that eective

programs of peer observations ensure that the “observed

teacher and the observer [be] trusted and respected by

each other,” (p. 100) underlining that feedback should be

candid, yet tactful, and clear communication between

the observer and observee should be fostered.

The Pre-observation Consultation

Ideally, the observer and observee should meet to

discuss any particular issues the observee would like to

see addressed in the feedback generated through the

observation. The information gathered can focus on

goals, the students in the class, the activities that will

be presented and the instructor’s individual teaching

practice and style. We provide a sample template of the

pre-observation consultation form below.

Subsequently, the observer and observee should

review the material that will be covered in the observed

class. Understanding the key learning outcomes to

be taught and the usual structure of the class will be

useful. The observer can request that the observee

provide in advance any material that will help guide

the observer’s understanding of the material presented

in terms of context and level of understanding of the

students, including the course syllabus, assignments and

textbooks/readings.

Conducting the In-class Observation

Suggested best practices for classroom visits are

summarized in Appendix B. As well, observers should

consider the general guidelines oered below while

conducting the in-class observation.

1. Ensure that you arrive early to the class, checking

with the instructor where they would prefer you

to sit; you should ensure minimal disruption to the

class’s routine.

2. Observe the class, focusing on the areas covered

by the observation tool or rubric

you have agreed to use, as well as

any individual issues raised by the

instructor in your initial meeting. Take

notes.

3. Pay close attention not merely to the

instructor, but also to the reactions of

students. This will allow you to make

observations on the engagement

with course material and reactions

to the instructor’s personal teaching

style.

4. Make note of anything the instructor

does that seems particularly eective,

as well as those areas in which further

development of their skills would be

benecial.

5. Take some additional time to

record other thoughts about the

observation as soon as possible after

the class concludes.

6. Be objective in your evaluation by

describing observations and avoiding

judgements.

7. Consider the learning environment

from both the instructor and learners’

perspectives.

8. Resist the urge to compare with your

own teaching style, avoiding using

your approach a point of reference,

and focus instead on the teaching

style of the instructor you are

observing.

As general guidelines, observers can

look for the following general teaching

behaviours:

• Organization – clearly states when

topics are changing; recaps previous

learning and provides summary at

the end; emphasizes most important

points, etc.

• Communication – addresses

students directly when talking;

speaks audibly and clearly; rephrases

or reframes dicult concepts, etc.

• Rapport – solicits student feedback,

addresses students by name, and

encourages students to build on each

other’s comments and questions, etc.

Using a Narrative Log

We recommend the use of a narrative

log, especially to those new to the peer

observation of teaching. As Chism (2007)

describes, a narrative log is a mainly

formative tool that describes “verbal

and non-verbal behaviour, emphasizing

what the reviewer sees [and hears rather]

than the reviewer’s judgement” (p. 106).

Observers can use this log to record

times in the class when a behaviour (from

both the students and the instructor) or

activity occurs, allowing the observer

and observee to review the structure,

ow and timing of the class. The narrative

log is very useful in guiding the post-

observation consultation. Chism notes

that this tool can be used to guide

“the instructor’s consideration of t of

actions to goals, student learning issues,

alternate ways that situations could have

been handled, and the like” (p. 106). The

following questions are adapted from

Chism (2007) and can help focus the

narrative log, by being mapped on to a

particular moment in time:

 What is the instructor speaking

about?

 What specic comments are being

made? (Student & Instructor)

 What types of questions are being

asked? (Student & Instructor)

 How are classroom learning activities

organized? A chart may be a useful

organizational framework to answer

this question.

 What is the level of student

interaction?

 What teaching strategies are being

used?

A sample narrative log is included in the

appendices of this guide, on page 18.

Self-Assessment

After the completion of the observation,

and in preparation for the post-

observation consultation, the observee

should engage in a process of self-

assessment and reection. The observee

might reect upon what they were

thinking or feeling at key points in the lesson while performing certain tasks. The goal is to reconstruct

and analyze one’s teaching context and performance to identify teaching strengths and areas for

improvement. Then, when the peer feedback is received, the observee can compare and contrast their

self-assessment with the peer observation.

WHAT WAS

Challenging?

Surprising?

A success?

WHAT WOULD YOU DO DIFFERENTLY NEXT TIME?

NAME ONE THING YOU WILL WORK ON – YOUR “ACTION PLAN”

The following reective questions can be considered when preparing a self-assessment:

Weimer, et al. (2002), provide a comprehensive self-evaluation form that instructors can use to examine their own

teaching practices (p. 35).

We encourage instructors to work through a teaching inventory for more information on their teaching approaches.

These inventories allow for self-reection on personal pedagogical approaches, practices and perspectives, measuring

the extent to which certain practices are employed and valued. Using such a tool provides valuable insights into

teaching and prompts thinking regarding pedagogy and decisions related to it.

The Post-observation Consultation

Suggested best practices for follow-up after classroom visits are provided in Appendix B. The purpose of the post-

observation consultation or meeting is to review the observation form in detail and discuss strategies and next steps

for improvement. Be sure that you begin your post-observation conference with the observee’s own self-

assessment of how the class went. The observer should always take the lead from the observee and begin with the

self-assessment.

To begin the post-observation consultation, the observer asks the

instructor the following global reective question:

The following steps should be taken

by the

observer to prepare for the post-

What is your overall impression of the class?

observation consultation:

Then, move to more targeted questions, such as:

STEP 1: Complete your observation form.

1. Once you nished teaching that day, what did you think went

Note that written comments can be

well, or what did you feel was not so successful? Why?

particularly useful to instructors, and should

2. What would you do dierently the next time you have to

be as detailed as possible.

teach that class or topic? Why?

STEP 2: Make sure you recognize what was

3. What did you think of the time management in the class, the

done well (the strengths of the instructor).

students’ level of participation, your own management of the

Knowing how to build on existing strengths

course material and activities, etc.? Here, focus on the agreed

and successes is important.

upon observation areas from the pre-observation consultation.

STEP 3: If identifying areas for improvement,

4. Given what happened in this class or what has been

be specic and focus on one or two key

happening in your teaching overall, is there any issue in

points that are achievable in the short term

particular for which you would like additional guidance or

and perhaps one longer term goal.

resources?

10.

Give the instructor the opportunity to speak rst, and

share their observations and reections, prior to the

observer providing feedback. Allow the instructor to ask

any questions, and then direct them to any resources you

feel may be useful to them. Throughout the consultation,

show empathy and provide encouragement.

Providing meaningful feedback on teaching

The literature on feedback, as outlined in previous

sections of this guide, provides an overarching

framework for providing meaningful feedback in order

that participants meet the goals they have set for the

peer observation of teaching. As Hammersley-Fletcher

and Orsmond (2005) point out, feedback sessions involve

both the observer and observee taking up an observation

and “act as a key trigger and means of enhancing the

reective process for both parties” (p. 215). This section

draws on this literature to guide peers in providing

meaningful feedback.

Quality feedback for teaching:

• Is formative as opposed to summative (this is not to

say summative feedback cannot be provided – rather,

that when feedback is supplied to the observee,

it should be forward-looking in nature in order to

facilitate teaching improvement)

• Aims to identify a challenge and help formulate an

improvement plan

• Focuses on alternatives and options

• Is non-judgmental regarding teaching performance

• Is descriptive rather than prescriptive

The table to the right contrasts descriptive, specic and

exploratory feedback with judgmental and overly-vague

feedback statements. The goal is to strive to improve

one’s skill in providing descriptive feedback.

Finally, of critical importance is providing feedback

through the use of eective questions that support

reection and exploration of a variety of perspectives.

Appendix C provides a range of examples while also

outlining questions to avoid (Sharpe & Nishimura, 2017).

DESCRIPTIVE FEEDBACK PRESCRIPTIVE FEEDBACK

CONSULTATIVE

FEEDBACK IS BASED ON

“I” STATEMENTS. THIS

FEEDBACK SHOULD BE…

INEFFECTIVE FEEDBACK

IS OFTEN BASED ON

“YOU” STATEMENTS.

THIS FEEDBACK CAN

BE…

Objective

“I was able to follow your

explanation even though I

don’t know calculus.”

Subjective and

evaluative

“Your explanation was

good (or bad).”

Realistic and concrete

“I found it helpful when

you showed us how to use

the instruments before

you asked us to set up the

experiment. This gave me

condence to complete

the experiment.”

Idealistic and abstract

“You should give a

pre-lab talk – they really

w o r k .”

Motivating and

informative suggestions

“I wonder about providing

a dierent kind of example

– do you think an analogy

would have worked here?”

Demanding and self-

important

“You should learn to use

better examples.”

Clarifying and

questioning

“I thought that ‘ocious’

meant bossy, but you

used it as a political term.

What does it mean in this

context?”

Follow-up question: “Has

this particular use of the

term been claried for

your students?”

Confusing or

ambiguous (can

promote resistance)

“Your lesson would

have been better if

you had included an

explanation of the

emergence of ocious

sites.”

Adapted from Border, L. (2008).

11.

Sample Peer Observation Protocols

1. One–to-One Classroom

Observation

The processes for one-to-one classroom

observation form the basis for many of the

other contexts we outline in this guide.

There are two main formative frameworks

for one-to-one classroom observation:

reciprocal and mentoring.

Reciprocal one-to-one classroom

observation takes place among instructors

of the same career stage. The focus in the

observation is not only the development

of the instructor being observed, but self-

reection and simultaneous learning of

the observer. Feedback is given through

constructive dialogues that underline the

mutual benets for both peers.

When one instructor is more senior or

experienced than the other, a mentoring,

developmental observation can take

place. When the senior instructor observes

the less-experienced instructor, their

experience and expertise can lend itself

to targeted feedback on how to improve

teaching. Conversely, an instructor can

learn a great deal from observing a senior

instructor in the classroom, which can

provide an excellent opportunity for self-

reection and stimulate improvement.

2. Teaching Squares or

Triads

Teaching Squares is a peer observation tool

developed by Anne Wessely (2002) from St.

Louis Community College. Teaching Squares

(or triads) are a formative, structured process

of observation and shared reection,

comprised of groups of four instructors,

ideally from dierent disciplines, who

observe each other’s teaching. Participants

avoid evaluating their colleagues’

performance, focusing instead on what

they have learned about their own

teaching through observing their peers.

As described by the Centre for Teaching

Excellence at the University of Waterloo, the

“aim of the Teaching Squares approach is to

enhance teaching and learning through a

structured process of classroom observation,

reection and discussion (leading to a plan

for revitalization)” (Centre for Teaching

Excellence, University of Waterloo, 2014).

A basic timeline of Teaching Squares

activities is as follows:

1. SQUARE INTRODUCTIONS

• Meet your square to discuss

expectations for the observations,

agree on a rubric or template for the

observation, and plan a schedule of

visits.

• This time should be used to clarify what

each participant’s goals are for this

experience, and to identify what each

individual hopes to gain in terms of

insight into their own teaching practice.

2. EXCHANGE MATERIALS

• After conrming the observation

schedule, pass on any relevant course

materials to square members, e.g.,

course syllabi, reading lists, descriptions

of planned activities, etc.

3. CLASS VISITS

• Visit and observe the class of each

square member, recording observations

on the agreed-upon instrument or

rubric.

4. SELFREFLECTION

• After the completion of all the classroom

observations, look back over your

notes in preparation for sharing and

discussion.

• Focus on what you have learned from

the observation experience.

5. SQUARE SHARE

• Meet with your square to share

reections.

Adapted from the Center for Teaching and

Learning at Stonehill College, Teaching

Squares Handbook (Grooters, 2008).

The Center for Teaching and Learning at

Stonehill College (2008) has identied four

cornerstones that underlie the Teaching

Squares approach and are critical to creating

successful observations:

12.

1. RECIPROCITY AND SHARED

RESPONSIBILITY

As Teaching Squares are

comprised of mutual

visits, participants

are both observer

and observed, and all

share the experience

of inviting others to

observe their teaching.

The structure of Teaching

Squares is conducive

to collaboration and

cooperation, as the

group works together to

organize and administer

visits and reections.

2. SELFREFERENTIAL

REFLECTION

The observations and

subsequent reection

are opportunities to

reect on one’s own

teaching practice and

what one has learned

by experiencing the

classrooms of colleagues

and peers. Self-

focused observations

avoid evaluation

and judgement, and

contribute to the

collaborative nature of

the process.

3. APPRECIATION

Identify the teaching

strategies and practices

used by colleagues to

create a productive and

supportive learning

environment. Through

the receipt of positive

feedback, participants

will be able to link

observations back to their

personal goals.

4. MUTUAL RESPECT

Participants recognize

that dierent

instructional methods

are required in dierent

classrooms, and enter

into the Teaching Squares

process with an attitude

of respect for their fellow

instructors, as well as the

learners.

We add a nal cornerstone: 5. CONFIDENTIALITY

Participants recognize that the insights gained

and comments shared are to be kept between the

observer and instructor, unless otherwise discussed

when setting up their personal observation protocol.

3. Peer Observation of Online Courses

The peer observation of online courses should follow

the same basic procedure as other styles of observation,

with a pre-observation meeting, the observation itself,

and a post-observation consultation making up the

process. As with other observations, key outcomes of

this process include constructive feedback regarding

teaching eectiveness, and insight into the experiences

of the learners in the course. As online courses are a new

medium for many instructors, peer observation lends

itself well to co-learning among the mentor and mentee

about eective practices in this context.

Observation of online courses can focus on six main

categories:

1. Learner Support and Resources

2. Online Organization and Design

3. Instructional Design and Delivery

4. Assessment and Evaluation of Student Learning

5. Innovative Teaching with Technology

6. Faculty Use of Student Feedback

Adapted from California State University, Chico,

Exemplary Online Instruction (2016).

The California State University, Chico (2016), has

developed an extensive rubric for the assessment of

online instruction, available at the above link. The

University of Toronto has adapted this rubric and guide

to online course design to provide a ‘roadmap’ for

instructors during the course design process, or as a self-

assessment tool to assist in the revision and reworking

of online courses. The Online Course Design Guidelines

oer a formative, developmental assessment of online

courses and lend themselves to self-assessment during

the design and delivery of online courses.

In addition, University of Toronto’s Online Learning

Strategies has developed a Peer Review Process for their

Online Learning Leadership Program, which has been

adapted below (Harrison & Heikoop, 2016). The following

suggested steps take a reective and collaborative

approach to reviewing online courses.

1. As the observee, provide the observer with:

• Access to your online course

• Copy of your syllabus

• Any related design documents such as mind maps, or

outline tables (if available/relevant to process)

• Short list of any aspects of course for which feedback

would be particularly valued

2. As the observer, use the Online Course Observation

Template found on page 24 to guide your

observations as you explore the design of the

observee’s course. Note comments in the right hand

column. The nal prompts allow for deeper reection

on the strengths and opportunities you observe. The

observer and observee can mutually agree upon the

time frame for completion of this step.

3. Meet up in person for a de-brief:

a. Begin with the short list of aspects of the course for

which the observee requested particular feedback.

13.

b. Follow this with the observee’s

reections on their own self-assessment

regarding strengths, challenges and

areas to rene.

c. The observer may then share their

observations, ask questions, explore

ideas for dealing with challenges.

d. Together, the observer and

observee generate a few concrete ideas

for next steps or renements.

As with peer observation of teaching of

non-online courses, the overarching aim is

to gather feedback from a trusted colleague

to inform your teaching practices and

course design processes.

The Observation of Teaching for

Summative Purposes

As outlined in Part I, it is important to

repeat the peer observation of teaching

process if possible, for the process to have

the greatest impact. This is particularly

signicant when using peer observation

of teaching for summative purposes. We

recommend the following basic process.

1. In some divisions a summative

observation is required as part of the

tenure/promotion process. What is most

critical is that an instructor experience

a formative observation of teaching

prior to an observation of teaching for

summative purposes (e.g., tenure or

promotion).

2. As with formative observations,

observations of teaching for summative

purposes should ideally occur more

than once in an academic cycle. Try to

observe instructors at least twice for a

summative report.

3. Evaluate instructors in the same general

instructional context.

4. Make the summative evaluation

available to the review committee as

one source of evidence in assessing

teaching.

Departments and divisions using the

observation of teaching for summative

purposes might consider the following

additional guidelines, adapted from Chism

(2007):

1. When information from a classroom

observation is to be used summatively,

particular care should be taken to

assure the reliability of the observation.

Guidelines for how the observer

should be chosen, how many

observations should occur, how long

the observations should last, and what

approach is used to gather and report

data should be agreed upon in the

department and followed consistently.

2. A set of criteria that the department

determines to be important should be

developed and used to focus classroom

observation.

3. The approach used by the observer

should permit the gathering of

information that is representative of

the instructor’s overall teaching and

reported in a format that enables it to

be compared with information from

other instructors.

4. The report should provide information

on the process used to gather

feedback and the context in which the

observations took place.

As Hammersley-Fletcher and Orsmond

(2004) describe, formative observation for

development and summative processes

can be linked in ways that serve the needs

of both the instructor and the assessors.

Hammersley-Fletcher and Orsmond state

that this means:

14.

15.

making explicit the aspects of learning

and teaching that need to be given

consideration, and moving [instructors]

beyond a position where they feel the

process is simply about the content and

mechanics of the lesson being taught.

If it is the reective process where the

greatest inroads into the quality of

learning and teaching are seen, then

reection needs to be emphasized for

both individual lecturers and school-

wide….This process can be supported

through a clear structure, with emphasis

placed on pre- and post-observation

sessions where appropriate time and

thought is allocated. (p. 502)

Departments and divisions seeking to put

in place summative programs of teaching

observation should strongly consider a

timeline that allows for the incorporation

of formative elements as described

previously in this guide.

PRE-

OBSERVATION

TEMPLATE

PART III: TOOLS & INSTRUMENTS

FOR OBSERVATION

INSTRUCTOR:

Date: Time:

Course Title: Course Number:

Level of Students: Format of Course:

(i.e. large class, seminar, lab):

1. What is the content and structure of the class you will be teaching?

2. Describe your students in this class. Is there anything the observer should know about them?

16.

3. What have students been asked to do in preparation for this class?

4. What is your goal for the lesson? What do you hope students learn or be able to do as a result?

5. What are your plans for achieving these goals?

6. What teaching methods/teaching aids will be used?

7. What has been taught in previous lessons in this course? How does this lesson t into the course as a

whole?

8. Will this class be a typical example of your teaching? If not, what will be dierent?

9. What would you like me to specically focus on during the observation? (Use this question for formative

reviews, in particular).

10. Is there anything else I should be aware of prior to the observation?

11. Logistics: Conrm time and place, and where the observer should sit.

17.

OBSERVATION

SAMPLE

TEMPLATES

Observation Sample Templates

In-class observation can be done using a wide variety of both directed and open-ended forms

of evaluation aimed at assisting peer observers in critically evaluating the teaching they have

observed and identifying how their observations relate to their own experience of and goals for

teaching. In the following pages we provide several forms and exemplars that oer dierent

methods of recording an observation of teaching.

It is important to remember that these forms are simply tools. All forms should be accompanied

by a narrative analysis and discussion with the instructor being observed. Departments and

divisions can and should adapt these forms to their particular needs. For example, you may

choose to add scaled items to the Checklist Form, or department-specic questions to the Open-

Ended Form.

The

Narrative

Log

Below we have included a sample narrative log that allows the observer to record

the time a behaviour (both instructor and student), a technique or a reaction occurs,

as well as the observer’s comments or questions related to what is happening in the

classroom.

OBSERVATIONS TIME ACTION/COMMENT

Opening/warm up

– shared anecdote

2:13 A method for establishing rapport with the students.

Review of

administrative

details

2:15 Details provided regarding an upcoming assignment and related tutorial.

Surveyed students

to see what they

remembered from

previous lecture

2:26 Students remembered little – what do you attribute this to?

Began lecture by

sharing goals for

this class

2:27 Goals provided direction for the class. How did you feel regarding the

amount of time spent setting up the class?

18.

OBSERVATION

SAMPLE

TEMPLATE

Open-Ended

Form

Several days prior to the classroom visit, the instructor should provide

the observer(s) with a copy of the course syllabus containing course

objectives/outcomes, content, organization and assessment.

PROCEDURE: The observer(s) should connect with the instructor several days in advance of the visit to conduct a pre-

observation meeting in order to learn the instructor’s goals and outcomes for the lesson to be observed, as well

as the teaching methods to be used. Discuss specic aspects of the lesson the instructor would like feedback on.

Within several days after the visit, the observer(s) should meet with the instructor to discuss the observations and

conclusions.

OBSERVER FEEDBACK:

1) Specic feedback on elements identied in the pre-observation discussion.

2) Describe the key goals/outcomes for the lesson.

3) Describe the instructor’s content mastery, breadth and depth.

4) Describe the method(s) of instruction/assessment.

5) Describe the clarity and organization of the lesson.

6) Describe the form and the extent of student engagement.

7) What specic suggestions would you make to build on strengths and/or improve the teaching?

19.

OBSERVATION

SAMPLE

TEMPLATE

Checklist

(criterion-

based) Form

This form focuses on description regarding agreed upon items for

observation based on the pre-observation meeting. Comments may be used

by the observer to explain their observation and to provide reection and

additional insight. A sample format for these comments is as follows:

DURING DISCUSSION, THE INSTRUCTOR PAUSES AFTER ASKING QUESTIONS.

☐Yes ☐No

COMMENTS: Here, the observer may include, examples, further observations and when this observation occurred.

The following categories and items represent a number of possibilities for a departmental

or divisional form. Observers should select appropriate items for the observation. Not all

need apply in all teaching contexts - try to avoid rigid formulas regarding what “should” be

observed.

POSSIBLE ITEMS FOR CHECKLIST FORMS

INSTRUCTOR ORGANIZATION

F The instructor states the relation of the class to the

previous one.

F The instructor knows how to use the educational

technology needed for the class.

F The instructor posts class goals or objectives on the

board or a slide.

F The instructor gives specic instructional outcomes

for the course.

F The instructor provides an outline of the organization

of the class.

F The instructor conveys the purpose of each class

activity.

F The instructor summarizes periodically and at the

end of class or has the students do so.

F The instructor revisits objectives at the end of class.

F Students are made aware what preparation (readings

or other assignments) they should complete prior to

the next class.

INSTRUCTIONAL MATERIALS

F If used, videos, websites and other resource materials

have a clear purpose.

F Handouts or digital resources are appropriate in

number and subject.

F The instructor gives assistance or insight into reading

or using assigned texts.

INSTRUCTIONAL STRATEGIES

F The instructor’s choice of teaching techniques is

appropriate for the goals.

F During discussion, the instructor pauses after asking

questions.

F The instructor acknowledges student contributions

to discussion, helping students extend their

responses.

F The instructor keeps discussion on track or facilitates

small group discussion.

F The instructor mediates conict or dierences of

opinion, and encourages students to do the same.

F The instructor demonstrates active learning

techniques.

20.

F The instructor provides explicit directions for active

learning tasks.

F The instructor allows enough time to complete

active learning tasks, such as collaborative work.

F The instructor species how active learning tasks will

be evaluated.

F The timing of classroom activities considers attention

spans.

F The instructor relates class to course goals, students’

personal goals, or societal concerns.

F The instructor oers “real world” application.

F The instructor helps students apply theory to solve

problems.

CONTENT KNOWLEDGE

F The instructor’s statements are accurate according to

the standards of the eld.

F The instructor incorporates current research in the

eld.

F The instructor identies sources, perspectives, and

authorities in the eld.

F The instructor communicates the reasoning process

behind operations or concepts.

F The instructor corrects bias in assigned materials.

PRESENTATION

F The instructor can be seen and heard.

F The instructor avoids extended reading from notes

or texts.

F The instructor varies lecturing with active learning

techniques.

F The instructor speaks at a pace that allows students

to comprehend what is said.

F The instructor uses appropriate examples, metaphors

and analogies.

F The instructor uses humour appropriately.

F The instructor is enthusiastic about the subject

matter.

RAPPORT WITH AND RESPONSIVENESS TO STUDENTS

F The instructor addresses students by name, as

possible.

F Delivery is paced to students’ needs.

F The instructor provides feedback at given intervals.

F The instructor uses positive reinforcement.

F The instructor incorporates student ideas into the

class.

F The instructor encourages students to build on each

other’s comments and ideas.

F The atmosphere of the classroom is participative.

F The instructor is available before or after class.

F The instructor pays attention to cues of boredom

and confusion.

F The instructor provides students opportunity to

mention problems/concerns with the class, either

verbally or in writing.

F The instructor models good listening habits.

F The instructor demonstrates exibility in responding

to student concerns or interests.

F The instructor is sensitive to individual interests and

abilities.

CLARITY

F The instructor denes new terms or concepts.

F The instructor elaborates or repeats complex

information.

F The instructor uses a variety of examples to explain

content.

F The instructor makes explicit statements in order to

draw student attention to certain ideas.

F The instructor pauses during explanations to allow

students to ask questions.

INSTRUCTION IN LABORATORIES, STUDIOS OR FIELD SETTINGS

F Experiments/exercises are well chosen and well

organized.

F Procedures/techniques are clearly explained/

demonstrated.

F The instructor is thoroughly familiar with

experiments/exercises.

F The instructor is thoroughly familiar with equipment/

tools used.

F Assistance is always available during experiments/

exercises.

F Experiments/exercises are important supplements to

the course.

F Experiments/exercises develop important skills.

F Experiments/exercises are of appropriate length.

F Experiments/exercises are of appropriate level of

diculty.

F Experiments/exercises help to develop condence in

the subject area.

F The instructor provides aid with interpretation of

data.

F The instructor’s emphasis on safety is evident.

F Criticism of procedures/techniques is constructive.

F The instructor works well with student and other

parties in the setting.

F Clinical or eld experiences are realistic.

21.

IMPACT ON LEARNING

F The instructor helps develop critical thinking skills

and problem-solving ability.

F The instructor broadens student views.

F The instructor encourages the development of

students’ analytic ability.

F The instructor fosters respect for diverse points of

view.

F The instructor helps students develop awareness of

the process used to gain new knowledge.

F The instructor stimulates independent thinking.

CREATING AN INCLUSIVE CLASSROOM

F Instructor creates an equitable and inclusive

classroom that respects gender dierences, diverse

ethnocultural and faith communities, family

structures, student abilities/needs and dierences in

socioeconomic status.

F Instructor conveys the belief that all students can

learn and succeed.

F Instructor conveys openness and warmth and

encourages students to interact with others the

same way.

F Instructor provides text, resources and learning

materials in the classroom that reects diversity

of culture, ethnicity, faith, and language, and

dierences in socioeconomic status, physical ability

and family structure.

F Instructor uses resources that present both local and

global images and perspectives.

F Instructor uses technology to provide additional

visual, oral, aural and/or physical supports for

students who need them.

F Instructor uses instructional strategies that reect

diverse learning styles.

F Instructor uses a variety of assessment tasks so that

students with dierent learning styles can achieve

success.

F Instructor provides accommodations for students

who require extra time or additional explanations.

Items are adapted from Chism (2007) and University of

Minnesota Peer Review of Teaching Guide (2009).

22.

OBSERVATION

SAMPLE

TEMPLATE

Online Course

Observation

Template

SECTION 1. GENERAL COURSE OVERVIEW AND INTRODUCTION:

Setting the stage for learning and preparing students for successful participation in the course

activities.

Does the instructor provide a

thorough description of the course

as well as introduce students to the

course and the online format?

Are the learner requirements such

as basic technology needs and/

or participation expectations

described?

Are practice use of tools and/

or community building activities

included to prime the students for

learning?

SECTION 2. ASSESSMENT OF STUDENT LEARNING:

Alignment of activities and assessments with learning outcomes is evident in the course design.

Are learning outcomes

communicated?

Is there a variety of activities

and assessments?

Is there alignment of learning

activities and assessments

with learning outcomes?

Are formative and summative

assessment opportunities part

of the design?

Are assignments clearly

described, including grading

scheme or rubrics?

Is student workload

appropriate to course level

and duration?

23.

SECTION 3. INSTRUCTIONAL DESIGN:

A clear path to learning opportunities for students is provided, including interaction with the content,

their peers, and their instructor.

Are there opportunities to

interact or seek guidance from

the instructor?

Are there opportunities to

participate in community

activities or peer-to-peer

sharing?

Is learning scaolded, guiding

students toward increasingly

independent learning and/or

application of relevant skills?

Are there opportunities for

student reection on learning

and/or feedback to the

instructor?

SECTION 4. ONLINE ORGANIZATION AND DESIGN:

Instructor’s design and choice of technology eectively delivers course content and supports

learning processes.

Overall, is the navigation and

structure of course easy for students

to follow?

Do the tools and media formats

selected support the course learning

outcomes?

Are guides and protocols for use of

the course tools provided?

CONSIDERING THE COURSE AS A WHOLE, PROVIDE FEEDBACK ON THE FOLLOWING:

• What aspects of the course do you see as strengths that will contribute to eective student engagement and

learning?

• Are there any strategies or resources that you would recommend to enhance the design of this course?

• Final comments or observations?

Harrison, L., & Heikoop, W. (2016). Online Learning Strategies, University of Toronto. Some elements of these

guidelines are adapted with permission from The California State University’s Quality Online Learning & Teaching,

Instructor (Self) and Peer-Review Course Assessment Instrument.

24.

POST-

OBSERVATION

DEBRIEFING

QUESTIONS

SUMMARY NOTES:

POSTOBSERVATION JOINT DISCUSSION

SUCCESSES

HOW DID THE LESSON EVOLVE

DIFFERENTLY THAN PLANNED?

WHAT WILL YOU DO DIFFERENTLY NEXT TIME?

WHAT HAPPENS NEXT? OTHER?

*** See also Appendix C for eective questions to ask/avoid.

25.

APPENDIX A

Additional Resources

Vanderbilt University – Peer Review of Teaching: https://cft.vanderbilt.edu/guides-sub-pages/peer-review-of-teaching/

Educational Researcher article by Cohen and Goldhaber’s – Building a More Complete Understanding of Teacher

Evaluation Using Classroom Observations: http://edr.sagepub.com/content/early/2016/07/14/0013189X16659442.full.

pdf+html

One-to-One Classroom Observation

Open Doors on Teaching: http://teaching.utoronto.ca/ctsi-events/open-doors/

Leicester Learning Institute – Peer Observation of Teaching Process:

http://www2.le.ac.uk/oces/lli/career-development/peer-observation-of-teaching-1

Colorado State University – Peer Observation Related Links:

http://teaching.colostate.edu/guides/peerobservation/relatedlinks.cfm

Teaching Squares

University of Windsor – Teaching Squares: http://tlc.apa.uoit.ca/programs/teaching-squares/

University of Waterloo – Teaching Squares: https://uwaterloo.ca/arts/blog/post/teaching-squares

Online Observation

California State University, Chico – Exemplary Online Instruction: http://www.csuchico.edu/eoi/

University of Arizona – Online Course Review Tool:

http://teachingprotocol.oia.arizona.edu/content/6

Western Caroline University – Online Course Assessment Tool:

https://www.wcu.edu/WebFiles/PDFs/facultycenter_OCAT_v2.0_25apr07.pdf

Teaching Inventories

Teaching Perspectives Inventory:

http://www.teachingperspectives.com/tpi/

Approaches to Teaching Inventory:

https://intranet.birmingham.ac.uk/as/cladls/edudev/documents/public/approaches-to-teaching.pdf

Teaching Practices Inventory:

http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm

26.

APPENDIX B

Suggested Best Practices for Classroom Visits

(Kachur et al., 2013)

• Sit or stand quietly in an unobtrusive place.

• Refrain from redirecting student work or behaviour (except in emergency

situations).

• Have a non-evaluative state of mind. Stay focused on gathering data

about student learning. that you see or elements of instruction that

facilitate student learning.

• Use open, nonjudgmental body language.

• If asked a question by a student during your observation, reect the

question back to the student or instructor in order to encourage

continued learning.

• Do not enter classrooms during the rst or last ve minutes of class.

• Most important, note only what you see—not what you don’t see.

• Take notes after the classroom visit and discuss briey as soon as possible.

• Write down exact quotes instead of paraphrasing a teacher or student.

• Refrain from talking about the classes you visit until the debrieng.

• Turn o cell phones.

• Use agreed-upon common language for describing high-quality

instruction.

• Observe the classroom from the perspective of the student as a learner.

• Do not teach or assist individuals or small groups with assigned seatwork.

• Exit the classroom quietly and expeditiously.

Suggested Best Practices for Follow-up After Classroom Visits

(Kachur et al., 2013)

• Listen to, welcome, and consider others’ ideas.

• Create opportunities for and value humour and fun.

• Support emotional collegiality.

• Honour the idea that we are all here to learn and grow together.

• Avoid evaluative language and critique.

• Make comments straightforward and clear.

• Ask genuine questions that you wonder about.

• Avoid leading or multiple-choice questions.

• Do not set up the answer.

• Be clear about your intent: clarifying questions are for the person asking

them (who, what when, where), and open-ended probing questions are

for the person answering them (why).

• Challenge ideas, not people.

• Encourage the exchange of ideas.

• Ask for clarication if you do not understand what you observed.

• Look for positive ideas you can take away.

• Speak consistently to the observed focus and look-fors (if applicable).

• Engage in deep questioning and conversation to inspire one another.

• Ask “what if” or “I wondered” reective questions.

• Keep student learning the central focus of all comments.

27.

APPENDIX C

Types of Questions To Ask: Exploring a Variety of Perspectives

Adapted from: Sharpe, K. & Nishimura, J. (2017). When mentoring meets coaching: Shifting the stance in education.

Toronto: Pearson Canada Inc.

Questions that: Examples Questions that: Examples

Support the

person’s agenda

What do you want to focus on today?

What matters most for you in this?

Support forward

movement and

change

What’s possible now?

What needs your immediate attention

going forward?

How is this going to move you

forward?

Expand awareness Stepping back, what do you notice?

What’s emerging? What else?

What’s missing?

Where do you want to be?

Generate

possibilities

What options have you considered?

What have you not considered?

Big picture, what else is possible?

Are open-ended What are your assumptions here?

What haven’t we considered?

How can I support you?

Stretch and build

capacity

Where are you in this?

What’s the next level of thinking that

you need to access?

What’s hard in this for you?

Explore current

conditions

What do you know for sure?

What questions have you been asking

yourself?

What feels like a challenge for you in

this?

Explore the

learning edge

(the capacity “not

to know”)

What support do you want?

Where is the stretch in this for you?

Surface and

challenge the

person’s beliefs

and assumptions

What belief are you operating from?

What assumption are you holding?

Access creativity If you could do this any way you

wanted…?

What if…

What have you not considered?

invite reection Where were you challenged?

What feedback would be most

valuable for you right now?

In looking back on it now, what

stands out?

Separate the

person from the

problem (Epston,

1996)

How would you describe the problem,

keeping yourself out of the equation?

What do you know for sure about the

problem?

Serve the person’s

vision and larger

purpose

Where were you challenged?

What feedback would be most

valuable for you right now?

In looking back on it now, what

stands out?

invite the person to

generate their own

questions

What have we missed?

And the question you want to ask

yourself right now is…?

28.

Types of Questions to Avoid

Questions That: Examples

grow out of our judgment, interpretation, or

agenda for the person

This sounds challenging—are your students capable of doing this?

What if we started with your professional development goals? I think

you need to pay attention to them.

are in service of our curiosity rather than the

person’s agenda

How has your [supervisor, Chair, etc.] been managing things?

What on earth were the students thinking?

are closed

(often begin with verbs such as do, did, does,

can, will, and are and can be answered with

“yes” or “no”

Are things going any better?

Do you think you are prepared?

Will you be practicing regularly?

are leading or suggestive

(reect where we think the conversation

should go, rather than inviting the person to do

their own work)

Sounds like some change is required…

Have you thought about inviting them in for a conversation?

How can you get students involved immediately?

are intended to advise or x

(can suspend the capacity building and

undermine the person’s competence and

condence)

How about getting someone else to lead the meeting?

Clearly the lesson is a problem. What about changing the assignment?

are stacked

(several at once)

How do you think it’s going to go?...Are you nervous?...What support

do you need?

ask “Why?”

(should be used sparingly as they typically

invite a defensive response)

Why did you do that?

You aren’t going to send the email? Why not?

Why do you continue to let that get to you?

ask for unnecessary detail

(take up precious time and space without

moving the person forward)

What happened at the meeting?

How did you let them know?

are problem-focused

(can be a slippery slope toward venting,

justication, and details…regaining traction

and forward movement can be extremely

challenging)

What is it about this problem that has you all red up?

What is stressing you out?

How long has this been going on?

The “best” questions to ask are…

Simple Clean, and Clear Results Oriented

Poignant and On Target Creating Space and Perspective

Energizing and Emotive Relationship Building

Provocative Challenging

Adapted from: Sharpe, K. & Nishimura, J. (2017). When mentoring meets coaching: Shifting the stance in education.

Toronto: Pearson Canada Inc.

29.

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