Creating a Teaching Dossier

Dr. Shea WangInterim Faculty Evaluation Coordinator

780-633-3591

Feb. 17 2015

Faculty Evaluation at MacEwanFive elements to evaluation:• Teaching dossier• Peer review• Annual report• Student Course Evaluation Surveys• Stakeholder review (Appointment Review

and Promotion Committees)

Principles of Policy C5065Evaluation is guided by the philosophy that we: • promote a culture of teaching & learning• foster professional development & scholarly activity• promote fairness & transparency• benefit faculty members through timely & accurate

feedback• comply with Collective Agreement• undertake as a process involving multiple

stakeholders & a variety of assessment approaches

What is a Teaching Dossier?

Policy C5065:• “A teaching dossier is a concise, evidence-

based record of teaching activities and other academic accomplishments prepared by a faculty member.”

• Statement of the case for continuation of probation, continuing status, or promotion (assessment of career- duties assigned)

• CV – entire academic career, format approved by AGC• Record of academic & professional accomplishments (continuing

status application)• Teaching practice [Article 11.0; 11.3 (a)-(f)- teaching dossier material]• Service (level and significance of participation/responsibility,

workload, demands on time, a description of the setting)• Scholarly activity (e.g., publications, research grants, presentations,

exhibitions, performances, etc.)• Professional activity if relevant to assigned workload

2014-17 CA:10.1.8 (p.43-44)

19.4.5 (p.49)

Criteria for Continuation of Probation, Continuing, and

Promotion

Why do we need a dossier?Titling

What do you need to demonstrate?

E.g., Associate Prof./Professor for Engineering

“…candidates must submit a teaching dossier which includes evidence concerning course and program design and delivery, leadership, student advising, the results of both peer review and student assessment, and a statement of teaching philosophy. Other supporting materials may be included at the candidate’s discretion.”

http://www.macewan.ca/wcm/ExecutiveandGovernance/AcademicGovernanceCouncil/AcademicTitling/index.htm

Why do we need a dossier?Probationary -> Continuing

What do you need to demonstrate?

E.g., BCOM probationary faculty• Contributions to course, curriculum, &

program development; committees• Reflections & actions on student feedback,

peer & administrative reviews• Research/scholarly activity• PD (ISW is required)

What else can we use it for?• Help when applying for employment • Keeps teaching/professional accomplishments

organized• Vehicle for presenting information about teaching

activities• Could be presented to institutional & legislative

bodies or for consideration of awards• Understand & reflect on teaching skills & weaknesses• Plan for future teaching practice• Promote yourself through personal websites

Writing a Teaching Dossier

FIVE STEPS:

• Step 1: Develop an outline• Step 2: Write a statement of teaching philosophy • Step 3: Clarify your teaching responsibilities• Step 4: Reflect on your future teaching goals • Step 5: Select and compile your best evidence

Step 1: Develop an Outline• A statement of Teaching Philosophy• Teaching Responsibilities • Course Development and Innovation• Service (a list accompanied by sufficient

details)• Research• Appendices

See handout for example of tables of contents

Step 2: Activity

Break into small groups and discuss the following sentences:• I most enjoyed teaching when __________• I knew I had a problem when __________• What do you think this says about your

teaching and learning environment?• What is your teaching philosophy?

See handout for information on teaching perspectives

Step 2: Philosophy Statements

• Most are brief ~ less than 1 page• Use language appropriate for the audience• Use a first-person voice• Use reflection to create a vivid description

of your teaching & learning ideas• Personalize (insightful, interesting, & lively)

Step 3: ResponsibilitiesConsider:• Workload• Courses taught with student numbers/levels/credit

hours• Details of other academic activity: seminars,

research supervision, coaching, advising…• Student supervision• Resource materials development• Did you or any of your students get an award as a

result of your teaching?

Step 4: Goals

short-term (1 year) & long-term (2-5 years) goals• Efforts at improving teaching, learning,

service… Formal courses Conferences Participation in peer consultation/review• How will you be changing your performance… New technology? Lecture -> case study?

Step 4: Goals

Teaching goals other considerations…

• How do your courses contribute to students' achievements in and outside of MacEwan?

• How do you nurture students in a setting where grades can be the key motivation to learn?

• How do you help students to learn and master knowledge in their field? (teaching methods/tools)?

• What steps do you take to encourage higher level learning (such as critical thinking, problem-solving, etc.)?

• What is engaged learning and how do you use it in the classroom and in assignments?

• How do you evaluate these goals (manageable & realistic) ?

Step 5: Appendices

• Curriculum Vitae • Bibliography• Service contributions• Awards• Information from student/stakeholder

feedback• Information from peer reviews• Information from administrators• More…

Student Feedback

Structured Reflection on Student Feedback

Context (workload, new course…)

Use of mid-term evals, CATS, …summarize

Summarize quantitative & qualitative feedback – objectively

Validate Students Feedback (written responses to results) – CA: 11.4

My reflection of this term…. How can I improve? What do I need to change?

Dossier as a Tool for Personnel Decisions

• For personnel decisions, faculty members need to gather and present hard evidence and specific data about teaching effectiveness. This involves demonstrating student learning through instruction.

• The burden falls to the faculty member to provide a carefully organized case that establishes the connections with the evidence.

Personnel Decisions: Activity2014-17 CA:10.1.8 Faculty members are evaluated on performance pertaining to academic responsibilities which can include:

- Teaching - Scholarly activity- Service - Record of academic & professional accomplishments - Professional activity

In small groups, discuss what specific criteria you think is used to assess a teaching/professional portfolio and ways you can demonstrate it…

What are Reviewers Looking For?

• Clear statement of responsibilities• Purposes and goals consistent with

department and institution• Evidence-based success in teaching as

demonstrated by student learning• Comments from peer reviewers and

colleagues• Student ratings and commentsSee handout for example of reflection on Student Course Evaluation Surveys

Evaluating Your DossierQuestions to ask:• Is real evidence of accomplishment presented, not

just a reflective statement?• Is the reflective statement consistent with the

syllabi, student evaluations, and peer feedback?• Does the dossier present evidence that the

student’s actually learned in the instructor's course(s)?

• Have efforts been made by the faculty member to assess and improve their teaching?

See handout for guide to evaluating teaching dossiers & organizational matrix

Online Portfolios

• Many faculty are now compiling online portfolios:• http://home.gwu.edu/~nmilman/service/index.html• http://ageducation.org/portfolio/index.html• http://kinzie.edschool.virginia.edu/• http://

academic.macewan.ca/katod/instructional-philosophy (PhyEd)

• http://academic.macewan.ca/pollardc4/test-page/ (Health and Community Studies)

Resources

https://facultycommons.macewan.ca/services/faceval

• Teaching Dossier – examples, instructions, resources

• Student surveys – incl. instructions on accessing reports

• Faculty Evaluation Policies [C5065]• Chair & Faculty Evaluation Handbooks • Events, speakers, workshops & past presentations

Final Tips…

Consider • readers - busy administrators• purpose - build a story how you’ve

improved/how you deserve the title • at least 12-15 hours• collecting materials throughout the semester• permission to include students’ work• description, reflection, and connection • having someone read your material – my job!!!