Documenting your Teaching

Allyson MacNeill | CITL | allyson.macneill@mun.ca

Session start: 1:00 pm

To ensure a trouble free experience, please…
• Mute your mic
• Turn off your video

As you wait for this session to begin, please take a few minutes to reflect
on your learning and teaching experience and, in the Chat, enter what you
think are the important characteristics of good teaching.
 What is good teaching?

See handout p. 1, Properties of Good Teaching (Ramsden, 2003)

and p. 2, Categories of Teaching Tasks (McAlpine and Harris, 2002).
 Teaching-related Documents Requested
Academic Job Ads | University Affairs | Aug. 8, 2019 | N=85
%
Teaching dossier (17)
Teaching Dossier Teaching portfolio (1) 31
Evidence of teaching effectiveness/excellence/skill/success (7)

Teaching philosophy (8)

Teaching Philosophy Teaching philosophy statement (1) 15
Statement of teaching philosophy (4)

Teaching statement (3)

Teaching Statement Statement of contribution to teaching (3)
7

Statement of Teaching Interest 12

Statement of Teaching Experience 2
Multiple Documents 2 or 3 of philosophy, interest, and experience 9
None No teaching-related document specified 24
https://www.universityaffairs.ca/search-job/
 Dossier

Philosophy

Statement
 When it comes to teaching…
What are recruiters looking for?
 When it comes to teaching…
What are recruiters looking for?

• teaching experience
• like to teach
• a competent teacher
• deliberate in teaching approaches and strategies
• willing to put effort into developing teaching skill
• knowledge of position, academic unit, institution
Teaching Dossier
3–5-page narrative
descriptive and reflective
comprehensive summary
several sections
appended evidence
Teaching Dossier
3–5-page narrative
descriptive and reflective
comprehensive summary 2 main parts
several sections
appended evidence
 Teaching Philosophy
1–2-page statement
foundational beliefs (what and why)
goals for teaching and learning
description of approach
reflect contextual factors
 Teaching Philosophy
1–2-page statement
foundational beliefs (what and why)
goals for teaching and learning justifies why you
description of approach teach the way you do

reflect contextual factors

 Teaching Statement
2–3-page essay
context of your teaching experience
goals for teaching and learning
description of effective strategies
interests and position you seek to hold
 Teaching Statement
2–3-page essay
context of your teaching experience Past
goals for teaching and learning
description of effective strategies
interests and position you seek to hold Future
Teaching Dossier
“ …a way for faculty to document their teaching, both for
improvement and personnel decision-making purposes.
A portfolio consists of documents, photographs, videotapes,
or other artifacts that describe the teaching of its composer.…
The main advantage of a portfolio is that it presents
information holistically. A good portfolio is woven 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 sources
of evidence, chronicles the development of the instructor,
“
and projects a future vision.

(Chism, 1999, p. 108)

See handout p. 3, Definitions.

“ …a way for faculty to document their teaching, both for
improvement and personnel decision-making purposes.
A portfolio consists of documents, photographs, videotapes,
or other artifacts that describe the teaching of its composer.…
The main advantage of a portfolio is that it presents
information holistically. A good portfolio is woven 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 sources
of evidence, chronicles the development of the instructor,
“
and projects a future vision.

(Chism, 1999, p. 108)

See handout p. 3, Definitions.

“ …a way for faculty to document their teaching, both for
improvement and personnel decision-making purposes.
A portfolio consists of documents, photographs, videotapes,
or other artifacts that describe the teaching of its composer.…
The main advantage of a portfolio is that it presents
information holistically. A good portfolio is woven 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 sources
of evidence, chronicles the development of the instructor,
“
and projects a future vision.

(Chism, 1999, p. 108)

“ …a way for faculty to document their teaching, both for
improvement and personnel decision-making purposes.
A portfolio consists of documents, photographs, videotapes,
or other artifacts that describe the teaching of its composer.…
The main advantage of a portfolio is that it presents
information holistically. A good portfolio is woven 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 sources
of evidence, chronicles the development of the instructor,
“
and projects a future vision.

(Chism, 1999, p. 108)

“ …a way for faculty to document their teaching, both for
improvement and personnel decision-making purposes.
A portfolio consists of documents, photographs, videotapes,
1.
or other artifacts that describe the teaching of its composer.…
The main advantage of a portfolio is that it presents
information holistically. A good portfolio is woven together
by narrative commentary from the faculty member that
2. describes the context for the documentation and presents
3. reflections on the teaching self. It presents multiple sources
of evidence,4.chronicles the development of the instructor,
“
5.
and projects a future vision.

(Chism, 1999, p. 108)

A suggested framework
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices

See handout p. 4, Suggested Framework for a Graduate Student Teaching Dossier.

A suggested framework
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning Narrative (3-5 pgs.)
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices Evidence

See handout p. 4, Suggested Framework for a Graduate Student Teaching Dossier.

A suggested framework
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices

See handout p. 4, Suggested Framework for a Graduate Student Teaching Dossier.

A suggested framework
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices

See handout p. 4, Suggested Framework for a Graduate Student Teaching Dossier.

A suggested framework
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices

See handout p. 4, Suggested Framework for a Graduate Student Teaching Dossier.

Teaching Dossier
Title Page
Table of Contents • TA (classroom, lab)
• help centre or lab tutor
Preface/Introduction • marker
1. Teaching and Teaching-related Experience • tutorial leader
• guest lecturer
2. Teaching Philosophy
• field supervisor
3. Effectiveness in Teaching and Supporting Learning • per-course instructor
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience • teaching strategies (Handout p. 7)
• instructional materials
2. Teaching Philosophy • student assessment and feedback
3. Effectiveness in Teaching and Supporting Learning • contributions to course design
4. Professional Learning and Development in Teaching • course evaluations
• feedback on teaching (Handout pp. 8-10)
5. Teaching Service, Leadership, and Scholarship • teaching awards
6. Teaching Interests and Goals
Appendices
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy • TSEP
3. Effectiveness in Teaching and Supporting Learning • workshops
4. Professional Learning and Development in Teaching • mentorship
• T&L conferences
5. Teaching Service, Leadership, and Scholarship • T&L literature
6. Teaching Interests and Goals
Appendices
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
• service on T&L committees
4. Professional Learning and Development in Teaching • participation in SoTL
5. Teaching Service, Leadership, and Scholarship • contribution to professional
development of peers
6. Teaching Interests and Goals
• community education
Appendices
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching • short and long-term
5. Teaching Service, Leadership, and Scholarship • kind of institution
• courses you’d like to teach
6. Teaching Interests and Goals • new courses you’d like to
Appendices develop
• teaching development goals
Teaching Dossier
Title Page
Table of Contents
Preface/Introduction
1. Teaching and Teaching-related Experience
2. Teaching Philosophy
3. Effectiveness in Teaching and Supporting Learning
4. Professional Learning and Development in Teaching
5. Teaching Service, Leadership, and Scholarship
6. Teaching Interests and Goals
Appendices
 lecture notes/plans student work (with permission)
handouts Students CEQ data
presentation slides feedback from students
Self course syllabi
assignments/quizzes/exams feedback from course instructor
feedback to students Others feedback from lab coordinator
teaching award citation reports of teaching observations
“ The narrative
…should read like a carefully crafted paper on
the individual who wrote it. This means looking
at one’s self objectively, examining one’s own
strengths, weaknesses, contributions, products,
“
and performance.
(Border, 2006)
“ The evidence
…should be carefully selected, minimal, and
powerfully illustrative of the teacher’s personal
style and contributions.
(Border, 2006)
“
Teaching Philosophy
“ …one’s conception of teaching, as well as one’s rationale and
justification for how one teaches and why. (Goodyear & Allchin, 1998, p. 110)

…communicate[s] your goals as a teacher and your corresponding

actions in the classroom. (Ramani, 2009, p. 17)
“
…addresses the issues of how faculty members carry out their
teaching responsibilities from the standpoint of why they do what
they do. (Seldin et al., 2010, p. 28)

See handout p. 3, Definitions.

“ …one’s conception of teaching, as well as one’s rationale and
justification for how one teaches and why. (Goodyear & Allchin, 1998, p. 110)

…communicate[s] your goals as a teacher and your corresponding

actions in the classroom. (Ramani, 2009, p. 17)
“
…addresses the issues of how faculty members carry out their
teaching responsibilities from the standpoint of why they do what
they do. (Seldin et al., 2010, p. 28)

See handout p. 3, Definitions.

“ …one’s conception of teaching, as well as one’s rationale and
justification for how one teaches and why. (Goodyear & Allchin, 1998, p. 110)

…communicate[s] your goals as a teacher and your corresponding

actions in the classroom. (Ramani, 2009, p. 17)
“
…addresses the issues of how faculty members carry out their
teaching responsibilities from the standpoint of why they do what
they do. (Seldin et al., 2010, p. 28)

See handout p. 3, Definitions.

 Teaching Philosophy

• 1-2 pgs.
• state your beliefs about teaching and learning
• provide a rationale for why you hold those beliefs
• describe your teaching goals and methods
• explain the principles or values that guide your teaching actions
• reflect contextual factors in which you teach
• describes your teaching aspirations

See handout p. 5, Writing a Statement of Teaching Philosophy.

 Teaching Statement
• Grounded in your experience
• Explain why you teach and what you enjoy about it
• State your goals for student learning
• Explain what you’ve learned about effective teaching
• Describe teaching and assessment methods you’ve used and explain
why (specific examples, specific contexts)
• Teaching interests, goals, and plans for developing
your teaching
 Overall, for all documents,…

• be personal and reflective

• explain why you teach and what you enjoy about teaching
• draw on own experience
• explain your teaching goals and goals for student learning
• be selective
• provide specific examples of effective strategies
• reflect discipline and institutional contexts
• indicate openness to alternative approaches and willingness to
develop in teaching
• discuss courses you’d like to teach and teacher you want to be
Submitting a poorly conceived and written
document can hurt your chances of being
considered for a position, but taking the
time to write it well can set you apart from
other candidates.
 Allyson MacNeill
Centre for Innovation in Teaching and Learning
allyson.macneill@mun.ca