ERIC Number: EJ1446155
Record Type: Journal
Publication Date: 2022
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2644-2132
Documenting Your Teaching: A Guide to Promote Reflective and Responsive Instruction
María Luisa Spicer-Escalante; Sylvia Read
Journal on Empowering Teaching Excellence, v6 n2 Article 4 p11-19 2022
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.
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
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/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A