The majority of the observations done by our department (Math at FSU) are for TA’s teaching in a solo class for the first time. Then we general have a few TA’s that have had problems in one way or another and need some extra guidance. We try to observe them 2-3 weeks into the semester, meet with TA’s that need more guidance, and from there follow-up where necessary. I must confess that 2-3 weeks in the term is the goal but not always the reality, and that while I would like to spend more time on the follow-up that I simply don’t have the time and have to focus on the critical areas. Our department is very short on people power and we are stretched thin in all areas. Derek, I really like your pre-observation questions and would like to apply them next Fall. I cannot see being able to actually meet with the TA’s before the observation since we observe them early, but I think it would work to ask them in an e-mail. A benefit of that approach would be the TA’s would have the opportunity to think about their reply. The details of our approach are...  - We tell the TA’s (usually via e-mail) that we will be observing them during the semester and I usually tell them a few weeks the observation will likely occur, but not a specific day. The courses the first-time TA’s would be teaching all have a department syllabus including a pacing and department exams, so I know ahead of time when TA’s will be giving exams or will likely be reviewing. - In the e-mail TA’s are reminded that one of the important reasons for the observation is to help them improve.   - If a TA would like someone to visit a specific class we will do so in addition to the other observation.  - I and the other people observing the classes arrive early, sit quietly in the back, and do not leave until the end of the period or during a quiz. Students usually do not notice the observer, but if they do and ask anything we simply say we are observing the class. I find it very telling when a TA never even knew they were observed! - We have a form that is a “checklist” of good characteristics on one side. On the other side there is one space for “Comments on the positive points of the class observed” and another space for “Comments on the areas that need improvement and suggestions for improvement”. TA’s should have seen this form during their initial orientation. I’ve been looking at other forms and may revise our checklist somewhat, but I’ve found its format works pretty well. I can attach it if anyone is interested. - The observers are all told that they should give constructive feedback. Every TA should have at least one positive attribute and at least one suggestion. For the worst we focus on the basics and for the best we give some supplementary ideas.  - Finding other people that make a good observer is not easy. I keep turning back to the same people over and over. To make the observation useful, I think the observer not only has to be a good teacher, but they have to be fairly tough. They are going to have to tell TA’s the truth about what they observe and it is not all nice (of course, they shouldn’t be out for blood, but I seem to have more trouble with people being too nice than too mean!) I often use Education Math TA's that have taught classes our department. This is a pretty thorough discussion of our process, so I’ll leave it here. I would love to hear feedback and suggestions.  Penelope _______________________ Penelope Kirby Department of Mathematics Florida State University Tallahassee FL 32306-4510 (850)644-0667, 108-E MCH e-mail: pkirby(a)math.fsu.edu