Appendix A: Frequently Asked Questions
Who Should Act as an Observer?
An observation is typically conducted by a peer or colleague who is knowledgeable about teaching with the goal of providing constructive feedback and fostering professional growth. An observer could be a colleague teaching in the same program, department or Faculty. In other cases, instructors may wish to invite colleagues from outside of their discipline to conduct a formative assessment of their teaching. Observers can also be peers with more seniority and experience in teaching, though formative peer observations of teaching lend themselves to colleagues in similar positions observing one another, sharing experiences, and learning from each other’s teaching. The selection of an observer is important and can be enhanced by pairing colleagues who have similar objectives or interests in teaching (Fletcher 2018). According to Buskit, et al. (2014), the most effective peer reviewers are individuals who:
- Have a sound knowledge of pedagogy
- Have developed keen observational skills
- Demonstrate strong listening and social skills
- Are familiar with educational research and/or the scholarship of teaching and learning
- Are actively involved in teaching
- Are enthusiastic about being an observer
I Can’t Find an Observer. What Are My Options?
If an observer is not available, you can reach out to the MacPherson Institute using the Request for Support Form. The MacPherson Institute offers a variety of feedback services, including teaching observations and refinements, that are available to all educators at McMaster.
It may also be helpful to speak with the Director or Chair of your program or department to inquire about supports that are available for formative or summative teaching observations. If you need assistance being paired with an observer, a Chair or Director may be able to make recommendations or assist with mediating the process.
What Modifications Can I Make to the Observation Process?
While the teaching observation cycle outlined within this guide generally takes 2-3 hours to complete, there may still be a need to modify the process depending on the capacity and preferences of the participants. Some ways that the peer observation of teaching cycle can be modified or streamlined include:
- Conducting the pre-observation meeting asynchronously (rather than an in-person meeting), with the instructor submitting Appendix B: Pre-Observation Meeting Form to their observer by email ahead of the observation for review
- Limiting observations to one hour of teaching, particularly in the context of 3-hour classes or labs. Observing 1 hour of teaching and/or a lesson cycle can often be enough for observers to witness and generate some helpful feedback for instructors
- Conducting the debrief asynchronously, with the observer submitting their feedback to the instructor via email without an in-person meeting
- Foregoing the pre/post observation meetings and feedback/review components to focus on the observation only. Research shows that even just inviting colleagues to informally observe a peer teaching without a review or feedback process can still help share teaching practices, build instructor confidence, and support the professional development of educators (Hendry et al., 2014; Hendry et al., 2020). Please see Appendix H: Reflections on my Teaching Observation (Observer) for helpful considerations and prompts if you will be participating in an observation only process.
What Are the Risks and Limitations of Peer Observations of Teaching?
While formative, developmentally focused, and collaborative approaches to peer observations of teaching have been found to have rich benefits for the professional development of instructors and observers, when not done well or when lacking adequate supports, peer observations of teaching can come with risks and limitations (Chism, 2007; Bell & Cooper, 2013; Gosling, 2014; Bell & Thomson, 2018; Hendry et al., 2021).
These risks and limitations can include:
- A disorganized process, unclear goals, and lack of commitment or time on the part of participants
- Colleagues feeling unprepared or uncomfortable providing feedback on teaching to their peers, particularly when there are imbalances in power/position
- Poorly paired colleagues with oppositional personalities or perspectives that result in a negative or damaging experiences
- Concerns over confidentiality, privacy, and lack of trust that a formative teaching observation will not be shared or used for summative and evaluative purposes
- Concerns over the subjective inference and reliability of observer interests, priorities, biases, and judgements during an observation and review process
- Lack of institutional policies, resources, supports, or training for peer observations
- Lack of support from academic leaders for formative teaching observations and/or preference for summative evaluations and quantitative “rankings”
- A general skepticism that teaching observations can meaningfully contribute to the enhancement of pedagogy and changes in teaching practice
I’m Nervous to Have a Peer Watch My Teaching. What If Something Goes Wrong?
It is perfectly understandable to feel nervous about a peer observing your teaching. Most individuals undergoing a peer observation of teaching will feel worried about the observation going well and the type of feedback they might receive. What is important to remember is that, unlike summative evaluations that may be focused on “ranking” performance, formative and collaborative approaches to teaching observations are designed to offer a two-way, reciprocal approach where both the instructor and observer stand to learn something from the observation and review process.
In the context of a collaborative, collegial, and formative teaching observation, it can be reassuring for peers who are acting as observers to see similar challenges emerging in other classrooms. Rather than everything going well, difficult or challenging moments can also provide oppourtunities for connection and conversation between colleagues, providing a space for instructors to demonstrate how they manage issues when they arise, or to brainstorm ideas for refining teaching practices when things go awry.
Rest assured, there is no such thing as a “perfect” teaching experience! Being open and genuine in the process of a peer observation of teaching allows instructors and observers to learn from one another and to share ideas that are relevant for mutual professional development and growth. The goal here is progress, not perfection.
What Resources or Supports Are Available to Gather Additional Feedback on My Teaching?
If you are looking for support for a teaching observation, you can reach out to the MacPherson Institute using the Request for Support Form. The MacPherson Institute offers a variety of feedback services, including teaching observations and refinements, open to all instructors at McMaster with the assistance of an Educational Developer.
The MacPherson Institute also has resources instructors can use to collect mid-term student feedback on their own, including customizable templates and forms.
Finally, follow-up discussions and ongoing support following a peer observation of teaching is essential for translating feedback into meaningful changes in teaching practice. Using a formative teaching observation as an opportunity to set new teaching goals and connecting with the MacPherson Institute to further professional development goals in teaching is encouraged.