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Let’s take a moment to talk about the three guiding principles that shape effective peer observation, structure, transparency, and dialogue. These may sound simple on the surface, but they are really the foundation of what makes peer observation meaningful, and also, what makes it feel safe and supportive.
First, structure is what helps us move away from ambiguity. It’s not about rigid checklists, but it is about creating a shared process, so that everybody knows what to expect. When we’re clear about the steps involved before, during, and after the observation, it creates consistency and reduces some of the stress that can be associated with being observed.
Transparency is about clarity of purpose. It means we’re not guessing about what we are looking for as evidence of good teaching or about what kind of feedback will be shared. Using a common framework, like the Critical Teaching Behaviors, helps us make sure that feedback is rooted in evidence and not personal opinion. That’s also what helps build trust.
And finally, dialogue is what transforms this from a transaction into a relationship. Feedback alone is helpful, but it’s a conversation around the feedback, the questions, the shared reflections that really leads to growth. It shifts the focus from what went wrong to what can we learn together. These three ideas, structure, transparency, and dialogue, are simple, but they create the conditions for connections. And that’s really what peer observation is all about.
As we just saw, when peer observations are poorly conducted, they can lead to anxiety, distrust, tension, and confusion. That’s exactly what we don’t want. When designed intentionally, peer observations can be one of the most valuable tools we have for professional growth. The key is to ensure that the process is:
- Structured
- Transparent
- Rooted in collegial dialogue
A clear structure isn’t just about organization—it ensures fairness by making the process consistent for everyone, reducing uncertainty, and fostering trust. A structured process often includes the following key phases.
- Before the observation, faculty should meet to discuss goals, set expectations, and clarify what feedback will focus on. This is also the time to confirm whether the observation is formative, meant for growth and reflection, or evaluative, tied to decisions like promotion and tenure. Setting these expectations upfront reduces uncertainty and makes the experience more constructive.
- During the observation, using a shared protocol helps ensure that feedback remains aligned with agreed-upon criteria, rather than personal preferences.
- Finally, a post-observation discussion allows for reflection, questions, and clarifications, making the process more valuable.
A shared protocol and a common language to describe what good teaching looks like will make the observation process and feedback more transparent. Without a shared framework, feedback can feel subjective or inconsistent. The Critical Teaching Behaviors framework provides one tool for defining a common language to describe effective teaching, but every institution or department can and should develop expectations for effective teaching that are grounded in the research on teaching and learning as well as their specific context. By making expectations clear and feedback consistent, transparency builds trust—creating the foundation for open and meaningful conversations that drive reflection, shared learning, and growth in teaching.
With this in mind, peer observation isn’t just about receiving feedback—it’s about engaging in dialogue. An effective observation process includes time for discussion, where both the observer and the observed share their perspectives. Why is this important? Because feedback without dialogue can be misinterpreted. Imagine receiving written feedback that says, ‘Consider increasing student engagement.’ That could mean a hundred different things! But in a conversation, the observer can clarify what they saw, ask questions, and explore solutions together. That’s where real growth happens. It’s not about passing judgment—it’s about learning together.
This leads us to the big picture: peer observation isn’t just about individual growth—it’s about building a culture of teaching excellence. When done well, it fosters trust, collegiality, and a shared commitment to student success. It creates a professional community where we support each other in becoming better educators. So, as you are engaging in peer observations, keep these key elements in mind: start with a common language, clarify the purpose of the observation, approach assessment as a dialogue, and use the peer observation process to build a stronger teaching culture.
Discussions
Have you seen a peer observation that meets the criteria of structured, transparent, and rooted in collegial dialogue? Share the program and your experience with it! In your context, what small step could you take to make peer observations more structured, transparent, and rooted in collegial dialogue?
Please share your thoughts and questions in the comments section below.