Observation of teaching is an important part of reflective teaching practice and continuous professional development.
Both being observed and having the opportunity to observe others’ teaching can be extremely valuable experiences for teachers.
Observation can take place in a wide variety of settings including lectures, seminars, problem-based learning groups, dissections, demonstrations, bedside or chairside teaching or online teaching.
Peer observation feedback can form an important element of appraisal discussions.
You should consider whether there are particular aspects of your teaching that you would like feedback on (if being observed), if there are any techniques or types of teaching that you would like to see in action (if observing others), or if observing and being observed by a colleague from a different disciplinary background could offer useful opportunities for exchange of practice and cross-disciplinary learning.
You should ideally meet with the observer in advance of the session to discuss the context for the teaching and what developmental areas you would like the observation and feedback discussion to focus on.
You should agree where the observer will sit or stand in the session, how they will be introduced to the students and schedule a date and time for a feedback discussion.
You should undertake some self-evaluation following the teaching session and before you receive feedback from the observer, to ensure that you have reflected on your performance individually before hearing the observer’s views. The feedback discussion should ideally take place within a week of the session.
The observer will ask you how you think the teaching session went, and you will have an opportunity for a detailed discussion of your teaching practice.
You may find it beneficial to hold your feedback discussion a few days after the observed session in order to give both observer and observee time to reflect on the session and the feedback they will offer.
Schools/institutes may have their own observation forms with varying criteira, but the template that the Queen Mary Academy offers suggests that observers focus on:
You should also discuss with the observer in advance of the session whether there are any specific areas of your practice you would like feedback on. This could include trying out an innovative teaching method or approach, resolving a particular problem or issue, or future plans for developing your practice.
You can download our Teaching Observation Pro-Forma [DOC 24KB].
The feedback discussion is the most important element of the observation process and gives the observed teacher an opportunity to reflect on how they thought the session went and to focus on planning for further development of their teaching practice.
Some suggested prompts for a feedback discussion:
The feedback session should close with the observer and observee agreeing on the areas of feedback that will be recorded on the observation form.
It can also be useful to discuss and agree a plan of action for future development of any strengths, weaknesses or areas of interest.
Peer observation forms an important element of the Queen Mary Academy taught programmes in educational development (CILT and PGCAP).
Course participants have given the following testimonials on the peer observation experience:
‘It helped me think about new ways to teach and reflect on my own practice’
‘It was feedback with a difference as compared to all other feedback that I had obtained. Specific, factual and practical’
‘It was very friendly and supportive. I had very useful feedback which both highlighted my strong points and areas to improve in my teaching style which I agreed to’
‘The psychological impact of having obtained the feedback from a professional was great as I took the criticism and praise from the peer observation most seriously… I have no doubt at all that the experience has proved invaluable in my fine-tuning as a teacher and trainer.’
‘It allowed me to get a different perspective on the methods I use to teach’
‘Cross disciplinary teaching observation helped me to get new transferable ideas’
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University of Edinburgh Guide to peer observation of teaching. Available: http://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Peer_Observation/Peer_Observation_of_Teaching_A4.pdf
York St John University (2018) Guide to peer observation of learning and teaching. Available: https://www.yorksj.ac.uk/media/content-assets/academic-development/documents/A-Guide-to-Peer-Observation-of-Learning-and-Teaching_v3.pdf