Before a peer observation ever takes place in the classroom, its success is shaped by what happens outside it—in the pre-observation meeting. This initial conversation is more than a procedural formality; it’s a chance to build trust, clarify expectations, and lay the foundation for a constructive experience. The meeting typically involves four key tasks:

• Establishing personal rapport
• Explaining the observation process
• Discussing the instructor’s goals and the observation worksheet
• Confirming logistical details like time, location, and seating.

Each of these elements plays a vital role in ensuring that the observation is not only useful but also respectful and collegial. In the sections that follow, we’ll explore how to approach each task with intention and empathy, beginning with the most important one: connection.

Establishing Rapport in the Pre-Observation Meeting

Being observed while teaching can feel like stepping under a spotlight—where professional identity, personal style, and student engagement are all on display. It’s no surprise that many faculty feel vulnerable in this process. That’s why the priority during a pre-observation meeting isn’t paperwork or logistics—it’s connection. Building rapport lays the groundwork for a more open, collegial exchange and helps ensure that observations are received as supportive rather than evaluative.

Start by arriving a few minutes early and expressing appreciation:

“Thank you for the opportunity to observe your class. I’m looking forward to learning more about your approach.”

Avoid jumping straight into formalities. Instead, engage in genuine small talk. Look for shared interests or visual cues in the space to spark conversation:

“Is that your son in the soccer photo? I grew up playing soccer, too.”

These small exchanges foster trust and demonstrate authentic interest in the person—not just their professional role.

Nonverbal communication also plays a critical role. Use open body language, maintain eye contact, and mirror the instructor’s posture subtly. Active listening—nodding, paraphrasing, and brief affirmations like “I see” or “Go on”—helps build rapport. Paraphrasing helps demonstrate understanding:

“Let me make sure I’m clear on what you’d like me to focus on during the observation…”

Above all, be authentic. Anything that feels forced or overly scripted may undermine trust rather than build it.

Establishing rapport doesn’t just ease initial tension—it sets the tone for everything that follows. When faculty feel respected and seen as individuals, they’re more likely to engage openly with the observation process and reflect constructively on their teaching. With this foundation of trust in place, you can now shift to discussing the observation itself: what the instructor hopes to gain, which aspects of teaching they’d like you to focus on, and how feedback will be shared.

Discuss the Worksheet and the Goals for the Observation

Once rapport is established, shift the conversation toward the goals of the observation. This is where the Goals for the Observation Worksheet becomes a valuable tool—not just for documentation, but for dialogue. The worksheet helps structure the conversation around what the instructor hopes to gain, which aspects of their teaching they’d like feedback on, and how the observer can best support those goals.

Begin by inviting the instructor to share their intentions:

“Before we get into logistics, I’d love to hear what you’re hoping to get out of this observation.”

Some instructors may have a clear focus—such as student engagement, use of questioning, or classroom management—while others may need help articulating their goals. In either case, the worksheet can guide the conversation. Review each item together, asking clarifying questions like:

“You marked classroom engagement—are there specific behaviors you’d like me to watch for?”

“Would you like feedback on how students respond to your questions, or how often they interact with each other?”

This step ensures the observation is tailored to the instructor’s needs and helps the observer prioritize what to look for during the class session.

Transparency is key. Explain how the feedback will be documented and shared, emphasizing that the process is formative and confidential. Whether for personal growth, annual reviews, or an award application, it is up to the faculty what to do with the observation letter.

“The notes I take and the letter I’ll write are just for you. You’re free to use them however you choose.”

By the end of this part of the meeting, both parties should have a shared understanding of the observation’s purpose, the instructor’s priorities, and the observer’s role.

 Process, Purpose, Place, and Time

With goals established, it’s time to confirm the practical details. This includes when and where the observation will take place, where the observer should sit, and how the class will be introduced (if at all).

Sample questions to guide this part of the meeting:

• “Where is the class located?”
• “How many students are enrolled?”
• “What lesson will you be teaching?”
• “Would you like me to sit in a particular spot?”
• “Will you be telling students that I’m attending?”
• “Would you like to share a syllabus or lesson plan in advance?”

These questions help the observer understand the context and prepare appropriately. They also give the instructor control over how the observation is framed for students, which can reduce anxiety and foster transparency.

Explaining the Process:

Here is a sample conversation to give you an idea of how you might construct the meeting.

Observer: Hey! It’s good to see you. I know things are always moving fast at this point in the semester—how’s the week treating you?

Faculty Member: Honestly? A little hectic. But I’m managing. Glad to have this observation set up.

Observer:  Before we get into logistics, let me ask—what are your goals for this observation? Anything you’d really like to get out of it?

Faculty Member: I’ve been working on increasing student interaction lately. I’d love some feedback on how that’s coming across—whether students seem engaged with each other and not just with me.

Observer: Got it. That’s a great focus. I’ll pay close attention to how those dynamics play out. We can also flag anything that’s helping—or maybe unintentionally hindering—that interaction. Sound good?

Faculty Member: Absolutely.

Observer: The first thing you need to know is that this is a formative process. The notes I take and the letter I’ll write are just for you. I won’t share them with anyone else. If you choose to, that’s entirely up to you.

Faculty Member: That’s helpful to hear. I wasn’t sure how all this would be documented and who all will see it.  So, can I include it in my annual evaluation packet and use it for award packets?

Observer: Of course. It is up to you what to do with the information from this observation. I will keep it confidential.  Now, about the logistics: I’ll arrive about 15 minutes before class starts. Do you have a preferred spot for me to sit?

Faculty Member: Maybe off to the side in the back, so students aren’t too distracted.

Observer: Works for me. Once class starts, it’s best if you ignore me entirely. Your students will follow your lead—you can introduce me, or not. It is your call.

Faculty Member: I think I’ll mention it briefly, so it’s not a mystery to them.

Observer: That tends to help, especially if the class is small. During the class, I’ll be taking notes—things I observe about what you’re doing, what students are doing. No judgment here. I’m not evaluating, just noticing. Honestly, I always pick up something useful when I do these.

Faculty Member: I appreciate that. I’ll admit I’m a little nervous about being watched.

Observer: That’s normal. But this isn’t about perfection—it’s about seeing things from another angle. I am just documenting what I observe. I don’t need to understand your content, just how you present it and how students respond. If you want to share a syllabus or give me a little context before class, it can help me follow along.

Faculty Member: I’ll email you a quick overview and my plan for the day.

Observer: Perfect. Did you get a chance to look over the Goals for Observation Worksheet I sent?

Faculty Member: I did, yeah.

Observer: Great. Let’s take a look together and see which areas you want me to focus on. I see you marked classroom engagement—any specific behaviors or moments you’re curious about?

Faculty Member: I’ve been working on student discussion. Maybe take note of how often students respond to each other rather than just me?

Observer: Got it—so I’ll watch for peer-to-peer interaction, and anything that encourages that. Sound good?

Faculty Member: Yeah, exactly.

Observer: All right. I’ll be focusing on that, along with general observations. At the end of class, I’ll stay while students leave. If you’ve got a few minutes right then, I’ll share a quick impression, and then we’ll set up a time to go over things more thoroughly. Does that work for you?

Faculty Member: Yep, that sounds great.

Observer: Just double-checking my information.  I am going to Old Main on Tuesday, the 12th, at 9:30 to observe your class of 45 students. Do I have all the details correct?

Faculty Member: Yes. It looks like we have it all figured out. Thanks for walking me through it.

Observer: I’m happy to do it. Any last questions?

Faculty Member: I think you’ve answered them all. Have a great weekend,

Observer:  You too! See you on Tuesday.

After the meeting, you will want to type up your pre-observation notes and send them to the faculty member. This final step ensures that both parties are aligned and prepared, reducing uncertainty and reinforcing professionalism.

 Summary

The pre-observation meeting is a crucial first step in fostering a meaningful and supportive peer observation experience. By prioritizing rapport, clarifying the purpose and process, and attending to logistical details, observers can create a space where faculty feel respected, heard, and open to reflection. This chapter outlined the four essential components of the meeting—connection, explanation, goal-setting, and coordination—and offered practical strategies and sample dialogue to guide each stage. When approached with empathy and professionalism, the pre-observation meeting sets the tone for a collaborative exchange that enhances teaching practice and strengthens collegial trust.

References

The Center for Teaching Support and Innovation, University of Toronto. (2017).  Peer Observation of Teaching Guide.

Dillon, H., James, C., Prestholdt, T., Peterson, V., Salomone, S., & Anctil, E. (2020). Development of a formative peer observation protocol for STEM faculty reflection.  Assessment & Evaluation in Higher Education, 45(3), 387–400.

Novotny, E., Frank, M. G., & Grizzard, M. (2021). A Laboratory Study Comparing the Effectiveness of Verbal and Nonverbal Rapport-Building Techniques in Interviews. Communication Studies, 72(5), 819–833. https://doi.org/10.1080/10510974.2021.1975141

The University of Chicago, Peer Observation of Teaching.

*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.