Overview of Peer Assisted Reflection on Teaching (PART)
The Peer Assisted Reflection on Teaching (PART) program is designed to promote teaching development through creation of a collaborative partnership between the faculty member being observed (the observed colleague) and a colleague observer.
Modeled after the Cycle of Peer Observation as discussed in O'Leary, M. (2020), Classroom observation: A guide to the effective observation of teaching and learning, the observed colleague and colleague observer work together through the PART process, which allows the observed colleague to take responsibility and ownership for their own development. The program includes a class observation, guided self-reflection questions and focused conversations between the observed colleague and colleague observer.
Peer Assisted Reflection on Teaching (PART) Program Guide
Role of the observed colleague
As an observed colleague, an assigned colleague observer will observe a class for input and guidance on specific areas in need of development. Participants will engage in discussion, exchange ideas, and develop new skills or strengthen existing ones.
With a developmental focus, versus evaluative, observed colleagues are encouraged to be self-reflective and to take ownership of all steps in this process.
Role of the colleague observer
The role of the colleague observer is to be just that, an observer of a colleague (and their classroom). Colleague observers have been trained to detach observation from evaluation. The observed colleague can expect them to ask questions about their classroom observations to help reflect on their work and drive development as an educator.
Additionally, the colleague observer will be responsible for facilitating reflective conversations centered around a specific area of focus identified by their colleague. As the focus of this program is formative, and not summative in nature, the colleague observer will be tasked with asking thought-provoking questions and making factual observations (not subjection evaluations) from their classroom visit to guide their colleagues’ self-reflection on teaching practices and development.
Steps of the Peer Assisted Reflection on Teaching (PART) Program
- Initial observed colleague self-reflection
- Pre-Observation Meeting between colleague observer and observed colleague
- Class Observation
- Post-Observation Individual Reflection
- Post-Observation Meeting between colleague observer and observed colleague
- Final observed colleague self-reflection
On this page
More About the PART Process
Colleague observation can provide an additional input about your teaching in addition to the regular end-of-the-semester course evaluations completed students. There are many benefits to regular engagement and discussion with peers about teaching, such as:
- Exchange of ideas
- Development of knowledge and skills
- Getting guidance on specific areas in need of development
- And many more!
All colleague observers will attend a training hosted by CAFE to become colleague observers. Trained colleague observers will then participate in the PART process with an experience colleague observer - both in the role of colleague observer and observed colleague. Following this cycle of observation, trained colleague observers will be paired with a colleague who wants to be observed with these official observations taking place at some point in either the fall or spring semester (at a date mutually determined by the colleague observer and observed colleague).
An observed colleague will select up to three colleague observers they think would be the best match to serve as their observer and final pairings will be made by the CAFE Team.
Once paired, colleague observers will provide Dr. Turla with the dates of the pre-observation meeting, class observation, and post-observation meeting. No other information will be shared with anyone other than the observed colleague and it is up to the observed colleague to share (or not share) information developed during the PART process. While an observed colleague might choose to use their answers to the reflection questions and/or SMART goals as part of their annual evaluation, promotion packet, etc., that decision is entirely up to each observed colleague.
Both colleague observers and observed colleagues from the pilot program agree that the main benefits of the program was learning through collaboration!
Have Questions or Want to Learn More?
Dr. Karyn Turla is a 2025-26 CAFE Faculty Fellow and leads the Peer Assisted Reflection on Teaching (PART) program.
Please contact Dr. Turla with any questions or concerns about the program or process.
Karyn Turla, Ph.D.
Teaching Professor
Division of Biological & Biomedical Systems
School of Science & Engineering