Feedback on Your Practice
A sampling of consultative supports available to faculty
CELT staff will attend a class session and provide supportive feedback on your teaching. We can also arrange for digital recording of your teaching for your use. The teaching observation process involves a meeting prior to the observation, the observation of one class session, and a follow-up meeting to discuss the outcomes. We can also provide guidance for departments that want to develop a process for systematic peer observation by their own faculty members.
Developing formative feedback strategies
CELT staff will assist in developing a process for receiving constructive feedback from students about their learning that has a learning-centred focus. This may include strategies for feedback as you teach a lesson, surveys that can be given at semester mid-point or end-point, or a small group instructional feedback session.
Constructing a teaching dossier
CELT staff will assist in preparation of teaching dossiers for individuals or departments. A dossier is a concise summary of your teaching accomplishments and effectiveness and is valuable in documenting your growth as an instructor and providing evidence that will support applications for tenure or promotion. A teaching dossier typically consists of reflective commentary followed by appendices that contain evidence or the “artifacts of teaching.” The reflective section will often contain (a) a summary of teaching responsibilities; (b) a statement of teaching philosophy; (c) future goals and plans, plus a paragraph or two discussing each appendix.
- Seldin, Peter. 2004. The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Call No: LB 2333 .S46 2004
- Dossier preparation example: University of Guelph (http://tinyurl.com/o2uu9km)
Small group instructional feedback
Small Group Instructional Feedback (SGIF) is a simple, yet powerful formative process to improve instruction. It uses small group student discussion to provide feedback and suggestions for strengthening the course. It is a confidential process involving the instructor, the students, and a trained facilitator. All resulting materials are the property of the instructor with no obligation to share them. Typically, a session takes about 45 minutes and is done near the course mid-point in order to allow for changes that may improve the student learning experience. The instructor and facilitator meet before and after the session.