Course:MATH TAAP/2014/Teaching dossier
In this course, we will use the following model for a teaching dossier:
- A short teaching philosophy which consists of a few paragraphs describing your intention in teaching and what you are committed to as an educator;
- Several types of collected evidence (see the list coming from the CAUT below);
- For each type of evidence, a reflective piece that illustrates how the evidence reflects your intentions and what the evidence tells you.
One advantage of this method is that it separates clearly the objective/factual evidence from the reflective piece, which itself depends on the teaching philosophy. If at some point one changes their intention in teaching, it is then possible to reevaluate the collected evidence and create a new reflective piece to highlight the specific actions and results taken.
For our purpose, the goal of the teaching dossier is to offer a window into the results one has obtained as an educator and get a glimpse of the process that directs actions from a set of stated intentions.
Examples: http://www.queensu.ca/ctl/resources/publications/teachingdossier.html
List of different types of evidence
Here are the proposed types of evidence as found in the document from the CAUT:
Teaching responsibilities and practices
1. List of course titles and numbers, unit values or credits, enrolments with brief elaboration.
2. List of course materials prepared for students.
3. Information on academic’s availability to students and evidence of prompt and effective correspondence via e-mail.
4. Report on identification of student difficulties and encouragement of student participation in courses or programs.
5. Steps taken to emphasize the interrelatedness and relevance of different kinds of learning.
6. Statement about quizzes and examination items being keyed to instructional objectives.
Products of good teaching
7. Student scores on teacher-made or standardized tests, possibly before and after a course has been taken as evi- dence of learning.
8. Student laboratory workbooks and other kinds of work- books or logs.
9. Student essays, creative work, projects and field-work reports.
10. A record of students who select and succeed in advanced courses of study in the field.
11. A record of students who elect another course with the same academic.
12. Evidence of effective supervision of Honour’s, Master’s or Ph.D. theses.
13. Setting up or running a successful internship program.
14. Evidence of help given to colleagues on teaching improvement.
Evaluating and improving one’s teaching
15. Maintaining a record of the changes resulting from self- evaluation.
16. Instructional innovations attempted and evaluation of their effectiveness.
17. Reading journals on improving teaching and attempting to implement acquired ideas.
18. Reviewing new teaching materials for possible application including exchanging course materials with a colleague from another institution.
19. Conducting research on one’s own teaching or course.
20. Becoming involved in an association or society concerned with the improvement of teaching and learning.
21. Participating in seminars, workshops and professional meetings intended to improve teaching.
22. Using general support services such as the Education Resources Information Centre in improving one’s teaching.
23. Participating in course or curriculum development.
Contributions outside of the classroom
24. Preparing a textbook or other instructional materials such as on-line ‘courseware’.
25. Editing or contributing to a professional journal on teaching one’s subject.
Information from students
26. Student course and teaching evaluation data which suggests improvements or demonstrate effectiveness or satisfaction.
27. Evidence of student satisfaction including written comments received during the term or after a course has been completed.
28. Interview data collected from students.
Information from colleagues
29. Statements from colleagues who have observed teaching either as members of a teaching team or as independent observers of a particular course, or who teach other sections of the same course.
30. Written comments from those who teach courses for which a particular course is a prerequisite.
31. Evidence of contributions to course development and improvement.
32. Statements from colleagues from other institutions on such matters as how well students have been prepared for graduate studies.
33. Requests for advice or acknowledgment of advice received by a committee on teaching or similar body.
Information from others
34. Honours received such as being nominated or named “teacher of the year.”
35. Statement about teaching achievements from administrators at one’s own institution or another institution.
36. Alumni ratings or other graduate feedback.
37. Comments from parents of students.
38. Reports from employers of students (e.g.,in a work-study or cooperative program).
39. Invitations to teach from outside agencies.
40. Invitations to contribute to the teaching literature.
41. Other kinds of invitations based on one’s reputation as a teacher such as a media interview on a successful teaching innovation.