6 How Should Teaching Assistants, Sessional Faculty and/or Instructional Staff Use this Guide?

Teaching assistants, sessional faculty, and instructional staff may find it beneficial to include formative peer observations of teaching within a teaching portfolio as evidence of professional development and teaching effectiveness, particularly during early stages of their careers, or when pursuing teaching appointments or positions.

Teaching assistants, sessional faculty, and instructional staff may choose to use this guide to:

• Connect with other teaching assistants, sessional faculty and instructional staff to conduct peer observations of teaching within or beyond their program, department, or Faculty
• Ask a colleague, supervisor, or faculty member to observe their teaching and provide feedback using the tools and resources located in this guide

When including a teaching observation within a teaching portfolio, it is recommended you also include post-observation reflections:

• For the instructor: Post-observation reflections might detail the specific feedback used after a peer observation of teaching, along with the changes made in response to the feedback received.
• For the observer: Post-observation reflections might consider how the peer observation experience influenced their development as an educator and/or approach to supporting and mentoring colleagues.