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Joe Lipsett Nov 12, 2012. Developing a Teaching Dossier. Learning Outcomes. Identify the components of a Teaching Dossier Create a (brief) sample Teaching Philosophy Statement Elaborate on sources of content for Dossier. What is a Teaching Dossier?. Question?.

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Joe lipsett nov 12 2012

Joe Lipsett

Nov 12, 2012

Developing a Teaching Dossier

Learning outcomes
Learning Outcomes

Identify the components of a Teaching Dossier

Create a (brief) sample Teaching Philosophy Statement

Elaborate on sources of content for Dossier

What is a teaching dossier
What is a teaching dossier?

  • Sometimes called a portfolio

  • Provides an overview of your teaching

    • Experience

    • Ideas

    • Practices

    • Reception by students/colleagues

  • A personal narrative about your relationship to teaching!


PETER SELDIN (1991, P.3)


What is included in a Teaching Dossier?


Teaching dossier table of contents
Teaching dossier Table of Contents


Summary of Teaching Responsibilities

Teaching Philosophy

Courses Developed or Modified

Development of Teaching Materials

Efforts to Improve Teaching

Information from Students (in/formal and un/solicited)

Information from Colleagues

Service to Teaching

Future Teaching Goals


Sample to look through
Sample to look through

  • Read over the teaching philosophy statement

    • Is there something that jumps out at you as particularly appealing or unappealing? Why?

    • If you had to identify three characteristics that make it effective what would they be? Why?

Developing a teaching philosophy
Developing a Teaching Philosophy

  • How does learning happen?

  • What role do you, as a teacher, play in helping with students’ learning?

  • Is there a metaphor or quote you can think of that epitomizes what you need to focus on as a teacher?

  • What sets you apart as a teacher?

  • What do you think your most important characteristics are as a teacher?

  • What are your key teaching goals?

Instructional methods
Instructional methods

Support for teaching claims

How do you accomplish claims?


Course design

Interactions with students

Classroom teaching

Work with Tas

Undergraduate and graduate student advising

Office hour policies

Classroom policies

Providing or asking for feedback

Designing assignments?

  • What types of a) instructional methods, b) materials, and c) techniques do you use to support your teaching goals? (Include any that are particularly innovative.)

Giving feedback
Giving feedback

  • Trade what you wrote to someone from a different discipline from you. Answer the following questions:

    • What do you find really effective and why?

    • Where do you think there is room for improvement?

    • What strategy do you suggest for improvement?

Where and when to collect
Where and when to collect?

  • Evaluation and feedback

    • Self-analysis / self-reflection

    • Solicited/unsolicited feedback from students

    • Solicited/unsolicited feedback from colleagues

  • Samples

    • Syllabi

    • Assignments

    • Exams

    • Lesson plans

    • Student work

  • Products of Good teaching

    • Assignments and graded work, journals, exams

    • Students’ test scores – perhaps pre- and post-scores to demonstrate improved performance

  • Teaching evaluations

  • Evidence of Professional Development

    • Documentation of workshop attendance

    • Documentation of giving paper/workshop at a professional conference

    • Contributions to a professional journal on teaching

    • Responses to journal articles on pedagogy

    • Contributions to newsletters (ex. TA Talk)

    • Video-taped teaching practice

  • Evidence of Teaching Excellence

    • Awards, recognition, notes/thank-you letters from students

Be Prepared

  • Start collecting materials for your portfolio as soon as you start teaching, like:

    • syllabi, exams, assignments, in-class exercises, labs, handouts, study guides and notes, as well as special examples of students’ work. Also save informal and formal student feedback

    • Keep notes –include insights and observations for each day’s class (or at least the memorable classes)

    • Keep a list of highlights – at the end of term, write down notes or memories

Ask yourself the following questions
Ask yourself the following questions

  • Why are you creating a teaching portfolio?

    • departmental/divisional teaching assignment decisions

    • merit assessments

    • job/grant application

    • self-analysis or reflection

  • 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 portfolio in your department/discipline?

Constructing the portfolio
Constructing the Portfolio

  • Teaching portfolios vary according to purpose, audience, need…

  • Generally, the body of the portfolio is 5-8 pages long

  • The appendices follow the body and make up an additional 8-15 pages

2 big no no s
2 Big No-No’s

Including too much material

Using raw material (especially with no explanation)


Canadian Association of University Teachers – Teaching Dossier Guide

Dawson, Teresa (2001).  Creating a Teaching Portfolio:  A Guide for Faculty Lecturers, Librarians & Graduate Students.  Scarborough:  University of Toronto at Scarborough Teaching and Learning Services. 

Searle Center for Teaching Excellence – Northwestern University