Feedback that matters.
The university uses a collaborative model of peer observation designed to enhance teaching practices for both the observer and the observed.
This process is not part of the teaching evaluation that must be done as part of the promotion and tenure process. Guidelines for selecting reviewers and the observation tools for the summative observation process can be found by following the links on the Faculty Affairs Promotion Page
Overview
This process is designed for formative peer evaluations. Formative observation provides feedback for an instructor’s professional growth and development and promotes self-motivated change.
The peer-observation process is comprised of three parts:
- Pre-Observation Meeting
- Teaching Observation
- Post-Observation Meeting
The observation and discussions are collegial, collaborative, and confidential to ensure that the focus stays on professional growth and continuous improvement of teaching.
Pre-Observation Meeting
Before the pre-observation meeting, the instructor should think about the reflection questions. During the meeting, discuss the reflection, goals for the observation, and the overall teaching context. The observation process is meant to be flexible to meet the needs of the instructor and observer and you may choose to add or remove criteria to reflect those needs.
Teaching Observation
During the teaching observation, the reviewer can add notes directly onto the observation form or record their observation through another method. Guidelines for reviewers and instructors, as well as fillable forms for different teaching modalities, are provided.
Note: You will need to provide your colleague with guest access to your Brightspace course.
In-Person Observations
This form is used for face-to-face classroom observations.
Download the In-person Teaching Observation form.
Online and Hybrid Observations
This form can be used for hybrid and online classes.
Download the Online and Hybrid Course Teaching Observation form.
Note: For hybrid courses, the in-person form can be used to record observations of the synchronous teaching components, and the online course form can be used to record observations of the asynchronous components of an instructor's course.
Clinical Teaching Observation
This form can be used to record observations of teaching interactions in clinical settings.
Download the Clinical Teaching Observation form.
Post-Observation Meeting
The post-observation meeting is most useful if it occurs within a few days of the classroom observation while the class activities are still fresh in you and your colleague’s minds. The questions below can be used to structure this conversation:
- In general, how did you feel the class went?
- How did you feel about your teaching during the class?
- To what extent did the students attain your learning outcomes for this class?
- What worked particularly well for you in the class? Is this topic or format a typical teaching strength for you?
- What did not work well in the class? Is that aspect typically a problem area for you?
- What ideas do you have for the improvement of your teaching?
Whatever you discuss, it is important that this conversation focuses on professional development and growth, not only on problems that were observed. It is also important for you to acknowledge the learning and growth that you may experience in this process.
Frequently Asked Questions
- Start with self-reflection: Ask the observed instructor for their thoughts on the lesson first.
- Highlight strengths: Begin with specific positive aspects you noticed.
- Focus on student learning: Frame feedback around how teaching choices impacted student engagement and understanding.
- Be specific and descriptive: Provide concrete examples from the observed lesson.
- Offer actionable suggestions: Propose practical ideas for enhancement, not just critiques.
- Maintain a collegial tone: Approach the discussion as a collaborative learning opportunity.
Prepare a written summary of your observations prior to the post-observation meeting.
The goal is to get a fair and comprehensive view of the instructor's teaching while balancing practicality and minimizing disruption.
- Benefits of multiple observations:
- Provides a more comprehensive view of teaching style.
- Accounts for day-to-day variations in class dynamics.
- Allows observation of different types of lessons (e.g., lectures, discussions, group work).
- Practical considerations:
- Time constraints for both observer and instructor.
- Potential disruption to regular class flow.
- Recommendations:
- If limited to one session, choose a representative class meeting.
- Alternatives to multiple full observations:
- One full observation plus shorter visits to other sessions.
- Combine in-person observation with review of online components for hybrid courses.
- Factors to consider:
- Course structure and variety of teaching methods used.
- Specific goals of the observation process.
- Discuss with the instructor:
- Collaborate on selecting the most appropriate session(s) to observe.
Need Help?
If you have questions about the Peer Observation Process, please email Lisa Elfring, elfring@arizona.edu.