Teaching Partners is a peer observation program that partners two faculty members and a Center for Teaching and Learning Excellence (CTLE) Associate Director to create a formative classroom observation experience. It provides faculty space to share good teaching practices and helps them improve their own classrooms by encouraging self-reflection.

Peer observation is nothing new. It is typically a summative process for departments to review teaching effectiveness or a formative process where faculty sit in on each other’s courses and offer feedback. Sometimes, it is a process that includes a faculty developer outside the department who observes teaching and shares feedback. Rarely do we see a true hybrid process like Teaching Partners.

Teaching Partners combines the formative review of faculty peers observing one another with a faculty developer to help facilitate the process and provide suggestions:

  1. Faculty partners set goals with the developer and then have their class recorded.
  2. This classroom recording is prepared by the developer and shared with the faculty partners so they can provide time-stamped feedback to each other.
  3. The developer then watches both courses and shares their thoughts on the videos.
  4. All three meet for a debrief to discuss the feedback and make concrete plans to integrate at least one new practice in their classroom.
  5. The program wraps up with the faculty reflecting on their overall experience.

Since its inception, participation in Teaching Partners has grown 200%, with over 95 faculty taking part.

For Further Reading

  • Gosling, D. (2002). Models of peer observation of teaching. Generic Centre: Learning and Teaching Support Network. Retrieved, 8(10), 08.
  • Gosling, D. (2013). Collaborative Peer-Supported Review of Teaching, in Peer Review of Learning and Teaching in Higher Education: International Perspectives, J. Sachs & M. Parsell, Dordrecht, Springer, p. 13-31
  • Rohrbacher, C. & McKee, J. (2019). “Asynchronous Electronic Feedback for Faculty Peer Review: Formative Feedback That Makes a Difference”. Handbook of Research on Faculty Development for Digital Teaching and Learning, Elçi, A., Beith, L., Elçi, A. (Eds.). IGI Global.
  • Pembridge, J. & Rohrbacher, C. (forthcoming, Spring 2022). “Faculty Peer Review of Teaching for the 21st Century”. Handbook of STEM Faculty Development, Linder, S., Lee, C, High, K., and Stefl, L. Information Age Publishing.

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Daytona Beach Center for Teaching and Learning Excellence