Peer Observations of Teaching
Peer observation shifts teaching from a private activity to a collaborative, scholarly practice grounded in evidence and mutual support. It fosters a culture of continuous improvement, encourages pedagogical innovation, and provides meaningful feedback that deepens reflective teaching at every career stage.
Best practices for peer observation include:
- Establishing a clear, non-evaluative purpose
- Holding a pre-observation conversation to set goals and focus areas
- Observing specific, evidence-based aspects of teaching such as student engagement, instructional strategies, and classroom climate
- Using structured tools to guide observations.
Post-observation dialogues should emphasize reflection, discussion, and actionable insights, fostering trust and mutual respect. When conducted regularly and thoughtfully, peer observation strengthens teaching practices, encourages pedagogical innovation, and contributes to a culture of shared learning and professional growth.
Quick Tips for Engaging in Peer-Observation of Teaching
During the pre-observation meeting, consider the following questions:
- Tell me about this class.
- What are your instructional goals for this lesson?
- How does this lesson fit into the scope of the entire class?
- Do you have any concerns about this particular lesson or group of students?
- Tell me about the classroom.
- Does it affect how you teach?
- Can you share your instructional materials (e.g., slides) with me?
- Describe what I will see when I observe.
- The purpose of this conversation is to make the instructor feel comfortable with the observer and to clarify that the observation is formative, not evaluative. It is also helpful to have discussions prior to observations because this allows the instructor to identify areas they want to improve. For example, perhaps the instructor believes they are moving too quickly through content or not engaging all students. The observer can focus their attention on specific areas, empowering the instructor in this process. Additionally, the pre-observation meeting is beneficial because it can help the instructor think more deliberately about how and why they choose to use specific approaches. In some cases, this conversation can be used to prevent poor teaching before it happens.
Begin the observation notes by describing the environment:
- How many students are present?
- Where are they seated?
- Do students enter the room before the instructor?
- Are there instructions or lesson objectives visible for students upon entering?
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When observing, be very descriptive in your note taking, considering the following questions:
- What is happening?
- How long do certain activities take?
- What are students doing?
- What is the instructor doing?
Follow up with the colleague to discuss the observation:
- Begin by asking the instructor’s perception of the lesson.
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Actionable areas of improvement suggestions:
- Provide 2-3 actionable areas for improvement.
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Should I use an observation rubric?
A well-designed observation rubric can enhance peer observation without making it evaluative, as long as it is framed as a formative, reflective tool rather than a performance score.
Rubrics work best when they provide descriptive, evidence-based indicators of teaching practices, such as student engagement, instructional strategies, and classroom interactions, rather than subjective ratings or grades. Used in this way, a rubric helps observers focus on specific behaviors, facilitates structured post-observation discussions, and supports meaningful reflection and dialogue.
When paired with narrative feedback and a clear, collaborative purpose, rubrics guide constructive peer observation while fostering a culture of continuous teaching improvement.