Step 1: Pre-Observation Meeting

Meet with your partner prior to the classroom observation. The goal of this meeting is to foster a shared understanding of the purpose of the observation, the instructor’s needs, and to discuss logistics. Use the prompts below as the basis of your discussion and planning.

• Talk through the goals of the lesson and how it fits into the trajectory of the course.
• Gather relevant course materials for review such as the syllabus, Brightspace course link or assignments.
• Establish the type of feedback the person being observed would like.
• Discuss logistics such as where and when the class meets, when the observer should arrive and where they should sit in the classroom.

• The Instructor should consider:
  • What are my strengths as a teacher?
  • What areas in my teaching would I like to improve?
  • What do I hope to get out of this experience?
• The Observer may want to ask:
  • What would you like me to focus on when I observe?
  • What are the major challenges that you face in this class?
  • What aspects of your teaching or the classroom experience are you most interested in improving?
  • What have the students done prior to this point?
  • What will you do in class, and how will you do it?
  • How would you like to receive feedback from me?

Step 2: Preparation

Thoughtful preparation benefits both the observer and the instructor by ensuring that each understands their role and expectations, leading to a more meaningful and productive observation experience.

• The Instructor should consider:
  • Reviewing the goals for the lesson
  • Reviewing notes from the pre-observation meeting
  • Reaching out to the observer with any lingering questions regarding logistics and/or goals for the experience

• The Observer should consider:
  • Reviewing the syllabus and Brightspace site
  • Familiarizing themselves with the course description, overall subject matter and its role within the larger educational setting
  • Reviewing notes from the pre-observation meeting
  • Reaching out to the instructor with any lingering questions regarding logistics and/or goals for the experience

Step 3: Observation

The classroom observation provides an opportunity for the observer to witness the instructor’s teaching in action with a focus on looking for both strengths and areas for improvement. The observer may use this Observation Feedback Form to take notes during the observation and to organize and prepare to share their thoughts with the instructor at the post-observation meeting.

The Instructor should:

• Teach the class as they normally would.
• Be as authentic to their teaching style, personality, and average class behavior as possible.
• Consider acknowledging the presence and purpose of the observer. Students may initially act differently or be concerned that they are going to be observed or judged. This could be as simple as saying “This observer is here to help me learn and grow as an instructor. They are not making any judgements on you.”

The Observer should:

• Be respectful as a guest in the classroom: Arrive early and sit in the agreed upon place or out of the way. Be attentive and avoid being off task, especially in the eyeline of students.
• Do not interrupt or participate in class. The observer should not address the class as a whole during the observation.
• Be sure to bring the necessary supplies, such as note-taking tools. If needed, be familiar with the observation feedback form or take notes on the major categories. Using the form in class could make the instructor nervous or make it seem more like an evaluation.
• Focus on observing and recording as accurately as possible what happens in class, without evaluation. If suggestions are included in the notes, they should focus on formative, growth-oriented feedback.

Questions to focus on could include:

• How is the classroom configured physically?  Is it conducive to learning?
• What instructional methods are used?
• If relevant, how does the instructor onboard students to the class meeting?
• How does the instructor facilitate learning?
• How enthusiastic about the subject does the instructor seem to be?
• How responsive is the instructor to students’ questions/contributions?
• Are the instructions clear?
• What is the instructor’s perceived openness to diverse viewpoints, and creating an affirming environment?

If agreed upon in the pre-meeting, speak informally with individual students at appropriate times. Possible questions include:

• What do you think is the most helpful part of this class for you?
• What, if anything, is less helpful or less effective for you in this class?
• What, if anything, would you like to see change in this class?

Step 4: Post-Observation Meeting

The purpose of the post-observation meeting is to discuss the observation and make suggestions and plans for the future. When possible, make sure this meeting happens within a week of the observation. Make sure to be honest and constructive, focusing on growth-oriented feedback and not right or wrong. These suggestion are primarily for the observer.

The observer should consider:

• What were the instructor’s developmental goals?
• How can my feedback help?
• What were the learning outcomes for the class session?
• What evidence did I see of students developing those skills?
• What were 2-3 strengths that were observed in class?
• What were 2-3 concrete areas of improvement?
• What are suggestions for improvement for each?

During the conversation:

• The observer should ask questions to learn more about what was observed. Don’t make assumptions about intention on the part of the instructor.
• Both the instructor and observer should discuss the overall day. How did the instructor feel that it went?
• Both the instructor and the observer should discuss the goals of the observation and feedback.
• The observer should discuss the strengths the instructor exhibited together with the instructor’s perceptions.
• The observer should discuss the areas for improvement together with the instructor’s perceptions.
• The observer should avoid “correcting” the instructor and maintain a dialogue during the conversation.

If the observer is unsure how to structure constructive feedback, consider these elements to be specific, measurable, and sensitive:

• Focus on the instructor’s goals.
• Assume competence and focus on getting even better.
• Suggestions can address areas for improvement but also offer different approaches to things that were successful.
• Make sure this is a conversation that includes questions, instead of prescriptively telling the instructor what to do next time.
• Suggest ways that the instructor will know whether a recommendation has been effective. 
• Keep recommendations and comments on a positive note. Avoid negative, evaluative language.

Step 5: Reflection

We encourage the instructor to engage in critical self-reflection during the observation process. This form may be helpful in guiding that reflection. They may choose to engage in reflection before the post-observation meeting, after, or both. If you are engaging in reflection and self-assessment, also consider:

• Are support or resources needed to implement the suggestions from this observation?
• When does the instructor plan to implement suggestions? Soon? Next semester?
• Can the instructor and observer make a plan to discuss or check-in after implementation?

We also encourage the observer to reflect upon their observation experience to include:

• What did they learn about their own teaching?

Downloadable Files & References

This section includes downloadable documents to support your preparation for the observation, guide the observation process itself, and facilitate meaningful discussion and reflection afterward. We have also included the references that guided the creation of these resources.

Documents (PDF)

Pre-Observation Meeting Guidance

Observation Feedback Form

Post-Observation Reflection

Summary of Peer Observation Process (1 page)

References

These resources were adapted from:

• Barbeau, L. and Cornejo Happel, C. (2023). Critical teaching behaviors: Defining, documenting, and discussing good teaching. Routledge.
• Carroll, Casey. (2025). Center for Teaching Excellence at the University of South Carolina. 
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3–7.
• Hanover Research. (2023, November). Best practices classroom teaching observation. Hanover Research.

“Peer Review & Evaluation.” University of Southern California Center for Excellence in Teaching