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Teaching
Documentation
Program
"Preparing the Faculty of
Tomorrow For Excellence"
TDP
Center For Teaching
301 Goodell, Umass
Box 33245
Amherst, MA 01003 - 3245
Tel. (413) 545 – 1225
Fax (413) 545 - 3829
Email at
cfteach@acad.umass.edu
Table of Contents
Teaching
Documentation Program
Teaching
Activity One: Theory of Teaching
Teaching
Activity Two: Teaching Assessment
Teaching Activity Three: Development of Teaching Improvement
Practices
Completion of the TDP
Next…
Teaching Development
Resources
Appendix 16
Teaching Documentation Program
Introduction
Reflecting a variety of
influences, national attention has increasingly shifted to a
greater emphasis on assuring high-quality undergraduate
education in American colleges and universities. This focus on
student learning outcomes has resulted in increased emphasis
on teaching in many academic institutions. In particular, the
ability to teach well, in addition to having research skills,
has become an increasingly valued factor in how faculty
members are both hired and evaluated. For example, many search
committees now request that candidates discuss teaching
strategies and philosophies, as well as research interests,
during job interviews. Some have also begun to request a
statement of teaching philosophy, sample course materials, or
a teaching demonstration as part of the application process.
For junior and senior faculty members alike, a portfolio that
documents teaching development and provides evidence of
teaching effectiveness is increasingly used as an important
factor for reaching appointment, tenure, and promotion
decisions.
The Teaching Documentation Program (TDP), offered through the
Center For Teaching (CFT), will contribute to enhancing the
excellence in undergraduate education at the University of
Massachusetts Amherst, as well as strengthen the overall
breadth of preparation for graduate students. Specifically, it
will: contribute to preparing graduate students to teach
better, now and in the future; offer formalized documentation
of an individual’s teaching development efforts; and provide
University graduates a competitive advantage in future career
goals.
As a part of graduate education most students will work hard
at developing a record of accomplishments related to their
disciplinary interests and career goals. Often, this includes
evidence of research, conference papers, and
discipline-related professional activities. With similar
attention, the TDP creates just such a record related to your
strengths as a teacher.
TDP OBJECTIVES
The TDP offers graduate
students at the University of Massachusetts Amherst an early
opportunity to develop evidence of attention to teaching. It
allows you to document evidence of teaching development
efforts in three key areas.
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The first area is evidence
of an introductory understanding of the theory and research
on behaviors and practices that contribute to teaching
excellence. The aim is to heighten awareness of and
commitment to principles of excellence in teaching and
learning with undergraduates and to introduce you to
interdisciplinary and discipline-based theories of teaching
and learning.
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The second area is evidence
of self-reflection and some experience with teaching
assessment. This is designed to improve teaching
effectiveness by providing individualized feedback via
videotaping and student feedback and to encourage reflection
and assessment of teaching skills in an ongoing manner.
Additionally, it encourages you to reflect on the link
between teaching and student learning outcomes as well as
other important principles of effective teaching and
learning.
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The third required area is
evidence of an understanding of how to develop and explore
one’s pedagogical choices and practices. This requirement is
designed to encourage you to reflect on personal,
discipline-based teaching development strategies and to
become better aware of resources useful in ongoing efforts
to improve teaching practices. Additionally, it is designed
to encourage participants to document evidence of teaching
development activities that may be useful for future use
(e.g., developing a teaching portfolio, preparation for
searches for teaching positions, and for future
faculty-related activities.)
TDP Requirements
In order to complete the TDP,
each participant must satisfy requirements in three areas:
introduction to theory, teaching assessment, and teaching
improvement practices. The TDP is designed to be self-paced,
flexible, and a program that can be completed over the course
of your graduate studies. Each component of the program
emphasizes learning via active participation, developmental
feedback, and critical self-reflection. Briefly, the
requirements include:
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Theory - Participation in a
discipline-based or interdisciplinary one-credit seminar or
completing 14 hours of an equivalent, structured discussion
on the theory of teaching. The goal of this experience is to
provide an introduction to relevant theory and practices for
core teaching activities. At conclusion, write a philosophy
of teaching statement (see description under Teaching
Activity One).
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Assessment - Receiving and
discussing individualized feedback about your teaching
strengths and areas for growth through student feedback or a
videotaping. The goal of this experience is to gather
developmental feedback on how you can best apply your
teaching philosophy and skills to positively impact student
learning. At conclusion, write a brief, reflective report
describing your assessment process (see description under
Teaching Activity Two).
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Improvement Practices -
Identifying discipline-based teaching resources and
developing and collecting materials that reflect your
individual teaching goals. This requirement also helps
participants to document teaching development efforts.
Complete two self-selected activities and write brief
reports on each (see description under Teaching Activity
Three).
TDP Outcome
At the conclusion of the TDP,
participants will receive a formal letter of documentation
from the CFT that inventories and describes your teaching
development efforts. Participants also will have organized a
collection of materials that document their teaching
development efforts. These efforts will be useful preparation
when seeking a position with teaching responsibilities, in
preparing a formal teaching portfolio, and for articulating
future teaching development goals.
Making Progress
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While there is no required
progression within the requirements, it does make sense to
begin some components before others. We suggest that
beginning with an introduction to the theory and research on
teaching pedagogy is useful for creating a framework upon
which to build the rest of your efforts.
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Begin early and stay in
touch. The staff at the CFT is dedicated to helping you
succeed with the program. We welcome the opportunity to
consult with you about your progress, to answer questions,
and to offer suggestions or feedback on your
work-in-progress.
-
Plan ahead. Many pedagogy
courses, including the CFT’s, are only offered annually.
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Keep records. Ultimately,
it is your responsibility to provide the CFT with
appropriate documentation of completed activities. Progress
record forms are located at the end of the handbook to help
you maintain your own records.
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The TDP is designed to
offer some individual flexibility in fulfilling the
requirements. If you have an idea about how to tailor an
activity to better address your teaching development goals
or discipline-based interests, please contact the associate
director or director of the CFT to discuss it.
HOW TO DOCUMENT ACTIVITIES
In the next sections the
three key areas of the TDP are described, guidelines and
activities for completing the assignments are offered, and the
documentation necessary for the CFT to demonstrate your
fulfillment of the program is explained. Information on
additional resources related to each of these three activities
is available by request through the CFT. Please contact the
associate director or director of the CFT for more
information, if you have any questions about the requirements,
and for support in completing the activities.
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Teaching Activity One: Theory of
Teaching
Goals
An introduction to current research on teaching and learning
provides instructors with a wealth of information, strategies,
and tools related to pedagogy. An overview of theory may also
help you to adopt specific new skills, practices, and methods
that have been identified as contributing positively to an
excellent teaching and learning environment. The Teaching
Documentation Program requires that participants in the
program document a minimum of 14 hours of participation in
activities that address teaching theory. This requirement can
be met by taking a credit-based teaching development course in
either a discipline-specific or in an interdisciplinary
context.
Discipline-Based Perspectives on Teaching
Efforts to enhance the
quality of teaching in discipline-specific arenas are
increasingly visible, both nationally and locally. Today there
are opportunities at nearly every major discipline-specific
conference to discuss teaching strategies and skills with
peers. This is also true here at the University. For example,
a number of graduate programs, departments, and colleges
currently offer some opportunity to participate in systematic
teaching related workshops, seminars, or pedagogy courses. The
format may vary from department-based intensive teaching
orientation sessions to required, credited pedagogy courses.
You are especially encouraged to explore options available at
the department and school levels for discipline-specific
applications.
The Schools of Education,
Management and Public Health, and the Writing Program and
Chemistry Department, as well as many of the foreign language
departments, offer teaching development workshops and/or
discipline-specific pedagogy courses on a regular basis. The
theory requirement could be fulfilled by successfully
completing at least a one-credit course on teaching within the
discipline. Additionally, participation in fourteen hours of
teaching-related workshops offered through the
department/college would fulfill the requirement as well.
Check the course registration guide to see whether a course in
your department or school is currently being offered. Selected
examples:
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Education 691t, 791k.
Effective College Teaching. This course examines current
practices and research in college teaching. 3 credits.
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French 572. Methods of
Teaching Foreign Languages. This course on foreign-language
pedagogy is open to anyone interested in teaching foreign
languages. Offered each fall semester. 3 credits.
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German 793. Teaching Large
Lecture Courses. This course focuses on teaching large
lectures, particularly those fulfilling general education
requirements. Students will leave the course with a syllabus
they have designed for such a course. 3 credits.
Interdisciplinary-Based Perspectives on Teaching.
Some participants in the TDP
may prefer to participate in these kinds of opportunities in a
more interdisciplinary, campus-wide context. For example, if a
pedagogy course is not offered in your department, you can
take either a one-credit course, Introduction to College
Teaching, or apply for the Teaching and Learning in the
Diverse Classroom Faculty and TA Partnership Program (TLDC)
offered through the Center for Teaching. Such opportunities
include:
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Education 595K.
Introduction to College Teaching. The CFT offers an
interdisciplinary course through the School of Education.
It provides an introduction to the research, practices,
and skills which foster teaching excellence. Fall or Spring
semester, 1 credit.
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Teaching and Learning in
the Diverse Classroom Faculty and TA Partnership Program (TLDC).
This competitive, year-long teaching development fellowship
offers participants a structured opportunity in a seminar
setting to develop their understanding of the role that
diversity issues play in the college classroom, to hone
their skills, and to develop inclusive teaching and learning
practices in a collegial atmosphere.
Notes and Options
The theory requirement can be
fulfilled by attendance at a credited course/program, other
than those offered through CFT, by providing proof from the
instructor that the course was successfully completed.
For greater flexibility, this
requirement can also be fulfilled by participation in a series
of "stand alone," non-credit workshop/seminars, if they are
department-based and directly address teaching-related issues.
This option requires participants to provide the CFT with
documentation of the name of the program, the length of the
program, the date and place attended, and the signature of the
presenter or instructor for each program attended. This option
also requires the equivalent of one credit hour of
participation (generally regarded as fourteen hours). *If the
presenter/instructor is not available, the signature of your
department chair / program director can be substituted.
Outcome
At the conclusion of this
portion of the TDP, participants will prepare a one to
two-page (typed, double-spaced) philosophy of teaching
statement. While there are no rules about what a philosophy
statement should contain, the CFT offers materials that may be
useful guides in preparing this reflective statement. Please
contact the CFT for this packet once you have completed
requirements for your teaching activity one: theory of
teaching.
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Teaching Activity Two: Teaching
Assessment
Goals
Often, instructors think,
"I’m not ready for student feedback yet," or, "I need more
experience before I’d feel comfortable being videotaped or
collecting student feedback." However, teaching improvement is
an ongoing process, not a finite goal. By waiting to collect
such feedback from students and colleagues, you deprive
yourself of some of the most valuable and accurate information
on whether your behaviors support your goals. Regularly
gathering feedback sharpens and clarifies your efforts to
improve your teaching by providing you with the perspectives
of your students and other instructors.
The goal of this cluster of
activities in the TDP is to learn useful methods of assessing
your strengths and challenges as a teacher and to experience
receiving feedback from students and/or other instructors. It
is our hope that all teachers at the University will regularly
seek out feedback on their teaching and its impact on student
learning. Participants in the TDP will have access to the full
range of teaching consultation services the CFT offers.
Assessment of Teaching
This component of the TDP
requires you to either have a midterm assessment conducted in
which students are asked to provide feedback on their
experience in the course or to be videotaped while in the role
of instructor in the classroom. In this context, "instructor,"
is broadly defined. For example, instructor can mean lab
instructor, discussion section leader, or guest lecturer, as
well as instructor of record for a course.
Midterm Assessment Process (MAP)
The MAP provides instructors
with a unique opportunity to gather student feedback on a
selected course while the course is in progress. Feedback is
gathered from students, aggregated, and provided to the
instructor in an individual, confidential consultation
process. A MAP allows you to gain a more thorough
understanding of how students experience your course and to
make meaningful adjustments during the semester in which the
data is collected.
This process requires three meetings. In the initial meeting,
you will discuss your course and your teaching of it with the
consultant. The consultant will then visit your class to
collect data. This will require that you set aside
approximately 30-40 minutes of class time. A CFT consultant
will ask students to form small groups and to try to reach
consensus on what aspects of the course are working best for
them and what elements may merit attention. The consultant
then facilitates a whole-class discussion to clarify and
prioritize small group responses. Finally, usually within the
week, the consultant will meet with you to discuss the
results, focusing on what is going well with your teaching and
what might merit attention.
Videotaping
To see yourself teach via
videotape offers a unique and valuable teaching improvement
exercise. Videotaping allows you to view the class more as
your students do, to study how students respond to your
teaching style, and to revisit the same interactions
repeatedly, thereby enabling you to gain greater insight into
the complex dynamics of teaching and learning. The process of
being videotaped can be especially useful when coupled with
feedback from an experienced faculty member in your graduate
program, a senior graduate student, or a consultant from the
CFT.
A videotape-based
consultation generally requires three meetings. First, you
meet with the person that you will be meeting with to discuss
your goals and expectations for the process and to suggest any
areas on which you specifically want feedback. Next is to do
the actual videotaping of you teaching. Your consultant at
your discretion may or may not be present during the actual
videotaping. Finally, you will schedule a follow-up meeting to
discuss the videotape. In this third meeting, you determine
the focus of the discussion.
Arranging a MAP or
videotaping of your class. Contact the CFT to arrange a MAP or
videotaping. Once you contact us, we will provide you with
materials that more concretely describe the steps for a MAP or
a videotaping process. We strongly suggest that you contact
the CFT early in the semester, and at least 3 weeks in advance
of the selected class, to make sure a consultant is available
at the desired time. Also, more advanced planning may be
needed toward the middle of the semester when the demand for
such feedback activities is usually greatest.
Notes and Options
Increasingly, departments are
offering a videotape and review of teaching service to their
graduate students. If your department offers a videotaping and
review process for graduate students, you can fulfill the
data-gathering portion of this exercise via your department.
You will need a letter with the date(s) and the signature of
the faculty member or senior TA who conducted the session. If
the instructor is not available, the signature of your
department chair / program director can be substituted. (You
will still be required to complete the reflective statement
described below.)
Outcome
At the conclusion of this
portion of the TDP, participants will prepare a one to
two-page (typed, double-spaced) description of the teaching
assessment process. This brief report should describe the
assessment technique you chose and why you selected it,
address what you expected to learn about your teaching as a
result of the exercise, and, finally, what you learned and how
this information has impacted (or will impact) your teaching.
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Teaching Activity Three:
Development of
Teaching Improvement Practices
Goals
The goals of this third
section are to prompt further critical reflection, to explore
individual teaching development interests, and to encourage
you to organize and collect materials that help to document
your teaching development efforts. (Ideally, much of this work
will also provide the foundation for a formal teaching
portfolio.)
Reflection on Teaching Development Activities
This section requires you to
choose two or more activities from the list below and to write
brief (two to three typed, double-spaced) papers reflecting on
each activity. These exercises are designed to allow you to
explore in greater depth individual teaching development
topics and to explore how decisions you make as a teacher can
enhance the learning environment for students. Be sure to
select two topics that are most meaningful for your teaching
goals at this point in time. Pick two:
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Reflect on the implications
for implementing a particular pedagogical strategy. Who was
your audience? What were your goals for the teaching
session? Why did you chose this particular pedagogical
method? Next, describe the process you employed to implement
this method. What were your students’ reactions? What was
your impression of how successful this method was in
enhancing students' learning? How comfortable were you in
employing this strategy to facilitate learning? What
changes, if any, might you make in the future?
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Reflect on ways in which
you do, or you would, use instructional technology in the
classroom (e.g., presenting content, self-study modules,
exercises, etc.). Describe how you use (or would use)
instructional technology to enhance student learning while
maintaining an interactive, student-centered environment.
Provide concrete examples to illustrate your strategies.
Finally, identify the key principles, or guiding values,
that you use (or would use) to determine when and how the
use of instructional technology is suitable for your course
content, student learning goals, and your teaching style.
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Introduction to student
learning issues. Interview individuals (students, staff, or
faculty) from three different student support programs on
this campus. These programs should be related to supporting
student learning and academic success (e.g., Center for
Counseling and Academic Development, the Learning Resources
Center, the Learning Disabilities Support Services, or the
Committee for the Collegiate Education of Black and other
Minority Students.) Describe the set of questions, or the
plan for conversation, that guided your interviews (i.e.,
what questions related to teaching did you ask? What did you
hope to learn about how to enhance students’ learning?)
Finally, describe what new things you learned about the
students who use these resources and then analyze how the
services offered by these programs that could help you to be
a better teacher.
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Diversity in the Classroom.
As the student and faculty population in higher education
becomes increasingly diverse, it is now common for
institutions to ask instructors to speak to, and to
demonstrate how well suited their approach to teaching is
for meeting the needs of an increasingly diverse student
body. Prepare a statement that offers your perspective on
the skills related to creating inclusive classroom
environments. This statement should address your preparation
around specific issues (e.g., gender, race, sexual
orientation, etc.) as well as a more general overview of
your perspective on teaching and learning in the diverse
classroom. (Concrete examples that demonstrate what you
would do, or currently do, in the classroom are necessary.)
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Critique a syllabus. Select
a syllabus that you are currently using (or one you intend
to use) and describe your perspective of it’s strengths and
weaknesses. For example, was it handed down to you from a
prior instructor, or did you construct it? Does this
syllabus reflect the scope of information necessary for
students to succeed in the course such as a "blueprint" of
essential course information, your learning goals for
students, and your performance expectations? What changes
might you make? Finally, describe what principles, values,
and tools you use to develop or evaluate a syllabus.
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Or, design a syllabus for a
three-credit undergraduate course in your discipline that
you would like to teach. Describe its scope and focus,
explain how the course would fit into your department’s
curriculum, and identify any academic prerequisites you
would require and explain why. Finally, describe the key
principles, values, and tools you used to develop this
syllabus and how you would use these to also critically
evaluate any other syllabus.
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Visit, describe and
critically evaluate at least three internet-based web sites
related to college and university teaching development.
These sites can be discipline specific or interdisciplinary.
Compare and contrast the strengths and weaknesses of the
contents of each of these three web sites. In general,
explain what you perceive to be the greatest use and
weakness of internet-based teaching development resources
and why. Finally, identify one site that offered information
most likely to potentially improve your teaching and explain
how and why.
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Interview and observe a
class taught by a faculty member in your department. Your
paper might include reflections on the following questions:
Why did you select this faculty member to interview/observe?
Why did this faculty member choose teaching as a profession?
What is the faculty member’s philosophy of teaching? What
are/have been this faculty member’s greatest strengths in
the classroom? What are/have been this faculty member’s
greatest challenges in the classroom? What did you most like
about this faculty member’s teaching? What areas of the
faculty member’s teaching might merit improvement?
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Describe an example of
class material you created and explain how you used it in a
teaching experience (e.g., an exercise, a writing
assignment, or a lab experiment.) Describe your learning
goals for the assignment (i.e., what was it designed to
teach.) Next, describe what questions, knowledge, and
assumptions about teaching and learning guided how and why
you produced this material in the manner that you did
(student readiness, fit with prior learning, etc.). Next,
describe how well it worked in meeting your goals. How did
the students respond to the material (did it enhance student
learning?). And, finally, describe how you might change it
in the future or why you would keep it the same. If
possible, include a copy of the actual exercise or material
with your statement.
Notes and Options
If you have a suggestion for
an activity that better suits your teaching development
interests or is more appropriate to your discipline-based
teaching goals, then please see the associate director or the
director of the CFT. We will be happy to work with you to
tailor the requirements of this section.
Outcome
At the conclusion of this
section of the TDP, you will prepare two reflective writing
assignments each of which will be two to three (typed, double
spaced) pages in length on any two of the above listed
teaching development topics. Attach a copy of any collateral
materials you develop related to the two activities as well.
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Completion of the Teaching
Documentation Program
Congratulations! You are at
the last step of the TDP. To receive your TDP documentation
letter from the Center For Teaching, you will need to submit
the assignments required for each of the three teaching
activities. These submissions must be completed to the
satisfaction of the associate director and director of the CFT
and include the following:
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Theory. A one to two page
(double-spaced) statement of your philosophy of teaching and
appropriate documentation of the equivalent of one-credit
hour of coursework/seminars related to teaching theory.
(This can be discipline-based or interdisciplinary.)
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Assessment. A one to two
page (double-spaced) reflection on your experience of
teaching assessment. This reflection is related to either a
MAP or a class video. (If accomplished outside of the
auspices of the CFT, appropriate documentation of the
videotape and review session must be provided.)
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Development Practices. Two,
two to three page (double-spaced) reflective writing
assignments on teaching development topics of interest to
you.
Next...
When the materials described
above have been collected, organized, and accepted as
completed by the CFT you will be given a formal letter of
documentation (signed by the director and associate director)
describing your teaching development efforts.
Additionally, the materials you have developed over the course
of the TDP become an excellent foundation upon which to build
a formal Teaching Portfolio. We suggest that upon successfully
completing the Teaching Documentation Program that you talk
with a CFT consultant about how we can continue to support
your efforts to refine these materials into a teaching
portfolio.
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Teaching Development Resources
The CFT has as a goal to
offer teaching development resources and materials for
instructors designed to support instructors at the University
at any level of expertise or comfort. The CFT produces and
distributes a range of teaching development resources in
addition to the TDP that may also be of interest. For example,
the CFT provides print and video resources, a small lending
library of teaching-related materials, and workshops. Listed
below is a selected overview of resources that may also be of
help to you.
1. Teaching Assistant Orientation. The CFT hosts an annual
all-campus teaching orientation for new graduate assistants
just before the launch of the fall semester. This day-long
event combines practice-based workshops with frequent
opportunities to interact with faculty and graduate student
peers, many of whom have been recognized as outstanding
teachers themselves.
2. Print and Video Resources. The CFT provides access to a
wide variety of teaching-related print and video materials. At
the Center, you can review books and journals related to
teaching or view the best videotapes available on
teaching-related topics. The CFT has compiled the most useful
of these resources into two annotated bibliographies and a
videography.
Print copies of the articles
listed on our two annotated bibliographies are available by
request.
The CFT has a small viewing library of teaching development
videos. These are generally brief videos that emphasize
practical strategies. A selection of the best of these are
described in the annotated videography:
*Videos may be viewed at the
Center For Teaching by arrangement.
Additionally, the CFT distributes two popular resources on
teaching development:
3. The Teaching Documentation
Program (as described here).
4. The Teaching and Learning
in the Diverse Classroom (TLDC) Faculty and Teaching
Assistant Program. The TLDC is a year-long teaching
development fellowship designed to support faculty and
teaching assistant teams in their efforts to address
diversity-related issues in their teaching.
5. Department-based Workshops. As
invited, the CFT is able to offer a range of workshops on
teaching development topics to department-based groups of
graduate students and/or faculty.
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APPENDIX
Included in the Appendix are
two forms to help you document your progress through the TDP.
They are as follows:
Form 1: Contact Information. This initial form indicates your
personal
Form 2: Record of Progress.
The purpose of this form is to assist you in
Please direct all forms or
inquires regarding the TDP to the associate director or
director of the CFT.
CONTACT INFORMATION
TDP Participant Information
Name ________________________________________________
Department ___________________________________________
Mailing address (permanent preferred)
________________________________________
Telephone _____________________
Email _____________________________________
Master’s Candidate / Doctoral Candidate
Anticipated date of graduation Feb. / May / Sept. __________
Please describe what you hope to attain by participating in
this program? (For example, is there a specific goal you hope
to achieve related to gaining new knowledge, learning new
skills, or developing teaching-related materials?)
Record of progress
TDP Record of Progress
Name _____________________________________________________
Department ________________________ Tel. ___________________
Date of Initial Consultation ____________ Date TDP
completed______
Teaching Activity 1: Theory of Teaching
The requirements for this activity can be fulfilled by either
a one-credit course (via the CFT or your department) or by the
completion of 14 hours of discipline-based teaching-related
seminars and workshops (see Appendix C) and by completing a
philosophy of teaching statement.
•____ Completion of a discipline-based or
interdisciplinary-based pedagogy course (1 credit minimum).
Attach documentation of successful course completion if not a
CFT sponsored course.
OR
•____ Complete fourteen hours of discipline-based,
teaching-related workshops/ seminars.
Date:
Signature:
AND
•____ Complete a philosophy of teaching statement
Date:
Signature:
TDP Record of Progress
Activity 2: Teaching Assessment
This activity can be fulfilled by either a Mid-Semester
Assessment (MAP) or by being videotaped teaching. Each option
usually requires three meetings with your choice of either a
faculty member from your department or with a consultant at
the Center For Teaching.
____ Videotape
____ MAP
•____ Initial meeting with consultant/faculty member to
determine goals and objectives for the class session to be
videotaped/have a MAPs conducted and to clarify the kind of
feedback requested by participant.
•____ Conduct the videotaping of a class you are teaching
(e.g., you are the instructor, the lab instructor, the
discussion leader, etc.) or to conduct the MAP.
•_____ A final consultation meeting to review and discuss the
results of the videotape/MAP.
Date:
Signature:
AND
•_____ Complete a reflective statement on your teaching
assessment process (one to two pages double-spaced).
Date:
Signature:
TDP Record of Progress
Activity 3: Development of Teaching Improvement Practices
This activity requires you to complete two activities designed
to promote further reflection on your teaching and students’
learning and then to write a brief (two to three pages,
double-spaced) reflective statement on each activity.
•_____ Reflective writing assignment one:
•Topic:
•_____ Reflective writing assignment two:
•Topic:
Attach a copy of any collateral materials you developed
related to each of the exercises above (e.g., a syllabus).
Date TDP completed __________________
Date Documentation Letter Sent __________________
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