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A teacher observation report is a written evaluation of a teacher’s performance in the classroom. It can be conducted in various ways by means of
administrative assessment, peer evaluation, and even student evaluation. A classroom observation is a valid method of measuring competence.
When teaching observations are done well, teaching observations have the ability to build a community among colleagues and encourage both the observed
teacher and the observer to reflect on their teaching, helping them to continuously develop and improve their practice. Observations can also provide faculty
with feedback on aspects of their teaching that students are not as qualified as peers to evaluate, such as the instructor’s content expertise or their
implementation of specific teaching methods.
However, it is important to note that observations have their limitations and challenges. First, they require a significant investment of the teacher and
administrator’s time in order to be worthwhile. Second, a lack of consensus around what constitutes teaching can create a communication barrier between
the observer and instructor. Finally, data collected through teaching observations are frequently unreliable, and if used for personnel decisions, it should be
considered as just one of multiple measures. Students, for example, are better positioned than one-time peer observers to assess fairness in grading
practices and the clarity of instructor explanations and expectations.
