The person who is being observed should be as comfortable as possible, initiating the process and choosing the aspects of teaching to be observed. The process takes place around the middle of the term. This is the typical peer cooperation pr ocess:

F You and the observer, probably another TA, meet to discuss the aspects of your teaching that are to be observed. The observer need not be from the same faculty.

You may ask the observer to comment on items which are new additions to the class, things you are fairly confident about, or items about which you would like reassurance or suggestions. The checklist you are most likely to use is the "Made-to-Order For m for Instructional Observation (Peer Version)" (Weimer, Parrett & Kerns, 1988).

This form contains specific items for observation assembled under seven categories: Organization, Presentation, Rapport, Credibility and Control, Content, Interaction, and Active Learning.

F In choosing the items that you want your colleague to observe, remember to be realistic about the number, given the length of the class. Here is an example.

Explain to your colleague why you want these items observed, and what precisely you want to find out about them.

F Once the items to be observed are agreed upon, you and the observer will generally next meet in class. You will introduce the observer, explain his or her presence, and then go on to teach the class as usual. During the class, your observer will rate your performance on these items on a scale which ranges from needs improvement to does well.

F After class the observer meets with a group of five or six randomly selected students to get their feedback on the course.

F The observer then writes a report and sends it to you. The report, of course, is confidential. It makes no mention of your name or the specific course observed.