17 Peer Observation of Teaching Checklist: Observer 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 observer and suggested timelines.
• Step 2: Familiarize yourself with the guidelines that most accurately represent observations of teaching in the instructor’s program or department. Also familiarize yourself with relevant McMaster policies (e.g., SPS B1: Procedures for the Assessment of Teaching), if applicable.
• Step 3: Review Appendix I: Considerations and Tips for Observers for some helpful suggestions for conducting an in-class teaching observation, providing meaningful feedback on teaching, and facilitating a post-observational debrief meeting.
• Step 4: Meet with the instructor for a pre-observation meeting to discuss the goals and logistics of the teaching observation. During the meeting, plan to:
  • Review Appendix B: Pre-Observation Meeting Form with the instructor. The instructor may complete and share this document with you ahead of the pre-observation meeting for review, or you and the instructor may review and complete this form together during the pre-observation meeting.
  • Review and/or inquire about any relevant contextual documents (e.g., course syllabus, lesson plan, lecture slides) that would be helpful for you to view ahead of the observation (if the instructor has not already shared them).
  • Confirm the date, time, and location for the in-class observation with the instructor.
  • If the observation is occurring online, ensure you have confirmed access to all course platforms (e.g., Avenue to Learn, Teams or Zoom) with the instructor.
  • Confirm the form the instructor would like you use to note your observations and feedback, ensuring that the approach selected meets the needs and goals of the instructor.
  • You and the instructor may choose to select or modify 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 format for capturing observations and feedback.
  • Confirm whether the instructor will introduce you to their students, especially if you are collecting student feedback during the observation.
  • Discuss whether you and the instructor can include the observation documents in your teaching portfolio or other summative document.
  • Confirm a meeting date within 1-2 weeks following the observation to debrief and discuss the observation with the instructor.

During the Observation

• Step 5: Attend and observe the class at the agreed upon date, time, and location, using the agreed upon form. Use the notes from your pre-observation meeting with the instructor (Appendix B: Pre-Observation Meeting Form) to guide your observations. During the in-class observation, consider:
  • Sitting at the back of the room so you can observe what the instructor is doing, as well as how students are engaging in the lesson. If you are joining mid-way through the lesson, enter quietly to avoid disrupting the flow of instruction.
  • Taking notes throughout the lesson, keeping in mind the instructor’s goals and specific areas of feedback discussed in the pre-observation meeting.
  • Remember that your role is to observe the instructor teaching, not to participate in the class as a learner or to comment on content. If you have any questions for the instructor, note them in your feedback.
• Step 6 (optional): If you and the instructor have agreed that you will take some class time to collect student feedback, ensure that the instructor has left the room before doing so for student comfort and anonymity. Encourage honest feedback from students. You may note student feedback within each teaching observation feedback form provided in this guide, or use another template.

After the Observation

• Step 7: Compile and edit a high-level summary of your observations, highlighting key strengths and suggestions for enhancing teaching practices in Appendix F: Post-Observation Debrief Form.
• Step 8: Review and finalize any observation feedback forms that were used.
• Step 9: Before sending your feedback to the instructor, consider how the feedback will be received, and how effectively it addresses the goals and areas for feedback expressed by the instructor (determined at the pre-observation meeting).
• Step 10: Consider sending the instructor Appendix F: Post-Observation Debrief Form, and any teaching observation feedback forms used, ahead of the debrief meeting.
  • It can be helpful for the observer to provide their observations and feedback to the instructor ahead of the debrief meeting. This allows the instructor time to review and digest the feedback provided before meeting for a more fulsome discussion. In other cases, an observer may prefer to meet first for a discussion before providing written documentation. In either case, all forms and feedback used or collected during the teaching observation process should be shared with the instructor for their records at the conclusion of the teaching observation cycle.
• Step 11: Meet with the instructor to debrief the observation and answer any questions they have about your feedback. Follow up with any revisions, recommended resources, etc., as needed. Be supportive and encouraging.
• Step 12: Consider reflecting on this experience and documenting your reflections, noting your engagement as a peer observer in your teaching portfolio or other summative document. You may wish to use the reflection questions in Appendix H: Reflections on my Teaching Observation (Observer) to guide this process.