The peer observation process: key steps

Peer observation of teaching should be seen as a four-stage process, with time and space allowed to agree general ground rules, for an initial briefing, the observation itself, a debriefing session and, ideally there should be recording and reporting.

• Step 1: Set the ground rules: agree on what, and how much, will be observed; discuss seating and participation arrangements; agree on levels of confidentiality; agree on feedback and debriefing procedures
• Step 2: Initial briefing: provide background information; discuss learning objectives; decide on practical issues (how the observer will record information, when you will meet for the debrief session, how you will provide feedback); make detailed decisions about the focus of the observation and the approach you will use.
• Step 3: The observation: what you will look for during the session will, to a certain extent, be dependent on your pre-agreed observation criteria and framework.
• Step 4: Debriefing: the debrief approach needs to match the approach taken during the observation, and may be based on description of what happened, an analysis, or may be criterion based. A good debriefing session should help both the observer and the observee to reflect critically on their teaching and feed into their professional development
• Step 5: Recording and reporting: How your peer observation of teaching is to be recorded should be agreed prior to the observation. This may be influenced by the particular requirements at your institution, but also depends very much on your own preferences. Possible formats include a formal report to demonstrate that peer observation has taken place. You may also wish to keep a private record for your own use, for example when preparing an application for a teaching award or promotion