Documenting Teaching

Documenting Teaching

Documenting teaching is the process of collecting information about one’s teaching practice. This involves cataloguing artifacts of teaching performance and preparation and student learning. And it can be collected from the traditional environments of classroom and laboratory as well as online courses, small group settings, advising, and reports of scholarship of teaching and learning. Growth in teaching and displays of successes and challenges occur when these documents are carefully reviewed and reflected upon.

Reflections, evaluations, and documents of one’s teaching can be carefully organized and presented for many purposes including: instructional development, promotion/tenure, job market dossier, or to share one’s legacy. These documents often are assembled in a teaching portfolio, which can be digital or paper.

Various items can be included in one’s portfolio and should be arranged to suit the audience and purpose intended. It can include selections of the sections listed below, and each section should contain reflective statements that are supported by evidence.

  1. Teaching Responsibilities
  2. Teaching Philosophy
  3. Teaching Objectives, Strategies, Methodologies
  4. Description of teaching materials (course instruction materials)
  5. Efforts to improve teaching
  6. Student Ratings on diagnostic or summative questions (from several courses)
  7. Review of teaching materials
  8. Classroom observations
  9. Evidence of student learning
  10. Teaching Goals
  11. Appendices

CTAL offers resources to guide faculty and Teaching Assistants through the process of effectively documenting their instructional development. This includes reviewing teaching documentation, formative reviewing of classroom teaching, video recording of teaching, and providing consultations on developing a teaching statement (or philosophy).


Continuing Track Faculty Caucus Suggestions on Demonstrating Teaching Effectiveness

Peer Review

  • Considerations for Peer Review
  • Peer Observation Form based on Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. It was adapted from University of Texas at Austin Center for Teaching and Learning by Cheryl R. Richardson of University of Delaware Center for Teaching & Assessment of Learning, 2015.
  • More Observation Forms Examples
  • Formative Classroom Observation
    Having a colleague or a trained CTAL staff member observe your class can provide you with valuable information about your teaching. CTAL observations are strictly formative.

Suggestions for Creating a Teaching Portfolio

Promotion and Tenure Process

 

April 2017 Podcast: Documenting your Teaching for Promotion & Tenure

Teach Assess Learn Podcast Episode 6 from Center for Teaching and Assessment of Learning (CTAL) hosted by UD Capture

More Resources:

Making The Case for Excellence in Teaching – Bob Hampel (Chair), Michael Ferrari, Amanda Jansen, Bill Lewis, Rob Palkovitz & Bahira Sherif-­‐Trask. College of Education and Human Development, University of Delaware. March 6, 2016.

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