Developing Teaching Effectiveness Through Teaching Observations

Originally published May 8, 2026

Have you ever left a class feeling it went well, but later questioned what students actually experienced? Students rarely independently come forward to tell us what worked well in our teaching or what could be improved during the term. As instructors, we often seek both validation of what we are doing well and constructive feedback in a confidential, non-judgmental way. This is especially important because university teaching often happens behind closed doors - we design, deliver, and assess our courses with limited insight into how our teaching is being received by students.

Research shows that structured teaching observation, followed by feedback, supports meaningful reflection and improvement. A recent study across multiple disciplines among university instructors found that observation improves reflective practice, instructional clarity, and pedagogical awareness, especially when feedback is structured and collegial (Yerznkyan et al. 2025). Additionally, faculty who engage in the observation process experience it as non-threatening, develop greater awareness of their teaching, and enhance their professional development through improved teaching practices (Sullivan et al. (2012).

There are many reasons why instructors are encouraged to engage in a teaching observation process, but the most significant are outlined below.

• Evidence of effective teaching can be demonstrated through structured classroom observation and reflective dialogue. Findings from 810 hours of observation across 220 instructors show that feedback and post observation reflection lead to measurable improvements in teaching competence (Adamska-Chudzińska, 2025). 

• Beyond serving as evidence, the observation process also supports professional growth. Instructors use feedback to refine their teaching, gain new strategies by observing peers, and build self-efficacy through constructive validation (Hendry & Oliver 2012).

• Classroom observation can serve as a valuable source of validation in teaching practice. At times, instructors may question whether they are teaching effectively or experience self-doubt. Observation can provide affirming feedback from a trusted colleague, helping instructors recognize what is working well in their teaching. Opportunities for validation strengthen confidence and support a shift from uncertain to more informed beliefs about themselves as educators (Mather & Visone 2024).

Teaching Observation Opportunities at Laurier

There are three well-established models of teachings observation (Gosling 2002): the evaluative model, where teaching is assessed by a supervisor; the developmental model, where observation is guided by a pedagogical expert; and the peer observation model, where colleagues or co-teachers observe each other.
Research suggests that the latter two models are particularly effective for professional learning and growth. At Laurier, instructors can engage in these developmental and peer observation approaches for developmental purposes in a confidential manner.

One-to-One Observation with an Educational Developer: Laurier instructors can request an observation, and an educational developer will initiate a confidential one-to-one process. The educational developer will provide constructive, developmental feedback to support the instructor’s teaching.

Peer Teaching Observation (PTO) Program: The PTO program brings colleagues together for structured observations supported by an educational developer. Instructors can take part in this process with co-teachers, a chosen group of colleagues, or groups matched by TEI. The PTO process is structured and sequential, with an educational developer facilitating the opening and closing stages, including reflection and articulation of learning, skills, and next steps. Ongoing guidance and templates are provided by TEI to support instructors through the process.

Find more about teaching observations on Connect and reach out to TEI with more questions about teaching observations or support in thinking through your upcoming (or in progress) courses.

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