Effective Feedback in Peer Observation
Discover how feedback in peer observation can become a powerful driver of professional learning when it is grounded in trust and framed as a collaborative, non-judgmental practice. This 2.5-hour online workshop focuses on developing effective feedback skills within peer observation, emphasizing how trust, clear goals, and shared guidelines support meaningful and constructive feedback conversations.
The workshop introduces feedback as a central element of formative peer observation and as a key practice for professional growth. Participants will explore how the quality of feedback is shaped by the relational context in which it is offered, and why trust is a prerequisite for open, reflective dialogue about teaching. Building on this foundation, the workshop addresses how to define clear observation goals that guide what feedback focuses on, and how observation guidelines can be used to collect relevant evidence that supports feedback grounded in what was observed rather than in personal judgments. Particular attention is given to distinguishing evaluative from developmental feedback and to practicing feedback that is descriptive, evidence-informed, and oriented toward reflection and learning. Through theoretical input and guided activities adapted to the online format, participants will engage with examples of feedback conversations in peer observation.
Learning outcomes:
By the end of the workshop, participants should be able to:
- explain the role of feedback in peer observation as a tool for formative professional development.
- recognize how trust and relational factors influence the effectiveness of feedback.
- define observation goals that support focused and meaningful feedback.
- engage in feedback conversations that promote reflection and professional learning.
Competences developed in the course:
The course develops competences falling under Pillar 4 (Reflective teaching and teacher professional development) and Pillar 5 (Professional cooperation) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:
- 4. 2. Through evaluation and ongoing reflection, the teacher continuously improves their teaching.
- 4. 3. Based on self-reflection and feedback, the teacher sets specific goals for their professional development.
- 5. 1. The teacher regularly engages in discussions about teaching with colleagues for mutual inspiration and sharing of experience.
- 5. 2. The teacher offers their support to colleagues.
Lecturer:
Manuela Milani is an academic developer with more than 20 years of experience in different Universities in Europe. In the last years she has designed and delivered many training and professional development activities for faculty members. Her publications include several papers on cultural differences in teaching and learning, teaching observation practices and faculty training design and quality of teaching perception.