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Creating a Teaching Dossier. Shea Wang, Ph.D Interim Faculty Evaluation Coordinator 780-633-3591 April 2014. Faculty Evaluation at MacEwan. Five elements to evaluation: Teaching dossier Peer r eview Annual report Online student feedback Stakeholder review (ASAC).

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creating a teaching dossier

Creating a Teaching Dossier

Shea Wang, Ph.D

Interim Faculty Evaluation Coordinator


April 2014

faculty evaluation at macewan
Faculty Evaluation at MacEwan

Five elements to evaluation:

  • Teaching dossier
  • Peer review
  • Annual report
  • Online student feedback
  • Stakeholder review (ASAC)
principles of policy c5065
Principles of Policy C5065

Evaluation 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
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.”
what information does it contain
What information does it contain?
  • It documents achievement and reflection through the following information:
  • Teaching Philosophy
  • Teaching Responsibilities
  • Non-instructional Responsibilities
  • Service (to MacEwan & profession)
  • Professional Development
  • Scholarly Activity
  • Appendix of Documented Evidence (CV, reviews & reports; assignments; achievements, communication)
why do we need a dossier
Why do we need a dossier?


What do you need to demonstrate?

E.g., Titling for AEPS

  • curricular development, course design and delivery, student advising, and appropriate use of technology
  • leadership
  • documented evidence of research, scholarly activity and creative achievements

why do we need a dossier1
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
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
Writing a Teaching Dossier


  • 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
Step 1: Develop an Outline
  • Teaching Philosophy and Goals
  • Teaching Responsibilities
  • Course Development
  • Service (a list accompanied by sufficient details)
  • Research
  • Appendices

See handout for example of tables of contents

step 2 activity
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
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 2 review statements
Step 2: Review Statements
  • Review the teaching philosophy statement on your table (choose1 example)
  • Roll the “Teaching Cube” and discuss the teaching philosophy based on that facet
  • Can you apply this question to your own teaching philosophy?

See handout for examples on teaching philosophy

step 3 responsibilities
Step 3: Responsibilities


  • 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
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 goals1
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
Step 5: Appendices
  • Curriculum Vitae
  • Bibliography
  • Service contributions
  • Awards
  • Information from student/stakeholder feedback
  • Information from peer reviews
  • Information from administrators
  • More…
dossier as a tool for personnel decisions
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 activity
Personnel Decisions: Activity

Policy 5065: 4.2.2 Faculty members are evaluated on performance pertaining to academic responsibilities which can include:

- instruction

- research, scholarly activity, artistic engagement

  • service

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
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 comments

See handout for example of reflection on student feedback survey

evaluating your dossier
Evaluating Your Dossier

Questions 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

o nline portfolios
Online Portfolios
  • Many faculty are now compiling online portfolios:
  • (PhyEd)
  • (Health and Community Studies)

  • 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
Final Tips…


  • 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!!!