Developmental Observations of Teaching
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I was delighted to review the observations about my teaching. They were extremely thorough. I love how multi-dimensional the feedback is and how it can really help for a faculty to hone their teaching and other related professional skills.”
Feedback received by Fran Gregory, Retired Conestoga Faculty Member
What Is a Developmental Observation of Teaching?
A Developmental Observation of Teaching helps you reflect on your teaching practice by focusing on observable classroom behaviours and their impact on student learning. This process supports both new and experienced faculty in identifying strengths and areas for growth. It also provides Chairs or their designates with insight into potential developmental needs. Whether you teach synchronously (in-person or live online) or asynchronously (fully online), this process helps you reflect on your teaching, enhance student learning, and grow professionally.
This observation is typically initiated by a Chair or Chair Designate, and your Chair or Chair Designate should contact you to inform you. However, faculty may also request one on their own by contacting Teaching & Learning.
What To Expect
If you are a non-full-time teacher teaching a course that has is all or part synchronous (in real time, whether in person or in a virtual meeting), a trained observer attends about one hour of your class to capture a “snapshot” of instruction. Using a standardized rubric (shared with you in advance), the observer notes key teaching practices and offers suggestions. These are discussed in a follow-up debrief meeting on a virtual meeting platform within a week of the observation.
If you are a non-full-time teacher teaching an asynchronous course (fully online in eConestoga), a trained observer meets with you for about one hour in which you screen-share and describe a “snapshot” of course delivery practices. This process uses the same standardized rubric, and offers a similar follow-up meeting opportunity within a week of the observation.
While most observations are initiated in the first half of the semester and are completed within 4 weeks’ time, the process is flexible and can accommodate varying teaching schedules.
Why a New Observation Form? What Does it Focus on?
We’ve merged our two observation processes for synchronous and asynchronous teaching into a single, streamlined form. This new form:
- Simplifies the process with one consistent structure
- Offers qualitative, strengths-based feedback
- Encourages professional reflection and growth
- Aligns with evidence-based frameworks
- Includes mode-specific indicators for synchronous and asynchronous teaching
- For asynchronous teaching, we draw on the Community of Inquiry (CoI) model, which emphasizes teaching presence, cognitive presence, and social presence (Garrison et al., 2000).
- For synchronous teaching, we reference principles from the SOL-lab model and related literature, which emphasize structured observation, feedback, and reflective practice to support real-time teaching effectiveness (Grammens et al., 2024).
The form includes 11 key criteria, each with space for strengths observed and suggestions for: Class or Course Start, Purpose and Planning, Content Knowledge, Instructional Strategies, Student Engagement, Inclusion, Use of Technology…and more
Each criterion includes mode-specific indicators to ensure feedback is relevant to your teaching context.
Overview of the Observation Process
For Synchronous Teaching
This process typically takes no more than weeks and includes a one-hour observation of teaching in your classroom and a one-hour debrief. Upon completion of all steps of the process, you will receive a contract for one hour of paid time (if not full-time).
- Set a time and date for the observation with a Teaching & Learning observer. Faculty have some choice regarding the appropriate lesson to observe.
- Share your Instructional Plan and other relevant lesson materials with your observer. (If online, share a link to the class meeting.) Then accept an Outlook calendar invite for the observation. See the Pre-Observation Checklist below.
- Teach your class with the observer present (approximately one hour).
- Receive the observation form and complete the post-observation reflection.
- Attend a debrief/consult meeting (60 minutes).
Pre-Observation Checklist
At least two days before the observation, please provide your observer with the following:
- A copy of your Instructional Plan for the semester (download it from your eConestoga shell)
- A brief outline or lesson plan for the class (BOPPPPS Lesson Plan)
- The specific course outcomes you are focussing on during the class
- Any PowerPoint slides and handouts
For Asynchronous Teaching and Course Delivery
This process (steps above) also takes no more than weeks and includes one meeting to review and have the observer observe asynchronous course delivery practices, and a second meeting to debrief and consult. Faculty will receive a contract for two hours of paid time (if not full-time).
The first session is not recorded, and the focus is on your course delivery, not course design. During the meeting, you will
- Screenshare the Essential Elements Scanner.
- Describe the learning outcomes and lesson overview for the week under review.
- Share and screen share how you create opportunities for student learning in the current week (please avoid sharing specific student information).
- Receive the observation form and complete the post-observation reflection.
- Attend a debrief/consult meeting (60 minutes).
Resources to Support You
Faculty are encouraged to review these resources before or after the observation:
- Online Asynchronous Teaching Toolkit (web) – for asynchronous observation
See the Frequently Asked Questions (FAQ) below, or reach out to Teaching and Learning if you have any questions or concerns.
Observation FAQ
See the frequently asked questions below.
What are the steps for a developmental observation of teaching?
- The observer sends an invitation message by email, and you agree on an appropriate time and date for observation.
- In advance of the observation, you share with the observer an instructional plan and relevant associated teaching materials.
- For synchronous online or hybrid observations, the observer attends the class (about an hour) and makes observational notes, which are sent by email to you after the observation.
- For asynchronous online observations, the observer meets with you in a Teams meeting (about an hour) and makes observational notes based on what you describe and screenshare about your course delivery.
- You provide written reflections on the observations, then meet with the observer (synchronously or hybrid) to discuss. This is also an opportunity for coaching on particular challenges or areas of interest.
- The observations and reflections are sent to your Chair/Chair Designate. A copy of the observation is kept with Teaching & Learning.
Is the developmental observation of teaching an evaluation?
No. An evaluation is a systematic assessment that investigates performance on specific standards. By contrast, observation involves the active process of careful observation and reflection to gain information. Observations are about faculty development, not evaluation.
How are observations scheduled? Observations are required for new full-time faculty. Chairs/Chair Designates may also request observations for a proportion of their teaching staff each semester. Observations may be requested directly by faculty. For the observation to be scheduled, a Teaching & Learning Consultant will contact you to determine a mutually suitable date and class.
How long does the Observation process take?
The classroom and the course delivery meeting observation take an hour or so. The debrief meeting takes about an hour. The entire developmental observation process should take no more than four weeks from the date you are contacted.
Can I choose the class for the observation?
You will be given a choice of possible dates for a course chosen by the observer, unless a Chair/Chair Designate has requested a particular class date. Also, the assigned observer must be available on the date and time of the class.
Can I speak with the observer about the observation directly after class?
The observer can say hello at the beginning of class, but they need time to reflect on the observations directly following class. A one-hour meeting will be scheduled between the observer and you so that questions may be asked at that time.
On the observation form, what does Strengths and Suggestions mean?
- Strengths – Activities that support learning are complete, consistent, visible, and frequent
- Suggestions – Activities that support learning are somewhat incomplete, inconsistent, not completely visible, and/or not frequent
Is the observation of my class shared with others?
The observations and reflections are sent to your Chair/Chair Designate if your Chair/Chair Designate requests the observation. You are copied on this email message as is Teaching & Learning. A copy of the observation is kept with Teaching & Learning.
What do I do if I have concerns about the observation?
The observation process includes a de-brief meeting with the observer. Bring your questions or concerns to this meeting. The observer is happy to provide an additional explanation along with the observation to your Chair/Chair Designate. If you are concerned about the clarity of the wording of a particular item, that can be adjusted.
Can I have more than one observation?
Not usually in the same semester, as there are not enough observers available.
Where do I find the observation form and the reflection form?
All resources for the developmental observation may be downloaded on the Resources>Faculty Supports page of this site.
What if I am unable to meet within the four weeks?
The report and reflection will be sent to the Chair/Chair Designate within four weeks, and you will be able to have a debrief and consult meeting later. Only after the meeting will a contract be created. The meeting must take place in the same semester as the observation.
Will I receive payment after completing all steps?
Yes, payment will be processed after all steps of the observation process are completed. Expect about a month to a month and a half, following your last meeting, for a contract to be sent to you.
References (APA 7)
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Grammens, M., Vanderlinde, R., & Devos, G. (2024). Supporting synchronous online teaching through structured observation and feedback: Insights from the SOL-lab model. Journal of Educational Technology Research and Development, 72(1), 45–62. https://doi.org/10.1007/s11423-023-10123-9
Learning something every day!
Learning about several new teaching skills. Thanks
That’s great, Raza! Contact teaching and learning for more information about observations!