1. Peer Observation
&
Evaluation
Charlotte Wilson

2. Today’s Aims
• To discuss the overall objectives of Peer
Observation and Evaluation.
• To provide clarity on the Peer Observation
and Evaluation process.
• To discuss the most effective way to feedback
to colleagues.

3. Peer Observation
What’s the Point?
Reflective Practice
Facilitates Learning
Focus on Development
Cross-curricula approach fosters good practice
Benchmark standards for whole-school teaching and learning

4. Activity
Pair Work
Consider the benefits of observing each other
teaching
• Write down three of the most positive factors
you can think of.
• Write down three negative issues that could
potentially arise.

5. Pre-Observation Checklist
Arrange the best time for an observation to take place.
If there are any issues, e.g. timetable clashes, refer to the
HOD allocated to your group.
Please meet informally and
briefly discuss the topic you are
going to be teaching.
Please provide a copy of your lesson plan
in advance.

6. Please complete the following
sentences:

8. Learning is…

9. Who is teaching? Who is learning?

10. Please watch the video on the following
slide.
Consider:
Who is teaching? Who is learning?

12. Observing is…
Active
Engaging with the external
Multisensory

13. Observing is not…

14. Observing Colleagues
This is a positive learning experience.
Bring the Peer Teacher Evaluation Form with you to the lesson.
Be aware of both verbal and non-verbal communication between the teacher and students.
Respect others!

15. Classroom Observation Form
• Filled in for every lesson observed
• One per lesson (even if two colleagues observe)
Key Focus Areas:
• Lesson Planning
• Lesson Implementation and Teaching
Methodology
• Classroom Management

16. Peer Teacher Evaluation Form
The main areas of focus are as follows:
Teaching and Learning
• Clear aims and objectives? • One form per teacher
• Engaging classroom activities? • Filled in at the end of the
• Positive relationships with learners? observation process.
• Realistic timescales in relation to tasks set?
Classroom Management and Behavior
• Clear expectations?
• Well managed learners?
Assessment
• Assignments are marked and corrected?
• Parents are aware of pupil progress?

17. Giving Feedback
Framing your feedback effectively is key:
Ask the person being observed how they think the lesson went.
Start with the positives:
What went well? How might you build on this?
Why?
Feedback as a learning tool for development:
What could be improved or developed?
How might this be achieved?
Keep it confidential

18. Activity
Group Work
What feedback could you give Miss Crazy-Twin
to nurture her professional development?
• Please discuss in small groups
• Please give some verbal feedback
• Please write a model comment

19. Group Lists
Group 1 Group 2 Group 3
Shimla James Hafeez
Laura Hafeeza Hana
Reena Hawwa Asokan
Charlotte Shaheeq Mehaboob
Group 4 Group 5
Oden Eda
Aslam Peiris
Misbah Bineetha
Najeeb Johnson

20. Questions or Comments?
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