Faculty development programmes at higher educational institutions are typically organized in many formats including physical and hybrid workshops, classroom observations, recordings, etc. Impact studies of these programmes describe that only a small fraction of the instructors experiment with new teaching approaches indicating the need for effective faculty mentoring approaches. In this study, an approach to studying classroom behaviours of instructors and students through classroom observation is proposed and implemented as a pilot. The goal of the process was to measure and improve learner engagement in the classroom. A classroom observation protocol along with a set of tools was provided to faculty observers which were used as tools to mentor faculty. The process comprised of three cycles of observation per instructor and included a pre-meeting of the two faculty observers with the instructor followed by classroom observation using the protocol and tools. After the classroom session observation, a post-meeting was conducted where the instructor was guided to change the teaching practice through questions, real-life examples, etc. to improve learner engagement. One of the key outcomes expected from these protocols was an increase in instructor and student behaviours meant to improve instructor-student engagement. In conclusion, a classroom observation protocol was implemented that led to measurable improvements in an ‘Engagement Index’ indicating that faculty behaviour can be influenced through timely feedback closely following instructional sessions.