16 Peer Observation of Teaching Checklist: Instructor Responsibilities

Downloadable Version of Checklist 

Before the Observation

• Step 1: Review the steps for engaging in a peer observation of teaching outlined in this guide, noting your responsibilities as an instructor and suggested timelines.
• Step 2: Consider your goals and purpose for engaging in a formative peer observation of teaching process. For example, are you seeking a peer observation of teaching for professional development purposes, to use it as an artefact for your teaching portfolio, or to familiarize yourself with the process ahead of a more formal observation for tenure, permanence, or promotion?
  • If you are a faculty member seeking a formative peer observation of teaching to include as part of a summative evaluation, contact your Chair to determine the observation of teaching process for your department. Ensure that you are following the guidelines that most accurately represent observations of teaching in your department or program, and familiarize yourself with relevant McMaster policies (e.g., SPS B1: Procedures for the Assessment of Teaching).
• Step 3: Identify and contact your peer observer. There may be colleagues already engaged in this practice within your program or department who you could ask, or you could suggest a reciprocal observation of teaching (i.e., where you and a peer observe and provide feedback on one another’s teaching). In some instances, a Chair or program Director may be able to assist with coordinating and/or pairing colleagues for a peer observation of teaching when requested.
  • If you do not have a peer observer available to you, please contact the MacPherson Institute for further help and support.
• Step 4: After securing an observer, set up a mutually agreed upon time for the pre-observation meeting.
  • Ahead of or during the pre-observational meeting, you should complete and share Appendix B: Pre-Observation Meeting Form with your observer.
  • It may be helpful to share relevant contextual documents (e.g., course syllabus, lesson plan, lecture slides) with your observer as well.
• Step 5: Attend the pre-observation meeting and plan to:
  • Review and/or complete Appendix B: Pre-Observation Meeting Form with your observer, noting:
  • Goals for the observation
  • Preferences for feedback, including whether you wish for the observer to collect anonymous student feedback
  • Share any relevant contextual documents (e.g., course syllabus, lesson plan, lecture slides) with your observer if you have not already done so
  • Confirm the form that you would like the observer to use to document the feedback.
  • You may choose to review and select one of the feedback forms available in this guide – Appendix C: Teaching Observation Feedback Form (Structured), Appendix D: Teaching Observation Feedback Form (Grid), or Appendix E: Teaching Observation Feedback Form (Narrative) – or determine another option or format for capturing feedback.
  • Share your teaching schedule, along with any restricted dates (e.g., dates that overlap with student assessments). Determine, in agreement with your observer, a date and time for the in-class observation.
  • If the observation is being conducted online, ensure you have provided your observer with access to all course platforms (e.g., Avenue to Learn, Teams or Zoom).
  • Set up a meeting date within the 1-2 weeks following the observation to debrief with your observer.
  • If you wish to include the observation documents in your teaching portfolio or a summative evaluation, seek your observer’s permission to do so.
• Step 6: Email a reminder to your observer a few days in advance of the observation date reiterating the date, time, and location for the in-class visit.

During the Observation

• Step 7: Deliver your lesson as planned!
• If it was decided that you would introduce the observer to your students, do so. Let students know that the observer is not there to evaluate them as learners, but to observe and provide written feedback on your teaching. If your observer is collecting student feedback, let students know this will be happening during the last 10-15 minutes without you present to ensure student comfort and anonymity.

After the Observation

• Step 8: Consider taking some time to reflect on the lesson soon after completing it, noting your initial reactions and observations regarding what worked well and what you would like to work on to enhance your teaching.
• You may wish to use the questions outlined in Appendix G: Reflections on my Teaching Observation (Instructor) to guide your reflections.
• Step 9: Send a follow-up email to thank the observer and remind them of the debrief meeting.
• Step 10: If you receive feedback from your observer ahead of the debrief meeting, set aside some time to review it. Note any initial reactions, takeaways, and questions that you have.
• Step 11: Meet to debrief the observation and review the feedback with your observer. When debriefing:
• Be open and welcoming of your observer’s feedback.
• Ask for clarification as needed (but avoid re-teaching the lesson).
• Note your reflections and key takeaways.
• Step 12: If you decided to include the teaching observation in a summative record or evaluation (you should have received permission from your observer to do so), include the observation and your reflections in the respective documents following relevant guidelines.
• You may wish to use the questions in Appendix G: Reflections on my Teaching Observation (Instructor) as a guide for writing about the outcome of the observation experience.