Second Piece of Evidence of Teaching Effectiveness
APM 210 states “It is the responsibility of the department chair to submit meaningful statements, accompanied by evidence, of the candidate’s teaching effectiveness at lower-division, upper-division, and graduate levels of instruction. More than one kind of evidence shall accompany each review file. “
In 2016-17 all review files were required to have two forms of evidence. Based on review of the evidence submitted, and discussions with CAP and with the Provost Leadership Academy participants, the Vice Provost of Academic Personnel, in collaboration with the Division of Teaching Excellence and Innovation, has developed the following guidelines that we hope will help faculty in preparing materials that will be useful in the review process.
1. Reflective teaching statement
Different from a description of teaching philosophy, reflective statements focus on specific examples of teaching approaches, and describe how you assess and revise your practices over time. Learn more.
2. Peer evaluation from a colleague
Peer observations that are most constructive will provide evaluative and actionable feedback on teaching, and will also be useful in assessment of teaching effectiveness in the merit and promotion process. Learn more.
3. Other evidence
Other submissions will be accepted including but not limited to evidence of student learning gains, or awards that demonstrate deep and/or broad impact of instructional activities.
Faculty might also want to consider submitting a completed Teaching Practice Inventory (TPI), a tool to evaluate your classroom activities developed by Nobel prize winning physicist and leader in higher education evidence-based teaching practices, Carl Weiman and colleagues (read more here).
In most cases a syllabus without an accompanying reflective statement or philosophy statement were not very helpful in evaluating teaching effectiveness.