Material | Teachers Helping Teachers: Peer Observations

Teachers can collaboratively observe each other for professional development purposes. These peer observations are confidential and nonevaluative in nature.

Peer observations benefit both the observer and the observed teacher:
• Observers see new techniques in action, get new ideas for their teaching toolkits, and can reflect on their own assumptions, beliefs, and teaching practices based on what they witness.
• Observed teachers benefit from analyzing the descriptive data the observer collects about classroom interactions and the class environment; they can also grow though discussions that result from observer questions and suggestions to improve learning outcomes.
• Based on their discussions and reflections, participants can develop action plans or action research projects to improve their teaching practice.
• Peer observations can also improve camaraderie, deepen collaboration, and increase self-awareness among participating teachers.

Peer Observation Stages:
• Pre-observation meeting: The observer meets with the teacher before the class to learn about the lesson’s focus and objectives. The teacher should define a focus area, perhaps related to something s/he would like to improve upon or a problem that s/he is trying to solve. Make sure you are both in agreement about how the observation will be conducted (duration, seating, etc.) and when the post-observation meeting will occur.
• Observation: The observed teacher should inform students about the observation before the lesson. The observer should arrive a few minutes early and be as discreet as possible: sit in the back of the room; focus solely on the observation and observe the entire lesson (or agreed upon segment); be open-minded and make detailed descriptive records in preparation for the post-observation meeting.
• Post-observation meeting: This is the most important part of the observation process. Reflection before this meeting and the discussion about what happened in the classroom is when real learning for both the teacher and the observer occurs. Teachers should treat each other with respect and offer opinions in a kind and constructive way. Participants should set action plans/goals based on what they learn. Both teachers should walk away feeling like they have learned something new and will be better teachers because of it.