Pedagogical/professional resources. committees PWR library pwrfaculty.org (admin) pwrfaculty.net (resources) Norlin – rhetoric & composition journals/websites mentors Small Group Feedback & Universal Observation “water cooler” conversations. CU Resources.
Norlin – rhetoric & composition journals/websites
Small Group Feedback & Universal Observation
“water cooler” conversations
What to do when you’re concerned about a student:
“Assisting the Emotionally Distressed Student” .pdf on our site and at:
pilot program fall 2011 and fall 2012
evaluation/revision spring 2012
classroom interviews conducted in the fall
all faculty who are teaching participate
asking 2 questions:
1. What are the strengths of this class for you?
2. What are your suggestions for improving this class?
designed to find out what we can do early in the semester to improve student learning
peer observation conducted in the spring
all TT and instructor-level faculty are required to participate
lecturers are invited to participate
GPTIs are required to participate but observe each other
format = lesson plan, observation, report by observer, reflection by instructor, meeting
reports & reflections go into personnel files
The teaching portfolio has been identified as a continuing professional development tool that provides a method of linking self-development with enhanced teaching and learning practices. Indeed, colleges and universities . . . have implemented the teaching portfolio as a method to judge teaching performance for promotion and tenure.
McColgan & Blackwood
an educator’s personal collection of factual accomplishments and strengths in teaching McColgan & Blackwood
conveys the quality and scope of an individual’s teaching McColgan & Blackwood
an autobiography of personal growth Jarvinen & Kohonen
documentation over time describing the full range of your abilities as a college teacher Urbach
personal material, such as personal reflections and statements of teaching responsibilities;
material from others, such as peer and student evaluation; and
products of teaching and student learning
McColgan & Blackwood
CV - with a special section dedicated to pedagogical activities.
Personal reflection regarding teaching and learning or “teaching philosophy” – 1/3/5 pages
A description of what the lecturer has achieved demonstrated through 4-5 examples
Relates to the second part of the portfolio
Makes evident that the teacher has reflected on teaching over a period of time and has made the effort to implement his or her ideas in practical teaching.
Andersson & Roxa
Urbach’s seven dimensions:
What you teach
Content overview: syllabi, assignments, conceptual map of major topics, samples of study guides, student performance samples that illustrate how you teach
Changes in your teaching and courses
Rigor in your academic standards
Student impressions of your teaching and their learning
Your efforts at developing your teaching skills
Assessments of your teaching by colleagues
Lund University in Sweden wanted to change the paradigm from teaching to the scholarship of teaching. Created a “pedagogical academy” to certify teachers who attain “excellent teaching practice” [ETP] – must apply for admission and successful completion results in a certificate, a salary increase, and increased funding for the teacher’s department.
The following criteria are specific to Lund University, but are also indicative of how teaching portfolios are assessed in higher education.
Lund’s assessment criteria:
(1) the applicant bases his/her work on a learning perspective;
(2) the personal philosophy of the applicant constitutes an integratedwhole, in which different aspects of teaching are described in such a way that the driving force of the applicant is apparent;
(3) a clear development over time is apparent—the applicant should, preferably, consciously and systematically, have striven to develop personally and in pedagogical activities;
(4) the applicant has shared his/her experience with others, with the intention of vitalizing the pedagogical debate;
(5) the applicant has co-operated with other lecturers in an effort to develop his/her teaching skills;
(6) the applicant is looking to the future by discussing his/her future development, and the development of pedagogical activities.
We call them “Reappointment materials”
Self assessment of teaching and service (i.e., Personal Statement)
Current FRPA VITAE
Syllabi and Assignments for the review period
Non-Peer Review Committee colleague observation letters
Student letters solicited by the candidate
Copies of publications
Classroom interviews conducted by FTEP (see VCAC checklist)
Selected assignments demonstrating pedagogical approach
See VCAC Checklist at http://www.colorado.edu/facultyaffairs/atoz/ofaindex.html
Standard of Review = Meets Normal Expectations
Typically, this means demonstrated excellence determined by
a comparative ranking of FCQs in the program and university;
compliance with CCHE transfer articulation and fulfillment of course objectives, as reflected in syllabi;
commitment to the missions of the program and university, as reflected in syllabi;
demonstrated currency in the field of Rhetoric and Composition and related fields;
pedagogical relevance to the college experience and missions of the university.
PAST – no standardized criteria
PRESENT – we look at
FUTURE – developing something more formal
evaluate the sessions
should we continue?
how can we improve?
classroom observations & reports
open office hours for Lonni and Kathy – any thing you need, come ask