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I was not too nervous being observed as my supervisor is a very nice person. Her feedback was positive and constructive concerning anything that could be improved.

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I have only been observed once, and the feedback was helpful, but it was when I started. I would love to have more observations to get feedback on my instruction.

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Peer evaluations - stress and questionable results

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Peer evaluations - stress and questionable results

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As a lecturer I am supposed to be evaluated by a peer several times for three-year appointments. While I can see the value in this, the evaluation process and the inconsistency of the visiting faculty in my department actually completing the review makes the visit much more of a necessary evil than anything truly constructive. I have had luck recently with new faculty with the peer reviews, both in seeing the review completed and in receiving useful feedback. While I understand the value of the peer visit, the reluctance of the faculty to complete their reviews has caused me to not truly value their input (if I ever receive any from them). I do not believe that any review that I have received has had any significant impact on my teaching style or in the course content. I do believe that peer reviews can offer another viewpoint that could be beneficial to the instructor undergoing review, but in my case it is tied into a formality that few seem interested in completing... it seems as if the peer reviews are just to ensure that we are consistent in the content provided and not much more.

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Observation is usually for formal assessment, but I would like more informal observation opportunities when I want to implement something new or to get ideas for how I could make changes for a lesson that I teach as a one-shot session frequently. I think there's value in observation in sharing the way you teach and to learn from each other - it's a learning opportunity as well as an assessment. It could be helpful to your junior colleagues to observe as they are developing their own skills and strategies as instructors and experienced educators who might learn from you.

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I asked a friend and colleague to observe my class and write a formal peer observation for my promotion file. I am in psychology, and he is in English/Comparative Lit, but I was teaching a General Education course that is not focused too heavily on concepts and theories only in psychology. It was refreshing to see his perspective of my teaching as he evaluated the way I taught and connected with students - not my content. I think peer observations are valuable in helping us see outside of ourselves and in ways that we might not think about.

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In my first year of teaching I was very nervous to be evaluated or observed for my teaching practices in the classroom. Even teaching or being in front of people speaking was terrifying. I had a terrible experience when I was in middle school of a teacher stopping me in the middle of my speech to the class to tell me I was boring and I was boring all of the other students. That experience has stayed with me throughout my life, but I have been able to overcome it with lots of experience and time sitting with the facts versus the feelings. When I am being observed I always feel like I am being scrutinized and get tripped up on my thoughts and fears. I am suddenly hyperaware of every um, ever slip up, every pause. Intellectually and philosophically I am deeply committed to being a better teacher and public speaker, but when observation time comes my nerves get the best of me.

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I have only ever been observed in teaching as a TA and it was only done once during my first semester teaching. The way it was accomplished was more as an authoritative we need to make sure you are qualified and not in a growth oriented way. I don't think this was effective even for first year TAs because it just felt like a check box and them looking for errors rather than strengths and areas for improvement.

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Our teaching observations were historically performed by the department chair, who in my case was always outside my discipline. Additionally, the rubric was unhelpful to veteran instructors because it include such criteria as, "Instructor is knowledgeable," and, "Instructor teaches at an appropriate volume." I proposed new rubrics and new observation procedures and was always turned down. Whenever I was evaluated I endeavored to do as little as possible - assigning small group work or projects that required them to work together with minimal help from me. I did whatever I could do to make it difficult for the observer to use the rubric to evaluate what they were seeing. It was an exceptionally petty thing to do but I'd had it with being uselessly observed by individuals who had no business evaluating my abilities.

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Course observations are a terrific opportunity for me to better see what "blind spots" I have when it comes to teaching. By hearing what that others can see that I cannot, I have the chance to grow and improve. I appreciate the ability to set goals for this as well.

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My observations were always in conjunction with my appraisal and were determined by the review committee. Of course, I was always hoping just to impress, knowing that I was probably not going to receive much useful feedback. Any feedback they would provide would likely be evaluative and not developmental. Now I am working to help faculty develop skills and tools for conducting observations that would support them and their peers prior to higher stakes evaluative observations and as part of their ongoing professional learning.

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Appreciated all the viewpoints listed here, and would agree. It is not always comfortable being observed however there is always this feeling when we are in the 'learning zone' when we challenge ourselves to be better as someone is watching that we respect and appreciate their point of view this could be a student or a colleague.

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I usually gain some insights into my own teaching practice. Frequently, this comes from questions from the observer who is curious about how and what I was doing which makes me consider more thoughtfully my processes and content. Occasionally, this comes from observations that are followed by have you thought about which leads to further reflections on my part to improve the teaching practice.

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I have participated in programs where my teaching was recorded and then the recording reviewed by peers and myself - I think I'm more nervous about watching myself teach than I am about my peers watching me and providing feedback. My experience has always been one where feedback was constructive and shared with the goal of fostering growth making observations a positive experience.

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Honestly, I was always so nervous during in-person observations, that my nerves probably made me less effective that day. But--I don't mind having someone review my online teaching. I think I do a nice job of being present, contextualizing, and supporting learners, and finding ways to strengthen those practices, and try new things, is exciting to me.