3 Before the Peer Observation
Lynn Meade
What to Do Once a Faculty Member Contacts You
When a faculty member reaches out to request a peer observation, your response sets the tone for a supportive and collegial experience. This moment can feel vulnerable for the person initiating the request, so your approach matters. A warm, prompt reply helps build trust and ease any uncertainty.
Respond Promptly and Positively
A timely response communicates respect and enthusiasm. Use affirming language to show your support, such as:
- “I’d be happy to observe your class.”
- “Thanks for reaching out—this sounds like a great opportunity.”
Clarify the Next Steps
To reduce ambiguity and help the faculty member feel more confident, outline what comes next. You can use the suggested email template provided in this guide or craft your own message. Be sure to include:
- A friendly greeting
- A brief overview of the observation process
- A mention of the Goals for the Observation Worksheet
- A few proposed times for a pre-observation meeting
Send a Reminder
Before the Meeting, send out a meeting invite or reminder email.
Summary
When a faculty member initiates a peer observation request, your response lays the foundation for a respectful and constructive experience. A prompt, encouraging reply helps foster trust and ease any apprehension. By clearly outlining the next steps—such as scheduling a pre-observation meeting and sharing relevant materials—you create a sense of clarity and support.
In the next chapter, we’ll explore how to conduct a productive pre-observation meeting. You’ll learn how to clarify goals, set expectations, and build rapport—all essential for a meaningful and mutually beneficial observation experience. We’ll also discuss how to use the Goals for the Observation Worksheet to shape the conversation and ensure the observation aligns with the faculty member’s intentions and teaching context.
Email Template
Downloadable Peer Observation Initial Email
Dear [Name],
Thank you for requesting a peer observation in your course! I am delighted to work with you on this. I always learn a lot about new subjects and different teaching methods by observing colleagues’ classes, and I am looking forward to learning from you!
As you may know, peer observation consists of three components: a pre-observation meeting, the classroom observation, and a post-observation meeting. Soon after the post-observation meeting, I will provide you with a written Peer Observation Summary. This summary is confidential – I will not share it with anyone other than you. You, however, are free to share the summary with whomever you wish and for whatever purpose(s) you choose.
I am emailing to set a date/time/place for our pre-observation meeting. During this meeting, we’ll discuss the course you would like me to observe, set a date and time for the classroom observation, and discuss any areas where you would like specific feedback. (I have attached a “Goals for Peer Observation” form to help you think about specific items you might like to focus on; however, we are not limited to these areas.) Also, during this meeting, I will be happy to answer any questions you may have about the peer observation process.
[Name], I am generally available to meet on [list 2-3 days/times you can meet]. If any of these work for you, just let me know, and we’ll get our meeting set. If not, please email me within a couple of days/times you are available, and we’ll go from there.
Again, I am very much looking forward to working with you and am looking forward to learning new content and teaching techniques!
All the Best,
[Name]
Goals for Peer Observation (Attach this to the email)
Downloadable Peer Observation Goals Worksheet
Goals for the Peer Observation
The goal of effective Peer Observation is to offer feedback that encourages continuous improvement in face-to-face course delivery; It is not intended to serve as an evaluation of performance.
What do you want to explore? Where might you benefit most from the process? With these questions in mind, your faculty colleague will observe your class session and provide feedback using a supportive and evidence-based approach.
In addition, you may wish to confirm that your course meets your standards and solicit ideas for changes that would advance student learning.
Self-Assessment Directions
- If appropriate, select 1-3 of the following categories that you want the peer observer to focus on during your classroom observation. If you want them to look at your syllabus, please bring it with you to the pre-observation meeting.
- Identify concerns regarding each category selected.
The self-assessment and goals will be discussed during the pre-observation conference.
|
Unit/Session-Level Criteria |
Evidence |
|---|---|
| Criterion 1
The unit has measurable learning objectives. These objectives communicate what the student needs to learn and why. |
Suggested evidence
|
| Criterion 2
The unit assessments are aligned to the learning objectives and may not occur in the designated classroom observation. |
Suggested evidence
|
| Criterion 3
Instruction is appropriately “chunked” in that material focuses on one concept at a time, and complex issues are scaffolded |
Suggested evidence
|
| Criterion 4
The unit provides opportunities for student feedback, practice or learning reinforcement |
Suggested evidence
|
| Criterion 5
The instructional materials address multiple ways in which students learn. This may not occur in the designated classroom observation |
Suggested evidence
|
| Faculty and Student Engagement |
Evidence |
|---|---|
| Criterion 6
I summarize the unit, connecting the unit to the course goals/competencies and foreshadowing what will come in the next unit |
Suggested evidence
|
| Criterion 7
The requirements for learner interaction are clearly stated. |
Suggested evidence
|
| Criterion 8
Peer-to-peer interaction indicated engaged and active learning |
Suggested evidence
|
| Criterion 9
I communicate regularly, individually or collectively, with students about their progress. I track student activity and draw in those who are not participating. This may not occur in designated classroom observation. |
Suggested evidence
|
| Criterion 10
I am regularly available and respond to student questions in a timely fashion. This may not occur in the designated classroom observation. |
Suggested evidence
|
| Criterion 11
I convey enthusiasm and a positive tone in my course. |
Suggested evidence
|
| Criterion 12
I create announcements to explain and clarify course expectations. This may not occur in the designated classroom observations. |
Suggested evidence
|
| Criterion 13 I solicit feedback from the students for the purpose of continuous improvement. This may not occur in the designated classroom observation. |
Suggested evidence
|
| Course-Level Criteria | Evidence |
|---|---|
| Criterion 14
The course goals/ major competencies are clearly stated and explain what students will be able to do at the end of the course. |
Suggested evidence
|
| Criterion 15
I establish a positive community of learning. |
Suggested evidence
|
| Criterion 16
The course structure is consistent and clearly explained. |
Suggested evidence
|
References
Centre for Teaching Support & Innovation. (2017). Peer observation of teaching: Effective practices. Toronto, ON:
Centre for Teaching Support & Innovation, University of Toronto.
Chism, N. (2007). Peer review of teaching: A sourcebook. Bolton, MA: Anker
Martin, G. & Double, J. (1998). Developing higher education teaching skills through peer observation and collaborative
reflection. Innovations in Education and Training International, 35(2), 161-170.
Siddiqui, Z., Jonas-Dwyer, D., & Carr, S. (2007). Twelve tips for peer observation of teaching. Medical Teacher, 29, 297
300.
*The author wrote the original draft of this work and used Microsoft Copilot and Claude AI to assist with revision and proofreading.
Microsoft. (2025). Copilot [Large language model], http://copilot.microsoft.com
Anthropic. (2025). Claude (v3) [Large language model] http://claude.ai.
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