Preparatory Conversation
This conversation allows the observer to gain valuable context and allows the observed faculty member to develop a sense of partnership with their faculty colleague/s. The goals for this preparatory conversation include:
- establishing an approach, including criteria/instrument to be used and logistics for the in-class observation, and
- scheduling your post-observation conversation to occur within two weeks of the preparatory conversation.
Prior to the class (or even prior to the pre-observation meeting), the instructor to be observed can share access to course materials including the course Camino page, syllabus, and copies of any materials that students will engage with prior to or during the class session.
Discussion prompts for this conversation may include:
- If not already established, determine which class session/s should be observed.
- Discuss any pre-determined expectations for the observation including departmental guidance or criteria for assessment of teaching.
- What are the faculty member’s overall goals for the course and, specifically, what are the goals for the to-be-observed class session?
- What classroom practices will the faculty member employ to support these goals?
- How will students prepare for this class?
- What has happened before this class session? What will happen after it?
- What does the faculty member feel is going well in the course both in terms of their teaching and student learning?
- Are there any specific areas of the observed faculty member’s teaching about which they would especially appreciate feedback?
- How will the observed faculty member frame for the students why the observer is joining the class?
- What time should the observer arrive and where should they sit?
- If this is an online teaching observation, will the observer go into breakout rooms or join small group conversations?
This resource was created by Riley Caldwell-O'Keefe for the Center for Teaching Excellence and Faculty Development. Last updated 01/13/2026.