Class Observations


What Does a Class Observation Look Like? 

We offer class observations, or observations of teaching in practice, to educators teaching in any location or format. These are generally live, though we must sometimes make adaptations based upon contextual constraints. Examples include: 

  • Location/Modality - We may observe face-to-face or through digital live or recorded means based on contextual factors. Typically, we observe face-to-face live when possible. 
  • Technology - We may use different technologies to live stream or record sessions as necessary. Typically, we do not record unless necessary based on other constraints. 
  • Staff/Time - We may receive requests for observations at times/locations outside of standard "business" hours or staff work locations, or we may have competing demands, thus services and time commitments may be scaled as necessary.  

What Do We Believe is Effective Teaching Practice? 

To provide transparency regarding what we look to observe in effective teaching practice, we provide you with the framework for our observations here. This framework is inspired by resources such as Tripod’s 7Cs Framework of Effective Teaching (2016, CC BY–NC–ND 4.0) and Charlotte Danielson’s Framework for Teaching (The Danielson Group LLC, 2014), which are informed by peer-reviewed research. Though developed initially for the K-12 context, they have been adapted for and applied within higher education contexts as well.  


What We Offer You  

  • Confidentiality. Though observation notes will be captured and documented within our office and for you, this feedback is confidential between you and us and will not be shared with your teaching supervisor or others outside of our team.  
  • Suggested strategies and implementation techniques to enhance teaching. There are many ways to enhance teaching. We will focus on quick, easy-to-implement strategies to align with our service objective.  
  • A letter documenting your participation. This can be added to your portfolio to demonstrate your commitment to ongoing reflection on and improvement of your teaching.  It will not contain confidential details of feedback or suggested strategies, as it is intended for public use. 

What We Ask in Return  

  • A collaborative, willing attitude. This feedback is provided in the spirit of friendly collaboration and growth, not from a place of evaluation. We know that teaching practice can feel deeply personal. However, growth often comes from a place of discomfort, so, we ask that you also approach this process with interests in self-reflection and professional growth.     
  • Commitment to the process and implementing related changes. To align with the service objective, we will follow up to gauge implementation of suggested strategies. Our teaching feedback consultation often involves multiple, time-intensive components (consulting, observing, surveying, analyzing data, reporting, etc.), so we ask that you commit to the process and to resulting incremental change.  

What Other Teaching Feedback Experiences Are Available 

You also have the option to request these related services as is beneficial: 

  • Pre-Consultation - A conference with CETL staff to discuss goals for participating in observation and/or areas of interest for feedback. 
  • Post-Consultation - A conference with CETL staff to discuss data collected, potentially related strategies, your impressions, and implementation techniques.  
  • Student Survey - Learner feedback collected by CETL staff via online survey.  


  • To see what events we may be offering related to teaching practice and feedback, check out our CETL Events Page
  • Schedule a class observation with CETL staff


The Danielson Group LLC. (2014). The Framework. Retrieved from

Tripod (2016). Guide to Tripod's 7Cs(TM) Framework. Retrieved from