May 2025

When reflecting on my teacher preparation days, I recall logging hours of observations at various schools. Some experiences were more beneficial than others.

I always valued the opportunity to see and learn from different classrooms, teaching methods, classroom management styles, and effective transitions. In my first few years of teaching, I made similar observations while completing my required mentoring program. Eventually, these observation opportunities came to an end. 

Why is a crucial element of teacher preparation programs often absent once teachers start their careers?

I often avoided participating in peer observation, using excuses such as lack of time, resources, and fear. However, when I transitioned to a more Building Thinking Classrooms style of teaching, I found myself wishing to observe other teachers and learn how they are implementing this with the CPM curriculum.

Why Peer Observations?

Peer observations occur between two educators, such as two math teachers or teachers from different subjects.  This process provides a non-evaluative platform for one teacher to observe another’s classroom practices, focusing on a specific topic of interest. These areas might include how often or how many students are called on in a class, how frequently the teacher circulates the room, or whether students are engaged in their work when the teacher is not directly supervising them.  

The key aspect of peer observations is that they are conducted between teachers without the pressure of formal evaluations. There is no need to create a formal lesson plan or be concerned about receiving negative feedback. It is just a day of teaching where another teacher can provide constructive feedback.

Setting up a Peer Observation Protocol for Success 

Peer observations can be effective with minimal structure, simply allowing others to view your classroom. A few protocols can improve the process:

1. Reserve the time with your colleague and put the observation in your preferred calendar with an invitation for both participants.
2. Schedule a pre-meeting or prepare a summary that highlights the current successes, challenges, and specifics for the visiting teacher to focus on during the observation.
   • Start by selecting a single focus area for your colleague to observe. A good area to start with is one of CPM’s three pillars: collaboration, problem-based learning, or mixed, spaced practice.
   • Record a specific request for the observing teacher regarding what to pay attention to during the observation.
3. Set aside 30 to 40 minutes for the observation.
   • The visiting teacher should be mindful of the areas for improvement that the hosting teacher has specified as areas for feedback. 
   • The visiting teacher should pay special attention to qualitative information, such as quotes from meaningful mathematical discourse or interactions among students, rather than counting the number of occurrences of actions. 
   • The visiting teacher does not need to interact with the students, but may have a conversation with the hosting teacher to ask any questions that could aid in their findings and feedback.
4. Schedule a post-meeting after the lesson to discuss the findings and allow the visiting teacher to provide constructive, positive feedback based on their observations. 
5. Debrief the process, recording participants’ thoughts and their reflections about the protocol and observation. Both participants should discuss their overall thoughts on the entire process as needed.

Benefits of Peer Observations

It is worth taking the time to engage in the above process to add a little more structure to peer observations—but not too much. Protocols can add an extra boost that make the outcomes of this element of teacher practice even more enlightening.

• The approach enables teachers to share ideas through practical demonstrations rather than simply through conversations. This method may inspire others to adopt new teaching styles or experiment with innovative strategies in their classrooms.
• It allows teachers to observe various teaching methods, such as effective questioning techniques, use of vertical surfaces, or different classroom setups that may lead to student success.
• It provides an opportunity for teachers to see how their colleagues engage with diverse groups of students, offering strategies for working with learners of all abilities.
• It may uncover specific quotes or actions from students that the teacher was unaware of, highlighting some mathematical discourse that the teacher missed.
• This collaborative environment helps teachers feel more comfortable with others in their room, making formal evaluations less intimidating.

This process can feel daunting—it might seem like a great deal of additional work just to have someone enter your room and provide feedback on your teaching. However, as stated before, peer observations can be effective with minimal structure, nothing more than simply allowing others to view your classroom. You might benefit from asking a teacher leader to help you establish this collaborative culture and begin this process in your school.

Initially, I was hesitant to let others into my room. Now I genuinely look forward to having visitors who can observe the work I am doing with my students and provide feedback to help me improve my teaching. 

I hope that those who have visited my classroom have also learned new strategies from observing me, just as I have from observing them. I strongly encourage everyone to engage in one or two classroom peer observations throughout the year to experience their benefits.