Supporting Reflection Through Dialogue

The post-observation conversation is the heart of the teaching observation process. Its purpose is not evaluation, but dialogue that supports reflection, learning, and future teaching decisions. The instructor's perspective is central to this conversation, shaping how the session is interpreted and which directions for development are most meaningful.

This meeting typically takes place within a week of the observation, allowing time for reflection while ensuring that feedback remains timely and grounded in fresh evidence (Siddiqui, Jonas-Dwyer, & Carr, 2007). In many cases, post-observation conversations last around an hour, though some take place as shorter check-ins or unfold across more than one conversation.

What to Discuss in the Post-Observation Meeting

A productive post-observation conversation typically includes the following elements. Some instructors find it helpful to reflect on these questions in advance of the meeting so they can share their impressions of the class and identify areas they would like to discuss.

Begin with the instructor's reflections. Invite the instructor to share their impressions of the class, including what felt successful, surprising, or challenging.
Share appreciative and constructive feedback. Introduce observations as evidence rather than judgments, grounded in specific moments from the session. Highlight strengths alongside areas for growth.
Discuss two to three strengths and areas for exploration. Ground these in specific examples and connect them to the instructor's stated goals.
Explore next steps. Encourage reflection on what the instructor might adjust, experiment with, or continue developing.
Offer relevant resources or strategies where appropriate.

Principles of Constructive Feedback

The quality of feedback shapes the value of the observation experience. Sullivan et al. (2012) describe effective feedback that endeavours to be:

Descriptive of behaviour rather than personality
Specific and sensitive
Focused on changeable aspects of practice
Timely

The authors also caution against overload. Feedback is most effective when it is selective, drawing attention to one or two key strengths and one or two areas for development, rather than attempting to address everything at once.

Fostering Trust and Reflection

Because teaching observations can feel vulnerable, especially across differences in role or experience, feedback should be offered in ways that maintain trust and collegiality.

At times, feedback conversations may feel difficult—for example, when interpretations differ, when feedback is unexpected, or when a class session did not unfold as intended. In these moments, it can be helpful to return to shared goals, focus on descriptive evidence, and approach the conversation with curiosity and care.

Productive feedback conversations:

Use descriptive, low-inference language that focuses on what was observed rather than interpreting intent
Invite inquiry-based questions that open space for reflection rather than prescribing solutions
Attend carefully to tone, pacing, and the instructor's readiness to engage
Acknowledge complexity and contextual constraints

Guiding questions, feedback prompts, and sample structures for post-observation conversations are provided in Part 5 to support both observers and instructors in navigating this stage with care.

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University of Toronto, Centre for Teaching Support & Innovation