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Observation Report Directions

Introduction: At times mandated by contracts, peer observations present an opportunity to get feedback that can help instructors further develop their teaching. Drawing on a model developed by the University of Michigan/Flint, this process stresses formative assessment that instructors can use for growth.

Overview

The instructor completes the Self-Assessment section below to provide focus and direction for the observer’s notes.
Instructor and observer have a brief pre-observation meeting to review the process and confirm the specifics. The instructor can use this meeting to draw attention to questions or issues for specific attention and feedback.
During the observation, the observer will complete a:
- Class map, noting engagements, following the University of Michigan/Flint model.
- Classroom timeline with three columns — time, observation, Comment — following the University of Michigan/Flint model.
After the class the observer will complete an observation report, with class map and timeline attached.
Post-observation meeting. After sharing the map and timeline, the observer and instructor should meet to discuss the experience, ask questions, and explore ideas for teaching.

Self-Assessment Directions for the Instructor

Course Date

Instructor Day/Time of class

Observer

Completing this form will assist the observer in better understanding the context of the class to be observed. You can also use this form to direct your observer’s attention to areas of concern or areas you’d particularly like feedback on.

Provide a brief overview of class to be observed, including your goals for the class and the activities you will use to achieve them.
Provide some context: how does this session fit within the larger course or particular module/unit?
What have students done to prepare for class (if anything)?
What, if anything, would you especially like me to pay attention to?

Class Map(s) with interactions noted (created by the observer)

Instructions for the observer: Map out where students are sitting in the classroom, identifying their race/ethnicity and gender, using the codes below. Identifiers are approximate guesses made by the observer. As interactions occur during the class, indicate with arrows (for example, interactions between instructor and student, and between students). You may choose to use different colors to indicate teacher- and student-initiated interactions, for example. Draw over an existing line if there are multiple interactions between specific individuals.

There will be mistakes, blanks, and limitations due to the observer’s own limitations. The idea here is to uncover patterns of interactions among people in the class: patterns can occur for lots of reasons, including identity, but it’s hard to see these patterns without attempting to identify people’s basic, observable characteristics.

I = instructor; S=student; SS=students; ↔for interaction (thicken if frequent); Q=question, C=comment. Ethnicity/race/gender markers: F/M/N; AA=Afr Am, LX+Latino/a, AAPI=Asian/Pacific Islanders; NA= Native Americans; W=White INTL=International, NNS=Non native speaker.

Class Timeline (created by the observer)

Directions: complete during class; try to make an observation every 3 minutes or so.

Time	Observation	Comment
Sample: 9:45	Class began with an entry ticket activity asking students to pose any initial questions or comments about the article they had read as homework	Entry tickets are a useful way to invite student engagement. You also did a good job of looking through them quickly and listing the shared concerns on the board to return to over the session

Observation Report (completed by observer)