Abstract
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Why is teaching documentation so important right now in the educational context? In the United States, teaching, along with research and service, is a crucial component of someone’s professional profile in academia. As part of the review process for faculty reappointment or promotion, most institutions require evidence of effective teaching. This article provides key guidelines for how faculty can collect, explain, and showcase their impact and potential as effective instructors in their teaching dossiers or portfolios. Teaching dossiers are based on three main components: materials from oneself, materials from others, and products of good teaching and student learning (Seldin et al, 2010). This article also discusses some strategies that teachers may use to document their teaching, such as journaling and self-assessment and collaborative assessment (Farrell, 2013, 2018, 2019; Spicer-Escalante & Kannan, 2016). The guidelines and resources outlined in this article are supported by ten years of experience in assisting colleagues from different disciplines to write their teaching documentation and assemble the evidence to support their claims. We share the model that we have successfully used in a mentoring program within a university context. We conclude that only by documenting our teaching efforts and thinking about them will we be able to begin our path toward a more reflective and responsive practice in our classrooms.
DOI
https://doi.org/10.26077/b22a-7f64
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Spicer-Escalante, María Luisa and Read, Sylvia
(2022)
"Documenting your Teaching: A Guide to Promote Reflective and Responsive Instruction,"
Journal on Empowering Teaching Excellence: Vol. 6:
Iss.
2, Article 4.
DOI: https://doi.org/10.26077/b22a-7f64
Available at:
https://digitalcommons.usu.edu/jete/vol6/iss2/4
