Resources
Formally known as a “Small Group Instructional Diagnosis” (SGID), specialists from the Illinois State Center for Teaching, Learning and Technology visit a classroom and interview the students in a consensus-building process that enables instructors to gain insights into students' perceptions about the class and their learning.
An early demonstration of the value to teachers (and students) of writing the scholarship of teaching (SoTL) by defining a challenge to classroom learning, a “problem” to be investigated (much as we define a problem for our guild research to address) – in this case: learning goals and student pre-knowledge.
Click Here for Book Review Abstract: This book is designed not only to provide you with a tightly focused set of strategies, selecting only the most fundamental and powerful, but also to offer you a user-friendly method to access your level of success through employment of the strategies. With the authors’ goal of measurable self-improvement in mind, they’ve developed a set of rubrics keyed to each chapter, allowing you to assess where you currently stand as an instructor. Using a Likert scale, the rubrics ask you to evaluate such things as your attitude toward teaching, your alignment of student learning outcomes (SLOs) in your classes with those of larger academic units, and your delivery of class material. At the book’s end you’ll find a series of rubrics that replicate those in the earlier chapters. Comparison of your responses after experimenting with the various strategies offered throughout the text should provide a solid assessment of the handbook’s effectiveness. So, you may start today on a focused, fast path to achieving teaching excellence in your classrooms. (From the Publisher)
Provides a structured and practical model that combines inquiry into the intellectual work of a course, careful investigation of student understanding and performance, and faculty reflection on teaching effectiveness. This website is designed to serve as an international repository for course portfolios written by faculty who teach at postsecondary institutions. 
A collection of instruments for conducting peer review of teaching, provided by the university of Minnesota
This SUNY Albany site considers, the role of peer observation of teaching in both formative and summative assessment, developing a departmental plan, and choosing or designing an instrument to guide peer observation (including downloadable forms).
Guidance on the process of university peer observation, with a selection of instruments that faculty and department can adapt for assessment of teaching. By the University of Texas at El Paso. 
2012 bibliography compiled on the POD listserv
Mid-course evaluations allow students to reflect on course goals and individual progress, inform the instructor about what is working or not working in the course, and recognize that the instructor cares about their learning experience.
Advice from students on how faculty can best reach them through email.