Preparing a Teaching Dossier
Preparing a Teaching Dossier
The Werklund School of Education offers its academic staff several resources and opportunities for constant development of teaching capacity. To ensure the quality of teaching is kept at the highest level, regular evaluations of teaching are conducted. This page lists some of the options available for academic staff to document their teaching.
Among the resources available at the university is a Guide for Providing Evidence of Teaching (2018) (D2L login required), which has been created by the Taylor Institute.
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 be comprised of:
- 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.
The following elements of a dossier will strengthen its impact:
Evidence of practice - examples of linking theory with teaching experiences;
Recognition of differences in student ability, learning style with evidence of methods of instruction and assessment (beyond traditional lecture and testing), that address diversity;
Demonstration of reflectiveness - examples of struggle with instructional challenges and resolutions, modifications and changes, and a plan for future development as a teacher;
Value of teaching - a message that conveys enthusiasm and value for teaching;
Clarity and readability of writing (The Learning & Teaching Office, 2011).
Access the approved teaching dossier guidelines here. (D2L Login required)
If you need to import details on your research and publications from Google Scholar to ORCID to complement your dossier, follow the steps outlined in this document. (D2L Login required)
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 (D2L Login required) 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. (D2L Login required)
The University of Calgary has access to survey tools provided by Qualtrics and they can be accessed by faculty staff and students using their university log-in.
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. (D2L Login required)
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 course design document template, upon D2L login, here.