Peer observation is the process of asking a colleague to sit in on a learning and teaching event and provide structured, developmental feedback afterwards. Formal peer observation is a very powerful developmental approach to teaching and the support of learning. There are some variations to this, but common practice is for a meeting or briefing to take place before the event. The person being observed tells the observer about the session, for example, its aims and objectives, intended learning outcomes and type of learners. You can also highlight elements of teaching you want covered but the observation should not be confined solely to these. When the session takes place the observer should make notes but not become involved in activities. The observer should be unobtrusive in the learning and teaching space but able to see both teacher and participants.

After the session the observer will give feedback to you. Some organizations have special peer observation forms that help to structure and frame the discussion, but otherwise in advance of the observation identify and agree on the areas that may be covered.

The observee should be encouraged to evaluate their own teaching immediately after the session. Some observers may also be ready to provide more detailed feedback at this time. Otherwise, another time (within a day or so) for formal feedback will be agreed and feedback given then. A written report should be available. Actions should be a part of the report and ideally agreed at the meeting.

Observers should be honest and constructive in their feedback, and observees open to constructive criticism.

David Gosling (2002) has some very helpful guidelines about what he calls peer review, rather than peer observation. The following is summarized from his website, with some added discussion points. First of all, it is important to emphasize that the process must be developmental rather than judgemental. Peer observation and review are best when they are used comprehensively as part of your teaching culture and practice, and need to include values of mutual trust and respect between observer and the observed, and acknowledgement that the intended purpose is the enhancement of teaching. After all, remember that the term is peer observation (or review). Partners in the observation must be committed to enhancing the quality of the teaching, but the observation and review process should be a dialogue, not just feedback.