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Developing your Dossier

Developing your Dossier. Gosha Zywno, Frankie Stewart and Learning & Teaching Office New Faculty Orientation August 22, 2012. What is a Teaching Dossier, or a Teaching Portfolio?. Definitions.

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Developing your Dossier

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  1. Developing your Dossier Gosha Zywno, Frankie Stewart and Learning & Teaching Office New Faculty Orientation August 22, 2012

  2. What is a Teaching Dossier, or a Teaching Portfolio?

  3. Definitions “It describes documents and materials which collectively suggest the scope and quality of a teacher's performance. The portfolio is to teaching, what a list of publications, grants, and honours are to research and scholarship.” Peter Seldin, Professor Emeritus, Pace University, NY “A Teaching Dossier is a collection of documents that describe, with evidence, your preparedness and potential to teach effectively.” John Paul Foxe, LTO 1991 – seminal book 2010 - 4th edition Most widely used resource on the topic

  4. Definitions A Teaching Dossier is “a personal record…a reflection of one’s work” Vi Maeers, 3M Teaching Fellow, University of Regina A Teaching Dossier, is “a personal story that tells the reader about you and your teaching practice, unique to you, influenced by your beliefs, values, your discipline, and your teaching culture” Judy Britnell, Professor Emeritus, Ryerson Your Dossier is “your narrative, or story, of teaching. What were your influences that inspired you to be a teacher you are today? …a dossier should be reflective of (your) passion” Elaine Frankel, Professor, Ryerson, Provost`s Award

  5. Why do I need one? Seldin identifies two main types/ purposes for a teaching dossier 1 – Portfolio for tenure & promotion Administrative-required as part of an official process 2 – Portfolio for improvement Reflective-provides an opportunity to reflect on one’s teaching Formative-helps make decisions about further developing one’s teaching

  6. Typical components

  7. What a dossier is not? • “It is not an exhaustive compilation of all the documents and materials that bear on teaching performance… ” • “it should not be… a huge repository of indiscriminate documentation” Seldin, 2010

  8. What a dossier is? • Selective: • “it culls from the record selected information on teaching activities and solid evidence on their effectiveness” • “it should be seen as a judicious, purposeful analysis of performance, evidence, and goals” • Evidence-based: • “just as in CV, all claims… should be supported by firm empirical evidence” Seldin, 2010 • Varies between individuals (not standardized) • 5-12 pages plus appendix long

  9. How do I select and present the material? Ask yourself: • Why are you creating a teaching dossier? • 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 dossier in your department/discipline?

  10. What is a Statement of Teaching Philosophy? • It is your Definition of good teaching and your teaching goals • It is Evidence based(draw connections between strategies used and their efficacy) • It is Reflective (your goals for improving your own teaching)

  11. Statement of Teaching Philosophy Take 1create a narrative, then: • Can you identify these components in your narrative? • View of teaching and learning • Reflection on own experience • Learning environments • Shows an understanding of teaching practices • Discusses student teacher relations • Shows discipline knowledge • Demonstrates desire to grow • Understands institutional climate • Are your claims substantiated with evidence?

  12. Statement of Teaching Philosophy Take 2approach it like a course design exercise: Learning Outcomes Teaching & Learning Activities Feedback & Assessment Situational Factors Fink, L. D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey‐Bass (2003)

  13. Statement of Teaching Philosophy Take 2approach it like a course design exercise: • Goals for student learning (Your Beliefs dictate these goals) • Enactment of goals (specific Actions you take, teaching strategies) • Assessment of goals (Evidence) • Creating inclusive environment (focus on your Students) • Structure, rhetoric and language – clarity, flow Beliefs Actions Evidence Students Kaplan, Meizlish, O’Neal, Wright, A Research-based Rubric for Developing Statements of Teaching Philosophy, in How to Improve the Academy, Vol. 26, pp. 242-262, Wiley & Sons (2008)

  14. Statement of Teaching Philosophy Take 2approach it like a course design exercise: • Have you included: • Your teaching goals • with what content, skills or values should students leave your classroom • Your goals for improving your own teaching Beliefs Beliefs Actions Evidence Students Kaplan, Meizlish, O’Neal, Wright, A Research-based Rubric for Developing Statements of Teaching Philosophy, in How to Improve the Academy, Vol. 26, pp. 242-262, Wiley & Sons (2008)

  15. Statement of Teaching Philosophy Take 2approach it like a course design exercise: • Have you included: • Your teaching methods and strategies • how do you implement your definition of good teaching Beliefs Actions Evidence Actions Students Kaplan, Meizlish, O’Neal, Wright, A Research-based Rubric for Developing Statements of Teaching Philosophy, in How to Improve the Academy, Vol. 26, pp. 242-262, Wiley & Sons (2008)

  16. Statement of Teaching Philosophy Take 2approach it like a course design exercise: • Have you included: • Your evaluation and assessment methods • How do they support your definition of good teaching • Evidence that they do Beliefs Actions Evidence Evidence Students Kaplan, Meizlish, O’Neal, Wright, A Research-based Rubric for Developing Statements of Teaching Philosophy, in How to Improve the Academy, Vol. 26, pp. 242-262, Wiley & Sons (2008)

  17. Statement of Teaching Philosophy Take 2approach it like a course design exercise: • Have you included: • Your students • who are they • what are their most important learning goals and challenges • how do you integrate diverse perspectives and identities of your students • how do you connect with them Beliefs Actions Evidence Students Kaplan, Meizlish, O’Neal, Wright, A Research-based Rubric for Developing Statements of Teaching Philosophy, in How to Improve the Academy, Vol. 26, pp. 242-262, Wiley & Sons (2008)

  18. Statement of Teaching Philosophy Take 2approach it like a course design exercise: • Teaching claims should be aligned with one’s Beliefs, Actions and Evidence • Claim:“I encourage students’ active learning in class” Beliefs Actions Evidence • Connect with Belief: “Research shows that engaged students learn better” (give references) • Connect with Action: “I use group work in class” • Connect with Evidence: e.g. statistics on test results before and after introduction of group work

  19. Statement of Teaching Philosophy Take 3what do Search Committees like: • Most important characteristics of a good Teaching Philosophy as ranked by Search Committees: • Offers evidence of practice • Is student centered • Demonstrates reflection • Conveys valuing of teaching • Is well written, clear and readable • Two top characteristics of a bad Teaching Philosophy: • Boiler-plate language, generic, not taken seriously • No evidence of practice offered (Kaplan et al 2008)

  20. Statement of Teaching Philosophy Take 4what do your peers say: • Share your passion for teaching • Where did your influences come from and how did they impact you as a teacher? • What do you do differently from others? • What makes your teaching special? • Brag about your success and then add information from theoretical perspectives • Document how effective your teaching is – how do you know what you are doing works • What is an excellent descriptive term for a good dossier? • ClarityNarrativeComprehensive Reflects youCoherentInclusive Teaching Dossier Panel, 2011 (Elaine Frankel, Jacqui Gingras, Tetyana Antimirova, Rena Mendelson, Chris Evans, Gosha Zywno)

  21. Example Philosophy

  22. After the Teaching Philosophy, what else is included

  23. Typical Components

  24. After the Teaching Philosophy, what else is included • Statement of currency - research, scholarly work around teaching, presentations in the field you teach in etc. • Course revisions, development, outlines, assignments • Faculty role in curricular work, teaching committees • Evidence of effectiveness (e.g. data from oneself, students, colleagues, teaching awards, etc.)

  25. Types of Evidence that may be provided • Classroom Teaching (enthusiasm, clarity, engagement etc) • FCS, Class Assessments, student grade changes • Course Management (assessment, feedback to students, working with TA, organization of projects, etc.) • Outline, assignment examples, test examples • Course Content (organization, level, coverage) • Outline, examples of student work, knowledge based on degree and experience in discipline • Service in Teaching (advisory, mentor, curricular planning, growth, etc.) • PD, text writing, thesis students, committees, curricular contributions • External Recognition • Teaching Awards, award nominations

  26. Potential Sources of Evidence • Data from oneself • A list of courses taught with a list of course content, responsibilities and student info • Examples of course materials (and modifications) • Examples of comments on student papers • Data from others – Students • Data from others – Colleagues

  27. Potential Sources of Evidence • Data from oneself • Data from others-Students • Interviews with students after they have completed the course (unbiased, written) • Informal (perhaps unsolicited) feedback • Systematic summaries of student course evaluations (Faculty Course Survey) • Tracking grades over years (anchor in context) • Pre- and post-course examples of students work • Testimonials of the effect of the course on future studies, career choice, employment etc.

  28. Presenting Your FCS

  29. Presenting Your FCS

  30. Potential Sources of Evidence • Data from oneself • Data from others-Students • Data from others-Colleagues Colleagues can provide analyses that serve as a measure of • Mastery of course content • Ability to convey course content and objectives • Suitability of specific teaching methods • Commitment to teaching

  31. Potential Sources of Evidence • Data from oneself • Data from others-Students • Data from others-Colleagues • Reports from classroom observations • Statements from those who teach other sections of the course • Evidence of contributions to course development, improvement and innovation • Evidence of help given to other instructors

  32. Resources • Seldin, P. , Miller, E., Seldin, C., (2010) The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion Tenure Decisions. 4th ed., Wiley & Sons • Fink, L. D. (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey‐Bass • Kaplan, M. et al. (2008) Rubric for Statements of Teaching Philosophy. To Improve the Academy. San Francisco: Jossey-Bass. • LTO Website http://www.ryerson.ca/lt/programs/workshops/dossier_resources.html

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