{"id":9448,"date":"2023-03-24T17:08:54","date_gmt":"2023-03-24T21:08:54","guid":{"rendered":"https:\/\/www.montclair.edu\/faculty-excellence\/?page_id=9448"},"modified":"2025-05-01T15:26:44","modified_gmt":"2025-05-01T19:26:44","slug":"formative-peer-observation-form","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/formative-peer-observation-form\/","title":{"rendered":"Peer Observation Example Michigan Flint Model"},"content":{"rendered":"

Download a copy of this form<\/a>\u00a0(you will need to be logged into your Montclair gmail account to view).<\/p>\n

Observation Report Directions<\/span><\/h1>\n

Introduction: At times mandated by contracts, peer observations present an opportunity to get feedback that can help instructors further develop their teaching. Drawing on a model developed by the University of Michigan\/Flint, this process stresses formative assessment that instructors can use for growth.<\/b><\/p>\n

Overview<\/span><\/h1>\n
    \n
  1. The instructor completes the <\/span>Self-Assessment section below<\/b> to provide focus and direction for the observer\u2019s notes.<\/span><\/li>\n
  2. Instructor and observer have a brief <\/span>pre-observation meeting<\/b> to review the process and confirm the specifics. The instructor can use this meeting to draw attention to questions or issues for specific attention and feedback.<\/span><\/li>\n
  3. During the observation, the observer will complete a:\u00a0<\/span>\n
      \n
    • Class map<\/b>, noting engagements, following the University of Michigan\/Flint model.<\/span><\/li>\n
    • Classroom timeline<\/b> with three columns — time, observation, comment — following the University of Michigan\/Flint model.<\/span><\/li>\n<\/ul>\n<\/li>\n
    • After the class the observer will complete an <\/span>observation report<\/b>, with class map and timeline attached.<\/span><\/li>\n
    • Post-observation meeting<\/b>. After sharing the map and timeline, the observer and instructor should meet to discuss the experience, ask questions, and explore ideas for teaching.<\/span><\/li>\n<\/ol>\n

      Self-Assessment Directions for the Instructor<\/span><\/h1>\n

      Course<\/span> Date<\/span><\/p>\n

      Instructor<\/span> Day\/Time of class<\/span><\/p>\n

      Observer<\/span><\/p>\n

      Completing this form will assist the observer in better understanding the context of the class to be observed. You can also use this form to direct your observer\u2019s attention to areas of concern or areas you\u2019d particularly like feedback on.<\/span><\/p>\n

        \n
      1. Provide a brief overview of class to be observed, including your goals for the class and the activities you will use to achieve them.<\/span><\/li>\n
      2. Provide some context: how does this session fit within the larger course or particular module\/unit?<\/span><\/li>\n
      3. What have students done to prepare for class (if anything)?<\/span><\/li>\n
      4. What, if anything, would you especially like the observer to pay attention to?<\/span><\/li>\n<\/ol>\n

         <\/p>\n

        Class Map(s) with interactions noted (created by the observer)<\/span><\/h1>\n

        Instructions for the observer:<\/span> Map out where students are sitting in the classroom. As interactions occur during the class, indicate with arrows (for example, interactions between instructor and student, and between students). You may choose to use different colors to indicate teacher- and student-initiated interactions, for example. Draw over an existing line if there are multiple interactions between specific individuals.<\/span><\/p>\n

        There will be mistakes, blanks, and limitations due to the observer\u2019s own limitations. The idea here is to uncover patterns of interactions among people in the class<\/span><\/p>\n

         <\/p>\n

        Class Timeline (created by the observer)<\/span><\/h1>\n

        I = instructor; S=student; SS=students; \u2194for interaction (thicken if frequent); Q=question, C=comment.\u00a0<\/span><\/p>\n

         <\/p>\n

        Directions<\/b>: complete during class; try to make an observation every 3 minutes or so.<\/span><\/p>\n\n\n\n\n\n\n\n\n\n
        Time<\/span><\/td>\nObservation<\/span><\/td>\nComment<\/span><\/td>\n<\/tr>\n
        Sample: 9:45<\/span><\/i><\/td>\nClass began with an entry ticket activity asking students to pose any initial questions or comments about the article they had read as homework<\/span><\/i><\/td>\nEntry tickets are a useful way to invite student engagement. You also did a good job of looking through them quickly and listing the shared concerns on the board to return to over the session<\/span><\/i><\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

         <\/p>\n

        Observation Report (completed by observer)<\/span><\/h1>\n

        Course<\/span> Date<\/span><\/p>\n

        Instructor<\/span> Day\/Time of class<\/span><\/p>\n

        Observer<\/span><\/p>\n

         <\/p>\n

          \n
        1. Narrative.<\/b> (Brief summary of the class session.) **Attach classroom map & timeline.<\/span><\/li>\n
        2. Observations.<\/b> (In this section, the observer shares their impressions of the session along with its activities and interactions.)<\/span><\/li>\n
        3. Strengths. <\/b>(In this section, the observer shares what they perceive to be the top teaching strengths of the instructor.)<\/span><\/li>\n
        4. Suggestions.<\/b> (In this section, the observer offers advice on improving or enhancing teaching.)<\/span><\/li>\n<\/ol>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Download a copy of this form\u00a0(you will need to be logged into your Montclair gmail account to view). Observation Report Directions Introduction: At times mandated by contracts, peer observations present an opportunity to get feedback that can help instructors further develop their teaching. Drawing on a model developed by the University of Michigan\/Flint, this process […]<\/p>\n","protected":false},"author":328,"featured_media":9450,"parent":0,"menu_order":81,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-9448","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9448","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/328"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=9448"}],"version-history":[{"count":11,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9448\/revisions"}],"predecessor-version":[{"id":13722,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9448\/revisions\/13722"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/9450"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=9448"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}