Documenting Teaching Observation Thoughtfully

In some contexts, instructors choose to draw on teaching observation as part of professional documentation, such as teaching dossiers, Progress Through the Ranks (PTR) materials, award applications, or promotion and tenure files. Faculty are often required to collect evidence of effective teaching throughout their careers, and formative teaching observation can be one meaningful source of such evidence when used thoughtfully.

In developmental contexts, documentation typically emphasizes:

The purpose and focus of the observation
Insights gained through reflection and dialogue
Changes explored or implemented over time
Alignment with other sources of evidence (e.g., student feedback, teaching materials)

Rather than presenting observation as proof of effectiveness, reflective documentation highlights what was learned and how teaching practice evolved because of the observation process (Bernstein, Burnett, Goodburn, & Savory, 2006).

Instructors may, for example:

Reference a teaching observation letter or email as an appendix
Describe the three-stage observation process and its focus
Reflect on changes made in response to feedback
Triangulate observation insights with other evidence of teaching (such as course evaluations or student comments)

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Ethical Use of Observation Evidence

Using teaching observation in professional documentation requires careful attention to consent, confidentiality, and original intent. Because formative observation is typically conducted under conditions of trust and developmental purpose, revisiting these conditions is important when repurposing observation evidence.

In particular:

Seek written consent: Confirm with the observer before including references to their feedback, participation, or written materials in professional documentation.
Represent feedback accurately: When including observation notes or summaries, ensure that they are presented in a way that reflects the original intent of the feedback.
Use evidence reflectively: While instructors may choose what to include, documentation is most meaningful when it reflects both strengths and areas of development, rather than presenting observation as exclusively affirming.
Maintain the formative–summative distinction: Observation conducted as a developmental process should not be presented as formal evaluation without clear reframing and agreement. Preserving this distinction helps sustain the trust that makes formative observation possible.

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University of Toronto, Centre for Teaching Support & Innovation