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.
- Teaching Responsibilities
- Teaching Philosophy
- Teaching Objectives, Strategies, Methodologies
- Description of teaching materials (course instruction materials)
- Efforts to improve teachin
- * curricular revisions
- * teaching conferences and workshops
- * innovations in teaching
- Student Ratings on diagnostic or summative questions (from several courses)
- Review of teaching materials
- Classroom observations
- Evidence of student learning
- Teaching Goals
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 and providing consultations on developing a teaching statement (or philosophy).
- 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.