Developing your Dossier

1. Developing your Dossier Gosha Zywno and John Paul Foxe Learning & Teaching Office

2. What is a Teaching Dossier?

3. Definitions "It describes documents and materials which collectively suggest the scope and quality of a teacher's performance" (Seldin, 1991, p.3)

4. Definitions A teaching portfolio is to teaching, what a "... list of publications, grants, and honours are to research and scholarship" (Seldin, 1997, p.2)

5. 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)

6. Definitions ”A Teaching Dossier is a collection of documents that describe, with evidence, your preparedness and potential to teach effectively.” (John Paul Foxe)

7. 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

8. Typical components

9. What does a dossier look like? • Recommend 5-12 pages plus appendix • Vary between individuals (not standardized) some are little more than self evaluation

10. 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?

11. 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

12. 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

13. 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

14. 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)

15. 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)

16. 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)

17. What should I include in my Teaching Philosophy? • A description of your students and their most important learning goals and challenges

18. 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.

19. After the Teaching Philosophy, what else is included

20. Typical components

21. 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

22. 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

23. 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)

24. 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.

25. 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

26. 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

27. 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

28. 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

29. 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?

30. 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