CAFÉ provides forms and guidelines for use in peer observation of teaching.
Instructions and forms for the annual class visitation process are available in yellow below. The Class Visitation Report can be completed by typing into the pdf form itself (see pages 3 and 4).
Materials for a more in-depth, dialogue-based peer observation (MODEL) have been added below.
Type of Peer Observation
When to Use
Class Visitation (annual) (.pdf)
Assess level of teaching performance
Complement student and self-evaluations
Concisely narrate key strength(s), an important area for further reflection, and recommended resources
When class observation or class visit is required by policy in the Faculty Handbook, such as annual evaluations and promotion and/or tenure reviews
When indicated in a CFIP Memo
MODEL Multi-step Observation and Dialogue to Enhance Learning (.pdf)
Diagnose what may be contributing to an issue in teaching performance
Offer extended guidance for how to address issues
Provide robust feedback on teaching performance
When an issue in teaching performance issue surfaces that is commensurate with the extended time needed for this format
Early in a 5- or 6-year review period
Individual faculty interest
(contact CAFÉ if you are interested in this format)
Share ideas and techniques outside evaluation processes
Foster collegial inquiry
Provide collegial feedback organically
Shared faculty interest
CAFÉ's mission focuses on the development of faculty skills in teaching, research, and service. It helps faculty build skills in representing themselves in these areas in faculty review processes and understand faculty review processes, and it creates tools for use in developing and assessing performance, such as the Classroom Visitation Report.
CAFÉ does not contribute documents for tenure/promotion portfolios, such as letters or completed Classroom Visitation Reports for individual faculty being reviewed.
When creating portfolios and self-evaluations, faculty are strongly encouraged to reflect and report on their use of CAFÉ resources. This may include discussion of their participation, learning, application, and results derived from their engagement in CAFÉ programming and other resources.
Laura Lohman, PhD, SHRM-SCP, PMP
Director, Center for the Advancement of Faculty Excellence
Professor of Music