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​​​​​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

Purpose

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

  • When indicated in a CFIP Memo

Teaching Exchange

(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



Letters and Class Obs​ervations

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. ​


Conta​ct​

Laura Lohman

Laura Lohman, PhD, SHRM-SCP, PMP

Director, Center for the Advancement of Faculty Excellence

Professor of Music

lohmanl@queens.edu

(704) 337-2547