The foundation of the holistic model of teaching assessment is a framework of teaching effectiveness that is relevant for the University of Waterloo. We need this framework in order to establish a goal post for the kind of teaching we want to for our students.
- What matters for instructors at Waterloo with respect to teaching?
- What matters for students at Waterloo with respect to teaching?
- What does the literature say matters with respect to effective teaching?
- What does Waterloo need to strive for to be the leading institution for teaching effectiveness in Canada?
The answers to these questions were the building blocks for the following framework:
| Design | Implementation | Learning experience | Professional development | |
|---|---|---|---|---|
| Overview | Alignment at the planning level | From design to action | Student perceptions of their learning experience | Activities supporting growth as an instructor/ supervisor |
| Areas of focus |
Planning Builds course around evident design framework Clearly defines course-level and activity-level learning objectives Includes learning material that is relevant and/or current scholarship from the field Structures material in a logical and coherent order Includes experiential and/or professional connections, when possible Sets workload and performance standards appropriate for the course level and topic Plans a variety of teaching/ learning strategies to promote student engagement and deep learning Framework / alignment Aligns program expectations, course objectives and learning outcomes with course content, delivery of course and learning activities, and assessments Develops appropriate and sufficient assessment methods that align with course objectives and outcomes |
Communication Describes and explains material clearly using an appropriate pace Demonstrates enthusiasm for the subject Uses technology and/or media effectively Promotion of student engagement Promotes student participation, peer interactions, and engagement with course content Uses teaching/learning strategies that encourage student engagement and deep learning
Adapts to evolving classroom contexts Adopts a range of teaching strategies, methods, and/or modalities that recognize diverse talents and ways of learning Assessments and feedback Prepares students for assessments by delivering content Communicates clear expectations and instructions for assessments Provides performance feedback in a timely manner Provides directions for student improvement individually or collectively |
Rapport Is approachable Builds appropriate rapport with students
Provides opportunities for student contact inside and outside of class Responds to student inquiries and questions in an appropriate timeframe
Generates and maintains student interest Fosters intrinsic motivation Seeks student input on course learning experience Provides evidence of student learning
Promotes inclusivity and diversity by acknowledging variety of experiences, viewpoints, and backgrounds |
Reflection Reflects on and assesses teaching and learning practices Engages in a scholarly approach to teaching and learning through determining and implementing best practices Takes an iterative approach to continuous improvement and growth Continuous improvement Participates in professional development activities Makes changes to practices and/or develops innovations Regularly revises or updates course content, assessments, format, or teaching strategies Collaboration, mentorship, and leadership Leads activities to promote teaching and learning Interacts and works with colleagues around teaching Provides and receives mentorship related to teaching Contributes to the Scholarship of Teaching and Learning |
| Examples of possible indicators |
Learning objectives Learning materials Learning activities Teaching philosophy |
One-on-one/small group/large group interactions Synchronous/ asynchronous instructional activities |
Learning environment Interaction with instructor/ supervisor |
Refinement of instructional materials and approaches Workshops and conferences (participation and/or leadership) Scholarship of Teaching and Learning Mentorship of colleagues and students |