Submitted by ldarosa on Wed, 09/10/2014 - 1:12am
The Werklund School of Education strives to provide quality teaching and learning experiences by offering to its academic staff several resources and opportunities for constant development of teaching capacity. To ensure that the quality of teaching is kept at the highest level, regular evaluations of teaching are conducted. This page list some of the options available for academic staff to document their teaching.
A teaching dossier provides a summary of a faculty member’s major contributions, accomplishments and strengths as a teacher. According to Britnell (2011), a teaching dossier “is a personal story that tells the reader about you and your teaching practice – unique to you, influenced by your beliefs, values, your discipline and your teaching culture” (The Learning & Teaching Office, 2011, p. 1).
The dossier should include a:
- Statement of teaching philosophy, along with evidentiary support, that guides practice in higher education.
- Record and display of professional goals, growth and achievement.
- Demonstration of self-assessment (self-reflection) and evaluation of teaching practice.
When reflecting on what makes a good dossier, it should include the following five characteristics:
Evidence of practice - examples of linking theory with teaching experiences;
Student-centred, reflective of differences in student ability, learning style - evidence of methods of instruction and assessment (beyond traditional lecture and testing), and addresses diversity;
Demonstrates reflectiveness - examples of struggle with instructional challenges and resolutions, modifications and changes, and a plan for future development as a teacher;
Conveys valuing of teaching- a message that conveys enthusiasm and valve for teaching;
Well written, clear and readable (The Learning & Teaching Office, 2011).
Access the approved teaching dossier guidelines here.
Peer review of teaching helps to maintain the quality of teaching and learning. It provides an opportunity for faculty members to discuss and receive feedback on their teaching. Peer feedback can be used as part of the documentation of quality teaching.
Click here for the Peer Review of Teaching guidelines.
Mid-term student feedback on teaching helps to inform and maintain quality of teaching and learning. It provides structured channels for feedback during the semester, allowing time for improvement in practice. Mid-term course feedback can be used as part of the documentation of quality teaching. Student participation in providing mid-term feedback is not related to the course or course grade.
Click here for guidelines on Mid-term course feedback.
End-of-term student feedback forms are used when classes are smaller. They are used to provide teaching feedback where USRI scores are not released.
Click here for the End-of-term Feedback Form.
As part of teaching, instructors may engage in designing/redesigning a course, a program and/or an online environment (e.g., D2L course shell). When noting this work on the Annual Performance Report (APR), it is important to provide evidence of the design/redesign. The Teaching and Learning Advisory Committee, in consultation with the Associate Deans of the Graduate and Undergraduate Programs in Education, have developed guidelines for the process of documenting the design/redesign work, to gain peer feedback and to receive approval by an EDSA Chair, an Associate Dean or Director. You can access the guidelines here.
Office of Teaching and Learning – Werklund School of Education (WSE)
EDT 442, 2500 University Drive NW, Calgary, AB, T2N 1N4 | 403.220.2974 | email@example.com
Our office is open Mon - Fri, 8:30 a.m. - 4:30 p.m.