A Peer Observation is intended to be a formative learning experience in which one faculty member observes another and provides feedback on their teaching. The observed faculty member then reflects on this feedback and uses it to develop his or her teaching practice.
Completed before the mid-point of the class, this feedback can be used immediately to positively impact the learning experience of students. Currently, the Peer Observer writes the Peer Observation Report using the Report Template included below.
Peer Observation Process for Online/Blended Courses
Instructions & TemplatesOverview and Information
Formative and SummativeFormative and Summative: what is the relationship?
Reflective Questions Image
Faculty Performance Policy
- New Faculty Performance Policy (in effect July 1, 2017)
- Human Resources Policies
Management of Data
It is the responsibility of the Faculty Member who receives a Peer Observation or SGIF to maintain his or her SGIF Report or Peer Observation Report long-term for use in the Year-End Package.
Peer Observation Process and Forms
Peer Observation ProcessThis document will be updated as needed. Please check back for changes marked in bold.
Pre-Observation Instructor Form
Pre-Observation Meeting Observer Form
Forms for Taking Notes during Observations
This instrument incorporates areas related to activities in teaching and learning that lend themselves to a dynamic and interactive learning experience. Influenced by learner-centred principles, universal design for learning, and sound pedagogical practices, it has been adapted from the Institute of Teaching, Learning, and Academic Leadership, State University of New York
This document provides an alternative data collection method to capture observations and comments. Less structured in orientation, it cues the peer observer to note both instructor and student behaviour.
Post Observation Meeting Guide
Peer Observation Report Template
Learner-Centred Teaching, Lesson Plans, and Course Outcomes
Learner-Centred TeachingLearner-centred teachers:
- Engage students in learning
- Teach students how to learn
- Encourage student reflection
- Motivate students by sharing power
- Encourage collaboration
Lesson Plan Samples
Resource: This website includes information on Effective Lesson Planning specific to Higher Education: http://www.crlt.umich.edu/gsis/p2_5
Training Sessions
Training InformationPeer Observers at RDC will be able to:
- Create a climate for learning and teaching development through mentoring.
- Discuss and model learner-centred principles and practices.
- Facilitate appreciative approaches to teaching development.
- Construct useful and detailed feedback.
- Engage faculty in a self-reflective process.
This site contains information and resources to assist you in your role as a Peer Observer.
Training Presentation
This link will take you to the Presentation for the 2014-2015 Peer Observer Training Sessions. In google docs, this Presentation is live and will be updated before each session
Process Document
This document will be updated as needed. Please check back for changes marked in bold.
Training Videos
- Reviewer’s first steps (3:24)
- How to prepare for a pre-observation meeting (4:26)
- The pre-observation meeting (3:40)
- The classroom observation (3:51)
- The post-observation meeting (4:01)
Readings on Peer Observations
Readings- Richardson, M. (2000). Peer observation: Learning from one another. Thought and Action: NEA Higher Education Journal,16 (1). 9-20.
- Hammersley-Fletcher, L., & Orsmond, P. (2006). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2). 213-224.
- Giles, D., & Kung, S. (2010). Using appreciative inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50(2), 308-322.
- Maryellen Weimer’s Faculty Focus blog offers a quick overview of guidelines for consideration when contemplating observations.
- Weimer, M., (2010, August 13). Guidelines for effective classroom observations. Faculty Focus.Retrieved from http://www.facultyfocus.com/articles/faculty-evaluation/guidelines-for-effective-classroom-observations/
Providing Effective Feedback
Characteristics of Effective Feedback- promotes reflection as part of a dialogue between the giver and receiver of feedback. Both parties are involved in observing, thinking, reporting and responding.
- focuses on observed behaviour rather than on the person. Refers to what an individual does rather than what we think she or he is.
- is descriptive, not judgemental. Avoids language that increases the need for the individual to respond defensively.
- is specific rather than general.
- promotes reflection about strategies and the students’ or observer’s responses to a specific strategy.
- is directed toward behaviour which the receiver can change.
- considers the needs of both the receiver and giver of feedback.
- is solicited rather than imposed. Feedback is most useful when the receiver actively seeks feedback, and is able to discuss it in a supportive environment.
- is well-timed. In general, feedback is most useful at the earliest opportunity after the given behaviour.
- involves sharing information rather than giving advice, leaving the individual free to change in accordance with personal goals and needs.
- considers the amount of information the receiver can use rather than the amount the observer would like to give. Overloading an individual with feedback reduces the likelihood that the information will be used effectively.
- requires a supportive, confidential relationship built on trust, honesty, and genuine concern.
Kathleen McEnerney, et al. “Building Community through Peer Observation.” American Association for Higher Education, Forum on Faculty Roles and Rewards (San Diego, CA, January 18, 1997)
Considerations for Giving Feedback
Peer Observers
- Click here for a list of the Peer Observers.
Updated September 22, 2020
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