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TEACHING EVALUATION
CAN BE A ONE DISH MEAL
Heather CampbellBrescia University CollegeLondon, Ontario, [email protected]
PRE-SESSION MEETING
What is something you know you’d like to improve about your teaching?
1. Successfully complete my first conference presentation (yay!)
2. Don’t talk too fast
3. Don’t tell too many anecdotes: stick to the script (and manage my time!)
TODAY WE WILL..
Strategies for measuring
teacher effectiveness
Benefits of 360-style
review
Discussion: your contexts
Use evaluation tools
THE BACKGROUND
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Our little libraryWhat the literature saysOur goals
ABOUT BRESCIA
BACKGROUND TO THE PROJECT
Teaching expectations in role
Lack of MLIS
training
Personal mentorshi
p experience
Performance
Evaluation Needed
LITERATURE REVIEW
GOALS OF THE PROJECTDevelop mentorship and
training tool
Measure teaching performance
Flexible to varying needs
Integrate with other assessments
Not too time consuming
1
2
3
4
5
THE MODEL
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Observation
Post-observat
ion
Performance
Planning
Pre-observat
ion
PRE-OBSERVATION
Initial Meeting
• Review performance goals from previous year / assessment plan
• Set future meeting dates and times
• Discuss context of observation class (e.g. discipline, student needs)
(15 minutes)
Pre-Observation Meeting• Go through lesson plan
and learning outcomes
• Identify instructor’s personal learning goals
• Adjust student or faculty evaluation as needed
• Contact faculty member
(15-30 minutes)Personal
goal setting
Peer mentorship
OBSERVATION
• Observe lesson
• Peer evaluation using 3 rubrics
• Faculty feedback
• Student feedback
• Other student assessment*
(60 minutes)Performance evaluation
Faculty evaluation
Student evaluation
POST-OBSERVATION
Prior to meeting
Instructor to complete self-reflection form prior to meeting
Mentor to complete all 3 rubrics and comments prior to meeting
(15-30 minutes)
Post observation meetingDebrief from observation lesson
Review rubric results
Review faculty and student feedback
Discuss goals for the future
Come to consensus
(30-60 minutes)Peer
mentorship
Self reflectio
n
Goal setting
PERFORMANCE PLANNING
Summative Report
Record of meetingsSummary of feedbackRecommended learning goals for following yearSupport/assistance needed
(15 minutes)
Performance EvaluationSummative report given to supervisor
(At least) one learning goal added to performance plan for following year
Mentor provides support
(1 year)
Personal goal setting
Performance Evaluation
TIMING
Fall Term Winter Term
Initial meeting August - September
December - January
Pre-observation September - October
January - February
Observation October - November
February - March
Post-observation Within 2 weeks Within 2 weeks
Summative report December April
Performance planning
May May
TEACHING PERFORMANCE RUBRIC Please take a few moments to review the teaching performance rubric See me at the end
of this presentation to look at the Plan
Overview or Summative Report
THE RESULTS
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3 cycles5 librarians:2 new grads1 PhD 1 L.A.1 10 years+
RESULTS OF THE PROJECT Develop mentorship
and training tool
Rooted in evidence-based practice
Measure teaching performance
Flexible to needs of year, instructor, context
Not too time consuming!
Use multiple types of assessment
ONE DISH MEAL?
BUILDING CAMARADERIE
“We’re a teaching library”
“Best feedback
process I’ve ever gone through”
“I was REALLY nervous… I don’t have formal training so was
afraid about what I was bad at. I didn’t realize
how many skills I actually have”
COMMUNITY OF PRACTICE
2 x B.Ed.
2 x ISW
4 x WILU
Cool Teaching Ideas
BFISpring
Perspectives on
Teaching
LOWG
FACULTY OUTREACH
ADMINISTRATIVE SUPPORT
“Train library teaching staff to be informed and
up-to-date on information literacy and
teaching in higher education”
INTEGRATION WITH ASSESSMENT OF STUDENT LEARNING
CHALLENGES
FUTURE OPPORTUNITIES
1. New staff
2. Further integration with assessment of student learning
3. Teaching squares
4. Collaboration with Western campus or Teaching and Learning department
5. *NEW* Cognitive Apprenticeship model
LESSONS LEARNED
Book the initial meeting
New participants will
be nervous
Be flexibleUse
teaching language
Develop rubrics
together
Learn how to give
objective feedback
POST-OBSERVATION MEETING
1. What aspects of this session went well?
2. Were there parts of the session I should improve or change next time?
3. Overall, did I achieve my goals?
4. What strategies can I use to continue to improve my craft?
5. What resources are needed to ensure my success?
My goals:
• Don’t talk too fast
• Stick to the script
My strategies:
• Presenter view: slides marked “FAST”
• Practiced for colleagues
• Timing sticky note
• With a buffer!
QUESTIONS AND DISCUSSION
How can this model be applied to your context?
