A Koehler Center classroom observation is a reflective process intended to provide formative feedback through consultations, use of an observation rubric, and self-reflection. The process does consist of a single classroom visit, however the real value of the observation process is in the ongoing reflective work that occurs after the classroom visit.
While departmental observations may focus on specific disciplinary knowledge and practices, the Koehler Center observation focuses more broadly on pedagogical practices in terms of their impact on student-learning. The observation is intended to be formative and generative rather than summative and evaluative, as studies show that the formative aspect is an essential component of an effective observation (Chism, 2007).
What are the benefits of a Classroom Observation?
- Offers an opportunity to examine and reflect on your teaching practice
- Provides a safe environment to discuss your teaching practice in objective and concrete ways
- Allows for in-depth formative feedback
- Provides new insight to student behavior and performance
- Leads to pedagogical adjustments that can improve SPoT evaluations
- Is intentionally structured and thoughtfully facilitated to be an overall positive experience
How does the Classroom Observation process work?
An observation consists of multiple parts:
- Request Observation:
- The process begins with the instructor submitting an observation request informed by prior self-reflection. A Koehler Center faculty developer will work to confirm scheduling, and will request a course syllabus.
- Pre-observation Consultation:
- The instructor and Koehler Center faculty developers will meet to discuss the instructor’s teaching goals, the observation process, and the observation rubric.
- Observation Visit:
- Koehler Center faculty developers will visit the class of your choosing, observe you teaching, and record observational data on the rubric. After the class, the instructor will also record notes on the observation rubric.
- Post-observation Consultation:
- The instructor and Koehler Center faculty developers will meet to revisit goals and discuss the observation. Instructors will be provided with a written report that includes the observational data, and any additional relevant resources. Together we will use the observational data to generate new ideas and strategies, and to help make some informed instructional decisions.
- Implement Changes:
- The instructor will use the observation data, resources, and notes from the Post-observation consultation to implement new ideas and strategies, and note changes or improvements in student-learning. Faculty developers will provide ongoing feedback and support as needed.
- Ongoing Self-reflection:
- Towards the end of the semester, instructors will write a self-reflection in which they revisit goals, reflect on changes to teaching, and note any changes or improvements in student-learning. Instructors will be provided with a reflection guide to help with this. Instructors will also receive a follow-up survey to provide feedback on the observation process.
Instructors may choose to include the written reflection in a teaching portfolio for broader evaluations. We encourage instructors to check with their department regarding these expectations.
If needed, instructors may request a formal letter from the Koehler Center. It documents our interaction, and highlights specific information about the observation, changes implemented by the instructor, and impact on student-learning. If instructors would like a formal letter, we will ask them to send us their written reflection. The written reflection will help inform our writing of the formal letter.
Who can request one?
Anyone teaching at TCU can request an observation. This is a development opportunity the Koehler Center provides to the TCU teaching community. Observations are conducted by Koehler Center faculty developers.
Please note that conversations with Koehler Center staff are confidential. The Koehler Center will not share information generated during the observation process with anyone but the requesting faculty member.
How do I request one?
Requests for Observations must be submitted by the following dates.
- Request form opens Thursday, November 7, 2019
- Request form closes Friday, February 7, 2020 (or when capacity is full)
- Request form opens Monday, August 3, 2020
- Request form closes Friday, September 25, 2020 (or when capacity is full)
Because there are various course lengths and starting times for summer courses, please email email@example.com for information about requesting an Observation during the summer months. Please include 3 possible Observation dates and times in your request email. Your request should be emailed at least 1 month prior to the date(s) you are proposing for the Observation.
To request an observation, simply fill out the form below.
Chism, N.V.N. Peer Review of Teaching: A Sourcebook. Bolton, Mass.: Anker, 1999.
Lewis, K. “Collecting Information Using Class Observation.” In K. T. Brinko and R. J. Menges (eds.), Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education. Stillwater, Okla.: New Forums Press, 1997.
Millis, B. J. “Conducting Effective Peer Classroom Observations.” To Improve the Academy, 1992, 11, 189–206.
Weimer, M. Improving College Teaching: Strategies for Developing Instructional Effectiveness. San Francisco: Jossey-Bass, 1990.
Wilkerson, L. “Classroom Observation: The Observer as Collaborator.” In E. C. Wadsworth (ed.), A Handbook for New Practitioners. Stillwater, Okla.: New Forums Press/Professional and Organizational Development Network in Higher Education, 1988.