Fearless Teaching in the UMD Libraries

What is Peer Observation?

Alabi and Weare (2014) define two types of peer observation. Formative evaluation is intended for "personal use," rather than public inspection, and is private and confidential. Summative evaluation is intended for public review and is often a requirement of a tenure and permanent status process (p. 181). The UMD Libraries' peer teaching observation program is formative - being observed and observing is optional, and the process remains confidential between the two parties.

Peer teaching observations are a collaborative process, in which colleagues observe each other with the intention of sharing instructional experiences. Librarians who participate in a peer observation program should approach the process with a growth mindset and be committed to both giving and receiving constructive criticism. Teaching observations are not intended to be punitive or judgmental. Instead, the process should be a positive, productive, and affirmative experience for both observers and observees.

References:

Alabi, J. & W. Weare. (2014). Peer review of teaching: Best Practices for a non-programmatic approach. Communications in Information Literacy, 8(2), 180-191.

To participate in the peer observation program:

1. To volunteer to participate in the pilot program, please complete the Interest form to be paired with a peer teaching observation partner.
2. By February 7, 2025 a representative from Teaching and Learning Services will contact you and your assigned partner. Once paired, you will work with your partner to schedule an observation date and time.
3. Teaching and Learning Services will also host an orientation to the program and share best practices for conducting a teaching observation and giving feedback to a peer teacher.
4. At least 24 hours before your scheduled observation, please complete the pre-observation form or your pre-observation meeting. During this time you should share with your partner:
   1. Details about the session (learning outcomes, special circumstances oh which the observer might need to be aware).
   2. Goals for the observation (which areas should the observer focus on, what kinds of feedback are you seeking)
5. During the observation, be respectful of any boundaries that the observee has set in the pre-observation meeting/form by focusing on areas in which they have requested feedback. While you may use one of the optional observation forms to guide the process, please confirm with the observee before the session.
6. After the observation, schedule a time to meet in person (if you can) to discuss feedback and reflect on the experience. It is recommended that you schedule the reflection session within a week of the observation. While it is the responsibility of the observer to guide the conservation, the reflection should be positive and collaborative, with each participant feeling a sense of agency and ownership over the process. Suggestions for discussion questions include:
   1. What did you think went well during the session? What were you proud of?
   2. What did you struggle with during the session?
   3. Were there points at which you felt students were disengaged, or lost focus?
   4. What would you do differently if you taught this same session again?
7. Any thoughts along the way? Send an email to Teaching and Learning Services at libues@umd.edu.