2019-10-09

“
The Teaching Dossier
An introduction to documenting
teaching activity and effectiveness
A well-prepared faculty member
Allyson MacNeill | CITL can go a long way in making his or
her case by providing a strong
context and solid documentary
materials for the committee to
consider.
(Diamond, 2002)
“ This session will introduce a suggested content and
organizational framework for your teaching dossier
and will provide advice on how to get started.
0
Please take a few minutes before the start of
this session to reflect on your teaching and
record your response to the prompts on the
sheet in front of you.

Conceptualization of Teaching

Because teaching is a complex and very personal activity, To teach is to…

its evaluation must be tailored to the individual being
evaluated and the discipline in which the teaching takes
place. Therefore, there is no one technique or source of
Characteristics of good teaching are…
information that can provide the definitive assessment of
teaching capability.
(Centra et al., 1990, p. 44)

Good Teaching (Handouts) Definition

2. Categories of Teaching Tasks A way for faculty to document their teaching, both for
McAlpine, L. & Harris, R. (2002). Evaluating teaching effectiveness and teaching improvement: A improvement and personnel decision-making purposes. A
language for institutional policies and academic development practices. The International Journal for
portfolio consists of documents, photographs, videotapes,
Academic Development, 7(1), 7-17.
or other artifacts that describe the teaching of its
composer.… The main advantage of a portfolio is that it
3. Properties of Good Teaching presents information holistically. A good portfolio is woven
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.) (pp. 86-87). London:
Routledge Falmer.
together by narrative commentary from the faculty member
that describes the context for the documentation and
presents reflections on the teaching self. It presents multiple
4. Seven Principles for Good Practice in Undergraduate Education
Chickering, A. & Gamson, Z. (1987). Seven principles for good practice in undergraduate sources of evidence, chronicles the development of the
education. American Association for Higher Education Bulletin, 39(7): 3-7. instructor, and projects a future vision.
(Chism, 1999, p. 108)

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 2019-10-09

Suggested Framework Suggested Framework

Title Page Title Page
Table of Contents Table of Contents
Preface/Introduction Preface/Introduction
• Courses taught
1. Teaching Responsibility 1. Teaching Responsibility
• Student supervision
2. Teaching Philosophy 2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning 3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching Narrative 4. Professional Learning and Development in Teaching
(5-10 pgs.)
5. Scholarship in Teaching and Learning 5. Scholarship in Teaching and Learning
6. Educational Leadership Philosophy 6. Educational Leadership Philosophy
7. Teaching Leadership and Service 7. Teaching Leadership and Service
8. Teaching Goals 8. Teaching Goals
Appendices Evidence Appendices

Suggested Framework Suggested Framework

Title Page Title Page
Table of Contents Table of Contents
Preface/Introduction Preface/Introduction • Teaching strategies
1. Teaching Responsibility 1. Teaching Responsibility • Methods of student assessment
• What you believe about teaching and learning • Course and instructional materials
2. Teaching Philosophy • Why you hold those beliefs 2. Teaching Philosophy developed
• How your
3. Effectiveness in Teaching and Supporting beliefs are translated into practice
Learning 3. Effectiveness in Teaching and Supporting Learning • New course development and
4. Professional Learning and Development in Teaching 4. Professional Learning and Development in Teaching course redesign
• Feedback and evaluation of
5. Scholarship in Teaching and Learning 5. Scholarship in Teaching and Learning
courses and teaching
6. Educational Leadership Philosophy 6. Educational Leadership Philosophy • Teaching awards and recognitions
7. Teaching Leadership and Service 7. Teaching Leadership and Service
8. Teaching Goals 8. Teaching Goals
Appendices Appendices

Effectiveness in Teaching and Supporting Learning Suggested Framework

Title Page
• Be selective
innovation | experimentation | unique aspects | strengths | accomplishments Table of Contents
• Describe the context Preface/Introduction Formal
when | were | how | why • Conferences
1. Teaching Responsibility
• Seminars
• Connect to student learning 2. Teaching Philosophy • Workshops
• Connect to your philosophy 3. Effectiveness in Teaching and Supporting Learning • Courses or programs
• Demonstrate growth and development 4. Professional Learning and Development in Teaching • Mentoring
• Provide evidence of quality and influence Informal
5. Scholarship in Teaching and Learning
• Mentoring
6. Educational Leadership Philosophy • Discussion with colleagues
7. Teaching Leadership and Service • Observation of colleague
• Independent reading and
8. Teaching Goals
research
Appendices

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 2019-10-09

Suggested Framework Suggested Framework

Title Page Title Page
Table of Contents Table of Contents
Preface/Introduction Preface/Introduction
1. Teaching Responsibility 1. Teaching Responsibility
2. Teaching Philosophy 2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning 3. Effectiveness in Teaching and Supporting Learning
• Conduct • What you believe about educational leadership
4. Professional Learning and Development in Teaching 4. Professional Learning and Development in Teaching
(design, implement, assess) • Why you hold those beliefs
5. Scholarship in Teaching and Learning 5. Scholarship in Teaching and Learning • What activities and initiatives you have
• Contribute
6. Educational Leadership Philosophy (present, publish) 6. Educational Leadership Philosophy implemented
7. Teaching Leadership and Service 7. Teaching Leadership and Service • How you have impacted and influenced
teaching and learning
8. Teaching Goals 8. Teaching Goals • What are your future aspirations
Appendices Appendices

Suggested Framework Suggested Framework

Title Page Title Page
Table of Contents Table of Contents
Preface/Introduction Preface/Introduction
1. Teaching Responsibility 1. Teaching Responsibility
2. Teaching Philosophy 2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting• Service
Learningin academic administration 3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development•inService on committees related to teaching and
Teaching 4. Professional Learning and Development in Teaching
5. Scholarship in Teaching and Learning learning 5. Scholarship in Teaching and Learning
• Curriculum development
6. Educational Leadership Philosophy • Contribution to the professional development 6. Educational Leadership Philosophy • Short and long term
7. Teaching Leadership and Service of colleagues 7. Teaching Leadership and Service • Areas: professional learning and development,
8. Teaching Goals • Mentoring of new faculty and other colleagues 8. Teaching Goals learning resource development, course revision,
• Community education new course development, SoTL
Appendices Appendices

Suggested Framework Evidence

Title Page
Table of Contents
course syllabi student work (with permission)
Preface/Introduction
instructional materials Students CEQ data
1. Teaching Responsibility
presentation slides letters of support (former students)
2. Teaching Philosophy
lecture outlines feedback from students
3. Effectiveness in Teaching and Supporting Learning Self feedback to students feedback from colleagues
4. Professional Learning and Development in Teaching assignments/quizzes/exams teaching observation report
5. Scholarship in Teaching and Learning SoTL publications/presentations Others media articles
6. Educational Leadership Philosophy course proposals teaching award citations
7. Teaching Leadership and Service journal reflections comments from employers of students
8. Teaching Goals
Appendices

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Process Process
• Plan • Plan
– gather and organize material • Reflect
– collect student work (permission) – record reflections
– understand departmental expectations – teaching philosophy
– seek a mentor – teaching practice/experience
– purpose and audience

The Art of Reflecting Process

• Plan
Brookfield’s four lenses of The five Rs of reflection:
critical reflection: • Reflect
• Recall an episode or event
• Select
• Autobiographical • Recapture the emotions, – unique aspects, strengths, and accomplishments
• Student accomplishments, and challenges – efforts to develop
• Relate what was recalled to previous – artifacts/evidence
• Peer
personal experiences
• Theoretical
• Rationalize or come to an understanding
of the patterns or learning from event to
create meaning from past events
• Redirect or engage in purposeful
thinking directed towards future actions

Process Process
• Plan • Plan
• Reflect • Reflect
• Select • Select
• Connect • Connect
– provide context • Compile
– write narrative – narrative and evidence
– clear, succinct, cohesive – format expectations/requirements
– professional