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TEACHING EVALUATION CAN BE A ONE DISH MEAL Heather Campbell Brescia University College London, Ontario, Canada [email protected] PRE-SESSION MEETING What is something you know you’d like to improve about your teaching? 1. Successfully complete my first conference presentation (yay!) 2. Don’t talk too fast 3. Don’t tell too many anecdotes: stick to the script (and manage my time!) TODAY WE WILL.. Strategies for measuring teacher effectiveness Use evaluation tools Benefits of 360style review Discussion: your contexts THE BACKGROUND Our little library What the literature says Our goals ABOUT BRESCIA BACKGROUND TO THE PROJECT Teaching expectations in role Performance Evaluation Needed Lack of MLIS training Personal mentorship experience LITERATURE REVIEW GOALS OF THE PROJECT 1 Develop mentorship and training tool 2 Measure teaching performance 3 Flexible to varying needs 4 Integrate with other assessments 5 Not too time consuming Preobservation Observation Performance Planning Postobservation THE MODEL Personal goal setting PRE-OBSERVATION Initial Meeting • Review performance goals from previous year / assessment plan • Set future meeting dates and times • Discuss context of observation class (e.g. discipline, student needs) (15 minutes) Peer mentorship Pre-Observation Meeting • Go through lesson plan and learning outcomes • Identify instructor’s personal learning goals • Adjust student or faculty evaluation as needed • Contact faculty member (15-30 minutes) OBSERVATION • Observe lesson • Peer evaluation using 3 rubrics • Faculty feedback • Student feedback • Other student assessment* (60 minutes) POST-OBSERVATION Prior to meeting Post observation meeting Instructor to complete selfreflection form prior to meeting Debrief from observation lesson Mentor to complete all 3 rubrics and comments prior to meeting Review rubric results Review faculty and student feedback Discuss goals for the future (15-30 minutes) Come to consensus (30-60 minutes) Personal goal setting PERFORMANCE PLANNING Summative Report Record of meetings Summary of feedback Recommended learning goals for following year Support/assistance needed Performance Evaluation Performance Evaluation Summative report given to supervisor (At least) one learning goal added to performance plan for following year Mentor provides support (15 minutes) (1 year) TIMING Fall Term Winter Term August - September December - January Pre-observation September - October January - February Observation October - November February - March Post-observation Within 2 weeks Within 2 weeks Summative report December April May May Initial meeting Performance planning TEACHING PERFORMANCE RUBRIC Please take a few moments to review the teaching performance rubric See me at the end of this presentation to look at the Plan Overview or Summative Report THE RESULTS 3 cycles 5 librarians: 2 new grads 1 PhD 1 L.A. 1 10 years+ RESULTS OF THE PROJECT Develop mentorship and training tool Rooted in evidence-based practice Measure teaching performance Flexible to needs of year, instructor, context Not too time consuming! Use multiple types of assessment ONE DISH MEAL? BUILDING CAMARADERIE “I was REALLY nervous… I don’t have formal training so was afraid about what I was bad at. I didn’t realize how many skills I actually have” “Best feedback process I’ve ever gone through” “We’re a teaching library” COMMUNITY OF PRACTICE 2 x B.Ed. 2 x ISW 4 x WILU Cool Teaching Ideas BFI Spring Perspectives on Teaching LOWG FACULTY OUTREACH ADMINISTRATIVE SUPPORT “Train library teaching staff to be informed and up-to-date on information literacy and teaching in higher education” INTEGRATION WITH ASSESSMENT OF STUDENT LEARNING CHALLENGES FUTURE OPPORTUNITIES 1. New staff 2. Further integration with assessment of student learning 3. Teaching squares 4. Collaboration with Western campus or Teaching and Learning department 5. *NEW* Cognitive Apprenticeship model LESSONS LEARNED Book the initial meeting New participants will be nervous Be flexible Use teaching language Develop rubrics together Learn how to give objective feedback POST-OBSERVATION MEETING My goals: • Don’t talk too fast • Stick to the script My strategies: • Presenter view: slides marked “FAST” • Practiced for colleagues • Timing sticky note • With a buffer! 1. What aspects of this session went well? 2. Were there parts of the session I should improve or change next time? 3. Overall, did I achieve my goals? 4. What strategies can I use to continue to improve my craft? 5. What resources are needed to ensure my success? QUESTIONS AND DISCUSSION How can this model be applied to your context? THANK YOU! Heather Campbell [email protected]