A key piece 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 see.
- 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 planning level |
Design to action |
Student perceptions of their learning experience
|
Activities supporting growth as instructor/ supervisor
|
| Areas of focus |
Planning Framework |
Communication
Promotion of student engagement
Variety of teaching strategies / practices
|
Rapport
Responsiveness
Engagement with learning
Diversity/inclusivity
|
Reflection
Continuous improvement
Collaboration, mentorship, leadership
|
| Examples of possible indicators |
Learning objectives
Learning materials
Learning activities
Teaching philosophy
|
One-on-one / small group / large group interactions
Synchronous / asynchronous instructional activities
|
Classroom environment
Outside-of-class (i.e., interaction with instructor / supervisor)
|
Refinement of instructional materials / approaches
Workshops and conferences (participation / leadership)
Scholarship of Teaching and Learning
Mentorship (colleagues / students)
|