Peer Classroom Visitation Guidelines

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GENERAL PRINCIPLES:

  1. Classroom visitation is a part of the total faculty evaluation.
  2. Visitor’s report should be qualitative and in narrative form.
  3. A pre-visit conference should occur.
  4. Guidelines for the pre-visit conference and the visit are reflected in the following materials.
  5. Suggestions for observations are reflected below.
  6. Peer evaluator should make additional comments as appropriate.
  7. The faculty member should be given a copy of the comments (a post visit conference is strongly recommended). The faculty member may include comments on the visitation report with the copy of the report that resides in the faculty member’s evaluation file in the Academic Dean/Dean of the Faculty’s Office.

PRE-VISIT CONFERENCE QUESTIONS:

  1. Establish a mutually agreed upon time.
  2. How do you rate this class? Are they cooperative, interested, non-responsive? How will have they performed academically so far?
  3. Share any prepared materials for the class (lesson plan, hand-outs, etc.)
  4. Where do you want me to sit?
  5. Do you wish to introduce me?
  6. Ok to take notes?
  7. Is there anything in particular that you would like me to observe?
  8. Show guidelines-try to come to mutual definitions of each descriptor.
  9. Assure instructor that you will be quiet during the visit.

CRITERIA FOR VISIT:

  1. Clarity-there is clarity in instruction as evidenced by the instructor’s
    1. Command of content
    2. Ability to keep discussion focused
    3. Presents multiple examples of each concept
    4. Presents definitions of new or unfamiliar terms
    5. Makes connections to content from previous classes
    6. Answers student’s questions thoroughly
    7. Delivers content coherently
  2. Interaction: Students and instructor interact to enhance learning as evidenced by
    1. Student’s attention and involvement
    2. Students seem comfortable asking questions; instructor is responsive to them
    3. Students seem comfortable in expressing opinions; instructor is tolerant of other points of view; there appears to be mutual respect
    4. Instructor addresses and is aware of all students in class; they are all treated equally
    5. Instructor asks questions that encourage students to extend their thinking; students are responsive
    6. Instructor monitors students’ understanding of content and provides feedback