Relationships, Culture, and Instructional Practices

Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices by Siham Al Amoush, PhD, and Amal Farhat, PhD
Faculty Focus, April 2, 2025

While "Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices" is written for a university audience, it offers valuable insights and practical strategies for educators at all levels. The article emphasizes formative, developmental observations over summative, evaluative ones, advocating for a reflective, multi-stage process that unfolds periodically throughout the school year. For each observation cycle, the authors propose a three-stage process: a pre-observation meeting to establish goals and provide context for the upcoming lesson; an observation session during which an objective, narrative account is recorded for later discussion; and a post-observation discussion where the observer supports the teacher through a reflective dialogue, posing thoughtful questions and offering constructive feedback. This collaborative, growth-oriented approach is grounded in the science of learning and aims to foster professional development through reflection and dialogue. Over time, the authors argue, a consistent program of formative peer observation can deepen collegial relationships, cultivate a culture of professional learning, broaden instructional practices, and ultimately enhance both teaching and student outcomes. For schools aiming to develop or refine their instructional coaching and mentoring efforts, this concise article serves as a clear and practical introduction to the benefits and logistics of formative peer observation.