Documenting Teaching
These resources support instructors in documenting their teaching, reflecting on their practice, and utilizing Student Experience of Teaching (SET) and mid-term survey data as formative feedback.
Documenting
A Guide to Providing Evidence of Excellence in Teaching
A Guide to Providing Evidence of Excellence in Teaching (PDF)
Produced in collaboration with the Academic Senate Committee on Teaching, this white paper guides instructors in developing evidence of their teaching effectiveness, in order to provide a holistic and representative picture of the individual as a teacher, both for the personnel review process and for formative self-reflection.
Produced in collaboration with the Academic Senate Committee on Teaching, this white paper guides instructors in developing evidence of their teaching effectiveness, in order to provide a holistic and representative picture of the individual as a teacher, both for the personnel review process and for formative self-reflection.
Best Practices for Improving SETs Response Rates
Best Practices for Improving SETs Response Rates
Produced in collaboration with the Academic Senate Committee on Teaching, this page provides instructors with a few concrete suggestions on how to encourage students to fill out the SETS and provide feedback that is thoughtful and useful for instructors.
Produced in collaboration with the Academic Senate Committee on Teaching, this page provides instructors with a few concrete suggestions on how to encourage students to fill out the SETS and provide feedback that is thoughtful and useful for instructors.
A Guide to Using Student Experience of Teaching (SET) Survey Data
A Guide to Using Student Experience of Teaching (SET) Survey Data (PDF)
Produced in collaboration with the Academic Senate Committee on Teaching, this document provides instructors with guidance on how to use quantitative and qualitative Student Experience of Teaching (SET) data, which may be employed as evidence of teaching effectiveness (and growth as a teacher) during the personnel review process.
Produced in collaboration with the Academic Senate Committee on Teaching, this document provides instructors with guidance on how to use quantitative and qualitative Student Experience of Teaching (SET) data, which may be employed as evidence of teaching effectiveness (and growth as a teacher) during the personnel review process.
Preparing to Read Student Comments on Student Experience of Teaching (SET) Surveys
Preparing to Read Student Comments on Student Experience of Teaching (SET) Surveys (PDF)
Produced in collaboration with the Academic Senate Committee on Teaching, this white paper guides instructors in reading and utilizing Student Experience of Teaching (SET) surveys.
Produced in collaboration with the Academic Senate Committee on Teaching, this white paper guides instructors in reading and utilizing Student Experience of Teaching (SET) surveys.
A Guide for Students: Giving Useful Feedback to Your Instructors and TAs
Giving Useful Feedback to Your Instructors and TAs (PDF)
This document provides students with guidance on how to utilize SETs and other feedback mechanisms as resources for reflecting on their own learning and for providing feedback that can be effectively used by instructors to improve student learning.
This document provides students with guidance on how to utilize SETs and other feedback mechanisms as resources for reflecting on their own learning and for providing feedback that can be effectively used by instructors to improve student learning.
UCSC Mid-Quarter Feedback Template
UCSC Mid-Quarter Feedback Template
Prepared by Online Education to support remote instruction, this Google form template can be adapted to an in-person or hybrid context. To access the template: (1) Go to the Google Forms homepage; (2) Click on the Template Gallery (located on the top right-hand side of the page); (3) Select the form titled Mid-Quarter Feedback Questionnaire – Remote Instruction; (4) The form will automatically populate to your Google Drive once selected (it is not shared with others).
Prepared by Online Education to support remote instruction, this Google form template can be adapted to an in-person or hybrid context. To access the template: (1) Go to the Google Forms homepage; (2) Click on the Template Gallery (located on the top right-hand side of the page); (3) Select the form titled Mid-Quarter Feedback Questionnaire – Remote Instruction; (4) The form will automatically populate to your Google Drive once selected (it is not shared with others).
A Guide to Collecting Mid-Term Feedback
https://keepteaching.ucsc.edu/remote-teaching/mid-quarter-feedback
This page on UCSC’s Keep Teaching website provides helpful guidance and hands-on strategies for preparing, administering, and evaluating data from mid-term feedback surveys in order to improve teaching and support student learning.
This page on UCSC’s Keep Teaching website provides helpful guidance and hands-on strategies for preparing, administering, and evaluating data from mid-term feedback surveys in order to improve teaching and support student learning.
Peer Observation of Teaching
Peer observation provides both observers and observed instructors with the opportunity to reflect on teaching and to consider the impact of specific instructional choices on student learning. These resources provide tools and templates for a variety of approaches to peer observation that can generate productive conversations between colleagues.
Observing
CITL's Guide to Peer Observation of Teaching
Guide to Peer Observation Teaching(PDF)
CITL’s guide to doing peer observations of teaching includes a pre-observation questionnaire for discussion between observer and instructor; a protocol for observing a class; and a post-observation questionnaire for discussion between observer and instructor. These recommended tools invite a non-evaluative discussion of teaching that is instructor-focused and allows for observers to share information about what they notice in the clasroom relative to instructor goals and student learning.
CITL’s guide to doing peer observations of teaching includes a pre-observation questionnaire for discussion between observer and instructor; a protocol for observing a class; and a post-observation questionnaire for discussion between observer and instructor. These recommended tools invite a non-evaluative discussion of teaching that is instructor-focused and allows for observers to share information about what they notice in the clasroom relative to instructor goals and student learning.
University of Toronto's Peer Observation of Teaching Guide
Peer Observation of Teaching Guide (PDF)
This more comprehensive, research-based guide to peer observation of teaching introduces different models for peer observation; provides suggestions for learning-focused feedback; offers reflection questions to consider before, during, and after an observation; and includes sample tools to guide the observation process.
This more comprehensive, research-based guide to peer observation of teaching introduces different models for peer observation; provides suggestions for learning-focused feedback; offers reflection questions to consider before, during, and after an observation; and includes sample tools to guide the observation process.
University of Calgary's “Teaching Squares” Peer Observation Model
taylorinstitute.ucalgary.ca/guides
In this model for peer observation of teaching, participants reflect on what can be learned about their own teaching by observing their colleagues, instead of providing evaluative feedback. The guide supports participants to establish goals before the observation, provides a template for observation, and promotes the observer’s development of a plan to try out new teaching approaches based on the observation.
In this model for peer observation of teaching, participants reflect on what can be learned about their own teaching by observing their colleagues, instead of providing evaluative feedback. The guide supports participants to establish goals before the observation, provides a template for observation, and promotes the observer’s development of a plan to try out new teaching approaches based on the observation.
Rethinking Classroom Observation
ascd.org/publications
Drawing from research in K-12 education, this article outlines a model for instructor-centered observation. In this approach, an instructor defines a focus question, an observer supports the instructor by observing and then describing instructor-student interactions, and the instructor reflects on how the data collected by the observer can inform their practice.
Drawing from research in K-12 education, this article outlines a model for instructor-centered observation. In this approach, an instructor defines a focus question, an observer supports the instructor by observing and then describing instructor-student interactions, and the instructor reflects on how the data collected by the observer can inform their practice.
Teaching Portfolios
A representative collection of materials that document one’s teaching effectiveness, a teaching portfolio captures one’s approaches to and reflections on their teaching in relation to student learning, with the goal of communicating one’s identity as an educator.
Portfolios
Developing a Teaching Portfolio
duq.edu
An overview of the general purpose and common contents of a teaching portfolio, with reflection exercises that support instructors during the portfolio development process.
An overview of the general purpose and common contents of a teaching portfolio, with reflection exercises that support instructors during the portfolio development process.
Teaching Portfolio Checklist
cft.vanderbilt.edu
In addition to providing a list of resources on teaching portfolios, this site offers a comprehensive checklist for common components of a teaching portfolio.
In addition to providing a list of resources on teaching portfolios, this site offers a comprehensive checklist for common components of a teaching portfolio.
Writing a Statement of Teaching Philosophy
crlt.umich.edu
Directed at advanced graduate students, this article reviews a survey of search committee chairs in order to categorize key components of an effective teaching statement, and provides a rubric for composing and self-evaluating a teaching statement.
Directed at advanced graduate students, this article reviews a survey of search committee chairs in order to categorize key components of an effective teaching statement, and provides a rubric for composing and self-evaluating a teaching statement.
Four Steps to a Memorable Teaching Philosophy
chronicle.com
James M. Lang’s article addresses a common challenge for educators: “How do you write a statement of teaching philosophy that doesn’t sound exactly like everybody else’s?”
James M. Lang’s article addresses a common challenge for educators: “How do you write a statement of teaching philosophy that doesn’t sound exactly like everybody else’s?”
Teaching Statement Guidelines and Tips
Teaching Statement Guidelines and Tips (PDF)
CITL provides a list of tips for developing a teaching statement, especially intended for early-career educators, with a focus on highlighting concrete evidence of student learning.
CITL provides a list of tips for developing a teaching statement, especially intended for early-career educators, with a focus on highlighting concrete evidence of student learning.