During Teaching Observation

These kinds of observation protocols offer an opportunity for the observer to effectively document the flow, pacing, and structure of a class. They are focused less on specific criteria during the observation, though the observations may be shaped by a faculty member’s feedback goals. The observer records the activities that occurred throughout the class by noting the time, observed events, and reflections or questions.

Narrative Log (Elon University)
This template provides a more robust 3-column table descriptive observation format with supportive instruction and resources.

Narrative Log - Criteria Driven (Iowa State)
This protocol provides prompts for the observer to respond with detailed notes, descriptions, and questions. The observer can also add time stamps to indicate when particular activities began and ended.

These observation protocols offer clear guidance on the criteria used to assess teaching effectiveness. These tools are most effective when observers thoughtfully curate and prioritize a subset of criteria that can be meaningfully attended to within a single class session.

SCU TESE-Aligned Criteria for Teaching Effectiveness

Critical Teaching Behaviors Protocol
Observation Instructions and Planning Worksheet
Observation Note-Taking Guide

Oregon Teacher Observation Protocol (OTOP)
This protocol asks the observer to rate the extent to which the lesson reflects ten characteristics of effective teaching and includes examples of instructor and student actions for each characteristic.

Classroom Observation Protocol for Undergraduate STEM (COPUS)
COPUS is intended to characterize how faculty and students are spending their time within a STEM classroom. The observer uses observation codes to record what students are doing and what the instructor is doing within two-minute time segments.

Most of the observational structures and feedback described above transfer to online courses. However, there are some additional areas to consider as you are planning the observation of an online course.

Synchronous Class Meetings: If the to-be-observed course is an online, synchronous course, the observer can join the class session just as they would join a face-to-face class session. If the class is very small, however, this may be disruptive to the classroom dynamic. In that case, you may consider recording the class session for the reviewer to watch after the class session has ended.

Asynchronous Class Components: If the to-be-observed class incorporates asynchronous class structures, the reviewer should engage with all aspects of the asynchronous class session, parallel to the activities of the students in the course. For instance, in a flipped class format, the reviewer may watch a pre-recorded lecture, review the contributions of students to a discussion board assignment, and then attend a synchronous class discussion of this class content.

Observing Breakout Rooms: Students note that being observed in small-group breakout rooms can feel awkward. However, if observing how students work in these spaces, the instructor can adopt one of two approaches:

• The instructor can assign the observer to be a co-host and place the observer in a breakout room. After visiting the initial breakout room, the observer can then move themselves to other breakout rooms.
• Alternatively, if the observer’s goals include noting how the instructor facilitates learning within breakout groups, the instructor can move the observer to each breakout room each time they themselves shift to a different group, so that the pair move together. This option may be less disruptive of the peer-to-peer interactions in these spaces.