Peer Observation Protocol

Peer observation holds significant importance in improving the teaching effectiveness of instructors, as it provides a platform for instructors to engage in reflective practice, allowing them to critically assess their pedagogical approaches, teaching methodologies, and classroom dynamics. Instructors (and observers) can gain fresh perspectives, uncover innovative strategies and identify areas for enhancement, thus fostering continuous professional growth. Peer observation promotes a culture of collaboration and camaraderie among instructors, creating opportunities for knowledge exchange, mentorship and mutual support. By receiving meaningful and constructive feedback from trusted colleagues, instructors can refine their instructional techniques, address challenges and adapt to the evolving needs of their students effectively.

Overview

Initially, the process begins with identifying a specific focus for observation, whether it be instructional techniques, classroom management or student engagement strategies. Subsequently, the observation phase entails a peer educator discreetly observing their colleague's teaching session, attentively noting strengths, areas for growth and innovative practices. Following the observation, a structured debriefing session is conducted, where both observers engage in constructive dialogue, sharing insights, reflections and actionable feedback. This collaborative exchange not only bolsters professional development but also cultivates a culture of mutual support and learning. Finally, leveraging the insights gained, instructors devise an actionable plan to implement targeted improvements, thereby nurturing a cycle of continuous enhancement in teaching effectiveness.

The following protocol is suggested for peer observation and can be adapted based on the needs of the instructor and the observing peer. For group use, contact us for a program-level version. For additional assistance, please contact us at ubcatt@buffalo.edu. 

Step 1: Shadow Focus Identification

Purpose: This form serves as a guide to identify preferences and focus of participation in a peer observation process, mutually agreed upon by the instructor and observer.

Recommendations:

  • The instructor and observer should meet prior to each observation to discuss the focus of the teaching and observation, which sections of the Observation Protocol may or may not be applicable, and what teaching and learning activities will take place.
  • Discuss the instructor’s preferences for observation prior to class (e.g., Where should the observer sit? Is there a preference between the observer taking paper notes versus using a device? Can the observer interact with students to ask them questions? etc.)
  • Consider the instructor’s preferences for receiving feedback (e.g., communication method & approach)
  • Share materials ahead of time to enhance the observation (e.g., syllabus, lesson plan, materials being used during the class session, etc.)
  • The observer should be introduced to the class to avoid being a mysterious distraction to students.
  • The instructor and observer should meet after the observation to discuss the findings.

This peer observation form is filled out by either the instructor or the observer.

Step 2: Shadowing Protocol

Purpose: Use this rubric, along with the Observation Focus Identification, to provide feedback to instructors based on class observation.

This peer observation form is filled out by the observer.

Step 3: Post-Shadow Debrief

This peer observation form is filled out by the observer and will be sent to the instructor.

Step 4: Action Plan

This peer observation form is filled out by the instructor after receiving feedback from the observer.

Step 5: Post-Participation Recommendations

Thank you for participating in peer shadowing. This page will provide some suggestions to continue your teaching journey.