The Case
Why Peer Observation Matters
Teaching in higher education can be an isolated practice. We close our doors, teach our classes, and rarely get the benefit of a colleague’s perspective on what’s actually happening in the room. Peer observation changes that — and the research strongly supports its value.
Peer observation of teaching is a collaborative professional development practice in which instructors observe one another’s classes and then reflect together on what they see. Unlike top-down evaluations by chairs or deans, formative peer observation is voluntary, reciprocal, and focused on growth. Both the observer and the observed faculty member benefit. The observer gains new ideas and strategies from watching a colleague in action; the observed instructor receives specific, grounded feedback from someone who understands the realities of the classroom.
Research consistently shows that reciprocal peer observation — where both partners take turns observing and being observed — is especially powerful for helping faculty develop reflective teaching practices and shift toward more student-centered instruction. It normalizes the idea that teaching is a scholarly, improvable practice rather than a fixed performance, and it builds genuine community around our shared responsibility for student learning.
Key Insight
Because peer observers are not gatekeepers of tenure or promotion, faculty are more willing to share uncertainties, experiment with new strategies, and engage in honest reflection about whether their teaching is truly supporting student learning.
How It Works
The Three-Phase Process
Effective peer observation follows a structured, three-phase cycle. The classroom visit itself is only one part — what happens before and after is just as important.
|
01
Pre-Observation Meeting
Meet with your observer before the visit to build rapport, share your syllabus and course context, and identify specific aspects of your teaching you’d like feedback on. This meeting sets the tone for a collegial, supportive exchange rather than an evaluative one.
|
02
The Classroom Visit
Your colleague attends your class and takes descriptive notes focused on your identified goals. The observer records what they see — student engagement patterns, transitions, questioning techniques — using neutral, observational language rather than judgments.
|
03
Post-Observation Debrief
Meet soon after the visit for a reflective conversation. The observer shares specific observations, starting with genuine strengths, then posing reflective questions. You leave with concrete insights and an action plan for anything you’d like to adjust.
|
What the Observer Should Focus On
Peer observation is most productive when the observer focuses on describing rather than evaluating. Effective observers attend to elements such as how students interact with each other and with the instructor, whether learning activities align with stated objectives, how transitions between activities are managed, and how the instructor checks for student understanding. Observers should use language like “I noticed that when you asked the open-ended question, about half the students leaned forward and began writing” rather than “Your questioning technique was good.”
Choosing a Peer Observer
Your observer does not have to be in your department or at a higher rank. In fact, an observer from a different discipline can sometimes offer the freshest insights — they’ll notice things a content expert might take for granted, and their unfamiliarity with the material puts them closer to the student perspective. What matters most is that you choose someone you trust, who will take the process seriously, and from whom you feel you can genuinely learn.
Confidentiality
Unless you choose to share the observation for your P&T dossier, the details of what happens during a peer observation stay between you and your observer. This is a protected space for professional growth. Observers should never share details of the teaching session — whether strengths or challenges — without the faculty member’s explicit permission.
Building Your Case
Peer Observation for Promotion & Tenure
Student evaluation response rates have been declining for years. If your classes routinely see low completion of the official end-of-semester instrument, peer observation reports can provide the direct evidence of teaching effectiveness that your dossier needs.
Student course evaluations, even when completed, capture student satisfaction more than they capture pedagogical quality. They tell us how students felt about the course but offer limited insight into whether the instructor’s strategies, content organization, or assessment design are sound. A peer reviewer — another faculty member who understands the discipline and the craft of teaching — can speak to dimensions of teaching that students simply cannot evaluate, such as currency of content, rigor and appropriateness of methods, alignment of activities with learning outcomes, and the instructor’s skill in building a productive classroom community.
|
Complements Student Evaluations
Peer feedback provides qualitative evidence that substantiates — or adds nuance to — what student evaluations capture. A colleague can confirm your self-reported teaching strengths with direct, firsthand observation.
|
Addresses Low Response Rates
When few students complete evaluations, the data may be unreliable or unrepresentative. Peer observation gives P&T committees an alternative window into your classroom that isn’t dependent on student participation.
|
|
Shows Growth Over Time
Multiple peer observations across semesters — ideally of the same course — create a longitudinal record that demonstrates how you’ve developed your teaching in response to feedback. This narrative of growth is compelling in a dossier.
|
Evaluates What Students Can’t
Peers can assess content accuracy, methodological rigor, alignment of activities with disciplinary standards, and the instructor’s command of pedagogical strategies — dimensions beyond the scope of student evaluations.
|
What to Include in Your Dossier
When using peer observation as evidence for promotion and tenure, the written observation report becomes the key document. A strong report for dossier purposes should include the observer’s name and qualifications, the course observed and date, a description of the class session context, specific observations about the instructor’s strengths and teaching approach, any recommendations offered, and confirmation that a pre- and post-observation meeting took place. If you’ve been observed multiple times, include all reports to demonstrate development over time, along with a brief reflective statement describing how you’ve responded to your colleagues’ feedback.
Recommended Approach for JSU Faculty
Consider scheduling at least one peer observation per year and requesting that the same course be observed across multiple semesters when possible. This creates the longitudinal evidence that P&T committees find most persuasive. Pair each observation report with a brief personal reflection (one to two paragraphs) on what you learned and what you changed as a result.
If you serve as an observer, note that conducting thoughtful peer observations also counts as professional service to the university — and you can document it accordingly in your own dossier.
Formative vs. Summative: Clarify the Purpose
Formative observations are designed purely for the instructor’s growth and are typically confidential. Summative observations are evaluative and intended for inclusion in a personnel file or dossier. These purposes should not be conflated. If you intend to use an observation for P&T purposes, communicate that to your observer upfront so they can prepare their written report accordingly — with the detail, specificity, and professional tone appropriate for a formal record.
Getting Started
Practical Tips for Faculty
If You’re Being Observed
| → | Choose a class session that is representative of your typical teaching, not a “showcase” day. Authenticity is more valuable than performance. |
| → | Share your syllabus, handouts, and any relevant context with your observer ahead of time so they can understand the session in its larger arc. |
| → | Identify one or two specific things you’d like feedback on — for example, “I’ve been trying to increase student discussion, so I’d like you to note how often students respond to each other rather than just to me.” |
| → | Introduce the observer briefly to your students: “A colleague is visiting today as part of our professional development. They’re here to observe my teaching, not to evaluate you.” |
| → | After the debrief, take time to write a brief reflection for yourself on what resonated and what you plan to try differently. |
If You’re the Observer
| → | Begin the post-observation conversation with a specific, genuine affirming comment based on something you actually saw. |
| → | Describe what you observed rather than evaluating it. “I noticed students started checking their phones during the transition between activities” is more useful than “Your transitions were too slow.” |
| → | Ask reflective questions rather than prescribing solutions: “What were you hoping students would take away from that group activity?” gives the instructor room to reflect. |
| → | Respect confidentiality absolutely. Do not share details about the observation in hallway conversations, department meetings, or with anyone other than the instructor — unless they explicitly ask you to. |
| → | Complete your written feedback within one week while details are fresh. |
Learn More
Guides, Templates & Further Reading
The following resources offer step-by-step frameworks, observation forms, and research-based best practices. Several include downloadable templates you can adapt for your own use.
University of Arkansas · Open Access
Peer Observation of Teaching: A Practical Guide for College Teachers
A comprehensive, free online book by Lynn Meade and Don Johnson (2025). Walks through every phase of the process with sample dialogues, templates, and a strong emphasis on formative rather than evaluative framing. The single best starting point for faculty new to peer observation.
Free Book
UCLA Teaching & Learning Center
Classroom Observation for Instructors
Research-rich guide grounded in constructive alignment theory. Particularly strong on the benefits of reciprocal observation and how peer feedback supports student-centered instruction. Extensive bibliography for further reading.
Guide
Oregon State University CTL
Peer Observation of Teaching: Maximizing Benefits for Teaching and Learning
Distinguishes four models of peer observation (evaluation, developmental, collaborative, and hybrid) and offers downloadable framework guides, including a dedicated guide on giving and receiving constructive feedback.
Guide + Templates
Purdue University Northwest
Peer Observations of Teaching — Best Practices
Practical guide covering formative vs. summative reviews, observer selection, and the three-phase process. Links to Penn State’s peer review forms for face-to-face, remote synchronous, and hybrid teaching — ready-made observation instruments you can adopt.
Forms & Tools
Elon University CATL
Peer Observation of Teaching — Curated Resources
A well-organized bibliography pointing to key tools including the COPUS classroom observation protocol for STEM teaching, the Teaching Practices Inventory for self-assessment, and foundational texts by Chism and Hutchings.
Bibliography
UT Austin College of Fine Arts
Peer Teaching Observation Recommendations and Best Practices
Focuses on longitudinal observation — observing the same course across semesters to document growth. Includes observer and observee checklists, and guidance on assessing responsiveness to prior feedback. Especially relevant for P&T documentation.
Checklists
Keene State College
Peer Observation of Teaching — Workshop Materials
Materials from two faculty workshops: one on planning peer observations with a pre/post meeting framework, and a follow-up on facilitating constructive debrief conversations. Includes handouts and supplemental resources.
Workshop Materials
Brown University
Guidelines for Peer Observation of Teaching
A concise policy document with recommendations on observation frequency by rank, suggested observer qualifications, and criteria for written reports. Useful as a model if JSU develops a formal peer observation policy.
Policy Model
University of Delaware CTAL
Faculty Perspectives: Mentoring and Peer Observations
Addresses how to document peer observations in a promotion dossier, including using observations of graduate TAs as evidence of teaching service. Also covers mentoring agreements and their role in the tenure process.
P&T Focus
Penn State College of Earth & Mineral Sciences
Peer Teaching Evaluations for Tenure and/or Promotion
A formal policy for using peer observations in P&T dossiers. Includes the Instructor Input Form, peer review guides for face-to-face and online courses, and an evidence-based evaluation framework. Good model for institutionalizing the practice.
Policy + Forms
Office of Faculty Development for Student Success · Jackson State University
Prepared as a resource for JSU faculty. For questions or to discuss implementing peer observation in your department, contact the Office of Faculty Development.
Prepared as a resource for JSU faculty. For questions or to discuss implementing peer observation in your department, contact the Office of Faculty Development.
Page compiled February 2026. External links point to resources maintained by their respective institutions.