Guidelines for Formative Peer Observations
Rationale:
In a collaborative learning team formative peer observations are part of a culture that
can nurture the improvement of teaching. As such, observations can assist in the
improvement of teaching by enabling teachers to receive descriptive feedback on what
they do well, where they could improve, and suggestions on how to improve.
In peer observations of teaching, a colleague is invited into the classroom to observe
specific criteria/actions/behaviors of the teacher and provide specific, detailed feedback
on a colleague’s teaching. For our purposes, the observed teacher identifies one or two
attributes on the Innovation Configuration Map as the focus of the observation.
Feedback is only provided on the identified attribute(s).
Strengths/ Advantages of Peer Observation



Gaining new ideas and perspectives about teaching from colleague(s);
Both observer and observe may improve teaching ability.
Contributes to a culture of collaboration and mutual respect.
Steps for Peer Observations:



Pre-observation meeting
o Identify the attribute(s) to be observed.
o Share learning goals and success criteria for the lesson.
o Review the Innovation Configuration Map for the observation protocol.
o Establish an unobtrusive place for the observer to sit.
o Set the time and dates.
The observation
o Use the IC Map during the observation.
o See Peer Observation Guidelines below.
Post-observation meeting
o Plan to meet for at least 30 minutes as soon as possible after the
observation to enhance recall of details of the lesson.
o Review results of the IC Map.
o Begin by asking the observed teacher what s/he thought went well, what
was challenging, and to identify specific areas s/he wants feedback on.
o Provide teacher first with 2 Stars (strengths) and provide at least one
Wish (area of improvement with suggestions on how to improve).
o Provide honest, constructive feedback.
o See Characteristics of Useful Feedback below.
FND_GuidelinesPeerObservation
Assessment for Learning
Peer Observation Guidelines





The observer should arrive at least 10 minutes before class begins. "Walking into
class late is poor practice and inconsiderate" (Seldin, 1999, p. 81).
The observer can be briefly introduced to the students, with an equally brief
explanation of why the observer is present. Then move on!
Observers are not to ask questions or participate in activities during class; such
behavior can detract from and invalidate the observations.
An effective observation requires an observation instrument designed to
accurately and reliably portray the teacher's actions and behaviors – the
Innovation Configuration Map provides the guidelines and protocol.
Confidentiality is important to maintain – for both the observer and the observed
teacher.
Characteristics of Useful Feedback
Useful Feedback is:
1.
2.
3.
4.
5.
6.
7.
8.
descriptive rather than judgmental. This helps prevent defensive responses.
specific rather than general.
focused on behavior rather than the person.
focused on helping rather than hurting.
focused on behavior that the teacher can do something about.
actively sought by the teacher.
an amount of information that does not overload the teacher.
focused on "what" or "how" (observed behavior) not "why" (why involves
inference and motives that can bring resentment rather than learning).
9. clearly communicated and can be rephrased by the receiver. Easy-to-understand
language is used.
10. shared within 3-7 days of the observation.
11. provided along with opportunities for further discussion.
12. provided with clear suggestions about improvement that can be generated by the
teacher based on questions by the observer.
13. based on observations, so that any constructive criticism is justifiable.
14. an opportunity to learn!
Reference:
Seldin, Peter (1999). Changing Practices in Evaluating Teaching. Bolton, MA: Anker Publishing.
University Center for the Advancement of Teaching at Ohio State University (2009). A Teaching
Handbook. Columbus, OH. Retrieved September 2010 from http://ucat.osu.edu/read/teaching/toc.html
University of Minnesota, Center for Teaching and Learning. Retrieved Sept. 2010 from
http://www1.umn.edu/ohr/teachlearn/resources/peer/guidelines/
FND_GuidelinesPeerObservation
Assessment for Learning