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EDUCATIONAL DEVELOPMENT CENTRE Joe Lipsett Nov 12, 2012 DEVELOPING A TEACHING DOSSIER EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc LEARNING OUTCOMES o o o Identify the components of a Teaching Dossier Create a (brief) sample Teaching Philosophy Statement Elaborate on sources of content for Dossier EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc What is a Teaching Dossier? QUESTION? EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc WHAT IS A TEACHING DOSSIER? o o Sometimes called a portfolio Provides an overview of your teaching • • • • o Experience Ideas Practices Reception by students/colleagues “IT DESCRIBES DOCUMENTS AND MATERIALS WHICH COLLECTIVELY SUGGEST THE SCOPE AND QUALITY OF A TEACHER’S PERFORMANCE.” PETER SELDIN (1991, P.3) A personal narrative about your relationship to teaching! EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc What is included in a Teaching Dossier? QUESTION? EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc TEACHING DOSSIER TABLE OF CONTENTS o o o o o o o o o o o Synopsis Summary of Teaching Responsibilities Teaching Philosophy Courses Developed or Modified Development of Teaching Materials Efforts to Improve Teaching Information from Students (in/formal and un/solicited) Information from Colleagues Service to Teaching Future Teaching Goals Appendices EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc DEVELOP A TEACHING PHILOSOPHY STATEMENT EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc SAMPLE TO LOOK THROUGH o Read over the teaching philosophy statement • Is there something that jumps out at you as particularly appealing or unappealing? Why? • If you had to identify three characteristics that make it effective what would they be? Why? EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc DEVELOPING A TEACHING PHILOSOPHY How does learning 1. What sets you apart as happen? a teacher? 2. What role do you, as a 2. What do you think teacher, play in helping your most important with students’ characteristics are as a learning? teacher? 3. Is there a metaphor or 3. What are your key quote you can think of teaching goals? that epitomizes what you need to focus on as a teacher? 1. EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc INSTRUCTIONAL METHODS Support for teaching claims o What types of a) instructional methods, b) materials, and c) techniques do you use to support your teaching goals? (Include any that are particularly innovative.) EDUCATIONAL DEVELOPMENT CENTRE How do you accomplish claims? Consider: o Course design o Interactions with students o Classroom teaching o Work with Tas o Undergraduate and graduate student advising o Office hour policies o Classroom policies o Providing or asking for feedback o Designing assignments? carleton.ca/edc GIVING FEEDBACK o Trade what you wrote to someone from a different discipline from you. Answer the following questions: • What do you find really effective and why? • Where do you think there is room for improvement? • What strategy do you suggest for improvement? EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc WHERE TO COLLECT INFORMATION? EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc WHERE AND WHEN TO COLLECT? o Evaluation and feedback • • • o o Evidence of Teaching Excellence • Awards, recognition, notes/thank-you letters from students Products of Good teaching • • o Syllabi Assignments Exams Lesson plans Student work Evidence of Professional Development • Documentation of workshop attendance • Documentation of giving paper/workshop at a professional conference • Contributions to a professional journal on teaching • Responses to journal articles on pedagogy • Contributions to newsletters (ex. TA Talk) • Video-taped teaching practice Self-analysis / self-reflection Solicited/unsolicited feedback from students Solicited/unsolicited feedback from colleagues Samples • • • • • o o Assignments and graded work, journals, exams Students’ test scores – perhaps pre- and post-scores to demonstrate improved performance Teaching evaluations EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc BE PREPARED o Start collecting materials for your portfolio as soon as you start teaching, like: • syllabi, exams, assignments, in-class exercises, labs, handouts, study guides and notes, as well as special examples of students’ work. Also save informal and formal student feedback • Keep notes –include insights and observations for each day’s class (or at least the memorable classes) • Keep a list of highlights – at the end of term, write down notes or memories EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc SELECT AND PRESENT EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc ASK YOURSELF THE FOLLOWING QUESTIONS o Why are you creating a teaching portfolio? • • • • o o o departmental/divisional teaching assignment decisions merit assessments job/grant application self-analysis or reflection Who is your audience? What is the overall argument you wish to make? What are the norms as to length and depth of a teaching portfolio in your department/discipline? EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc CONSTRUCTING THE PORTFOLIO Teaching portfolios vary according to purpose, audience, need… Generally, the body of the portfolio is 5-8 pages long The appendices follow the body and make up an additional 8-15 pages EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc 2 BIG NO-NO’S o o Including too much material Using raw material (especially with no explanation) EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc REFERENCES o Canadian Association of University Teachers – Teaching Dossier Guide www.caut.ca/uploads/teaching_dossier_en.pdf o o Dawson, Teresa (2001). Creating a Teaching Portfolio: A Guide for Faculty Lecturers, Librarians & Graduate Students. Scarborough: University of Toronto at Scarborough Teaching and Learning Services. Searle Center for Teaching Excellence – Northwestern University EDUCATIONAL DEVELOPMENT CENTRE carleton.ca/edc