Peer Observation of Teaching

About

Peer observation of teaching is a formative process offered to provide feedback to instructors about their teaching and to guide professional growth.

Peer observation is a reflective and collaborative process in which an instructor works closely with a colleague or group of colleagues to discuss teaching. A reciprocal peer observation process is recommended where instructors observe each other’s teaching, reflect on what they have learned, and provide valuable feedback to each other. However, it is possible to complete the process in a uni-directional manner if preferred (i.e., an observer giving feedback to an instructor).

How does it work?

The instructor being observed will select and meet with an observer. The observers should be familiar with peer observation of teaching at NIC by having completed at least one workshop offered by the CTLI (Centre for Teaching and Learning Innovation) or through communication with CTLI to ensure they are familiar with all components required.

The peer observation process is typically organized around the instructors’ goals and a structured classroom observation. In such a case, peer observer will meet with you before the observation, observe you teach a class and then provide you with formative feedback based on your goals and what they observed during the class.

What aspect of my teaching is being observed?

Teaching is complex and multi-faceted. An observation of teaching can potentially include a focus on anything from sensitivity and attention to student diversity, to the articulation of learning outcomes, to the clarity of one’s presentation slides, to the design of one’s syllabus (and/or many other elements). In a formative observation, you, the person requesting the observation, gets to decide what aspect of your teaching you most want feedback on based on your goals for growth as a teacher.

How will I benefit?

A formative peer observation of teaching aims to encourage dialogue about teaching amongst instructors of all levels of experience at NIC. By talking with your observers, you will likely gain new insights into your teaching and information about different teaching strategies or ideas; you can use these in your current teaching or incorporate them into lesson and course planning in the future. Observers also learn a lot about teaching by participating in the process.

If your observers provide written feedback and they agree that you can share it, you may choose to use it as evidence in your teaching portfolio and/or in your case for future applications or promotion.

What support is available to me?

The CTLI will offer workshops and support to anyone wanting to participate in peer observation of teaching. Customized workshops and consultations are available for individual departments upon request

How it works

The peer observation process is generally organized around a structured classroom observation. A peer observer will observe a participating educator teach a class and provide the instructor being observed with formative feedback based on what she or he observed during the class.

Process

Anyone interested in participating in the peer observation of teaching may contact the CTLI to start the process. Your goals for growth as a teacher are at the centre of this process and they will influence who you approach as well as how you structure your observation. The following describes what happens before, during and after the classroom observation:

Part 1: Before the classroom observation (once the observer has been determined)

The instructor being observed reflects on their goals for peer observation.
The instructor being observed decides which course will be observed and prepares a list of classes the observer can choose from when scheduling an observation.
Before the classroom observation, the instructor being observed should plan and prepare for the class as they normally would. In addition, the instructor being observed must also prepare to brief the peer observer about their goals for the observation, as well as any details relevant to the course and the class that will be observed. This pre-observation question template (MS Word doc – Chrome – right click and “save links as” to Downloads folder) will help the instructor being observed prepare in advance of the first meeting with the peer observer.
Approximately one week before the classroom observation, the peer observer and instructor being observed meet for approximately one hour to set goals for the peer observation process and to discuss the course, their plans for the class to be observed and any other relevant information.

The following three short videos will help you get going.

Video: Reviewer’s First Steps

Video: preparing fore a pre-observation meeting

Video: the pre-observation meeting

Part 2: Classroom Observation

The instructor being observed teaches their class.
The peer observer attends the class and is guided where to sit. The peer observer does not take part in the class. Their job is to observe and collect information on the specific goals that have been outlined.
The observers’ notes are guided by an observation form and set of questions (MS Word doc Chrome – right click and “save links as” to Downloads folder) and any goals set from the pre-observation meeting.

Watch the helpful video on The classroom observation

Part 3: After the classroom observation

The peer observer prepares a written report (MS Word doc – Chrome – right click and “save links as” to Downloads folder) based on the goals indicated by the instructor being observed as well as the notes from the classroom observation.
The instructor being observed reflects on the classroom observation using the post-observation discussion questions (MS Word doc Chrome – right click and “save links as” to Downloads folder)
Approximately one week after the classroom observation, the instructor being observed, and peer observer will meet to discuss the classroom observation and the peer observer’s report.
Following the meeting, the peer observer will make any necessary revisions to their report and send it to the instructor.
The instructor being observed will apply their learning to future professional development, peer observations, course design, and lesson planning. (We hope the observer will do the same!)
The instructor being observed may include the report in a teaching portfolio and/or future opportunities (please ensure the observer has agreed).