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Come to the three-part
Teaching Portfolio Workshop series Demystifying the Teaching Portfolio.
Where: AVDX 120
When: February
1, 8, 15 at 2:30 pm
This series will guide you through the
creation of the teaching portfolio for job search or career enhancement.
Each 90-minute session will focus on one of the three essential parts
of the portfolio. Come to one or all three:
February 1: Background Literature and Statement
of Teaching Responsibilities
February 8: Reflective Statement on Teaching
(or Philosophy)
February 15: Providing Evidence of Teaching
Accomplishment
Please e-mail Eileen
to confirm your attendance.
Why Create Your Teaching Portfolio?
The portfolio benefits teachers, students, and administrators because it:
- keeps a record of a teacher's accomplishments
- focuses attention on teaching and recognizes its importance
- stimulates discussion about teaching and pedagogy
- encourages the scholarship of teaching
- encourages teachers to develop and present better evidence
of the quality of their teaching
- provides a better assessment tool for those who hire,
promote, and evaluate teachers
- gives the teacher some control over the process as
compiler and editor
More and more universities
and colleges throughout Canada, the US, and the UK are using portfolios
as a means of evaluating candidates for promotion and tenure; many are
even requiring portfolios from applicants for tenure-track positions.
To find out more, visit
the Teaching
Portfolio website at the University of Saskatchewan (Herteis,
2001).
Guidelines
on the recommended Mount A Teaching Portfolio components and structure
(opens a .pdf document)
For consultations on your own Teaching
Portfolio Contact the PCTC
Peer Consultation
is a voluntary, collegial programme:
• designed to support teaching and teachers
• voluntary and confidential
• initiated by a teacher who is committed to on-going improvement
Why request
it?
You may request a consultation for many reasons:
• to obtain feedback on changes you have made in a course
• to discover what's going well
• to improve your overall teaching skills or address a particular
concern
• to discuss ideas and innovations
What is involved?
The consultant will likely:
• Meet you to discuss your needs
• Attend one or more of your classes and be introduced to the students
with a short explanation
• Observe your teaching and gather information
• Give students a brief questionnaire at the end of class
• Meet you again to discuss the information that has been gathered
• Send you a confidential report on the consultation
(The consultant's report is your property, and it remains confidential
unless you decide otherwise.)
All teachers, but especially new faculty
at Mount Allison, are warmly encouraged to take part in Peer Consultation.
To find out more:
Contact the PCTC
Come
to a 30-minute Teaching Triangles information session!
Friday,
January 18 at 4pm in DUNN 111
The
popular Teaching Triangles Program is designed to enhance teaching and
learning through a collegial yet structured process of classroom visits,
self-reflection, and discussion. The purpose of these visits is not to
evaluate your colleagues teaching or give them feedback; rather it is
to reflect upon your own teaching. Together, the triangle participants
will serve as a broader mentoring or learning community.
What are Teaching Triangles?
Each Teaching Triangle consists of three teaching colleagues who:
1. Visit a class taught by the two others (two observations each)
2. Reflect on that experience and what they learned from their colleagues'
teaching
3. Share reflections with their Triangle partners, individually and as
a whole group.
Triangle Outcomes
The focus of Teaching Triangles is learning from others;
it's not about giving them teaching feedback. Triangles provide a mutually
supportive environment in which participants can
1. Observe and reflect on good teaching and learning
2. Develop their own teaching and learning repertoire
3. Devise a plan for trying and developing new approaches
4. Understand and appreciate the work of colleagues.
Teaching Triangle Approach
Each Triangle can set its own “rules,” including
1. Sharing a teaching schedule of “open” classes
2. How much notice you want to give/receive about a visit
3. What course/class information would be useful in advance of the visit
4. Scheduling your after-visit meeting.
In short . . . .
Each participant will visit two classes and have two colleagues visit
his or her class. Each of these visits is followed soon (not necessarily
immediately) by a one-on-one discussion, to be scheduled at the participants'
convenience.
There are two calls for Triangle participants each year--in
early September for the Fall term, and mid-December for the Winter term.
To find out more:
Contact the PCTC
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