The University of Waterloo's Framework for Teaching Effectiveness provides clear expectations and integrates various dimensions of teaching to support informed decision making, foster continuous improvement, and enhance communication among faculty and administrators at the University of Waterloo. It creates a unified standard for assessing teaching quality.
Jump to Addendum to the University's Framework for Teaching Effectiveness
| 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 |
Addendum to the University’s Framework for Teaching Effectiveness
The University’s Framework for Teaching Effectiveness identifies aspects of effective teaching that the University community recognizes as valuable. In addition to the items listed in the Framework, this addendum makes explicit some examples of activities that can count towards effective teaching. This is relevant to all Waterloo faculty members and instructors, but given the special nature and emphasis on teaching for Teaching Stream faculty, the addendum is of particular relevance to those holding such positions.
It is not intended that any of these activities or outcomes are required, only that performance review and tenure, permanence, and promotion committees should recognize that the following activities can also be considered as a valuable part of teaching:
- For Teaching Stream faculty, discipline-based scholarship and creative activity directly relevant to the faculty member’s teaching activities (unless the faculty member has a Scholarship weighting greater than 0%).
- Pedagogical and professional work that allows the faculty member to maintain a mastery of their subject area, including professional accreditations, if applicable.
The above list and activities and outcomes listed in the Framework are not intended to be exhaustive.
For consideration for promotion to Professor, Teaching Stream, candidates are expected to have a substantial positive impact on the quality of teaching and learning beyond the individual faculty member’s courses, the programs in which they teach, or on the students that they supervise. Such broader activities are called “Educational Leadership” in Policy 76 and Policy 77. Examples of activities considered to be educational leadership include, but are not limited to:
- Development of teaching resources, such as textbooks, open educational resources, or digital modules available for use by other instructors;
- Active engagement in the scholarship of teaching and learning;
- Promulgating new teaching or assessment practices, especially if these are adopted by others;
- Leadership roles in the development of new programs and new educational pathways for students;
- Successful and influential performance of teaching leadership roles at the program, departmental, faculty or University level (e.g., serving as a Teaching Fellow; leading a curriculum committee; serving as a peer reviewer of teaching);
- External educational leadership roles; and
- Support for the teaching development of others, including colleagues and graduate students through mentorship.