My teaching at the University of Delaware exemplifies and informs my research as a scholar-practitioner, focused on three interrelated areas: centering Blackness in English education; best practices for being, learning and teaching focused on equity and social justice; and community-engaged teacher education. My trajectory as a faculty member has included both a professor of professional practice and tenure track. I strive to strengthen the university’s national reputation on disrupting anti-Blackness and centering Blackness in English Education through my curricular practices. As a recent nominee for University of Delaware’s Excellence in Teaching Award in 2022-2023 (see Evidential Materials iii. Teaching Award Nomination), my passion and commitment to preparing the next generation of educators who will ensure that every student has an equitable opportunity to learn, regardless of race, gender, socioeconomic status, religion, ability and/or sexuality is evident.  I understand the importance and weight of my teaching practices that impact preservice teachers’ clinical and future teaching practices, especially for marginalized students. I am the only Black faculty member in our program, which aligns with the national cultural mismatch of overwhelmingly white educators. There is a growing demographic of students of color in K-12 classrooms, who are not being served, which is why the act and art of teaching is a serious and urgent matter.   

Over the last five years, I have worked strategically to not only meet the expectations of the English department at University of Delaware and English Education program at Rutgers University, but to teach students how to interrogate what is deemed knowledge concerning English Education, especially the prevalence of anti-Blackness in K-12 ELA classrooms. The English Education department’s faculty are committed to preparing future teachers who can support youth from diverse backgrounds. My work at the University of Delaware has upheld this commitment, not only through the assignments within the courses, but the opportunities extended to share these best practices with educators (K-16) in workshops and on Panels (see Evidential Materials: Workshop/Panel Flyers & Materials). For example, I have facilitated workshops on best teaching practices for teaching for liberation with Illinois State University’s College of Education, and workshops on centering Blackness in the classroom for the Black Teacher Collaborative. 

I have taught undergraduate courses ENGL 294: English Language: Grammar & Usage twice, ENGL 492: Teaching English in Secondary Schools and ENGL 395: Literacy & Technology at the University of Delaware. I have taught Introduction to Education, Individual and Cultural Diversity in the Classroom, Inquiry Based Teaching: Learning and Assessment twice, Teaching Literacy: Readers, Texts and Assessments and Students twice, Students, Communities and Social Justice (of my own design) twice, in the Masters program at the graduate school of education at Rutgers University. I have also taught a doctoral level course, Teacher Leadership Inquiry I (Evidential Materials: v. Teaching Timeline At Rank).

Participating in workshops, seminars and conferences focused on teaching and learning can provide valuable insights and practical strategies for effective instruction. These professional development opportunities often feature presentations offering evidence-based pedagogical approaches and innovative teaching techniques. Attending such gatherings allows you to connect with peers from different institutions or even within the university. This provides an opportunity to connect with peers from different disciplines to exchange ideas and gain fresh perspectives on teaching. At the University of Delaware, for example, the Center for Teaching and Learning Assessment (CTAL) offers annual workshops and conferences such as the Summer Institute on Teaching. Additionally, the office of Academic Technology Services (ATS) hosts the bi-annual Keep Calm and Teach On series of workshops prior to the fall and spring semesters. Upon completion of these workshops, you receive a certificate or letter confirming your participation, which can be included in the teaching section of your dossier to demonstrate your commitment to professional development. Furthermore, you can annotate these certificates or letters to describe how you applied what you learned at the workshop into your teaching, curriculum design, or department learning goals.

PLCs are collaborative groups of faculty members who come together to explore specific teaching and learning topics. These communities offer a supportive environment for faculty to engage in shared learning and reflective opportunities. PLCs encourage the exchange of ideas, peer mentoring, and the development of new teaching strategies. By participating in PLCs, you can deepen your understanding of effective teaching and gain insights from diverse disciplinary perspectives. Work that is produced as a result of these experiences can also be included in the teaching section of your dossier.

With a variety of online resources available, you can take advantage of the flexibility and convenience to engage in self-paced learning opportunities or participate in live sessions. Platforms like Coursera, edX, and LinkedIn Learning (which is freely available to students, faculty and staff at the University of Delaware) provide a wide range of courses on pedagogy, assessment, instructional design and other relevant topics. Additionally, professional organizations and educational institutions often offer webinars that address specific teaching challenges and trends.

Peer observation and feedback can be powerful tools for professional growth. Some departments facilitate the observation of teaching practices and provide constructive feedback to instructors as part of a formal peer review process. Outside of that formal process, faculty can seek a formative teaching observation from the Center for Teaching and Learning Assessment (CTAL). By completing a consultation request form, you can identify a few dates on which you would like your class to be observed. A member of the CTAL team will meet with you prior to the observation to determine your goals and the feedback you would like to have. A feedback session will be held after the observation is complete in order to discuss what was observed and to explore ways to improve instruction. You are the only person who has access to the feedback that is generated during the observation.

Engaging in this process allows faculty to receive objective evaluations, identify areas for improvement, and learn from successful strategies employed by colleagues within and outside of your department. Peer observation programs foster a culture of collaboration and continuous improvement. Documenting these observations and how you have implemented feedback from them can serve as evidence of your commitment to refine your teaching over time.

Engaging with scholarly research on teaching and learning (SOTL) can provide valuable insights into effective instructional practices. Faculty can explore published studies, journals, and books on pedagogy to stay up-to-date on current research findings. The insights gained from reviewing SOTL findings can also enhance your teaching philosophy, and serve as one of the guiding principles for how you approach teaching. 

(Example: In the last five years, my approach to teaching evolved based on my industry experience, attendance at teaching seminars and workshops, feedback from informal and formal teaching evaluations, as well as review of pedagogical literature. One of the books that most inspired my teaching style is “What the Best College Teachers Do” by Ken Bain. In his book, Bain writes the following…)

By actively seeking out professional development opportunities, faculty can also enhance their teaching effectiveness and create impactful learning experiences for their students. It is crucial for faculty members to invest in continuous improvement, as teaching practices evolve alongside the changing needs of learners. Professional development not only provides faculty with new instructional strategies, but also fosters a culture of lifelong learning.

(Example: As outlined in my CV, I regularly attend teaching conferences and workshops to improve my delivery of curriculum and to better understand the latest trends and best practices in active learning and other pedagogical areas. For example, when I attended the annual Public Relations Society of America’s Educators Academy Summit in 2022, I learned that many professors of public relations use social media simulations in their classes to help students apply and assess various social media engagement strategies. Based on this growing trend in public relations classrooms, I am now exploring opportunities for our department to garner alumni support of these platforms for use in public relations courses at University of Delaware.)

In conclusion, effective teaching statements provide a foundation for instructional practice, but professional development opportunities offer avenues for facility to enhance their teaching skills. Through workshops, conferences, PLCs, online courses, teaching observations and research on teaching and learning, faculty can continually grow and refine their instructional approaches. By embracing professional development, faculty demonstrate their commitment to delivering quality education and preparing students for success beyond the classroom.