by Dalya Ali Saleh – MEPLI
Fellow 2021
June 15, 2022
Peer observation has long been an essential part of preparing pre-service teachers for their future path. However, some experienced teachers may not see the real value of peer
observation and are likely to do it solely as criteria for contract renewal or appraisal. This article focuses on the purpose of peer observation and the role it plays in supporting teachers’ self-reflection and professional development. In addition, it provides educators with tips and
practical ideas to align their observations with best practices.
What is peer observation?
According to Siham Al Amoush, an expert in the professional development field at QatarUniversity, peer observation is an opportunity for educators to develop their teaching practiceand build educational discussions regarding student learning and pedagogy in a non-judgmentalenvironment. She indicates that it is an essential practice to enhance the constructive mindset within educators that can really support their mutual growth.Peer observation starts with teachers inviting their colleagues to attend their classes andobserve what their students are doing. That observation could be conducted by a colleaguewilling to support his or her friend, a member of the senior leadership team or even by acolleague from a different department. This process does not necessarily require theinvolvement of only two people; it could involve three. After the observation, the observer andthe teacher being observed meet and reflect on things they agreed on before the observationfor the purpose of better teaching performance and achievement of students. The teachersbeing observed do not have to agree with the feedback they receive from their observers.Instead, they need to be open to receive feedback and be ready to start an open discussion tomake sense of what was observed.
Peer observation should be structured and planned to align with the school’s change framework and improvement priorities. Some teachers could use peer observation as a way of trying new strategies of teaching they have learned through professional development such as training courses, conferences or reading. Thus, they could get constructive feedback after the observation to guide them toward better practices. In addition, the observer should remain an observer and not participate in the lesson in any way for more effective observation.
Why engage in peer observation?
Peer observation can benefit the observer and the teacher being observed through the
following:
● Supporting exchanging ideas
● Enhancing the focus on specific items to improve
● Giving teachers the opportunity to understand their capabilities and exchange their
strengths and weaknesses with one another
● Building a community of learners who share the goal of improving learning of students
● Contributing to the priorities of improvement of the school
Al Amoush emphasizes that schools should maintain the peer observation process as a best
practice to target students’ learning improvement. She adds that it should be highlighted and
sustained as a regular constructive practice between educators.
The stages of the peer observation cycle
The stages of the peer observation cycle include phases that aim to support teaching practices
and the learning of students.
- Teacher self-reflection
- Pre-observation discussion
- Peer observation
- Post-observation discussion and feedback
- Stage 1:
“Self-reflection is the first step for the post-observation discussion; it is considered as a first
stage for evaluating the observed lesson. in my experience, it helped me understand the
observed teacher’s point of view regarding the strength points, improvement points, and
students learning progression, in addition, to highlighting the observed teacher’s priority during
his/her teaching.” Al Amoush says.
Stage 2: Pre-observation discussion
This discussion aims at agreeing on the focus, the data collection tools and the methodology
between the observer and the teacher being observed. It supports understanding the context of
the lesson and any concerns the teachers might have and would like to have addressed by the
feedback and discussions. It also helps clarify the kind of students, the material being taught,
the pattern of interaction in the classroom, the teacher’s approach to teaching and any
expected problems.
Stage 3: Peer observation
This step is built on specific aims to support the teaching of both the observer and the teacher
being observed. It is not about judging performance, but negotiating best practices to support
the learning of students. The observer needs to focus on specific things to record during his or
her observation. He or she could choose any of the following methods for recording: - Written analysis: This requires writing objectively many details about what is going on
inside the classroom. However, this recording should be kept to agreed criteria to make
the writing focused and structured. Written analysis could be:
a. noting at least 15 questions proposed by the teacher,
b. observing the responses of students to pair or group work, OR
c. recording the techniques used by the teacher. - Ethnography-style recording: This type allows the observer to focus on specific groups of
learners or observe the class as a whole. It is a good way to be clear and neutral with the
teacher being observed during the reflection and discussion stage. The following table as
a sample of this style:
Time Teacher Students
8 am Note what teacher does Note what students do
8:10 am
8:20 am - Checklists: This is a quick method of noting teaching techniques or classroom learning
examples. The observer needs to tick off some points of agreed upon criteria when seen
in the class.
Stage 4: Post observation discussion
At this phase, there is an opportunity for teachers to learn from each other by sharing
evidence-based observation. It aims to build awareness about the best practices to support
student learning performance.
What are the things to observe in the classroom?
Through discussions, teachers can develop specific aspects to agree on for the observation. This
might include one or more of the following:
1- The structure of the lesson
2- Classroom time management
3- Students’ engagement and interaction on tasks
4- Questions the teacher proposes and the responses of students
5- Feedback on students’ work
6- Using the mother tongue vs. the second language during pair work and group work
For me as a writer for this article, peer observation increases my self-confidence and gives me
the opportunity to modify my techniques of teaching based on the impact of other teachers’
teaching techniques on the performance of learners. Moreover, it enhances my communication
and relationship with the staff, which in return supports collaboration for possible future
projects.