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Developing a Teaching Dossier and Philosophy Statement

Developing a Teaching Dossier and Philosophy Statement. Jeanette McDonald Manager, Instructional Development, February 22, 2005. Agenda. Welcome and Overview What / Why / How a teaching dossier? Teaching Dossiers @ WLU / T&P Developing a Philosophy Statement Assembly Tips & Strategies

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Developing a Teaching Dossier and Philosophy Statement

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  1. Developing a Teaching Dossier and Philosophy Statement Jeanette McDonaldManager, Instructional Development, February 22, 2005

  2. Agenda • Welcome and Overview • What / Why / How a teaching dossier? • Teaching Dossiers @ WLU / T&P • Developing a Philosophy Statement • Assembly Tips & Strategies • Wrap up

  3. Teaching An ART or a SCIENCE? What are the private and public aspects of teaching? In its broadest definition, what does teaching mean to you? What does it encompass?

  4. Teaching Quotes • If the learner hasn’t learned, has the teacher taught? • Can teaching take place in the absence of learning? Don Ursino, Professor, Brock University

  5. …good teaching, though never easy, always strenuous and sometimes painful, is nevertheless its own reward” (Ramsden, 1992, p. 3) “The aim of teaching is simple: it is to make student learning possible” (Ramsden, 1992, p. 5). “Learning and teaching are constantly interchanging: one learns by teaching; one cannot teach except by constantly learning” (Ramsden, 1992, 9).

  6. What is a teaching dossier? • A teaching dossier is to teaching, what a “…list of publications, grants, and honours are to research and scholarship” (Seldin, 1997, p.2).

  7. Teaching Dossier • A teaching dossier is a qualitative, selective assembling of evidence of good teaching / teaching accomplishments. • It should demonstrate reflection and offer commentary and explanation (evidence) on the items included.

  8. Why a teaching dossier? • captures complexity of teaching • prompts reflective practice • documents teaching over time / career • places responsibility of evaluating teaching in faculty hands • helps foster a culture of teaching and learning

  9. Basic Structure of a Dossier • summary of teaching responsibilities • statement of teaching goals & philosophy • teaching evaluation criteria • evidence to support narrative portion of dossier (appendix) • future goals

  10. Common items to include • list of courses and syllabi • selection of teaching materials • student and peer feedback • sample tests, exercises, graded student work • student evaluation data • teaching awards and honours • documentation of teaching dev’t activities • publications/presentations on teaching

  11. Documenting Your Teaching

  12. Critical Analysis of Dossier Materials • explain your entry • relate your entry • interpret your entry • evaluate your entry Feldman, 1992

  13. Getting Started • identify audience / purpose • summarize teaching responsibilities • describe teaching approach / philosophy • select and order items for portfolio • prepare statements for each item • compile supporting data / evidence • incorporate dossier into CV • append supporting materials The Step-by-Step Creation of a Teaching Dossier http://www.dal.ca/~oidt/taguide/TheStep.html

  14. WLU Faculty Policy • FT – a necessary requirement for T&P – any rank • FT - evaluation of merit (where appropriate) • PT – submitted at end of academic term • PT – submitted to appointment committee

  15. Promotion and Tenure Review Considerations • Who is on the committee? • Depart/faculty culture? • Expectations/guidelines? • How is teaching valued? Documented?

  16. Philosophy Statements

  17. What is a philosophy statement? An Operational Definition “A teaching philosophy statement is a systematic and critical rationale that focuses on the important components defining effective teaching and learning in a particular discipline and/or institutional context.” (Schonwetter, Sokal, Taylor, 2002)

  18. Teaching Philosophy Statements • Examine the teaching philosophy statements in your package (pages 11-12)

  19. Statement Format Guidelines • one to two pages in length • narrative, first person account • written with intended audience in mind • reflective, personal, authentic • coherent, connected, logically presented • claims are supported with evidence

  20. A teaching statement should describe: • how you think learning occurs (e.g., metaphor/observation) • how you think you can intervene in this process (e.g., facilitate learning) • what key learning goals you have for your students (i.e.,content and process)

  21. A teaching statement should describe • what actions you plan on taking to implement effective teaching and learning (e.g. describe how you conduct classes, mentor students, or grade performance) • your personal growth in teaching during career (optional)

  22. Developing Your Teaching Philosophy • Activity Sheet 1 (Think-Pair-Share) • Metaphors for Teaching • Activity Sheet 2

  23. Tips and Strategies • develop a set of labeled files • work with a colleague you trust to develop your teaching statement & to receive feedback on your teaching • document your teaching like you document your research • maintain a journal to reflect upon your teaching & learning practices

  24. Tips and Strategies • regularly revisit your teaching philosophy statement • find out how the T&P process works in your department • talk to faculty both in and outside of your department to learn what they do to prepare for T&P

  25. References Day, R. & Robberecht, P. (1996). Teaching Dossier: A Guide. Edmonton: University Teaching Services, University of Alberta. Edgerton, R., Hutchings, P., & Quinlan, K. (1994). From the teaching portfolio. In K. Feldman & Paulson, M. (editors): Teaching and Learning in the College Classroom. Needham Heights, MA: Ginn Press. Feldman, K. (1992). Varieties of Visual Experiences. (4th edition). Englewood Heights, NJ: Prentice Hall. O’Neil, C. & Wright, W.A. (1993). Recording Teaching Accomplishment: A Dalhousie Guide to the Teaching Dossier. Halifax, NS: Office of Instructional Development and Technology, Dalhousie University, Dalhousie University. Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge. Schönwetter, D.; Sokal, L.; & Taylor, L. Teaching Philosophies Reconsidered: A Conceptual Model for the Develop and Evaluation of Teaching Philosophy Statement. Presented at STLHE, May 3, 2002. McMaster University, Hamilton, Ontario. Seldin, P. (1993). Successful Use of Teaching Portfolios. Bolton, MA: Anker Publishing. Seldin, P., Annis, L. & Zubizarreta, J. (1995). Using the portfolio to improve instruction. In W. Alan Wright and Associates (editors): Teaching Improvement Practices: Successful Strategies for Higher Education. Bolton, MA: Anker Publishing, 247-253. Seldin, P. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (2nd edition). Bolton, MA: Anker Publishing Company Inc. Urbach, F. (1992/Spring). Developing a teaching portfolio. College Teaching, 41(2), 71-74.

  26. Contact Information Jeanette McDonald Manager: Instructional Development ext. 3211 / jmcdonald@wlu.ca

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