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The Teaching DossierSections
Section 1 - Revised Faculty Policy
Section 2 - Developing a Teaching Dossier
*Source:
What is a teaching dossier?
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A teaching dossier summarizes major teaching accomplishments and strengths of a professor, and provides a selective account of best practices. It is both reflective and qualitative in its assembly, and involves the collection and presentation of materials in a concise manner (i.e., it's more than just a container to showcase instructional materials).
Teaching dossiers are a highly personalized product. No two dossiers are the same. Each portfolio is unique, reflecting a number of factors, including:
While each teaching portfolio is unique, effective dossiers share several characteristics. Most notably, they:
* See Appendix A for an organizational matrix to help document evidence of your teaching statements and beliefs.
As for content, a dossier should reflect your personal experiences. At a minimum it should contain:
Items Commonly Included in a Dossier *
* refer to the CAUT Guide and The Teaching Portfolio for an expanded list of dossier items. See the resource section.
For more information about each phase of the preparation process, refer to The Step-by-Step Creation of a Teaching Dossier.
Because each teaching dossier is unique, one's table of contents will vary. As such, how you order the various items in your dossier will depend on what aspects you chose to emphasize. Generally you begin with your philosophy statement and teaching goals. These items provide the context to frame the development and evaluation of your dossier. The remaining order should highlight your teaching strengths and accomplishments in a linked/related manner.
Use the following four examples to guide the development of your own table of contents. Refer to the resource section for sources that offer additional examples.
Example 1 | Example 2 | Example 3 | Example 4
Example 1: The "Teaching Dossier:
A Guide" prepared by University Teaching Services at
the University of Alberta proposes the following format.
Approach to Teaching
- Philosophy
- Teaching Goals, Strategies, and Evaluation MethodsTeaching Contributions
- Teaching Responsibilities
- Supervising and Advising Students
- Activities Undertaken to Improve Teaching & Learning
- Committee Service Re:Teaching/Teaching Issues
- Publications and Professional ContributionsReflections and Assessment of Teaching
- Documentation of Results of Teaching
- Reflections on Teaching and Student Learning
- Future PlansSupporting Documentation (appendix should reflect items above)
Example 2: Peter Seldin (1997) in
his book "The Teaching Portfolio" recommends
the following format (one of many in his book).
Example 3: "Recording Teaching Accomplishment" produced by Dalhousie University offers this example (one of many).
Example 4: Yet another format might incorporate
the following elements.
- Preamble
- Format and Content
- Articulating a Teaching Philosophy Statement
- Online Examples of Teaching Statements
- Sample University of Guelph Teaching Statements
*Source:
(1) Chism, 1997/1998
(2) Goodyear & Allchin, 1998
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As you develop your teaching statement, keep the following format and content guidelines in mind. For more information, refer to Nancy Chism's article on "Developing a Philosophy of Teaching Statement".
Format
Content: A teaching statement should describe….
* NB: Whatever you comment on or state in your teaching philosophy statement should be backed up by evidence in your dossier. Oftentimes an example or reference to an appendix where documentation (e.g., student assignment, course outline) and commentary (i.e., explaining significance) is provided will suffice.
(Source: Goodyear, G. & Allchin, D. (1998). "Statements of Teaching Philosophy", To Improve the Academy, 17, 103-122.)
The process of articulating a teaching philosophy requires considerable reflection. To start the reflective process it often helps to have some guiding questions that address the what, how, and why of teaching. The following three activities are designed to aid in this process. More exercises are available in Appendix D.
Activity 1 | Activity 2 | Activity 3
Activity 1: Respond to the following statements/questions.
************
Activity 2: What do Philosophy Statements Tell You?
Examine the University of Guelph or online teaching statements outlined in the Resources section (or others to which you might have access). As you read through each teaching statement, ask yourself the following questions.
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Activity 3: The What and why of a Philosophy Statement
In developing a teaching philosophy statement, the main question to be answered is: "Why do I teach?" Part of the larger picture of "why" includes answering a series of "what" questions.
Improving College Teaching
by Peter SeldinThe Canadian Association of University Teachers (CAUT) list of dossier websites
The Teaching Portfolio: A Tool for Seeking Employment and the Improvement of Proactice
Centre for Learning and Teaching, Cornell UniversityTeaching Dossier Kit
Learning and Teaching Centre, University of VictoriaInstructional Development Centre, Queen's University
Developing a Philosophy of Teaching Statement
Nancy Van Note Chism, The Ohio State University
This resource provides some general format guidelines and identifies the main components of a teaching statement.Articulating Your Philosophy of Teaching
Center for Effective Teaching and Learning, University of Texas at El Paso
This page provides various exercises to guide faculty in thinking about, articulating, and writing a statement of teaching philosophy. Sample statements are also provided.
Kye S. Hedlund
Computing Science, University of North CarolinaChristine Reimers
Director of CETAL, University of Texas at El PasoBruce Wagner
Department of Mathematics, Iowa State University
Day, R. and Roed, B. (1996). Teaching Dossier: A Guide. Edmonton: University Teaching Services, University of Alberta.
This four-page guide provides a brief introduction and overview to teahcing dossiers, and some developmental guidelines. Most useful is the provided dossier framework and the suggested items for inclusion under each section.
Diamond, R.M. (1995). Preparing for Promotion and Tenure Review: A Faculty Guide. Bolton, MA: Anker.
Anyone preparing for tenure or promotion review will find this short guide invaluable. Divided into two parts, the first section focuses on process, advising new faculty to plan for their appointment from day one, learn the rules of their institution, understand the procedures and criteria of their departmental review committees, collect and document personal and institutional information themselves, and start a professional portfolio. The second part focuses on resources, illustrating how various disciplinary and professional associations, such as The American Chemical Society view and define professional and scholarly work. Finally, the book ends with some examples and a checklist of portfolio items.
Goodyear, G. & Allchin, D. (1998). "Statements of teaching philosophy." To Improve the Academy, 17, 103-121.Abstract "A well-defined teaching philosophy is essential to creating and maintaining a campus culture supportive of teaching. Presented in this paper are reasons for statements of teaching philosophy as well as descriptions of how the statements are beneficial to students, faculty, and university administrations. Described are ways of creating a statement of teaching philosophy and dimensions that may be included in such a statement. This article begins a discussion of roles, composition, and evaluation of statements of teaching philosophy."
McKeachie, W.J. (1994). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Lexington, MA.: D.C. Heath and Company.
While only one chapter (ch29) of this resource is dedicated specifically to appraising teaching, the others sections provide a foundation with which to guide faculty in the process of becoming successful teachers and academics. The book in general covers a broad range of issues in teaching and learning, and is an excellent resource for new professors, seasoned faculty, as well as graduate teaching assistants.
O'Neil, C. & Wright, A. (1992). Recording Teaching Accomplishment: A Dalhousie Guide to the Teaching Dossier. Halifax, NS: Office of Instructional Development and Technology, Dalhousie University.
The Dalhousie Guide is an excellent resource that compliments and builds upon the CAUT Handbook. Its multitude of examples (e.g. table of contents, philosophy statments, teaching dossiers) from a range of disciplines, along with its developmental guidelines are invaluable for the preparation of portfolios and for recognizing and rewarding teaching. It further contains a section on "Setting the Context for the Teaching Dossier" plus "Do's" and "Don'ts" for its design.
Seldin, P. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (2nd edition). Bolton, MA: Anker Publishing Company Inc.Another excellent resource, Seldin provides information and insight on how to choose items, prepare, and use the portfolio to its fullest advantage. Chapter five offers answers to commonly asked questions, while chapter six (nearly half the book's contents) offers a multitude of sample teaching dossiers submitted by faculty from a range of disciplines and fields of study.
Shore, B.; Foster, S.; Knapper, C.; Nadeau, G.; Neill, N.; and Sim, V. (1986). The CAUT Guide to The Teaching Dossier: Its Preparation and Use. Ottawa: Canadian Association of University Teachers.
Faculty who are in the process of compiling a dossier, especially for the first time, will find the CAUT guide useful in preparing and evaluating their portfolio. Part three is particularly helpful with its steps for creating a dossier and its comprehensive list of possible items to include in a teaching dossier. Suggested readings are also included.
This publication covers a broad range of teaching and learning topics, providing innovative strategies, techniques, and approaches to facilitate learning and teaching. Available from the TRC , the following articles address the topics of teaching dossiers and the scholarship of teaching.
(Source: Creating a Teaching Dossier - Available: http://www.adm.uwaterloo.ca/infotrac/tdossier.html Reproduced with permission, TRACE office, University of Waterloo)
1. Which characteristics will be evaluated?
No standard checklist for evaluating teaching dossiers exists, but here are some general teaching characteristics a dossier might convey. *
- good organization of subject matter and course
- effective communication
- knowledge of and enthusiasm for the subject matter and teaching
- positive attitude toward students
- fairness in assessment and grading
- flexibility in approaches to teaching
- appropriate student learning outcomes
2. What is the guarantee that a dossier does not just include biased information? **
Since the dossier is an evidence-based document, all information in the narrative must be substantiated in the appendix. If an instructor claims that student evaluations rate the teacher's high scholarly expectations as outstanding, then rating forms in an appendix must demonstrate excellence in the particular areas of performance. In addition, a sound dossier clearly integrates all areas of concern (materials from oneself and others and products of student learning) and offers a coherent teaching profile in which all parts support the whole. In general, a dossier cannot hide poor instruction or augment mediocre teaching because in such cases the evidence of excellence is simply not present.
3. Does a gifted writer have an advantage over others because of developed communication skills? **
First, remember that an instructor may write a dossier for purposes other than convincing someone else of teaching performance. A dossier created for personal improvement needs no external approval of its style. For other purposes, a dossier is best written in collaboration with a mentor who assists the instructor in discovering and highlighting teaching accomplishments, in developing a clear and effective way of communicating teaching effort, and in identifying improvement opportunities. Still, no degree of communication savvy or style can make up for the realities of teaching performance as clearly demonstrated through the assessment component of a dossier. Style is no substitute for real evidence of good or improved teaching.
4. How important are student learning outcomes in a dossier, and is there any evidence to suggest that dossiers enhance outcomes? **
The products of student learning are an integral component of a valid, complete dossier. Without the inclusion of the products of good teaching, the reliability of a dossier, its capacity to address the rigorous demands of assessment, and its efficacy as an agent of change and improvement are seriously impaired. Good teaching is reflected in good outcomes. No extensive studies exist to prove that dossiers strengthen student outcomes, but a dossier raises an instructor's awareness of the importance of student learning products and the kinds of outcomes to develop for more effective teaching and for a stronger dossier. Such reflection and strategy can improve students' products as a consequence of the dossier's processes of discovery, description, documentation, and planning. _________
* John, R., Froh, R., Gray, P. & Lambert, L. (1987). A Guide to Evaluating Teaching for Promotion and Tenure. Action, MA: Copeley, 1987.
** Adapted from: Seldin, P., Annis, L. & zubizarreta, J. (1995). "Using the Portfolio to Improve Instruction." In: Teaching Improvement Practices: Successful Strategies for Higher Education, W. Alan Wright, ed. Bolton, MA: Ander, 247-253.
(Source: Dawson-Munoz, T. (1994). Creating a teaching Portfolio: A Guide for Graduate Students. Los Angeles: Office of Instructional Development, UCLA. Available: http://www.oid.ucla.edu/tatp/downloads/tp.pdf)
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Teaching Claim or Accomplishment Source: data from oneself |
Specific Narrative Example of Claim Source: data from oneself |
Supporting Data for Appendices Source: data from others or selected teaching materials |
| EXAMPLE: I strongly encourage students to appreciate alternative viewpoints. |
I always include an in-class debate over a controversial topic (e.g., xxxxxx) in my courses. In these debates, students are assigned a role and asked to argue from a perspective other than their own. |
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(Source: Donna Ellis, Advisor on Teaching and Learning, TRACE Office, University of Waterloo - Reprinted with permission from the TRACE Office, University Waterloo)
Developing
a Working Philosophy of Teaching
(Adapted
from Apps, J. (1991). Mastering the Teaching of Adults. Malabar,
FL: Krieger Publishing Co., 27-35.)
Respond to the following prompts in developing a comprehensive record of your beliefs about the various aspects of teaching and learning:
***************
Thinking
as a Teacher
(Adapted from Apps, J. (1991). Mastering the Teaching
of Adults. Malabar, FL: Krieger Publishing Co., 23-24.)
On a sheet of paper or in your teaching journal, draw a picture of yourself working as a teacher. What metaphor does the picture suggest for your teaching? Here are some sample metaphors. Ask yourself where do you fit and why? If you don't fit anywhere, come up with your own metaphor and explain it briefly. Then consider why your metaphor does not fit with those listed. What do you believe or value instead? This should help emphasize what is important to you as a teacher and reveal why you do what you do.
***************
Self-Reflective
Interview
(Adapted
from Grasha, A. (1996). Teaching With Style. Pittsburgh, PA: Alliance
Publishers, 55.)
Imagine that a reporter from a teaching journal asks to interview you for a special section on the qualities of effective teachers. How would you respond to the following questions?
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Personal
Definition of Teaching
(Adapted from Grasha, A. (1996). Teaching With
Style. Pittsburgh, PA: Alliance Publishers, 112-115.)
In articulating your definition of teaching, it is often helpful to carefully analyze your definition to ensure that it is comprehensive and clear to readers other than ourselves. To do this, we need to unpack the terminology we use. Respond to the following prompts to help clarify your personal definition of teaching.
For example, a personal definition could be: Teaching is a process of internal and external dialogue about things of importance conducted with passion and discipline. Key words to further explain could be: process, internal and external dialogue, importance, passion, and discipline.
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Critical
Moments in Teaching
(Adapted from Palmer, P. (1993). "Good Talk about
Good Teaching" in Change 25(6), 8-13.)
Think about a course you have taught. Draw an arrow from left to right in your journal and fit along the arrow the "critical moments" that you experienced as the course progressed. Moments that occurred early in the course would be on the left. A "critical moment" occurs when a learning opportunity either opens up or shuts down for your students, depending on how you respond. Sample critical moments could include the first day of class, the first "stupid" question, the first graded assignment, or the first time the class understands a complex concept. Pick 3-4 moments that really stand out for you and describe how you responded to them - for better or for worse. If your response was not ideal, what would do another time you encountered a similar situation?
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Reflection
Cues for Writing a Teaching Philosophy
(Adapted
from the University of Iowa's web site: www.uiowa.edu/~c07p385/reflection-cues.html.)
Read through the questions below and respond to those that spark your interest:
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Reality Check from the Other Side of the Desk
It is very easy to generate ideals for our teaching philosophies. But are they realistic? And do they really serve the needs of our students? In this activity, think about your experiences as a student and answer the following questions.
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