Documenting Your Teaching: A Guide to Promote Reflective and Responsive Instruction
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| Title: | Documenting Your Teaching: A Guide to Promote Reflective and Responsive Instruction |
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| Language: | English |
| Authors: | María Luisa Spicer-Escalante, Sylvia Read |
| Source: | Journal on Empowering Teaching Excellence. 2022 6(2):11-19. |
| Availability: | Utah State University. Merrill-Cazier Library, 3000 Old Main Hill, Logan, UT 84322. Tel: 435-797-1391; e-mail: jete@usu.edu; Web site: https://digitalcommons.usu.edu/jete/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reflection, Teacher Effectiveness, Portfolios (Background Materials), Educational Strategies, Self Evaluation (Individuals), Journal Writing, Documentation, Peer Evaluation, Profiles, College Faculty, Faculty Promotion, Student Evaluation, Academic Achievement, Teaching Methods, Teacher Evaluation |
| ISSN: | 2644-2132 |
| Abstract: | Why is teaching documentation so important right now in the educational context? In the United States, teaching, along with research and service, is a crucial component of someone's professional profile in academia. As part of the review process for faculty reappointment or promotion, most institutions require evidence of effective teaching. This article provides key guidelines for how faculty can collect, explain, and showcase their impact and potential as effective instructors in their teaching dossiers or portfolios. Teaching dossiers are based on three main components: materials from oneself, materials from others, and products of good teaching and student learning (Seldin et al, 2010). This article also discusses some strategies that teachers may use to document their teaching, such as journaling and self-assessment and collaborative assessment (Farrell, 2013, 2018, 2019; Spicer-Escalante & Kannan, 2016). The guidelines and resources outlined in this article are supported by ten years of experience in assisting colleagues from different disciplines to write their teaching documentation and assemble the evidence to support their claims. We share the model that we have successfully used in a mentoring program within a university context. We conclude that only by documenting our teaching efforts and thinking about them will we be able to begin our path toward a more reflective and responsive practice in our classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446155 |
| Database: | ERIC |
| Abstract: | Why is teaching documentation so important right now in the educational context? In the United States, teaching, along with research and service, is a crucial component of someone's professional profile in academia. As part of the review process for faculty reappointment or promotion, most institutions require evidence of effective teaching. This article provides key guidelines for how faculty can collect, explain, and showcase their impact and potential as effective instructors in their teaching dossiers or portfolios. Teaching dossiers are based on three main components: materials from oneself, materials from others, and products of good teaching and student learning (Seldin et al, 2010). This article also discusses some strategies that teachers may use to document their teaching, such as journaling and self-assessment and collaborative assessment (Farrell, 2013, 2018, 2019; Spicer-Escalante & Kannan, 2016). The guidelines and resources outlined in this article are supported by ten years of experience in assisting colleagues from different disciplines to write their teaching documentation and assemble the evidence to support their claims. We share the model that we have successfully used in a mentoring program within a university context. We conclude that only by documenting our teaching efforts and thinking about them will we be able to begin our path toward a more reflective and responsive practice in our classrooms. |
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| ISSN: | 2644-2132 |
