Teaching Squares: An Overview
The Teaching Squares program provides faculty an opportunity to gain new insight into their teaching through a non-evaluative process of reciprocal classroom observation and self-reflection. The four faculty in each “teaching square” agree to visit each other’s classes over the course of a semester and then meet to discuss what they’ve learned from their observations.
By allowing faculty to be “learners” again in their colleagues’ classes, Teaching Squares can open up unique spaces for reflection and conversation about teaching.
What’s the Commitment?
Teaching Square members commit to attending an initial meeting early in the semester to discuss logistics and establish expectations with the others in their square, to visit the other square members’ classes at least once, and then to meet again for a follow-up meeting once all the observations are completed. Each member will also need to provide syllabi and other relevant information about the courses being visited.
The TLC will assist with coordinating visits, but each group will determine its own schedule. The following is a rough suggested schedule that each square can adapt to its own needs:
| Week | Event | Description |
| Week 3 | Square Introductions | Meet your square at the TLC to discuss expectations, plan a preliminary schedule and ask any last questions. |
| Week 4 | Finalize Schedule & Exchange Materials | Confirm your visit times and pass on any relevant course materials (such as your syllabus) to your partners. |
| Weeks 5-9 | Class Visits | Visit one class of each of your square partners and record what you observe. |
| Week 10 | Self-Reflection | Look back over your observation notes in preparation for the Square Share |
| Week 11 | Square Share | Meet with your square to share your reflections. |
Who Can Participate?
All COD faculty – full-time and part-time – are welcome to participate. Squares are most successful when they consist of faculty with various levels of experience from a range of disciplines.
How Is This A “Non-evaluative” Process?
Teaching Squares are meant to spur personal self-reflection rather than peer evaluation. Participants focus their conversations on what they’ve learned about their own teaching from the observation process and avoid direct commentary on their colleagues’ performance.
The goal is to encourage a respectful, safe, mutually-supportive experience for all involved. Participants are encouraged to approach the process in a spirit of appreciation – even celebration – of the work of their colleagues. Teaching Square “Cornerstones” elaborate on this goal.
