Appendix O: Tool for Review of a Teaching Dossier/Portfolio

Meets Standards

Below Standard

Statement of Teaching and Advising Responsibilities

• Statement included course titles, catalogue numbers, average enrollments, and indication if course was graduate/ undergraduate and required/elective
• The number and details of graduate (Masters and PhD) students supervised was listed. This included: how often meetings were booked, who met, what the role of advisor was, etc.

• Statement included some information on courses taught and whether these were graduate/ undergraduate courses. Other details of the courses were missing
• Information on supervision of graduate students was missing

Teaching Philosophy

• Philosophy was clearly and concisely stated
• Philosophy indicated what drives instructor's classroom performance
• The philosophy addressed: role of teacher, role of student, why one teaches, what good teaching means, and what students can expect

• Philosophy statement was either unclear &/or very long
• Philosophy was vague and did not appear to connect to the instructor's classroom teaching
• Was incomplete with regard to: role of teacher, role of student, why one teaches, what good teaching means, and what students can expect

Teaching Methodologies

• All methodologies were described clearly
• Included: strategies and methods, teaching style, classroom activities, assessments methods, and types of student feedback
• Only a few teaching methodologies were described &/or those that were described were unclear
• Did not include all of the following: strategies and methods, teaching style, classroom activities, assessments methods, and types of student feedback

• Only a few teaching methodologies were described &/or those that were described were unclear
• Did not include all of the following: strategies and methods, teaching style, classroom activities, assessments methods, and types of student feedback

Teaching Materials

• A brief explanation was given which highlighted how the materials enhanced teaching, how the materials have been updated and changed over the years, and what the student feedback said about these materials
• Samples were included in appendix which highlight a variety of materials used

• Explanations for the use of the teaching materials were missing or unclear.
• Samples were missing from the appendix or were incomplete

Curricular Revisions

• A brief explanation was given that described new or revised courses, material, and assignments. This also included a brief statement about why the revisions were made. Considerations included: new technology, course objectives, materials, guest speakers, field trips, laboratory work, new or revised course
• Explanation of involvement in curricular revisions was missing or unclear

• Explanation of involvement in curricular revisions was missing or unclear

Instructional Innovations

• Description of new and different pedagogical innovations used to enhance teaching and learning was included
• Aspects may have included: new approaches introduced, evaluations of new approaches, and changes that could be made
• Description of pedagogical innovations was missing, unclear, or incomplete

• Description of new and different pedagogical innovations used to enhance teaching and learning was included
• Aspects may have included: new approaches introduced, evaluations of new approaches, and changes that could be made
• Description of pedagogical innovations was missing, unclear, or incomplete

Course Syllabi

• A brief explanation was given of the syllabi which highlighted: the courses and the teaching style, whether the syllabi were learning-centred, and the content of the documents (including course content and objectives, teaching methodology, readings and assignments)
• Samples of course syllabi were included the appendix

• Explanation of syllabi was incomplete or missing
• Samples of course syllabi were missing from the appendix

Documentation of Teaching Improvement

• A brief explanation of improvement efforts and professional development activities were given
• Certificates of attendance and other related items were contained in the appendix. The following might also be included: faculty development workshops and conferences, classroom applications of ideas learned, steps taken to improve teaching, and responses to suggestions from students
• Questions to consider when assessing: which faculty development seminars and workshops were attended, how has the information been applied to teaching, what other evidence was there of growth or change

• Explanation of improvement efforts and profession development was missing or incomplete
• Samples were missing from the appendix

Long- and Short-Term Teaching Goals

• Several short-term and long-term goals were given. These were concrete, realistic, and attainable. Where reasonable these goals were broken down into more workable units. Tentative timelines were indicated for each goal.
• Questions to consider when assessing: what teaching goals has the instructor been unable to attain in the past that he/she would like to pursue now? Why were they important? How can the department or institution help the instructor achieve those goals? Has the instructor has considered what kind of resources (people, money, space or time) were needed to help achieve the goals?

• Either long- or short-term goals were missing
• The goals lack clarity &/or were unattainable, e.g. not concrete
• Timelines for the goals were missing

Papers and Presentations

• A current list of all papers and presentations related to teaching was given. These might include: teaching practices research, research related to the content being taught, etc.
• One or two sample papers or presentations were included in the appendix

• The list of papers and presentations related to teaching was missing, incomplete, or out of date
• Sample papers &/or presentations were missing from appendix

Meets Standards

Below Standard

Student Course Evaluations

• Summary of highlights from course evaluations was given. This included both identified strengths as well as areas for improvement. Ideally, direct quotes from the evaluations were included.
• Questions to consider when assessing: were there any special circumstances that affected the ratings, currency of the feedback, was data included from each class that was regularly taught, were data from all pivotal question included?
• Copies of all course evaluation summaries were included in the appendix

• Highlights from course evaluations were missing or were too brief
• Strengths &/or areas for improvement were missing from summary
• Some or all of the course evaluation summaries were missing from the appendix

Colleague Review of Teaching Materials

• A brief summary of reviews of course materials was given.
• Summary includes excerpts from reports by colleagues, which examined course syllabi, assignments, reading lists, text, and power point presentation.
• Questions to consider when assessing: do the excerpts tie in with the teaching philosophy or methodology, what do these teaching materials say about the teaching and learning beliefs, what was significant about each, and how do the materials help the student learn?

• The summary of reviews of course materials was missing or incomplete
• Excepts were missing from the summary

Classroom Observation by Faculty Colleagues/ Administrator

• Summary included excerpts from the observation reports. The summary included both identified strengths as well as areas for improvement. Ideally, direct quotes and dates from the observations were included
• Questions to consider when assessing: how do excerpts connect with teaching philosophy and pedagogical methodology, and did any special circumstances (for example, room too noisy, too large, too small, too cold, too hot) interfere with teaching and learning during the observation?
• Observation reports were included in appendix

• Highlights from class observations were missing
• Strengths &/or areas for improvement were missing from summary
• Some or all of the observation reports were missing from the appendix

Teaching Honours and Other Recognition

• A brief summary was given of any honours or awards received from colleagues, students, administration, or alumni
• Copies of honours and awards were included in the appendix
• Questions to consider when assessing: which teaching honours or other recognition have been won, who identified the instructor for this achievement, on what basis was the instructor selected?

• Summary was missing
• Copies were missing from the appendix

Contribution to the Department or Field

• A brief summary was given of concrete ways that the instructor has contributed to the department or field. Summary included quotations from colleagues or administrators

• Summary was missing or was written in generalities

Meets Standards

Below Standard

Record of Students Who Succeeded in Advanced Study in the Field

• A list of students who have gone on the success in higher-level course or were now employed in the field was given
• Questions to consider when assessing: which of the instructor's recent students have gone on to advanced study in the discipline, which were employed in the field, was there evidence of the instructor's influence in students' career choice or graduate school admission, and has instructor helped any students secure employment?

• List of student successes was missing

Successive Drafts of Student Papers

• A list of student papers which show improvements as a result of the faculty member's comments and guidance was given
• Specific examples were included in the appendix
• Questions to consider when assessing: do examples show how student work might be improved, do the examples represent different levels of quality, and do the samples illustrate that the instructor was developing critical thinking skills?

• List of student papers was missing
• Examples of student papers were missing from appendix

Student Publications or Conference Presentation Prepared Under the Direction of the Faculty Member

• A list of student publications and conference presentations prepared under the guidance and direction of the instructor was given
• The list also included the following: what the instructor's role was, and appropriate citations
• Evidence was present in the appendix

• List of student publications and conferences was missing
• Evidence was missing from the appendix

Meets Standards

Below Standard

Materials Included and Organization

• All items referenced in the body of the portfolio were included in appendix
• Items chosen have been carefully and judiciously selected
• The appendix was well-organized and was easy to use and follow.
• The appendix supported the portfolio

• Some items cited in body of portfolio were missing from appendix
• A multitude of items were randomly chosen
• Appendix did not appear to be organized and was hard to follow
• Not clear how the appendix was connected to the portfolio