Appendix I: Considerations and Tips for Observers
The following list includes considerations for observers spanning multiple activities in their roles: namely, tips for conducting the in-class teaching observation, providing meaningful feedback on teaching, and facilitating the post-observation debrief meeting.
Tips for Conducting the In-Class Teaching Observation
- Make sure you have confirmed the date, time, and location of the teaching observation with the instructor.
- Consider how you will minimize disruption to the teaching session. If an observer needs to join mid-way through the lesson, make sure you have consulted with the instructor on the least disruptive way to join the class.
- As an observer, avoid participating directly in the lesson that you are observing. If you have questions, note them in your feedback to the instructor.
- Remember the kinds of feedback the instructor has identified and do your best to provide some helpful observations and support in those areas.
- Clarify with the instructor their preferred form/format for feedback: would they prefer a more structured set of feedback (Appendix C) or a more open format style (Appendix D, Appendix E), or another style/format/form?
Tips for Providing Meaningful Feedback on Teaching
- Be sensitive to how much constructive feedback a person can handle. Consider prioritizing your feedback by focusing on a few key points that you think will be most impactful, rather than listing off everything that you observed.
- Provide feedback on what worked well in a positive and supportive way (“You did this well…,” “I appreciated it when you….”) before identifying areas for refinement. Broad evaluative statements that are either positive or negative (“Fantastic job today!,” “Not very good”) tend not to be as helpful for enhancing teaching practice.
- Feedback is best when it is focused on things that the instructor can change with respect to their teaching. Be mindful of realities and working constraints.
- Constructive feedback is typically written from the “I” perspective (e.g., “I was confused by…,” rather than “You confused me when you…”).
- Provide specific examples when possible/appropriate (i.e., “______ may be more effective if ….”)
- Be sure to summarize student feedback, commentary, and suggestions, focusing on areas that would improve student learning and/or the student experience.
- Give growth-oriented feedback (i.e., “Something to consider for next time…,” “I can see you really growing by…”).
Tips for Facilitating the Debrief Meeting and Discussion
- The meeting should be informal. It may be helpful to open the discussion with some “small talk” to help diffuse any tension the instructor might be feeling.
- Ask the instructor how the class went from their perspective. What did they feel went well, and what didn’t go as well or according to plan? Did anything happen that surprised them? Is there anything they would have changed?
- Focus on strengths you observed in the instructor’s teaching and/or positive feedback before moving onto areas for refinement.
- Stay curious during the debrief discussion and be a good listener. Ask the instructor to explain why they took a certain approach and be sure to listen to their answers in full when sharing your feedback or observations.
- Avoid taking over or dominating the discussion. Remember that the goal of a post-observational debrief is to engage in a dialogue about the instructor’s teaching and to support the development of their teaching practice and goals.
- Be respectful of your peer. Recognize that a teaching observation is a vulnerable process. Anything shared in the debrief discussion should be kept confidential.
- Provide the instructor with all the documents used during the observation process so they can keep them for their records.
- End the debrief meeting on a positive note by sharing what you learned and what you will take away from the process as a peer observer.