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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!!!