Peer Observation Follow-up Recommendations
The following recommendations refine and add specificity to the original set of peer observation
recommendations.
As determined by the FETF (10/22/10) peer observations should be done for both summative
and formative purposes. These two purposes can be blended into one protocol through careful
consideration of policies, procedures and an instrument, to wit:
1. All observations include a pre-observation conference, a classroom observation of at
least a 75-minute duration, and a post-observation conference. References to
“observations” that follow in this document imply the inclusion of all three of these steps.
2. For untenured faculty, we recommend requiring one peer observation every academic
year. For tenured faculty, peer observations remain optional.
3. Required peer observations for untenured faculty (1/year) should be conducted by
faculty (tenure-track or tenured) from outside the observed faculty member’s
department. Cross-departmental observations reinforce the goal of evaluating and
providing feedback on instructional design and instructional delivery (and not on
content expertise), and they more likely avoid potential conflicts of interest that can arise
when observations are done within departments.
4. Departments have the option of requiring one additional peer observation annually for
untenured faculty. This additional observation may be conducted by a faculty member
from within the department and may include an evaluation of content expertise.
Departments can determine whether these additional intra-departmental peer
observations should be conducted only by tenured faculty, by the department chair, etc.
5. For formative purposes, all faculty have the option of arranging for more than the
required number of peer observations.
6. Cross-departmental observations can be arranged in one of two ways:
a. The instructor to be observed can identify an observer, and the two can arrange
for the observation to take place.
b. The instructor can join a Center for Faculty Development (CFD) sponsored
cohort, which will meet and discuss peer observation expectations and best
practices in order to maximize the formative benefits of observation. Members of
cohorts will both observe and be observed up to two times in one semester.
7. The CFD will monitor the peer observation process to determine whether additional
“training” opportunities, beyond what takes place in the cohorts, are needed.
8. The attached instrument will be used for cross-departmental observations. Departments
that choose to require one additional intra-departmental observation for untenured
faculty may supplement this instrument to allow for evaluation of content expertise.
Unresolved questions for further consideration/discussion:
A. Will there be peer observations of online courses, and what will need to change on the
instrument for it to be appropriate to online courses?
B. Do we want to require that tenure-track faculty have different people observe them for
each of the 6 years?
C. Do we want to layer on top of this protocol an expectation for an objective, summative,
peer observation by a team of trained observers prior to tenure (perhaps in the fourth or
fifth year)?
Metropolitan State College of Denver
Classroom Observation Form
Instructor Observed:____________________
Course:______________________________
Observer:____________________________
Observation date: _____________________
Pre-observation conference
Date: _______________
Objectives: To obtain contextual information about the course, instructor and students. The observer may
request a copy of the syllabus.
Questions that may guide the pre-observation conference include:
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What are the goals for the class that I will observe?
What are your plans for achieving these goals?
What will be the content that students are expected to master?
What teaching/learning activities will take place?
What have students been asked to do in preparation for this class?
Will this class be typical of your teaching style?
What would you like me to focus on during the observation?
Are there other things that I should be aware of prior to the observation?
Logistics: Confirm time and place, where the observer should sit, whether the observer is expected to
interact or not, etc.
CLASSROOM OBSERVATION NOTES
N.B. Not all markers of effective instruction will be present in any single class session.
Instructional Design: The framework for how students interact with course material
Some markers of effective instructional
design may be:
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Are learning objectives communicated
to students?
Is the instructor’s role that of
facilitator/coach?
Are clear expectations set for
students?
Does the instructor use a variety of
instructional approaches?
Do students have the opportunity to
engage in active learning?
Are there opportunities for peer-to-peer
learning?
Do students have the opportunity to
make meaningful connections between
their own experience and the content
they are learning?
COMMENTS
Instructional Delivery: The human interactions that establish conditions for learning
Some markers of effective instructional
delivery may be:
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Are students engaged, for example in
responding to questions, asking their
own questions, participating in groups,
etc.?
Does the instructor display enthusiasm
for the subject?
Is the instructor approachable, friendly,
caring, or interested in students’ lives?
Does the instructor communicate
clearly to students?
Is the instructor organized and
prepared?
Does the instructor model the learning
process for students?
SUMMATIVE COMMENTS
Date of post-observation conference:_________________
Signature of observer:____________________________
COMMENTS