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Developing your Dossier. Gosha Zywno and John Paul Foxe Learning & Teaching Office. What is a Teaching Dossier?. Definitions. "It describes documents and materials which collectively suggest the scope and quality of a teacher's performance" (Seldin, 1991, p.3). Definitions.
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Developing your Dossier Gosha Zywno and John Paul Foxe Learning & Teaching Office
Definitions "It describes documents and materials which collectively suggest the scope and quality of a teacher's performance" (Seldin, 1991, p.3)
Definitions A teaching portfolio is to teaching, what a "... list of publications, grants, and honours are to research and scholarship" (Seldin, 1997, p.2)
Definitions "Teaching Dossier, or Teaching Portfolio, 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)
Definitions ”A Teaching Dossier is a collection of documents that describe, with evidence, your preparedness and potential to teach effectively.” (John Paul Foxe)
Why do I need one? Seldin identifies three purposes for a teaching dossier • Reflective-provides an opportunity to reflect on one’s teaching • Formative-helps make decisions about further developing one’s teaching • Administrative-required as part of an official process
What does a dossier look like? • Recommend 5-12 pages plus appendix • Vary between individuals (not standardized) some are little more than self evaluation
How do I select and present the material? Selection-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?
What is a Statement of Teaching Philosophy? • Personal statement that sets out the central components of • What you are trying to achieve in your teaching • The learning goals you have for your students • It is evidence based
Included in most Philosophy Statements • 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 • Consistent with evidence provided
What should I include in my Teaching Philosophy? • Your definition of good teaching with an explanation of why you have developed or adopted this definition
What should I include? • A description of your teaching goals: with what content, skills or values should students leave your classroom? • What are your goals for improving your own teaching? Learning Outcomes Teaching & Learning Activities Feedback & Assessment Situational Factors Adapted from Fink, L. D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey‐Bass (2003)
What should I include? • A discussion of your teaching methods/strategies: how do you implement your definition of good teaching? Learning Outcomes Teaching & Learning Activities Feedback & Assessment Situational Factors Adapted from Fink, L. D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey‐Bass (2003)
What should I include? • A discussion of your evaluation and assessment methods and a description of how they support your definition Learning Outcomes Teaching & Learning Activities Feedback & Assessment Situational Factors Adapted from Fink, L. D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey‐Bass (2003)
What should I include in my Teaching Philosophy? • A description of your students and their most important learning goals and challenges
How do I begin? • Why do you believe your students want to learn? Describe them as learners in any way you can. • What are your aims for teaching? What do you hope to accomplish when you teach? What do your aims say about you as a teacher? • Does your subject matter affect your beliefs about teaching or learning? If so, explain how. • What do you believe about learning? How would you describe it? What are your sources for your beliefs? • Create a list in response to the following prompt: “When I teach I:” Once you’ve created the list, reflect on why you do what you do.
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
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
Potential Sources of Evidence 2. 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)
Potential Sources of Evidence 2. Data from others-Students • 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.
Potential Sources of Evidence 3. 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
Potential Sources of Evidence 3. 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
Evidence usually provided • Classroom Teaching (enthusiasm, clarity, engagement etc.) • FCS, class assessments, student grade improvement • Course Management (assessment, feedback to students, working with TA/GA, organization of projects, etc.) • Outline, assignment examples, test examples
Evidence usually provided • Course Content (organization, level, coverage) • Outline, examples of student work, knowledge based on degree and experience in discipline (expertise) • Service in Teaching (advisory, mentor, curricular planning, growth, etc.) • PD, text writing, thesis students, TA/GA, committees, curricular contributions
How do I select and present the material? Selection-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?
Resources • Seldin, Peter, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion Tenure Decisions. Bolton, MA: Anker, 1991 • Fink, L. D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey‐Bass (2003) • LTO Website http://www.ryerson.ca/lt/programs/workshops/dossier_resources.html