Peer observation works best when teachers see it as professional learning, not informal appraisal. One teacher observes another with an agreed focus, collects evidence, and then discusses what the lesson reveals about teaching and learning.
The purpose is not to decide who is the better teacher. It is to make practice visible so colleagues can learn from one another.
This practical guide complements the leadership-level article How Can Schools Build a Culture of Peer Observation?, which focuses on creating the organisational conditions for peer observation. This article focuses on what teachers should actually do before, during and after a peer observation.
For the wider observation system, see Classroom Observation: A Practical Guide for Teachers and School Leaders and the Classroom Observation & Feedback Toolkit.
What peer observation is
Peer observation is a structured developmental process in which colleagues examine a specific aspect of classroom practice. The focus may be questioning, student engagement, differentiation, explanation, formative assessment, classroom routines, group work or another agreed area.
It should normally be low-stakes and separated from formal appraisal unless the school has clearly communicated a different process.
Step 1: Agree the purpose before the lesson
The observed teacher should know why the peer is coming and what evidence would be useful. A broad instruction such as “watch my teaching” usually produces vague feedback.
Better focus questions include:
- Which students participate during discussion, and which do not?
- What kinds of questions generate the deepest thinking?
- How often do I check understanding before moving on?
- Does my group-work structure create individual accountability?
- Where do students appear confused?
- How effectively do my transitions protect learning time?
Step 2: Decide what evidence to collect
The peer observer should record evidence, not personality judgements. Time stamps, student responses, patterns of participation, examples of questions, task completion, misconceptions and observable changes in engagement are more useful than labels such as “excellent” or “weak”.
Step 3: Observe without taking over
The observer should normally remain unobtrusive unless the lesson has been designed for collaborative teaching. The role is to understand the agreed focus, not to intervene whenever something could be done differently.
Step 4: Let the teacher reflect first
After the lesson, the observed teacher should begin the conversation. Useful opening questions include:
- What went as you expected?
- What surprised you?
- Where did you see the strongest learning?
- Which moment would you like to revisit?
- What would you change if you taught the lesson again?
The Teacher Self-Reflection Form can support this step.
Step 5: Share evidence before advice
A peer should resist the urge to start with “You should have…” A stronger sequence is: describe what was observed, ask how the teacher interprets it, then explore options together.
For example:
“During the first ten minutes, six students answered nearly all the questions. What did you notice about participation?”
This opens professional inquiry. It is more useful than saying, “You need to involve more students.”
Step 6: Identify one practical next step
Peer observation should not produce a long improvement list. One clear experiment for the next lesson may be enough. The teacher could change questioning distribution, use a different grouping strategy, add a hinge question, adjust the task instructions or redesign the lesson opening.
Download the editable peer observation guide and checklist
Download the Peer Observation Guide & Checklist (Editable Word)
This editable version is designed for developmental peer observation and should remain separate from formal appraisal unless the school has explicitly defined another process.
Peer observation checklist
| Stage | Check |
|---|---|
| Before | Purpose and focus agreed |
| Before | Observer knows what evidence to collect |
| Before | Confidentiality and use of notes understood |
| During | Observer records descriptive evidence |
| During | Students and learning are observed, not only teacher behaviour |
| After | Teacher reflects first |
| After | Evidence is discussed before advice |
| After | Strengths are identified |
| After | One manageable next step is agreed |
| Follow-up | Teacher tries the change and reflects again |
Examples of useful peer observation focuses
Questioning
Track the type of questions, who answers, wait time and whether follow-up questions deepen thinking.
Student engagement
Record participation patterns and moments when students become more or less mentally involved.
Differentiation
Look for how support, challenge, grouping and task design respond to different readiness levels.
Assessment for learning
Observe how the teacher gathers evidence of understanding and whether that evidence changes the lesson.
Classroom routines
Notice transitions, distribution of materials, movement, group formation and other moments that can either protect or waste learning time.
What peer observation should not become
- a hidden appraisal system;
- a competition between teachers;
- a mechanism for gossip;
- an opportunity to impose personal teaching style;
- a checklist exercise without reflection;
- a one-off event disconnected from professional learning.
How school leaders can support the process
Leaders should create time, clarify confidentiality, separate developmental peer observation from formal evaluation where possible, and help staff learn how to give evidence-based feedback. The culture-level guidance is covered in How Can Schools Build a Culture of Peer Observation?.
Related classroom observation resources
- Teacher Observation Form
- Teacher Self-Reflection Form
- Teacher Feedback Examples After Observation
- Post-Observation Meeting Guide
Final principle
The strongest peer observation leaves both teachers thinking more deeply about practice. The observer learns by watching another classroom closely, and the observed teacher learns by seeing the lesson through another professional lens.