Our Unit 871 Senior Instructor, Jai, demonstrates how peer observation training empowers our English Language Training Team.
As the senior instructor, one of my goals is to ensure our teaching staff continually grows in skill and confidence. Last week, I led a professional development session focused on peer observation training—a practice we will implement once per cohort. The session was designed to introduce a process and build a culture of support, learning, and professionalism among our teaching team.
Why Peer Observation Matters
We opened the session by discussing the purpose of peer observation. This is not about evaluation or hierarchy—it is about collaboration. When teachers observe each other, they exchange valuable ideas, reflect on their practice, and create a “community of practice.” We all benefit when we share insights, encourage one another, and commit to growth. I emphasized the importance of a growth mindset: If the longer you teach, the better you become, everyone benefits—from staff to students.
We also highlighted the role of trust. Constructive feedback is most effective when it comes from someone who understands your challenges and shares your goals. Peer observation encourages reflection and opens a dialogue among instructors. It helps foster mutual respect and a collective commitment to improvement.
Understanding the Criteria and Rubric
Once the purpose was clear, we moved into the practical components of the training. We began by reviewing the assessment criteria used to observe and evaluate lessons. These criteria describe effective teaching and outline what we should expect in a well-delivered lesson. The standards are transparent and give us a shared language for discussing teaching.
To reinforce this, we introduced an activity where instructors matched each criterion with its appropriate performance level or descriptor. This hands-on task allowed them to engage with the rubric’s language and test their understanding collaboratively. Of course, I had some fun with them, pretending I had forgotten the values before revealing the rubric to keep things light and engaging.
Applying the Rubric in Practice
Once everyone was familiar with the rubric, we moved into practice-based activities. We watched a recorded lesson delivered by a new teacher. Instructors were asked to apply the rubric independently and then share their evaluations. This sparked insightful conversations about how we interpret classroom interactions and how to apply scoring consistently.
We reviewed elements such as lesson structure, student engagement, clarity of instruction, and classroom management. Some instructors noticed strengths in lesson flow, while others highlighted missed opportunities to check for understanding. By comparing evaluations and discussing them openly, instructors gained a better sense of using the rubric effectively and fairly.
Planning for Future Lessons
The final segment of the training involved planning. Instructors were given the instructor books for the next lessons they would be teaching and asked to consider how they would meet each rubric criterion in their upcoming classes. This activity bridged theory and practice, encouraging instructors to apply what they had learned practically and personally.
Instructors then shared their plans. This peer-sharing element sparked additional ideas, from how to open a lesson with strong engagement to structure group activities for better outcomes. The discussion highlighted the creative and supportive spirit we aim to cultivate through this initiative.
Looking Ahead
The session concluded with an open Q&A, allowing instructors to clarify doubts and offer reflections. Many expressed appreciation for the training’s clear expectations and supportive nature.
We left the session with a shared understanding: peer observation is not about fault-finding but growth. It is about building a strong team that supports one another and strives for excellence. I am excited to see how this initiative improves our practice and deepens our commitment to quality teaching.
By making observation a regular, structured part of our teaching cycles, we invest in our instructors—and, ultimately, our students.