In Fall 2024, I participated as a peer evaluator for a part-time colleague teaching CHEM V20 (Elementary Chemistry).
This observation was part of the district’s regular adjunct faculty evaluation process (Form A2), conducted by a committee including the division dean, and department chair.
My role was to observe one lecture, provide a written evaluation, and contribute to the final committee summary.
The observed session covered limiting reactants and percent yield—a conceptually challenging topic requiring both procedural precision and clear conceptual framing.
The instructor’s lecture was steady and methodical: problems were broken down into small, sequential steps, with each calculation narrated clearly.
Students followed the process attentively as the work was projected through the Docucam, guided line by line.
The tone remained calm and approachable throughout, creating a respectful and supportive classroom atmosphere.
Instructional Observation Summary
| Focus Area | Analysis | Suggestions |
| Organization & Flow | The lesson moved in a logical sequence from concept review to problem practice. Her step-by-step questioning effectively sustained focus, though the individualized style slightly slowed overall pacing. | Consider preparing sample problems in advance for projection to streamline transitions. |
| Communication Clarity | Demonstrated strong command of chemistry concepts and precise explanations. Her verbal delivery was measured and professional. | Adjust the Docucam brightness to improve visibility, and pause briefly after major steps to reinforce comprehension. |
| Student Engagement | Questions were directed individually, helping maintain attentiveness. Students appeared comfortable responding and tracking her logic. | Broaden engagement by occasionally prompting group responses or paired checks to diversify participation. |
| Use of Visuals | The Docucam was effectively used to illustrate calculations in real time; students could see each conversion and ratio clearly. | Continue using the Docucam for clarity, but balance with concise pre-written examples for efficiency. |
Following the observation, my notes and the committee’s discussion converged on a clear pattern: strong subject command, orderly visual scaffolding, and a calm, approachable presence; alongside practical refinements in pacing and visibility (e.g., Docucam brightness, pre-prepared worked examples, selective calculator use). We also noted the need to more actively sustain engagement during problem-solving and to align in-class examples more tightly with assessments so expectations feel consistent to students.
For me, the value of this process was diagnostic rather than celebratory.
Watching the same curriculum taught by a colleague underscored how small operational choices—timing, lighting, pacing, and how questions are framed—shape classroom rhythm as much as content.
Serving as a peer evaluator reinforced the discipline of analytical observation and professional respect: to identify specific levers, propose workable adjustments, and keep the focus on learning conditions rather than personalities.