Then Now  Teaching as Art  Teachers and Teaching  Great teachers are born  How did I do?  Scholarship informs Teaching  Culture of Unexamined assumptions  Teaching as Effective Practice  Student and Learning  Effective Teachers are developed  How can I do Better?  Technology, Pedagogy, Inquiry, Research on Learning informs teaching  Culture of Evidence

Evaluating Faculty: Teaching 1. Introduction to Teaching at UP. Some Background Excellence in Teaching “The scholarly teacher” Problems /Challenges in Teaching and the Maturing Teacher 2. Interpreting Student Evaluations 1. What R&T looks for in eval interpretations 2. Some sample interpretations of comments using A. Positive Reframing B. A Solution-Focused Approach 3. Interpreting comments a solution-focused approach. 3. Solutions- Supplemental Evaluations How to evaluate a learning activity Distinguishing your course from others “Anticipatory Guidance”

Progressions on a Maturing Teacher This is What I do……   I take my students, I act as, I include, I give them, I want my students, I want them to be able to. I grade based on, I allow, I also

Progressions on a Maturing Teacher This is Why I do What I do….. Groundwork, influences, beliefs, pedagogy This is What I do……

Progressions on a Maturing Teacher This is Why I do What I do….. This is What I do…… This is how I know that What I do is effective in ……I.e. evidence

Effective Teaching At UP.   -Evaluation/Assessment need to reflect research on teaching effectiveness and institutional culture.   -Assessment Summative vs. Formative   Summative: How well did I do?   Formative: How can I do better? -Role of the Chair?

 Excellent Effective teachers demonstrate commitment to students and their learning.  Excellent Effective teachers create and enrich instructional settings that capture and sustain the engagement of their students.  Excellent Effective teachers demonstrate a high level of subject knowledge and a deep understanding of how to teach those subjects effectively.  Excellent Effective teachers think critically and systematically about their teaching.  Excellent Effective teachers are respected for their teaching expertise and used as a resource on teaching by his/her colleagues. Descriptors from Committee on Teaching and Scholarship 1,4,5-Document G1 UP Guide to P and T

Relationships in Teaching Students Teacher  Effective teachers demonstrate commitment to students and their learning. -providing formative and summative feedback to assist students in improving performance -providing necessary task and social support to students when requested -respond to student concerns that are raised -supporting students as independent learners -positive and open teacher-student interactions in and out of class -faculty-generated student activities that support students’ autonomous learning

 Effective teachers create and enrich instructional settings that capture and sustain the engagement of their students Learning Environments Teacher -Good course organization- overall structure and types of learning activities -Good course management-sequence and timing of learning activities -Utilize effective teaching methods and strategies that are consistent with learning goals. (Lecturing, vs active learning) -positive and open teacher-student interactions in and out of class

 Effective teachers demonstrate a high level of subject knowledge and a deep understanding of how to teach those subjects effectively. (Disciplinary specific) Discipline Teacher -selecting teaching materials that effective in bringing about learning -selecting teaching strategies that were effective in bringing about learning -supporting students as independent learners within our discipline

 Effective teachers think critically and systematically about their teaching. The reiterative process of teaching and evaluating that brings about more effective practice. Teacher Self and Colleagues

The Scholarly Teacher:  exhibits curiosity about their students, student learning and their learning environments  identifies issues/ questions (problems) related to some aspect of student learning  develops, plans and implements strategies designed to address/enhance student learning  documents the outcomes of their strategies using methodology common to the discipline  reflects upon and shares with others their ideas, designs and strategies and outcomes of their work -did it work? (summative) -how can I do it better? (formative)

Let’s give it up for  NORAH.

NORAH. 2. Interpreting Student Evaluations 1. What R&T looks for in eval interpretations 2. Some sample interpretations of comments using A. Positive Reframing B. A Solution-Focused Approach 3. Interpreting comments a solution-focused approach

3. Supplemental Evaluations Supplementing your course evaluations. Why? To get answers to questions about your practice To document that your learning activities are successful or, To learn more about how to make you learning activities more successful.

Supplemental Evaluations Mid Term Evaluations -generally don’t go in tenure file -safe-do not have to be shared with colleagues -can allow for clarification/reiteration of teaching practices -can allow faculty member opportunity to adjust practice 2 questions What is going well in the course, what are things you are enjoying, etc? What suggestions can you make to improve some aspect of the course?

The Scholarly Teacher:  exhibits curiosity about their students, student learning and their learning environments How can I be more effective at……? Why do my students leave studying till the last minute  identifies issues/ questions (problems) related to some aspect of student learning How can I get my students to come to class more prepared?  develops, plans and implements strategies designed to address/enhance student learning - …….. JITT.  documents the outcomes of their strategies using methodology common to the discipline easy data collection  reflects upon and shares with others their ideas, designs and strategies and outcomes of their work -did it work? (summative) -how can I do it better? (formative)

The Scholarly Teacher: An easy 3 step process for Evaluating a teaching/learning activityAn easy 3 step process for Evaluating a teaching/learning activity The Scholarly Teacher. -curiosity about an issue student preparation for class. -strategy to address JITT -plan and implement …… -Assess, reflect and sharecolleagues, R and T, etc. 1. Determine goals of learning activity 1. Determine goals of learning activity 2.Develop questionnaire to assess activity 2.Develop questionnaire to assess activity 3.Analyze and report results. 3.Analyze and report results.

The Scholarly Teacher:JiTT Briefly- Just in Time Teaching (JiTT) Learning Goals for the Activity 1.Help students stay on track with reading between exams. 2.Help students focus on key concepts while reading. 3.Challenge students to think about material in different ways. 4.Help students use out of class time more effectively. 5. Help students and faculty use in-class time more effectively.

The Scholarly Teacher:JiTT Mechanics of the Activity. 1. Faculty member generates questions for students to answer. 3 knowledge 1 synthesis 1 application -is there anything else from the reading that you would like to know or didn’t understand? 2. Questions handed out in class or ed on Tuesday 3. Students submit responses by Wednesday Evening ( ) 4. Faculty member looks over responses and adjusts Thursday lecture to meet students needs

The Scholarly Teacher:JiTT   The JiTT exercises helped me stay on track with reading between exams.

The Scholarly Teacher:JiTT   The JiTT exercises helped me focus on key concepts in the book that I wouldn’t have identified if I were just reading and taking notes with out the JITT questions.

The Scholarly Teacher:JiTT  Generally, the JiTT questions challenged me to think about the material in different ways.

Distinguishing your course from others “Anticipatory Guidance”

  ASSESSMENT   93% indicated that information covered was not available elsewhere   Most Helpful Supplemental/Midterm 12 Positive reframing 10 Explain R and T process 7 JITT 6

  ASSESSMENT- Other things you would have liked to hear/see   Suggestion of questions to ask about our teaching   Example set of evals and analysis   More info on “Scholarly Teacher”   How to quantitatively and qualitatively analyze evals.   3rd Yr. Review   Which leads to   3rd Year Handbook

Relationships in Teaching Students Discipline Learning Environment Self and Colleagues Teacher

Relationships in Teaching Students Discipline Learning Environment Self and Colleagues Teacher

Classroom Students Discipline, Pedagogy, Etc.