CTL Team Resources

Overview

This guide provides an overview of the types of observations and feedback services available through the Center for Teaching and Learning (CTL). These services are designed to support faculty development by offering formative feedback on teaching practices. The options range from one-time peer observations to more robust, goal-oriented mentoring engagements, allowing faculty to choose the level of support that best meets their needs. See below where you can learn more about each type of in-class support we offer, including: 

• Certified Peer Review
• Certified Peer Coaching
• Certified Peer Mentoring

Process for Peer Observations

Being observed by a peer provides instructors with an opportunity to discuss and receive feedback on their teaching. Class observation not only draws upon the disciplinary expertise of colleagues, but also contributes to a collegial academic culture and sense of community around teaching. In general, effective observations of classroom teaching include the following steps:

1. a pre-observation meeting, conducted sometime in the week prior to the observation
2. a classroom observation
3. a post-observation debriefing, usually fairly soon after the observation

1. Pre-Observation Meeting

The observer should meet with the instructor before the class observation to discuss how the course has been going and any specific issues that the instructor might want to raise. The pre-meeting establishes an initial connection between the instructor and the observer, to help make it a meaningful experience and conversation about teaching. It may be helpful to review teaching materials, including the course syllabus and any teaching materials the instructor has prepared for that class. You may wish to have your class video recorded at the same time. Video allows instructors to review the class later to 1) be better able to put themselves in the shoes of their students and 2) make sense of the feedback they receive in the post-observation meeting. Potential questions to discuss at the pre-observation meeting:

• How has the course been going so far?
• What will happen in the class? What can I, as the observer, expect to see? What preparatory work have you and the students done for this class?
• What do you want the students to have learned by the end of this class?
• Are there specific aspects of the class on which you would like to receive feedback?

2. Class Observation

The instructor and observer should identify 2–3 criteria on which the observer will focus during the class. When selecting criteria, it is good to discuss the norms and expectations of the discipline. The following criteria often contribute to better student learning. You may also use one of these observation forms, if applicable.  See the bottom of this document for how you might jot down notes during an observation.

• Clarification of class purpose: How was the focus and purpose of the class articulated?
• Organization of class structure: How were the class materials and activities organized?
• Pacing and scope: Describe the pace and scope of the class. How much material is covered, and how quickly?
• Classroom atmosphere: How would you describe the classroom atmosphere? What strategies does the instructor use to establish a respectful and inclusive environment conducive to student learning?
• Classroom assessment: If applicable, in what ways does the instructor check for comprehension and solicit feedback?

3. Post-Observation Meeting

Following the observation, the observer and instructor meet to discuss their experience of the class. The following questions can help guide the post-observation discussion.

• How did the instructor feel the class session went?  Was this a "typical" class session for them? 
• What items does the instructor feel could be improved on and how? 
• Relay your own observations and try to frame them as observations rather than judgements. 
  • What appeared to go well and what evidence shows this?
  • What appeared to be challenges and what evidence shows this?
• What are one or two things the instructor might consider or reflect upon going forward?
• Discuss any additional points that were raised in the pre-observation meeting.

4. Email Certificate

A CTL Peer Observation certificate should be modified with the instructor's name and sent to them after the post-observation meeting. 

CTL Certified Peer Review

A faculty member wanting a simple peer observation.  This will consist of the following:

• Touch-Base 1: An initial contact between faculty member and observer via email or a meeting to discuss any goals, confirm which observation tool should be used, and logistical information.
• Observation: Observation is conducted on an agreed upon date and time. 
• Touch-Base 2: The review form is sent to the faculty member with a brief follow-up conversation to discuss observations and answer any questions.
• Email Certificate: A CTL Peer Observation certificate should be modified with the instructor's name and sent to them after the post-observation meeting. 

CTL Certified Peer Coaching

A faculty member wanting to go further with a peer observation to see how they’re doing with new techniques or to improve approaches.  This will consist of the following:

• Initial Consultation: An initial contact between faculty member and observer is scheduled.  During the meeting, goals and outcomes are discussed.  A form and any logistical information for the observations is agreed upon.
• Observation 1: Initial observation is conducted on an agreed upon date and time. 
• Touch-Base: The review form is sent to the faculty member with a follow-up conversation to discuss suggestions, resources, and goals. Faculty member discusses what they would like to try to implement or what modifications they would like to carry out for the next observation. 
• Observation 2: Next observation is conducted on an agreed upon date and time.
• Post-Consultation: A follow-up consultation is scheduled to discuss observation 2.
• Email Certificate: A CTL Peer Coaching certificate should be modified with the instructor's name and sent to them after the post-consultation meeting. 

CTL Certified Peer Mentoring

A faculty member who wants ongoing support to achieve their goals.  This will consist of the following:

• Initial Consultation: An initial conversation to discuss goals and outcomes.  Several items will be discussed, including:
  • Duration of support
  • Specific outcomes and various methods to meet those.
  • How often to meet.
  • Other support opportunities.
• Mentoring Plan: An initial mentoring plan is developed, which can be modified at any time.
• Consultations and Observations: A series of consultations, observations, and/or follow-ups are carried out on an agreed upon timetable.
• Personalized Reference Document: Progress toward goals and outcomes are noted by the faculty member. The reference document may include adjustments to and progress toward any of the following items:
  • Teaching techniques and the outcome
  • Curriculum design and the outcome – could include modification to course structure, a lesson, an assignment, a project, etc.
  • Interactions with students and the outcome
  • Any other modification relevant to your goals and the outcome
• Final Consultation:  A final consultation is conducted to review personalized reference document and discuss any final questions.  
• Email Certificate: A CTL Peer Mentoring certificate should be modified with the instructor's name and sent to them after the final consultation.