Peer observation involves teachers observing each other’s practice and learning from one another, focusing on teachers’ individual needs and the opportunity to both learn from others’ practice and offer constructive feedback to peers. Peer observation aims to support the sharing of practice and builds self-awareness about the impact of one’s teaching practice in order to affect change. To be successful, peer observations must have a specific focus, for example, lesson structure or the articulation of lesson objectives.

There are 3 steps:

Pre observation conversation is when the planning for the classroom observation occurs. It is critical to consolidate trust between colleagues before the classroom observation experience. It is about gaining agreement on the focus of the observation, the type of observation evidence, as well as the collection methodology.

Peer observation is teachers observing each other’s practice and learning from one another. It is focused on individual teachers’ needs and aims to support the sharing of best practice and build awareness about the impact of their own teaching. Peer observation is structured, and a specific focus has been negotiated prior to the classroom visit. Evidence is gathered by the observer to inform reflection and feedback.

Post observation conversation is an opportunity for teachers to discuss and reflect on the aspects of instructional practice which were agreed on as the focus of the observation (what the teacher and the students said, made, wrote, did with regard to…). It is a factual, evidence-based conversation. The conversation supports the sharing of practice and builds awareness about the impact of teaching strategies on student learning outcomes. The post observation conversation is where teachers learn from one another.

The templates that follow have been designed to support teachers and their observers in engaging in meaningful pre observation conversations.