PEER OBSERVATION CHECKLIST
Teacher
(Observee)
Observation
Date/Time
PreConference
Date
Peer
Observer
Grade
Level/Subject
Post Conference
Date
√
STEPS
 Initial Contact – Peer Observer will make contact with Observee and set up a time
for the pre-conference and the observation.
 Pre-Observation Conference – Observee will complete Pre-Observation
Conference form and will submit electronically to the Peer Observer (within three
working days prior to observation). (Pre-observation conference may be conducted
face-to-face at request of Observer or Observee).
 Observation – Peer Observer will use the Peer Observation Notes form to script the
observation, connecting evidence to specific components in the corresponding
Framework for Teaching.
 Analyzing and Connecting Evidence – Within two days of the observation, Peer
Observer will work through the evidence collected, removing any bias or
interpretation, and connect the evidence to each domain (2 and 3) of the Framework
for Teaching. (Keep in mind, Peer Observer’s job is to share the evidence and
facilitate discuss – not evaluate or rate the Observee.)
 Post-Observation Conference – Observee will complete Post-Observation
Conference form (Part A) and submit electronically to Peer Observer. Peer Observer
will complete Post-Observation Conference form (Part B) and submit electronically to
Observee. (Post-observation conference must be completed within five working days
following observation and may be conducted electronically or face-to-face at request
of Observer or Observee).

Evidence of Completion – When all of the above steps have been completed, the
Peer Observer and the Observee will sign and date the Peer Observation Checklist
form as evidence of completion. The Peer Observer will submit this form ONLY to
the building principal. No information about the observation itself should be
included in this submission.
________________________________________
Observee (Teacher)
_____________________
Date
________________________________________
Peer Observer
_____________________
Date
PRE-OBSERVATION CONFERENCE - TEACHER
Directions: Briefly respond to each question below. Then, submit this form via email to your Peer
Observer within 3 days–prior to your observation date.
Teacher
(Observee):
Peer
Observer:
Date of Conference
or Submission:
Grade Level/Subject(s):
Date of
Observation:
Student Learning
Target(s) for
Observed Lesson:
Preconference Questions
1.
What concepts/skills/
relationships are prerequisite
to the understanding of these
learning target(s) (1A)
2.
What misconceptions do
students typically experience
in this area AND how do you
plan to anticipate these
difficulties? (1A)
3.
Briefly describe your students
in this class, including those
with special needs. (1B)
4.
What information specific to
your students’ backgrounds,
skills, and interests have you
taken into consideration when
planning the lesson? (1B)
How will you actively and
intellectually engage ALL
students in learning? (i.e.,
What will you do? What
will students do? Will
students work in groups,
individually, or large group?)
(1B)
5.
6.
How are the learning target(s)
congruent with the current
standards? (1C)
7.
How will you ensure that
ALL students are able to
demonstrate their
understanding of the target(s)
of this lesson? (1C)
8.
What instructional materials
or other resources, if any, will
you use? Attach sample
materials you will be using
in this lesson.) (1D
9.
How will you differentiate
learning for students who
may not master the intended
target(s)? (1E)
10. Explain how you will clarify
clear expectations for
students (i.e., student
exemplars, rubrics, modeling,
explicit directions), (1F)
11. How will you assess students’
understanding of this lesson’s
learning target(s)? Does the
method of assessment match
the type of target? Attach
any tests, performance
tasks, with rubrics/scoring
guides.) (1F)
12. How and when will you
know whether the students
have learned what you
intend? How do you plan to
use the results of the
assessment? (1F)
PEER OBSERVATION NOTES - TEACHER
Teacher
(Observee):
Peer
Observer:
Beginning
Time:
Date:
Ending Time:
No. of
Students:
Grade/ Content
Area:
Domain 2: Classroom Environment
a.
b.
c.
d.
e.
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Domain 3: Instruction
a.
b.
c.
d.
e.
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Directions: Use this space to script the observation. After removing bias and interpretation, connect
the evidence to each domain (2 and 3) of the Framework for Teaching.
Domain &
Time
Evidence
Component
Page: ______ / ______
Time
Evidence
Domain &
Component
Page:___/____
POST-OBSERVATION CONFERENCE – TEACHER
PART A (to be completed by Observee prior to Post-Conference
Teacher (Observee):
Peer
Observer:
Grade Level/Subject(s)
Date of Conference or
Submission:
Date of
Lesson:
Directions: Reflect on the lesson that was observed using the following questions to focus your
reflection. This reflection will be shared with your Observer during the Post-Conference.
1.
As I reflect on the lesson, to what
extent were students productively
and intellectually engaged? (1E,
3C, 4A)
2.
Did the students learn what I
intended? Were my instructional
goals met? How do I Know? (1F,
4A)
3.
If I had the opportunity to teach this
lesson again to this same group of
students, what would I do
differently? Why? (4A)
4.
What do you see as the next step(s)
in your professional growth for
addressing the needs you have
identified through personal
reflection?
Additional Comments:
POST-OBSERVATION CONFERENCE FORM – TEACHER
PART B (to be completed by Peer Observer prior to post-conference)
Peer
Observer:
Teacher(Observee):
Grade Level/Subject(s)
Date of Conference or
Submission:
Date of
Lesson:
FfT Conversation Components
Domain 4
Domain 1
Professional
Planning and
Responsibilities
Preparation
a. Demonstrating
Knowledge of Content
and Pedagogy
b. Demonstrating
Knowledge of Students
c. Selecting Instructional
Outcomes
d. Demonstrating
Knowledge of
Resources
e. Designing Coherent
Instruction
f. Designing Student
Assessment
a. Reflecting on Teaching
b. Maintaining Accurate
Records
c. Communicating with
Families
d. Participating in a
Professional
Community
e. Growing and
Developing
Professionally
f. Demonstrating
Professionalism
FfT Observable Components
Domain 2
Domain 3
Classroom Environment
Instruction
a. Creating an
Environment of
Respect and Rapport
b. Establishing a Culture
for Learning
c. Managing Classroom
Procedures
d. Managing Student
Behavior
e. Organizing Physical
Space
Formative Feedback (link to specific Domain Components):
a. Communicating with
Students
b. Using Questioning and
Discussion Techniques
c. Engaging Students in
Learning
d. Using Assessment in
Instruction
e. Demonstrating
Flexibility and
Responsiveness