Peer observation of teaching is an opportunity to learn from one another, strengthen our teaching practices, and celebrate the craft of teaching. When done well, peer feedback provides supportive, constructive insights that help faculty grow in confidence, sharpen their skills, and reflect on their impact in the classroom.
This page guides you through the process with clarity and care. While official policies and procedures remain essential, here you will find practical strategies, tools, and examples that make the process more manageable and meaningful. Whether you are serving as an observer, receiving feedback, or simply seeking to deepen your own practice, our goal is to help you approach peer review as a collaborative, developmental experience that benefits both individual faculty and our community of educators as a whole.
Best Practices for TCNJ Peer Feedback Reports
While the heart of peer observation is growth and collaboration, it is essential to ground the process in the official policies that guide our work. Materials on Peer Review of Teaching appear in section 3.2.3 of the TCNJ Reappointment and Promotions Document 2025. According to this document, peer feedback on teaching serves two main purposes: to support faculty development by offering constructive, specific feedback that highlights strengths and areas for growth, and to inform evaluations for reappointment, tenure, and promotion. These reports provide evidence of teaching effectiveness and offer a foundation for faculty to reflect on their growth as educators.
How often should peer observations happen? According to the 2025 guidelines:
- Reappointment: Tenure-track faculty should be observed twice per year by a tenured colleague, with pre- and post-observation meetings.
- Promotion: Faculty seeking promotion need at least two observations over the three years before applying.
Three factors contribute to successful classroom observations: a pre-observation meeting, the observation, and a post-observation meeting.
Any faculty member may request additional observations for their own development. Peer observations are also part of the 5-year review process, as described in the Guide to the Five-Year Review (PDF).
The official documents linked above are important, and faculty should attend to them carefully. This page is designed to simplify the process and make it more manageable and productive for faculty members.
Explore These Practical Tools and Guides
The materials below offer clear, step-by-step guidance for the peer observation process. Inside are helpful strategies and examples to make the process clear and effective. These resources are provided as Word documents to make it easy for you to print them out and use as a reference. We encourage you to explore these tools as a valuable companion for successful peer feedback.
- 9 Simple Steps for a Helpful Peer Observation—A Practical Guide for TCNJ Faculty by Dr. Elizabeth Borland, Professor of Sociology, Department of Sociology and Anthropology, and CETL Faculty Fellow
- Guidelines for the Content of the Peer Feedback Report
Building a Positive Culture of Peer Feedback
Tips for the Observer: Supporting Growth Through Constructive Feedback
- Approach with Empathy and Respect: Remember that the purpose of peer observation is to support development. Approach the process with kindness, respect, and a collaborative spirit.
- Prepare Thoroughly: Review course materials before you discuss goals with the instructor during the pre-observation meeting. This context helps tailor your observations to the instructor’s intentions.
- Focus on Specific, Actionable Feedback: Identify clear examples of effective teaching and areas for improvement. Avoid vague comments; instead, provide concrete suggestions that the instructor can implement.
- Balance Strengths and Suggestions: Remember, it can be hard to get feedback! Start by highlighting what worked well to build confidence. Then offer thoughtful suggestions for growth, framing them as opportunities rather than criticisms.
- Encourage Reflection and Dialogue: Use the post-observation meeting as a conversation, not a critique. Ask open-ended questions to help the instructor reflect on their practice and consider next steps.
- Be Timely and Focused: Share your observations promptly while the experience is fresh. Don’t add to the stress of the instructor by procrastinating on your report!
Tips for the Instructor: Engaging Actively in the Peer Feedback Process
- Provide Context and Materials: Share your syllabus, plans, and any relevant course information ahead of time to help your observer understand your teaching goals.
- Use the Pre-Observation Meeting to Clarify: Discuss the specific class to be observed, your objectives for it, and any areas where you would especially appreciate feedback.
- Reflect on Your Practice: After the observation, consider both the observer’s feedback and your own perspective on what went well and what could improve.
- Engage in Dialogue: Treat the post-observation meeting as a collaborative conversation. Ask questions and explore suggestions with curiosity.
- Set Goals for Growth: Use the feedback to identify actionable steps for continued development, and revisit these goals in future observations or self-reflections (such as in the Standardized Curriculum Vitae and other reappointment/promotion materials, demonstrating growth and teaching effectiveness).
Interested in reviewing sample reports? Email cookju@tcnj.edu for additional guidance and examples.