GUIDELINES FOR THE ASSESSMENT OF EFFECTIVENESS OF TEACHING · 2018. 3. 14. · Guidelines for the...

GuidelinesfortheAssessmentofEffectivenessofTeaching:UniversityofTorontoScarborough

OfficeoftheDeanandVice‐Principal(Academic),UniversityofTorontoScarborough,2017‐18Page 1 of 25

GUIDELINES FOR THE ASSESSMENT OF EFFECTIVENESS

OF TEACHING

February 13, 2018



Contents

Preamble.................................................................................................................................................................................................4

A. TenureStream.....................................................................................................................5

I.ContextforAssessingTeachingPerformance:TenureStream..........................................................................5

A. InterimReview............................................................................................................................................................5

B. TenureReview............................................................................................................................................................5

C. PromotiontoProfessor...........................................................................................................................................6

II.CriteriaforAssessingTeachingPerformance:TenureStream.........................................................................6

A. CompetenceinTeaching:TenureStream........................................................................................................6

B.ExcellenceinTeaching:TenureStream................................................................................................................7

III.ElementsofAssessment:TenureStream.................................................................................................................8

A.MaterialsProvidedbytheCandidate:.....................................................................................................................9

B.MaterialsCollectedbytheAcademicUnitHead..............................................................................................11

IV.EVALUATIONOFTHECANDIDATE’STEACHING.............................................................................................13

A.TeachingEvaluationCommittee:TenureStream...........................................................................................13

B.ExternalReviewers:PromotiontoProfessorbasedonExcellentTeachingAlone..........................13

C.TriangulatingMultipleSourcesofInformation..............................................................................................13

V.PROCEDURALMATTERS:TenureStream...............................................................................................................14

B. TeachingStream..............................................................................................................15

VI.ContextforAssessingTeachingPerformance:TeachingStream................................................................15

A.ProbationaryReview...................................................................................................................................................15

B. ContinuingStatusReview....................................................................................................................................15

C. ReviewforPromotiontoProfessor,TeachingStream............................................................................16

VII.CriteriaforAssessingPerformance:TeachingStream...................................................................................17

A. ExcellenceinTeaching/ExcellentTeaching...............................................................................................17

B.Pedagogical/ProfessionalDevelopment:TeachingStream........................................................................19

C.AdditionalCriteriaforPromotiontotheRankofProfessor,TeachingStream..................................19

VIII.ElementsofAssessment:Teachingstream........................................................................................................19

A.MaterialsProvidedbytheCandidate:..................................................................................................................20

B.MaterialsCollectedbytheUnitHead...................................................................................................................22

IX.EVALUATIONOFTHECANDIDATE’STEACHING.............................................................................................24

A.TeachingEvaluationCommittee:TeachingStream.......................................................................................24



B.ExternalReviewers:TeachingStream.................................................................................................................25

C.TriangulatingMultipleSourcesofInformation..............................................................................................25

X.PROCEDURALMATTERS:TeachingStream...........................................................................................................25



Preamble AttheUniversityofToronto,itisrecognizedthat“excellenceflourishesinanenvironmentthatembracesthebroadestrangeofpeople,thathelpsthemtoachievetheirfullpotential,”and“that

facilitatesthefreeexpressionoftheirdiverseperspectivesthroughrespectfuldiscourse”.1CentraltoourfunctionasaUniversityisacommitmenttoExcellenceinTeachingandResearch.Recognizing

ExcellenceinTeachingandprovidingopportunitiestoimproveteachingarecommitmentsthatsupporttheglobalobjectivesoftheUniversity2.Effectiveteachingstrivestoprovidetoallstudentsnotonly

knowledgeoffactsbutalsotheskillstoanalyze,toassesscritically,todevelopcreativeexpression,tounderstandincontext,topresentargumentsinaclearandcompellingfashion,tosolveproblems,andto

generatenewknowledge.Aswell,effectiveteachingpromotesdevelopmentofempathyandmulticulturalsensitivity,thepursuitoflearningasalife‐longendeavor,andacommitmenttoresponsiblecitizenshiptosucceedin,andenhance,adiverse,globalsociety.

ItiscriticalthatunitsundertakingreviewsofTeachingEffectivenessadheretotheappropriate

UniversityofTorontopoliciesthroughouttheprocess.TheseincludethePolicyandProceduresonAcademicAppointments,PolicyandProceduresGoverningPromotions,andPolicyandProcedures

GoverningPromotionsintheTeachingStream.Inaddition,theProvostialGuidelinesforDeveloping

WrittenAssessmentsofEffectivenessofTeachinginPromotionandTenureDecisions3providesome

guidanceregardingthevaluesandnormssetoutinpolicy.Theyalsodescribetheoverarchingstandards

forteachingacrosstheUniversity.ThroughoutthisUTSCdocument,explanationsdrawheavilyon,orusethelanguageof,theUniversitypolicydocumentsthatgoverncareerreviews.4Policydocumentsareexplicitlycitedonlywheredirectreferencemaybehelpful,butitshouldbeunderstoodthattheyare

interwoventhroughoutthisdocument.UnitheadsshouldrefertotheciteddocumentsdirectlyfordetailsandshouldprovidethesedocumentstotheCandidateforreference.

TheUTSCGuidelinesfortheAssessmentofEffectivenessofTeaching(i.e.Divisionalguidelines)establish

thenormsandexpectationsforteachingatUTSC,describehowteachingeffectivenessistobeevaluatedattheUniversityofTorontoScarboroughandspecifieswhatdocumentationshouldbecollectedtosupportthatassessment.TheseDivisionalguidelinesapplytotheevaluationofTeachingEffectiveness

forfacultyintheTenureStream(SectionA)andTeachingStream(SectionB)attheUniversityofTorontoScarborough.Guidelinesforeachstreamareprovidedinseparatesectionsforclarity.

1SeetheUniversityofToronto’sStatementonEquity,Diversity,andExcellencehttp://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppdec142006.pdf2SeetheUniversityofToronto’sStatementofInstitutionalPurposehttp://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/mission.pdf3 Provostial Guidelines for Developing Written Assessments of Effectiveness of Teaching in Promotion and Tenure Decisions:

http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppmay142003.pdf 4Policy&ProceduresonAcademicAppointments,2015http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppoct302003.pdf,PolicyandProceduresGoverningPromotions:http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppapr201980.pdf;PolicyandProceduresGoverningPromotionsintheTeachingStream2016:http://www.governingcouncil.lamp4.utoronto.ca/wp‐content/uploads/2017/01/p0105‐papfgp‐2016‐2017pol.pdf,

GuidelinesfortheAssessmentofEffectivenessofTeaching:TENURESTREAM


A. Tenure Stream

I. Context for Assessing Teaching Performance: Tenure Stream FacultymembersintheTenureStreamareengagedinaUniversitycareerofresearchandteaching.AssessmentofperformanceintheTenureStreamthusincludesassessmentofteachingeffectiveness.ATenureStreamfacultymemberdemonstratescapabilitiesasateacherindirectandindirectcontextsincluding:lectures,seminars,laboratories,tutorialsandonlinelearningmaterials;lessformalteachingsituationssuchasacademicskillscoachingandadvisingstudents;throughinvolvementincurriculumdevelopmentoracademicsupportforco‐curricularprogramming;orinsupportingordevelopingopportunitiesforstudentlearningorresearchoutsidetheclassroomanddirectlysupervisingtheresearchofundergraduateandgraduatestudents.ForTenureStreamfaculty,assessmentofteachingperformanceoccursduringPTR,interimreviews,tenurereviewsandreviewsforpromotiontoProfessor.

A. Interim Review AsspecifiedinUniversitypolicy5theinterimreviewCommitteeconsiderstwoquestions:

“a)Hastheappointee'sperformancebeensufficientlysatisfactoryforasecondprobationaryappointmenttoberecommended?b)Ifreappointmentisrecommended,whatcounsellingshouldbegiventotheappointeetoassisttheminimprovingareasofweaknessandmaintainingareasofstrength?”

CandidatesforinterimreviewshouldconsultwiththeheadoftheirUnitconcerningthematerialsexpectedtosupportthereviewoftheirteachingperformance,aspracticesmayvaryamongdisciplines.Althoughtheinterimreviewisdifferentinscopeandpurposefromthetenurereview,candidateswhosubmitCVsandTeachingPortfoliosmodelledonthatrecommendedbelowforthetenurereviewprocessmayreceivevaluablefeedbackonthequalityoftheirdocumentationoftheirteachingeffectiveness.

B. Tenure Review Fortenurestreamfaculty,ThePolicyandProceduresonAcademicAppointments(PPAA2015)6outlinesthecriteriarelativetotenure.Tenuredappointmentsshouldbegrantedonthebasisofthreeessentialcriteria7:

a) achievementinresearchandcreativeprofessionalworkb) effectivenessinteaching,andc) clearpromiseoffutureintellectualandprofessionaldevelopment

Inadditiontocleardemonstrationoffutureintellectualandprofessionaldevelopment,apositiverecommendationfortenurerequiresthejudgementofdemonstratedexcellenceinoneofresearch(includingequivalentcreativeorprofessionalwork)andteaching,andclearlyestablishedcompetenceintheother.8AsuccessfultenurereviewwillnormallyalsoinvolvepromotionfromtherankofAssistantProfessortoAssociateProfessor.

6PPAA2015p.5,SectionII.87PPAA2015,p.8,SectionIII8PPAA,p.9,SectionIII.13.d



Fortenurereviews,teachingisassessedrelativetocompetenceorexcellenceassetoutinthePPAA.ThisandotherrelevantUniversitypolicies(seePreamble)mustbeusedinconjunctionwiththeseUTSCGuidelinesfortheAssessmentofEffectivenessofTeachingforthepurposesofassessingteachingfortenurereview.CandidatesshouldconsultUniversitypolicyandSectionIIIoftheseGuidelinesforguidanceonthematerialstheyshouldprovideforassessment(CVandTeachingPortfolio).

C. Promotion to Professor TheUniversity’sPolicyandProceduresGoverningPromotions(PPP)states,“Thesuccessfulcandidateforpromotionwillbeexpectedtohaveestablishedawidereputationin[their]fieldofinterest,tobedeeplyengagedinscholarlywork,andtohaveshown[themselves]tobeaneffectiveteacher”.9ForTenure‐Streamfaculty,promotionisnormallygrantedonthebasisofexcellentscholarshipandeffectiveteaching,butthePPPalsospecifiesthat“…eitherexcellentteachingaloneorexcellentscholarshipalone,sustainedovermanyyears,couldalsoinitselfjustifyeventualpromotiontotherankofProfessor.”9ThePPPmustbeusedinconjunctionwiththeseUTSCguidelinesfortheAssessmentofEffectivenessofTeachingforthepurposesofthepromotionreview.CandidatesshouldconsultthePPPandSectionIIIoftheseGuidelinesforguidanceonthematerialstheyshouldprovideforassessment(CVandTeachingPortfolio).

II. Criteria for Assessing Teaching Performance: Tenure Stream

A. Competence in Teaching: Tenure Stream Competenceinteachingistheminimalrequirementtodemonstrateeffectiveteaching.Aneffectiveteachermustdemonstratethattheymeetallofthefollowingrequirements:

1. stimulateandchallengestudents,andpromotetheirintellectualandscholarlyorcreativedevelopment;

2. communicateeffectively;3. developstudents’masteryofasubject,includingthelatestdevelopmentsinthesubjectarea;4. developstudents’senseofinquiryandunderstandingofasubject;5. createopportunitiesthatinvolvestudentsintheresearchprocess,creativeactivities,or

technicalpracticesofthediscipline6. createandmaintainsupervisoryconditionsconducivetoastudent’sresearch,intellectual

growth,andacademicprogress.Inthecaseofgraduatestudents,facultymustensuretheirpracticesinthisregardareconsistentwiththeSchoolofGraduateStudiesGraduateSupervision:GuidelinesforStudents,FacultyandAdministrators;10

7. dealwithstudentsfairlyandethically,takingcaretomakethemselvesaccessibletostudentsforacademicconsultation,toinformstudentsadequatelyregardingcourseformats,assignments,andmethodsofevaluation,tomaintainteachingschedulesinallbutexceptionalcircumstances,toinformstudentsadequatelyofanynecessarycancellationandreschedulingofinstructionsandtocomplywithestablishedproceduresanddeadlinesfordetermining,reportingandreviewingthegradesoftheirstudents;11

9 PPP,Section 7 10 Graduate Supervision: Guidelines for Students, Faculty and Administrators: https://www.sgs.utoronto.ca/Documents/supervision+guidelines.pdf 11 Section 2(a) of Article 5 of the Memorandum of Agreement between the University of Toronto and the University of Toronto Faculty Association: http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/memoagree.pdf



8. promoteacademicintegrity;9. implementfairandtransparentgradingpractices,withclearconnectionsbetweencourse

learningoutcomes,assignmentsandassessments.

B. Excellence in Teaching: Tenure Stream Theexpectationsforexcellenceinteachingbuildonandsignificantlyexceedthestandardofcompetence.TomeetthestandardofExcellenceinTeaching,aTenureStreamfacultymemberisexpectedtodemonstrateahighlevelofachievementinalloftheCriteriaforCompetenceinTeaching(A.II.A.1‐9,above)anddemonstrateexcellenceinsomecombinationofthefollowingelements:

1. Superlative teaching skills Thismaybedemonstratedinavarietyofways,includingsomecombinationofthefollowing:

a. exemplaryin‐classoron‐lineteachingb. rigoroususeofevidence‐informedapproachestoimprovecourseorcurriculumdesign

ortomotivatestudentlearningc. useofscholarlyorprofessionalexpertisetoaugmentstudentunderstandingd. winning,orbeingnominatedfor,teachingawardsorothersignificantrecognitionsof

accomplishmentsinteaching,orincourseorcurriculumdesigne. evidenceofsignificant,sustained,positiveeffectsonstudentunderstandingor

applicationofknowledgeincontextsoutsidetheclassroomf. evidenceofsustained,positiveeffectsonstudentempathy,multi‐culturalsensitivityand

senseofresponsiblecitizenship.

2. Pedagogical/ Professional Development supporting a critically reflective

teaching practice.

Thismaybedemonstratedininavarietyofways,includingsomecombinationofthefollowing:

a. incorporatingbestpracticesfromthepedagogicalliteratureinteachingpracticeb. regularparticipationinworkshopsand/orconferencesconcernedwiththeScholarshipof

TeachingandLearning

3. Creative educational leadership and/or achievement

Thismaybedemonstratedinavarietyofways,includingsomecombinationofthefollowing:a. significantparticipationintheScholarshipofTeachingandLearningorpedagogical

scholarship,whichmightincludepublicationsonpedagogicalresearch,orpublicationofscholarlytextbooksoronlinetoolsandresourcesadaptedforusebyothersintheircourses

b. significantengagementinactivitiessuchasmentoring,andpresentingseminarsorworkshopsonpedagogicalpracticethathavedemonstrableimpactonothers’teaching

c. significantengagementincreative,technical,orcommunity‐basedpracticesrelatedtothesubjectofpedagogicalexpertise,withclearlinksbetweenthesepracticesandlearningopportunitiesforstudentsinprograms,curriculum,classroomteaching,co‐curricularorintegratedlearningopportunities

d. developmentofnewcoursesusinghighimpactteachingpractices,improvedcurricula,ordesignofnewprogramsapprovedbyUniversitygovernance

e. significantengagementinprofessionalteachingandlearningorganizations/associationsorteachingcentres,whichmayincludeservinginleadershiprolesinsuchorganizations,or



servingasaregularreviewerorrefereeforpedagogicalconferencesorjournals,orservingasaneditorforpedagogicaljournalsorconferenceproceedings.

f. significantparticipationininitiativesthatleadtochangesinpolicyrelatedtoteachingasaprofession

g. successfulinnovationsintheteachingdomain;forexample,thecreationofnovelorprogressiveteachingprocesses,materials,formsofevaluation,orinfluencingpedagogicalchangesinthediscipline

h. developmentofeffectiveandcreativewaystopromotestudents’involvementintheresearchprocessandtoprovideopportunitiesforthemtolearn,forexample,throughdiscovery‐basedorotherappropriatemethods.

i. significantcontributiontothetechnologicalenrichmentofteachinginagivenarea,forexample,throughthedevelopmentofeffective,newtechnologyortheuseofnewmediatofullestadvantage

Theprecedingthreesections(II.B.1‐3)representanoverviewofwaysinwhichExcellenceinTeachingmaybedemonstrated.Itisunderstoodthatthenatureofthecontributionsineachareawilldependonthediscipline,andthatteachingaccomplishmentscanbedemonstratedinavarietyofways.Thisoverviewisnotintendedtobeacomprehensivelist,butratherisintendedtomakeclearthetypesofevidenceandstandardofachievementthatmaybepresentedtosupportajudgementofexcellenceinteaching.

III. Elements of Assessment: Tenure Stream AssessmentofTeachingEffectivenessrequiresreviewbytheTenureorPromotionCommitteeofmaterialsprovidedbythecandidateandmaterialscollectedorsolicitedbytheAcademicUnithead.Theseconsistofthefollowingitems:MaterialsprovidedbythecandidateandaddedtotheTeachingDossier(SectionIII.A,below)

aCurriculumVitae(Item1), aTeachingPortfolio(Item2)

MaterialscollectedbytheAcademicUnitHeadandaddedtotheTeachingDossier(SectionIII.B,below):

Students’CourseEvaluations(Item3)ConfidentialmaterialssolicitedbytheAcademicUnitHead(SectionIII.B,below):

TeachingObservationReport(Item4),whichisaddedtotheTeachingDossier Lettersfromstudents(Items5a‐c),whichareaddedtotheTeachingDossieraswellasthe

TenureorPromotionDossier LettersfromDepartmentalcolleagues(Item5d),whichareaddedtotheTenureor

PromotionDossierConfidential,independentevaluationsofteachingeffectivenesssolicitedbytheAcademicUnitHeadandaddedtotheTenureorPromotionDossier(seeSectionIV):

ReportoftheTeachingEvaluationCommittee(whererelevant,SectionIV.A) LettersfromExternalReferees(forPromotiontoProfessorbasedonexcellentteaching

alone,SectionIV.B)



A. Materials Provided by the Candidate:

1. Curriculum Vitae

Thecandidatemustprovideacurriculumvitaeinastandardformat.Thecandidateisadvisedtoincludeallofthefollowingthatareapplicabletotheirdiscipline:

a. Alistoftitlesofallcourses(undergraduateandgraduate)taughtforatleasttheprecedingfiveyearsandwhetherthe candidatehashadmajorresponsibilityforcoursedesign.

b. Alistof:graduatestudentsforwhomthecandidatehasbeentheprincipalsupervisorateitherthemastersordoctorallevels;graduatestudentsforwhomthecandidatehasprovidedeitherco‐orsecondarysupervisionshouldalsobeincluded.Thesisorresearchtitlesanddatesofsupervision/degreeconferralshouldbeincluded.

c. A listofundergraduatestudentswhoseresearchworkhasbeensupervised,together withtheirprojectorthesistopicsandthedatesoftheperiodofsupervision.

d. Alistofthecandidate'sscholarlyand/orcreativeprofessionalwork.Thisshouldincludeanybooks(ortextbooks),chaptersinbooks(ortextbooks),researchpapers,articles,andreviews,includingworkpublished,inpress,submittedforpublication,completedbutnotyetpublished,andinprogress.Itshouldalsoincludescholarlyorcreativeprofessionalworksuchasthepresentationofpapersat meetingsandsymposia,originalartisticdesign,ordistinguishedcontributionstotheartsorinprofessionalareas.

e. Alistofcreativeprofessionalactivities(ifrelevant)thatdemonstrateoneormoreofthefollowing:professionalinnovation;creativeexcellence;exemplaryprofessionalpractice;contributionstothe developmentoftheprofession/discipline.

f. AlistofadministrativepositionsheldwithintheUniversity,majorcommitteesand organizationsinwhichthecandidatehasservedwithinoroutsidetheUniversity,and participationinlearnedsocietiesandprofessionalassociationsthatrelatetothe candidate'sacademicdisciplineandpedagogicalorprofessionalactivitiesoreducational leadership.Thelistshouldindicateineachcasetheperiodofserviceandthenatureofthe candidate'sparticipation.

g. Otherinformationrelevanttothecandidate’saccomplishmentsortheimpactoftheirteachingshouldalsobeincludedasappropriate.Forexample,thiscouldincludealistofinvitationstospeakinteachingsymposiaortoedittextbooks(whetheracceptedornot),orotherindicatorsofachievementrelatedtothecriteriaoutlinedinSectionA.II.

h. Otherinformationrelevanttothecandidate’saccomplishmentsandcareerprogressionshouldalsobeincludedasappropriate.Forexample,theCVcouldincludebriefinformationonanycareerdelaysduetoUniversity‐approvedleaves(natureoftheleave,dates,impactonproductivity).

2. Teaching Portfolio

EachfacultymembershouldmaintainaTeachingPortfoliothatisupdatedannually.12FacultyareadvisedtoseekfeedbackonthedevelopmentoftheirTeachingPortfoliofromcolleagues,theAcademicUnithead,UTSC'sCentreforTeachingandLearning(CTL),andthetri‐campusCentreforTeachingSupportandInnovation(CTSI)13asappropriate.ThetypesofelementstypicallyprovidedinaTeachingPortfolioareoutlinedbelow.Thislistisnotintendedtobeexhaustive;othertypesofevidencemaybeaddedbythecandidatetosupporttheirdemonstrationofeffectiveteaching,ormayberequiredbydifferentdisciplines(candidatesshouldconsultwiththeirUnitheadaboutotherrequirements). 12See:ProvostialGuidelinesforDevelopingWrittenAssessmentsofEffectivenessofTeachinginPromotionandTenureDecisions13 CTSI web site: http://teaching.utoronto.ca/



TheTeachingPortfoliowouldnormallyincludethefollowingitems,14althoughitisunderstoodthattheremaybesomevariationbasedondisciplineandteachingpractice:

a. Astatementofthefacultymember’steachingphilosophyandgoalsandanaccompanyingnarrativethatcontextualizestheothercomponentsoftheportfolioanddemonstrateshowthesecomponentsalignbothwiththeirownphilosophyandgoals,andwiththecriteriaspecifiedintheUTSCGuidelinesfortheAssessmentofEffectivenessofTeaching.

b. Documentsthatreflectprogress,success,experimentationandinnovation(suchascoursesyllabi,sampletests,classroomactivities)orpedagogicaldevelopment(suchasdocumentationofparticipationinworkshops).

c. Representativeundergraduateandgraduatecoursesyllabi,bibliographiesandassignments,descriptionofinternshipprograms,fieldexperiences,co‐curricularlearningactivities,teachingassessmentactivities,andevidenceofstudentlearning.

d. Newcourseorprogramproposals,andplansforco‐curricularlearning.e. Effortstoprovideexperientialorworkintegratedlearningopportunitiesandalistofstudents

andthetypeofexperienceprovided;forundergraduateresearchsupervisedthisshouldbeanoverviewthatrefersto,summarizesoraugmentsthedetailedlistintheCV.

f. Commentaryontheofficialstudentevaluations,orotherstudentfeedbackreceivedbythecandidate,asappropriate.

g. Evidencethatwillenablethecommitteetoassessthecandidate’ssuccessingraduatesupervision;thisoverviewshouldsummarizeandaugmentinformationprovidedinthelistofgraduatesupervisionprovidedintheCV,including:

a. numberofstudentssupervisedandgraduatedb. indicatorsofthequalityofgraduatestudents’researchc. indicatorsofthequalityofthesesproduced,wherepossibled. informationonothereffortstofosterscholarly,creativeandprofessional

advancementofgraduatestudents.Thiscouldincludecopiesofstudents’papersorrecordsofstudents’conferencepresentations,especiallythosepapersorabstractsthathavebeenpublished.

h. Applicationsforinstructionaldevelopmentgrantsorsimilardocuments,includinginformationonwhethertheapplicationispendingorwassuccessful.

i. Documentationofeffortsmade(throughbothformalandinformalmeans)toimproveteachingskillsorcoursedesign,andcommentaryontheoutcomesoftheseefforts.

j. Awardsornominationsforawardsforteachingexcellenceorteachingleadership.k. Documentationconcerninginnovationsinteachingmethodsandcontributionstocurricular

development,andtheuseanddevelopmentoftechnologyintheteachingprocess.l. Examplesofeffortstomentorcolleaguesinthedevelopmentofteachingskillsandin

pedagogicaldesignanddocumentationofeffectsoftheseefforts(wherepossible).m. Evidenceofprofessionalcontributionsinthegeneralareaofteaching,suchaspresentationsat

workshops,pedagogicalconferences,ordisciplinebasedconferencesonteaching,orpublicationsonteaching.

n. Evidenceofprofessionalcontributionstoacademicteachingorganizations/societiesorcentres,orleadershipinsuchorganizations,suchasrefereeingteachinggrantapplications,pedagogicalpublications,orsymposiumcontributions,actingasaneditorforpedagogicalpublications,ororganizingsymposiaorconferencesdedicatedtotheScholarshipofteachingandlearning.

o. Servicetootherprofessionalbodiesorcommunityorganizationsthroughteachingactivitiesatalevelcomparabletouniversityinstruction.

14AdditionaladviceonassemblingaTeachingPortfoliocanbefoundathttp://teaching.utoronto.ca/teaching‐support/documenting‐teaching/teaching‐dossier/



B. Materials Collected by the Academic Unit Head

3. Student Course Evaluations

ThefollowingdocumentsareaddedtotheTeachingDossier:

a. Acomprehensivesummaryofthecandidate’scourseevaluationsandananalysisthathelpsputtheseresultsintocontext.Typically,thiswouldbeprovidedbytheCentreforTeachingandLearninguponrequest,usingthestandardizedanalysisprovidedbythecourseevaluationsystem.

Fortenurereviewsthiswouldtypicallysummarizeallcourseevaluations;forpromotiontoProfessorthiswouldnormallyincludesummariesofatleasttheprevioustenyearsofevaluations,orallevaluationssincethedateofhire(iftenyearsofevaluationsarenotavailable).Thesesummariesshouldalsoincludedataonclasssizeandresponserates.

b. Copiesoftheindividualteachingevaluationsforatleastthemostrecentfive‐yearperiod.

c. CopiesofcourseevaluationsfromanyotherunitattheUniversityofTorontoforwhichthecandidatehastaught(whererelevant).Whereacandidatehastaughtatanotheruniversitywithinthelastfiveyears,courseevaluationinformationfromthatinstitutionshouldbeobtained,ifpossible,alongwithnormativeinformation.

Wheretheamountofteachingthecandidatehasdoneateithertheundergraduateorgraduatelevelvariesfromthenormsofthedepartment,theextentofthedifferenceandthereasonsforitshouldbeexplainedbytheAcademicUnitheadorothersuitablerepresentativeofthecandidate’sunit.ThisexplanationshouldbeincludedintheTeachingDossier.

4. A Teaching Observation Report

OneTeachingObservationReportwillnormallybecompletedandaddedtotheconfidentialmaterialsintheTeachingDossier.Forcoursesdeliveredtraditionally,theTeachingObservationReportwouldnormallybebasedonlive,classvisit(s)byatleasttwocolleaguestoallowobservationofbothteacherandstudentinteractions.Underexceptionalcircumstancesvideotapesoflecturesmightbepermissible,butthesewouldideallyincludestudentinteractions.Foronlinecourses,appropriatemodulesshouldbeidentifiedandassessed.TheTeachingObservationReportmaybecompletedbytheTeachingEvaluationCommittee,orbyatleasttwootherTenuredorContinuing‐StatusfacultycommissionedbytheAcademicUnithead,withtheconditionthattheteachingobservationcannotbeconductedbyanymembersoftheTenureorPromotioncommittee.TheTeachingObservationReportmustbebasedonatleastoneclassvisit,ideallycompletedwithintheyearoftheTenureorPromotionReview.Unitheadsareadvisedtoanticipatenecessaryexceptionstothe12monthperiodthatmightoccur(forexample,ifaleaveoccursjustpriortoorduringtheyearofassessment),andtoplanforearlyteachingvisitswhereneeded.Someacademicunits,orthecandidate,maysuggestmorethanoneclassvisittoallowobservationofcoursesatdifferentlevels,orclassesthatfeaturedifferentpedagogicalapproaches.AsingleTeachingObservationReportshouldbedraftedbasedonthesevisits.



Classroomvisitsmustbearrangedinconsultationwiththecandidateinordertofindanappropriatedateforthevisitandsothecandidatecanprovidecontextualmaterialforthevisitors,ifdesired.Ifthecandidaterefusesavisit,thisshouldbenotedintheUnitHead’sReport.OtherguidelinesforbestpracticesonclassroomvisitsareavailablethroughCTLandCTSI.

5. Written Opinions of Departmental Colleagues and Students

TheUnitheadwillsolicitwrittenopinionsfromavarietyofindividualswhohavedirectexperiencewiththecandidate’steachingpractice,includingstudents.Insolicitingtheseletters,itisadvisablethattheUnitheadmakesitclearthatresponsesarevoluntaryandthattheywillbeheldinconfidence.ThesedocumentswillformpartoftheTenureorPromotionsDossier.a.TheUnitheadwillsolicitlettersfromcurrentandformerUndergraduatestudentstaughtbythe

candidate.Thestudentsshouldbeinvitedtocommentonthecandidate'ssuccessin:

i.stimulatingandchallengingstudentsandpromotingtheirintellectualandscholarlydevelopment;

ii.developingstudents’masteryofasubjectandofthelatestdevelopmentsinthefield;iii.encouragingstudents’senseofinquiryandunderstandingofasubjectthroughdiscovery‐basedlearningorotherappropriatemethods;

iv.creatingopportunities,whereappropriate,whichinvolvestudentsintheresearchprocess;

v.creatingalastingimpactonstudents’appreciationofthesubjectorontheircareerpath.

Inaddition,studentsshouldbeaskedtocommentonthecandidate’scommunicationskills,activeengagementwithstudent’slearningprogressandaccessibilitytostudents.Theserequestswillinvitesubstantivecommentsratherthannumericalrankingsandshouldbesignedorclearlyindicatetherespondent.

Normally,fortenurereview,arandomsampleofapproximately100ofthecandidate’scurrentorformerstudentsshouldbesolicitedforopinions.ForpromotiontoProfessorbasedonExcellentTeachingalone,commentsfromarandomsampleofnofewerthan200ofthecandidate’scurrentandformerstudents,distributedacrossthecandidate'snormalpatternofteachingshouldbesolicitedforopinions.AllstudentresponsesareconfidentialandshouldbesentdirectlytotheUnithead.Studentsmaybecontactedbyletteroremail,providedtheprocessisrandomorcomprehensive(attheUnithead’sdiscretion),andattemptsaremadetocontactstudentsfromallcoursestaughtbythecandidate.(TheRegistrar’sOfficeprovidesstudentaddressesforthispurpose.).

b.TheUnitheadwillsolicitlettersfromcurrentandformerGraduatestudentssupervisedorco‐supervisedbythecandidate.Thestudentsshouldbeinvitedtocommenton:

i. theopportunitiescreatedbythecandidatetoinvolvestudentsinresearch;ii. whetherthesupervisoryconditionsfosteredbythecandidatewereconducivetoa

student’sresearch,intellectualgrowthandacademicprogressconsistentwiththeSchoolofGraduateStudies’GraduateSupervision:GuidelinesforStudents,FacultyandAdministrators;

iii. thequalityofsupervisionprovidedbythecandidate.

c.TheUnitheadwillsolicitlettersfromTeachingAssistants(ifapplicable)whoshouldbeinvitedtocommentonthecandidate’smentoring,management,organizationandcommunicationsskills.



d.TheUnitheadwillsolicitlettersfrompeerswhoareinapositiontocommentonthecandidate’steaching.Wherecross‐appointmentisinvolved,lettersfrompeersinotherdepartmentsanddivisionsmaybesolicited.Wherethecandidatehasparticipatedinsharedcourses,lettersattestingtotheteachingeffectivenessofthecandidateshouldbeobtainedfromcolleagueswhoco‐taughtthosecoursesandtherolesofeachco‐teachershouldbeexplicitlyconsidered.

IV. EVALUATION OF THE CANDIDATE’S TEACHING ThematerialthatfollowsshouldbereadininconjunctionwiththerelevantPoliciesanddirectionsin

theAcademicAdministrator’sProceduresManual,andtheappropriateUTSCGuidelines.

A. Teaching Evaluation Committee: Tenure Stream 1. Foralltenurereviewsandpromotionreviews,theUnitheadmustestablishaTeaching

EvaluationCommitteetoprepareawrittenassessmentofthecandidate’steachingeffectiveness

whichwillbeincludedintheTenureorPromotionDossier. TheReportoftheTeachingEvaluationCommitteeshouldbeasinglereportcriticallyassessingTeachingeffectivenessusing

theTeachingDossier(SectionIII.A.1&2;III.B.3&4),includingconfidentiallettersfromstudents(SectionIII.B.5a‐c).Thereportshouldindicatewhetherandhowthecandidatemeets

theapplicablestandards,butshouldnotmakearecommendationfororagainstthetenureorpromotion.TheTeachingEvaluationCommitteeshouldnotbeprovidedwithlettersfrom

ExternalReviewers(wheresuchreportshavebeensolicited)norfromDepartmentalcolleagues(SectionIII.B.5d).

2. TheTeachingObservationReportmustbeincludedinthematerialsconsideredbytheTeaching

EvaluationCommittee.ThewrittenevaluationofteachingeffectivenessbytheTeachingEvaluationCommitteemayrefertotheTeachingObservationReport,butthesemustbetwo

separatedocuments.

B. External Reviewers: Promotion to Professor based on Excellent Teaching

Alone ForpromotiontoProfessorbasedonsustainedExcellentTeachingalone,theUnitheadwouldnormallysolicitlettersfromExternalRefereesinrelevantdisciplineswhoareinapositiontoevaluatetheteachingaccomplishmentsofthecandidate.Externalrefereesshouldeachbeaskedtoprovidean

independentevaluationoftheTeachingDossier(SectionIII.A.1&2andIII.B.3),andtoexplicitlyaddresswhetherandhowthecandidatemeetsthestandardofExcellenceinTeachingaslaidoutinthese

guidelines(SectionA.II).TheseevaluationswouldbeaddedtotheconfidentialPromotionDossier.

C. Triangulating Multiple Sources of Information 1. Thematerialthatrelatestoacandidate’steachingcollectedduringthisprocesscontains

perspectivesonthecandidate’steachingpracticeandeffectivenesspresentedbythecandidateandcollectedbytheUnithead(seeSectionB.IIIabove).



2. Evaluatorsaretaskedwithusingallthematerialsmadeavailabletothemtodevelopaconcordantandintegratedunderstandingofthecandidate’steachingeffectivenessasitrelatestothe

assessmentofteachingeffectivenessoutlinedintheseguidelinesandinthepoliciesoftheUniversity.

V. PROCEDURAL MATTERS: Tenure Stream

Unitheadsmustconsulttherelevantpolicies,appropriatesectionsoftheAcademicAdministrator’sProceduresManual,andtherelevantUTSCProceduralGuidelinesfordetailedinstructionsonproceduresandtimelinesrequiredfornotifications,committeememberships,numberofexternalreviewers,the

reviewprocess,andotherimportantaspectsofprocedureassociatedwiththeseprocesses.InthecaseofanyinconsistencybetweentheseguidelinesandtheapplicableUniversitypolicy,theapplicable

Universitypolicywillgovern.

GuidelinesfortheAssessmentofEffectivenessofTeaching:TEACHINGSTREAM


B. Teaching Stream

VI. Context for Assessing Teaching Performance: Teaching Stream FacultymembersintheTeachingStreamareengagedinacareerthatcombineshighlevelsofexpertiseintheirfieldwithafocusonexcellenceinteaching.Inadditiontothedevelopmentoftheirowncourses,TeachingStreamfacultymayenrichteachingandlearningintheirUnits,DivisionandacrosstheUniversitythroughtheircontributionstocurriculumandprogramdesign,throughsharingtheirpedagogicalexpertisewiththeircolleagues,bydemonstratingandleadingteachinginnovation,andthroughtheircommitmenttoevidence‐basedpracticesthatsupportstudentlearning.TheTeachingStreamappointmentindicatestheimportanceofthesecontributionstothehighstandardsoftheUniversity,andprovidestheframeworkthroughwhichascholarlyapproachtoteachingexcellenceandinnovationismandated,supported,andrecognized15(Policy&ProceduresonAcademicAppointment,[PPAA]2015,p.18,alsoseePolicy&ProceduresGoverningPromotionintheTeachingStream).AssessmentofteachingeffectivenessoccursduringPTR,Probationaryreviews,ContinuingStatusreviewsandreviewsforpromotiontoProfessor,TeachingStream.

A. Probationary Review AsspecifiedinUniversitypolicy16theprobationaryreviewcommitteeconsiderstwoquestionsregardingafacultymemberintheTeachingStream:

a) “Hastheappointee'sperformancebeensufficientlysatisfactoryforasecondprobationaryappointmenttoberecommended?

b) Ifreappointmentisrecommended,whatcounsellingshouldbegiventotheappointeetoassisttheminimprovingareasofweaknessandmaintainingareasofstrength?”

CandidatesforprobationaryreviewshouldconsultwiththeheadoftheirUnitconcerningthematerialsexpectedtosupportthereviewoftheirteachingperformance,aspracticesmayvaryamongdisciplines.Althoughtheprobationaryreviewisdifferentinscopeandpurposefromthecontinuingstatusreview,candidateswhosubmitteachingportfoliosandCVsmodelledonthatrecommendedbelowforthecontinuingstatusreviewprocessmayreceivevaluablefeedbackonthequalityoftheirdocumentationoftheirteachingeffectiveness.

B. Continuing Status Review ForfacultyintheteachingstreamthePPAA201517outlineshowperformanceisassessedingeneralterms:

Performancewillbeassessedonteachingeffectivenessandpedagogical/professionaldevelopmentrelatedtoteachingdutiesinaccordancewithapproveddivisionalguidelinesontheassessmentofteaching.

Thespecificcriteriatobemetforapositiverecommendationforcontinuingstatusare:18

1. excellenceinteachingand 15PPAA2015;Policy&ProceduresGoverningPromotionintheTeachingStream16PPAA2015p.20,SectionVII.30.vii17PPAA2015,SectionVII.30.vi;Policy&ProceduresGoverningPromotionintheTeachingStream18PPAA2015,SectionVII.30.x;Policy&ProceduresGoverningPromotionintheTeachingStream



2. evidenceofdemonstratedandcontinuingfuturepedagogical/professionaldevelopment.

Administrativeservicewillbeconsidered,wheresuchserviceisrelatedtoteachingortocurricularand

professionaldevelopment.19

Relevantadministrativeservicecanincludetheco‐ordinationofundergraduateorgraduateprograms,administrationoflargeundergraduatecourses,andstudentadvisingand/ormentoring.

ThePolicyalsooutlines,ingeneralterms,howthespecificcriteriaforcontinuingstatusmaybedemonstrated:

a) “Excellenceinteachingmaybedemonstratedthroughacombinationofexcellentteachingskills,creativeeducationalleadershipand/orachievement,andinnovativeteachinginitiativesin

accordancewithappropriatedivisionalguidelines.”b) “Evidenceofdemonstratedandcontinuingfuturepedagogical/professionaldevelopmentmaybe

demonstratedinavarietyofwayse.g.discipline‐basedscholarshipinrelationto,orrelevantto,the

fieldinwhichthefacultymemberteaches;participationat,andcontributionsto,academicconferenceswheresessionsonpedagogicalresearchandtechniqueareprominent;teaching‐

relatedactivitybythefacultymemberoutsideofhisorherclassroomfunctionsandresponsibilities;professionalworkthatallowsthefacultymembertomaintainamasteryofhisor

hersubjectareainaccordancewithappropriatedivisionalguidelines”

AsuccessfulcontinuingstatusreviewwillnormallyalsoinvolvepromotionfromtherankofAssistantProfessor,TeachingStreamtotherankofAssociateProfessor,TeachingStream.

TherelevantUniversitypolicy(seeabove)mustbeusedinconjunctionwiththeseUTSCguidelinesfortheAssessmentofEffectivenessofTeachingforthepurposesofassessingexcellenceinteachingforthe

continuingstatusreview.CandidatesshouldconsulttheUniversitypolicyandtheguidelinesbelowforthematerialsthatshouldbeincludedintheirTeachingPortfolio(SectionB.VIII).

C. Review for Promotion to Professor, Teaching Stream Forfacultyintheteachingstream,promotiontoProfessor,TeachingStreamrequiresajudgmentof

a) excellentteaching,b) creativeeducationalleadershipand/orachievement,andc) ongoingpedagogical/professionaldevelopment,

wherethesemustbesustainedovermanyyears.20AdministrativeorotherservicetotheUniversityandrelatedactivitieswillbetakenintoaccountinassessingcandidatesforpromotion,butpromotionwillnotbebasedprimarilyonsuchservice.21 ReviewforpromotiontoProfessor,TeachingStreammustoccurinaccordancewiththeUniversityPolicyandProceduresGoverningPromotionsintheTeachingStream(PPPTS,2016),22usedinconjunctionwiththeseUTSCguidelines.

19PPAA2015,SectionVII.30.vi20Policy&ProceduresGoverningPromotionintheTeachingStream,partsix.21Policy&ProceduresGoverningPromotionintheTeachingStream,part1022Policy&ProceduresGoverningPromotionintheTeachingStream



VII. Criteria for Assessing Performance: Teaching Stream

A. Excellence in Teaching/ Excellent Teaching Teachingincludes:

conventionalteachingactivities(lectures,seminars,laboratories,tutorials)andonlinelearningthatresultdirectlyinimprovedlearningoutcomesforstudents;

activitiesthatindirectlysupportstudentlearningthroughtheacquisitionofpracticalskills,competenciesandlearningopportunitiesoutsidetheclassroomthroughcreativeactivities,community‐basedorwork‐integratedlearningopportunities,co‐curricularactivities,orresearch‐intensiveexperiences;

FacultyintheteachingStreamareexpectedtodemonstrateexcellenceinteaching.Inordertodosotheymustdemonstratethefundamentalelementsofeffectiveteaching,plusgosignificantlybeyondthis.Aneffectiveteachermustdemonstratethattheymeetallofthefollowingrequirements:i. stimulateandchallengestudents,andpromotetheirintellectualandscholarlyorcreative

development;ii. communicateeffectively;iii. developstudents’masteryofasubject,includingthelatestdevelopmentsinthesubjectarea;iv. developstudents’senseofinquiryandunderstandingofasubject;v. createopportunitiesthatinvolvestudentsintheresearchprocess,creativeactivities,or

technicalpracticesofthediscipline,whereapplicable.vi. dealwithstudentsfairlyandethically,takingcaretomakethemselvesaccessibletostudentsfor

academicconsultation,toinformstudentsadequatelyregardingcourseformats,assignments,andmethodsofevaluation,tomaintainteachingschedulesinallbutexceptionalcircumstances,toinformstudentsadequatelyofanynecessarycancellationandreschedulingofinstructionsandtocomplywithestablishedproceduresanddeadlinesfordetermining,reportingandreviewingthegradesoftheirstudents;23

vii. promoteacademicintegrity;viii. implementfairandtransparentgradingpractices,withclearconnectionsbetweencourse

learningoutcomes,assignmentsandassessments.ix. whereapplicable,createandmaintainsupervisoryconditionsconducivetoastudent’sresearch,

intellectualgrowth,andacademicprogress24.Inthecaseofgraduatestudents25,facultymustensuretheirpracticesinthisregardareconsistentwiththeSchoolofGraduateStudiesGraduateSupervision:GuidelinesforStudents,FacultyandAdministrators;26

Beyondthesefundamentalqualities,ajudgementofExcellenceinTeachingrequiresthecandidatedemonstrateacombinationof:(1)Excellentteachingskills,and(2)Creativeeducationalleadershipand/orachievement,andInnovativeTeachingInitiatives.ThefollowingsectionrepresentsanoverviewofwaysinwhichExcellenceinTeachingmaybedemonstrated.Itisunderstoodthatthenatureofthecontributionsineachareawilldependondiscipline,andthatthereareavarietyofwaystodemonstrateteachingaccomplishments.Thisoverviewisnotintendedtobeacomprehensivelist,butratherisintendedtomakeclear

23Section2(a)ofArticle5oftheMemorandumofAgreementbetweentheUniversityofTorontoandtheUniversityofTorontoFacultyAssociation:http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/memoagree.pdf24This would only apply to those whose teaching assignments include courses that enable such opportunities.25ThiswouldonlyapplytothoseTeachingStreamfacultywhoseteachingassignmentsincludegraduatecourses,orwhoareappointedtotheSchoolofGraduateStudies26GraduateSupervision:GuidelinesforStudents,FacultyandAdministrators:https://www.sgs.utoronto.ca/Documents/supervision+guidelines.pdf



thestandardofachievementandtypesofevidenceandthatmaybepresentedtosupportajudgementofExcellenceinTeaching.

1. Excellent teaching skills Theseareskillsthatsignalacriticallyreflectiveteachingpracticeinanindividualwhoshowssuperlativeteachingintheclassroomorinothereducationalcontextsthatbenefitstudentlearning.Demonstrationofsuperlativeteachingmayincludesomecombinationofthefollowing:

a. exemplaryin‐classoron‐lineteachingb. rigoroususeofevidence‐informedapproachestoimprovecourseorcurriculumdesign

ortomotivatestudentlearningc. useofscholarlyorprofessionalexpertisetoaugmentstudentunderstandingd. winning,orbeingnominatedfor,teachingawardsorothersignificantrecognitionsof

accomplishmentsinteaching,orincoursedesigne. evidenceofsignificant,sustained,positiveeffectsonstudentunderstandingor

applicationofknowledgeincontextsoutsidetheclassroomf. evidenceofsustained,positiveeffectsonstudentempathy,multi‐culturalsensitivityand

senseofresponsiblecitizenship.

2. Creative Educational Leadership and/or Achievement (a‐f), and Innovative

Teaching Initiatives (g‐i)

Thesemaybedemonstratedinavarietyofways,includingsomecombinationofthefollowing.ExamplesofCreativeEducationalLeadershipand/orAchievement:

a. significantparticipationintheScholarshipofTeachingandLearningorpedagogicalscholarship,whichmightincludepublicationsonpedagogicalresearch,orpublicationofscholarlytextbooksoronlinetoolsandresourcesadaptedforusebyothersintheircourses

b. significantengagementinactivitiessuchasmentoring,andpresentingseminarsorworkshopsonpedagogicalpracticethathavedemonstrableimpactonothers’teaching

c. significantengagementincreative,technicalorcommunity‐basedpracticesrelatedtothesubjectofteachingexpertise,withclearlinksbetweensuchpracticeandlearningopportunitiesforstudentsinprograms,curriculum,classroomteaching,co‐curricularorintegratedlearningopportunities

d. developmentofnewcoursesusinghighimpactteachingpractices,improvedcurricula,ordesignofnewprogramsapprovedbyUniversitygovernance

e. significantengagementinprofessionalteachingandlearningorganizations/associationsorteachingcentres,whichmayincludeservinginleadershiprolesinsuchorganizations,servingasaregularreviewerorrefereeforpedagogicalconferencesorjournals,orservingasaneditorforpedagogicaljournalsorconferenceproceedings.

f. significantparticipationininitiativesthatleadtochangesinpolicyrelatedtoteachingasaprofession

ExamplesofInnovativeTeachingInitiativesinclude:

g. successfulinnovationsintheteachingdomain;forexample,thecreationofnovelorprogressiveteachingprocesses,materials,formsofevaluation,orinfluencingpedagogicalchangesinthediscipline

h. developmentofeffectiveandcreativewaystopromotestudents’involvementintheresearchprocessandprovidingopportunitiesforthemtolearn,forexample,throughdiscovery‐basedorotherappropriatemethods.



i. significantcontributiontothetechnologicalenrichmentofteachinginagivenarea,forexample,throughthedevelopmentofeffective,newtechnologyortheuseofnewmediatofullestadvantage

B. Pedagogical/Professional Development: Teaching Stream Forbothcontinuingstatusandforpromotion,teachingstreamfacultyareexpectedtodemonstratecontinued/ongoingpedagogical/professionaldevelopment.TeachingStreamfacultymembersmaydemonstratecontinuingpedagogical/professionaldevelopmentinavarietyofways,including:

Participationinorcontributionstoworkshops,seminarsandotherdevelopmentopportunitiesaimedatpedagogicaldevelopmentwithintheUniversity;

Discipline‐basedscholarshipinrelationto,orrelevantto,thefieldinwhichthefacultymemberteaches,

Participationatandcontributionstoacademicconferenceswheresessionsonpedagogicalresearchandtechniqueareprominent;

Theongoingpursuitoffurtheracademicorprofessionalqualificationsand/ordiscipline‐basedscholarshiportechniquesrelevanttothefieldinwhichthefacultymemberteaches;

Professionalorcreativeworkthatallowsthecandidatetomaintainamasteryofhisorhersubjectarea,Examplesincludeengagementwithprofessionalorganizationsassociatedwiththecandidate’sareaofexpertise.

C. Additional Criteria for Promotion to the Rank of Professor, Teaching Stream

ForpromotiontotherankofProfessor,TeachingStream,candidatesmustconsistentlymeetthestandardofexcellenceinteaching,asspecifiedabove(VII.A),sustainedovermanyyears.Moreover,policy27requiresthateducationalleadershipand/orachievement(sectionVII.A.2a‐f)mustbeoneofthedemonstratedcriteria,inadditiontoexcellentteachingskills(VII.A.1).ForPromotiontoProfessorTeachingStream,candidatesmustalsodemonstrateongoingpedagogical/professionaldevelopment(VII.B,above)thatisalsosustainedovermanyyears.ThePPPTSsays:“Sustainedovermanyyears.,educationalleadershipand/orachievementisoftenreflectedinteaching‐relatedactivitiesthatshowsignificantimpactinavarietyofways,forexample:throughenhancedstudentlearning;throughcreationand/ordevelopmentofmodelsofeffectiveteaching;throughengagementinthescholarlyconversationviapedagogicalscholarship,orcreativeprofessionalactivity;throughsignificantchangesinpolicyrelatedtoteachingasaprofession;throughtechnologicalorotheradvancesinthedeliveryofeducationinadisciplineorprofession.”

VIII. Elements of Assessment: Teaching stream AssessmentofTeachingEffectivenessrequiresreviewbytheContinuingStatusorPromotioncommitteeofmaterialsprovidedbythecandidate,andmaterialscollectedorsolicitedbytheAcademicUnithead.Theseconsistofthefollowingitems:MaterialsprovidedbythecandidateandaddedtotheTeachingDossier(SectionVIII.A,below) 27Policy&ProceduresGoverningPromotionintheTeachingStream



aCurriculumVitae(Item1), aTeachingPortfolio(Item2)

MaterialscollectedbytheAcademicUnitHeadandaddedtotheTeachingDossier(SectionVIII.B,below):

Students’CourseEvaluations(Item3)ConfidentialmaterialssolicitedbytheAcademicUnitHead(SectionVIII.B,below):

TeachingObservationReport(Item4),whichisaddedtotheTeachingDossier Lettersfromstudents(Item5a‐c)whichareaddedtotheTeachingDossieraswellasthe

ContinuingStatusorPromotionDossier LettersfromDepartmentalColleagues(Item5d),whichareaddedtotheContinuingStatus

orPromotionDossier

Confidential,independentevaluationsofteachingeffectivenesssolicitedbytheAcademicUnitHeadandaddedtotheContinuingStatusorPromotionDossier(seeSectionIX).

ReportoftheTeachingEvaluationCommittee(SectionIX.A) LettersfromExternalReferees(SectionIX.B)

A. Materials Provided by the Candidate:

1. Curriculum Vitae

ThecandidatemustprovideaCurriculumVitaeinastandardformat.Thecandidateisadvisedtoincludethefollowingitemsiftheyareapplicabletotheirdisciplineandteachingpractice:

a. Alistoftitlesofallcourses(undergraduateandgraduate)taughtoveratleasttheprecedingfiveyears,andwhetherthecandidatehashadmajorresponsibilityforcoursedesign.

b. A listofundergraduatestudentswhoseresearchworkhasbeensupervisedshouldbeincluded,together withtheirprojectorthesistopicsandthedatesoftheperiodofsupervision.

c. Whereapplicable,alistofgraduatestudentsforwhomthecandidatehasprovidedsupervision,co‐orsecondarysupervision.Thesisorresearchtitlesanddatesofsupervisionshouldbeincluded.

d. Alistofthecandidate'sscholarlyand/orcreativeprofessionalworkrelatedtopedagogy,orprovidingthebasisfortheintegrationofscholarlyexpertiseinteaching.Thisshouldincludeanybooks(ortextbooks),chaptersinbooks(ortextbooks),researchpapers,articles,andreviews,includingworkpublished,inpress,submittedforpublication,completedbutnotyetpublished,andinprogress.Itshouldalsoincludescholarlyorcreativeprofessionalworksuchasthepresentationofpapersat meetingsandsymposia,originalartisticdesign,ordistinguishedcontributionstotheartsorinprofessionalareasrelatedtotheareaofpedagogicalexpertise.

e. Alistofcreativeprofessionalactivities,relatedtotheareaofteachingexpertise,thatdemonstrateoneormoreofthefollowing:professionalinnovation;creativeexcellence;exemplaryprofessionalpractice;contributionstothedevelopmentoftheprofession/disciplineinwaysthatinformpedagogy.

f. AlistofadministrativepositionsheldwithintheUniversity,majorcommitteesand organizationsinwhichthecandidatehasservedwithinoroutsidetheUniversity,and participationinlearnedsocietiesandprofessionalassociationsthatrelatetothecandidate'sacademicdisciplineandpedagogicalorprofessionalactivitiesoreducational leadership.Thelistshouldindicateineachcasetheperiodofserviceandthenatureofthe candidate'sparticipation.

g. Otherinformationrelevanttothecandidate’saccomplishmentsortheimpactoftheirteachingshouldalsobeincludedasappropriate.Forexample,thiscouldincludesignificanteducationaloutreachtoschools,providingmentoringorexperientiallearningopportunitiestoindividualstudents,acceptinginvitationstoshareteachingpracticesacrossdisciplines,divisionsor



UniversitiesorotherindicatorsofachievementrelatedtothecriteriaoutlinedinsectionsVII.A&B.

h. Otherinformationrelevanttocareerprogression.Forexample,theCVcouldincludebriefinformationonanycareerdelaysduetoUniversity‐approvedleaves(natureoftheleave,dates,andimpactonteachingperformance).

2. Teaching Portfolio

EachfacultymembershouldmaintainaTeachingPortfoliothatisupdatedannually.28FacultyareadvisedtoseekfeedbackonthedevelopmentoftheirTeachingPortfoliofromcolleagues,thedepartmentUnithead,UTSC'sCentreforTeachingandLearning(CTL),andthetri‐campusCentreforTeachingSupportandInnovation(CTSI)29asappropriate.ThetypesofelementstypicallyprovidedinaTeachingPortfolioareoutlinedbelow.Thislistisnotintendedtobeproscriptiveorexhaustive;othertypesofevidencemaybeaddedbythecandidatetosupporttheirdemonstrationofeffectiveteaching,ormayberequiredbydifferentdisciplines(candidatesshouldconsultwiththeirUnitheadaboutotherrequirements).TheTeachingPortfoliowouldnormallyincludethefollowingitems,iftheyarerelevanttothecandidate’sdisciplineandteachingpractice:

a. Astatementofthefacultymember’steachingphilosophyandgoalsandanaccompanyingnarrativethatcontextualizestheothercomponentsoftheportfolioanddemonstrateshowthesecomponentsalignbothwiththeirownphilosophyandgoals,andwiththecriteriaspecifiedintheUTSCGuidelinesfortheAssessmentofEffectivenessofTeaching.

b. Documentsthatreflectsprogress,success,experimentationandinnovation(suchascoursesyllabi,sampletests,classroomactivities)orpedagogicaldevelopment(suchasdocumentationofparticipationinworkshops).

c. Representativeundergraduateandgraduatecoursesyllabi,bibliographiesandassignments,descriptionofinternshipprograms,fieldexperiences,co‐curricularlearningactivities,teachingassessmentactivities,andevidenceofstudentlearning.

d. Newcourseorprogramproposals,andplansforco‐curricularlearning.e. Documentationofeffortstoprovideexperiential,workintegratedlearningopportunitiesor

community‐basedexperiencesandalistofstudentsandthetypeofexperienceprovided;forundergraduateresearchsupervisedthisshouldbeanoverviewthatreferstothedetailedlistintheCV.

f. Commentaryontheofficialstudentevaluations,orotherstudentfeedbackreceivedbythecandidate,asappropriate.

g. Whereapplicable,evidencethatwillenablethecommitteetoassessthecandidate’ssuccessingraduatestudentsupport;thisoverviewshouldaugmentinformationprovidedinthelistofgraduatesupervision/co‐supervisionintheCV,including:

i. numberofMaster’sstudentssupervisedorco‐supervisedandgraduatedii. Numberofgraduatethesissupervisorycommitteesinwhichthecandidateserved

asmemberiii. Qualityofpapersorthesesproducedand/orattendanceatconferencesby

Master’sstudentsiv. Informationonothereffortstofosterscholarly,creative andprofessional

advancementofMaster’sstudents.h. Applicationsforinstructionaldevelopmentgrantsorsimilardocuments,includinginformation

onwhethertheapplicationispendingorwassuccessful.i. Documentationoneffortsmade(throughbothformalandinformalmeans)toimproveteaching

skillsorcoursedesignandcommentaryontheoutcomesoftheseefforts. 28See:ProvostialGuidelinesforDevelopingWrittenAssessmentsofEffectivenessofTeachinginPromotionandTenureDecisions29CTSIwebsite:http://teaching.utoronto.ca/



j. Awardsornominationsforawardsforteachingexcellencek. Documentationconcerninginnovationsinteachingmethodsandcontributionstocurricular

development,andtheuseanddevelopmentoftechnologyintheteachingprocess.l. Examplesofeffortstomentorcolleaguesinthedevelopmentofteachingskillsandin

pedagogicaldesign.m. Evidenceofprofessionalcontributionsinthegeneralareaofteaching,suchaspresentationsat

workshops,pedagogicalconferences,disciplinebasedconferencesonteachingorpublicationsonteaching.

n. Evidenceofprofessionalcontributionstoacademicteachingorganizations/societiesorcentres,orleadershipinsuchorganizations,suchasrefereeingteachinggrantapplications,pedagogicalpublications,orsymposiumcontributions,actingasaneditorforpedagogicalpublications,ororganizingsymposiaorconferencesdedicatedtotheScholarshipofteachingandlearning.

o. Servicetootherprofessionalbodiesorcommunityorganizationsthroughteachingactivitiesatalevelcomparabletouniversityinstruction.

B. Materials Collected by the Unit Head

3. Student Course Evaluations

ThefollowingdocumentsareaddedtotheTeachingDossier:

a. Acomprehensivesummaryofthecandidate’scourseevaluationsandananalysisthathelpsputtheseresultsintocontext.Typically,asummarytablewouldbeprovidedbytheCentreforTeachingandLearninguponrequest,usingthestandardizedanalysisprovidedbythecourseevaluationsystem.Forcontinuingstatusreviewsthiswouldtypicallysummarizeallcourseevaluations;forpromotiontoProfessor,TeachingStreamthiswouldnormallyincludesummariesofatleasttheprevioustenyearsofevaluations,orallevaluationssincethedateofhire(iftenyearsofevaluationsarenotavailable).Thesesummariesshouldalsoincludedataonclasssizeandresponserates.

b. Copiesofteachingevaluationsforatleastthemostrecentfive‐yearperiodshouldbeprovided.

c. CopiesofcourseevaluationsfromanyotherunitattheUniversityofTorontoforwhichthecandidatehastaught(whererelevant).Whereacandidatehastaughtatanotheruniversitywithinthelastfiveyears,courseevaluationinformationfromthatinstitutionshouldbeobtained,ifpossible,alongwithnormativeinformation.

Wheretheamountofteachingthecandidatehasdoneateithertheundergraduateorgraduatelevelvariesfromthenormsofthedepartment,theextentofthedifferenceandthereasonsforitshouldbeexplainedbytheUnitheadorothersuitablerepresentativeofthecandidate’sunit.ThisexplanationshouldbeincludedintheTeachingDossier.

4. A Teaching Observation Report

OneTeachingObservationReportmustbecompletedandaddedtotheconfidentialmaterialsintheTeachingDossier.Forcoursesdeliveredtraditionally,theTeachingObservationReportwouldnormallybebasedonalive,in‐classvisit(s)byatleasttwocolleaguestoallowobservationofbothteacherandstudentinteractions.Underexceptionalcircumstancesvideotapesoflecturesmightbepermissible,buttheseshouldincludestudentinteractions.Foronlinecoursesappropriatemodulesshouldbeidentifiedandassessed.



TheTeachingObservationReportmaybecompletedbytheTeachingEvaluationCommittee(whererelevant),orbyatleasttwootherTenuredorContinuing‐StatusfacultycommissionedbytheUnithead,withtheconditionthatthefacultydoingtheteachingobservationcannotincludeanymembersoftheContinuingStatusorPromotioncommittee.TheTeachingObservationReportmustbebasedonatleastoneclassvisit,ideallycompletedwithintheyearoftheContinuingStatusorPromotionReview.Unitheadsareadvisedtoanticipatenecessaryexceptionstothe12monthperiodthatmightoccur(forexample,ifresearchleaveoccursjustpriortoorduringtheyearofassessment,orduetovariationinclassscheduling),andtoplanforearlyteachingvisitswhereneeded.Someacademicunits,orthecandidate,maysuggestmorethanoneclassvisittoallowobservationofcoursesatdifferentlevels,orthatfeaturedifferentpedagogicalapproaches.AsingleTeachingObservationReportshouldbedraftedbasedonthesevisits.SomeacademicunitsmayencourageadditionalearliervisitstoensureTeachingStreamfacultyreceiveformativefeedbackonteaching.UnitheadsmustensuretheseareclearlydistinguishedfromtheclassvisitsthatwillformpartoftheevaluativeassessmentthatwillbeincludedintheTeachingObservationReport.Classroomvisitsmustbearrangedinconsultationwiththecandidateinordertofindanappropriatedateforthevisitandsocandidatescanprovidecontextualmaterialforthevisitors,ifdesired.Ifthecandidaterefusesavisit,thisshouldbenotedintheUnitHead’sReport.OtherguidelinesforbestpracticesonclassroomvisitsareavailablethroughCTLandCTSI.

5. Written Opinions of Departmental Colleagues and Students

TheUnitheadwillsolicitwrittenopinionsfromavarietyofdifferentindividualswhohavedirectexperiencewiththecandidate’steachingpractice.Insolicitingtheseletters,itisadvisablethattheUnitheadmakesitclearthatresponsesarevoluntaryandthattheywillbeheldinconfidence.ThesedocumentswillformpartoftheContinuingStatusorPromotionDossier.a.TheUnitheadwillsolicitlettersfromcurrentandformerUndergraduatestudentstaughtbythecandidate.Thestudentsshouldbeinvitedtocommentonthecandidate'ssuccessin:

i.stimulatingandchallengingstudentsandpromotingtheirintellectualandscholarlydevelopment;

ii.developingstudents’masteryofasubjectandofthelatestdevelopmentsinthefield;iii.encouragingstudents’senseofinquiryandunderstandingofasubjectthroughdiscovery‐basedlearningorotherappropriatemethods;

iv.creatingopportunities,whereappropriate,whichinvolvestudentsintheresearchprocess;

v.creatingalastingimpactonstudents’appreciationofthesubjectorontheircareerpath.

Inaddition,studentsshouldbeaskedtocommentonthecandidate’scommunicationskills,activeengagementwithstudent’slearningprogressandaccessibilitytostudents.

Normally,forcontinuingstatusreview,arandomsampleofapproximately100ofthecandidate’scurrentorformerstudentsshouldbesolicitedforopinions.ForpromotiontoProfessor,TeachingStream,commentsfromarandomsampleofnofewerthan200ofthecandidate’scurrentorandformerstudents,distributedacrossthecandidate'snormalpatternofteachingshouldbesolicited.



AllstudentresponsesshouldbesentdirectlytotheUnithead.Studentsmaybecontactedbyletteroremail,providedtheprocessisrandomandattemptsaremadetocontactstudentsfromallcoursestaughtbythecandidate.(TheRegistrar’sOfficeprovidesstudentaddressesforthispurpose.)

b.TheUnitheadwillsolicitlettersfromcurrentandformerGraduatestudentssupervisedorco‐supervisedbythecandidate,forthosecandidatesforwhichthisisrelevant.Thestudentsshouldbe

invitedtocommenton:

i. theopportunitiescreatedbythecandidatetoinvolvestudentsinresearch;ii. whetherthesupervisoryconditionsfosteredbythecandidatewereconducivetoa

student’sresearch,intellectualgrowthandacademicprogressconsistentwiththeSchoolofGraduateStudies’GraduateSupervision:GuidelinesforStudents,FacultyandAdministrators;

iii. thequalityofsupervisionprovidedbythecandidate.

c.TheUnitheadwillsolicitlettersfromTeachingAssistants(ifapplicable)whoshouldbeinvitedtocommentonthecandidate’smentoring,management,organizationandcommunicationsskills d.TheUnitheadwillsolicitlettersfrompeerswhoareinapositiontocommentonthecandidate’steaching.Wherecross‐appointmentisinvolved,lettersfrompeersinotherdepartmentsanddivisionsmaybesolicited.Wherethecandidatehasparticipatedinsharedcourses,lettersattestingtotheteachingeffectivenessofthecandidateshouldbeobtainedfromcolleagueswhoco‐taughtthosecourses,andtherolesofeachco‐teacherexplicitlyconsidered.

IX. EVALUATION OF THE CANDIDATE’S TEACHING

ThematerialthatfollowsshouldbereadininconjunctionwiththerelevantPoliciesanddirectionsintheAcademicAdministrator’sProceduresManual,andtheappropriateUTSCGuidelines.

A. Teaching Evaluation Committee: Teaching Stream 1.TheUnitheadwillnormallystrikeaTeachingEvaluationCommitteetoassisttheContinuingstatusor

PromotionCommitteebypreparingawrittenassessmentofthecandidate’steachingeffectivenesswhichwillbeincludedintheContinuingStatusorPromotionDossier.TheTeachingEvaluation

CommitteemustproduceasinglereportcriticallyassessingteachingeffectivenessusingtheTeachingDossier(SectionsVIII.A.1&2;VIII.B.3&4),includingconfidentiallettersfromstudents(VIII.B.5a‐c).The

reportshouldindicatewhetherandhowthecandidatemeetsthestandardsofExcellenceinTeachinglaidoutintheseGuidelines(SectionVII.A),TheTeachingEvaluationCommitteeshouldnotmakea

recommendationfororagainstthecontinuingstatusorpromotion.TheTeachingEvaluationCommitteeshouldnotbeprovidedwithreportsfromExternalReviewersnorlettersfromDepartmentalcolleagues(SectionVIII.B.5d)

2.TheTeachingEvaluationCommitteemustconsistofatleasttwocontinuingstatusortenuredfaculty

memberswhoareinapositiontoevaluatethecandidate’steachingcarefullyandrigorously.MembersoftheTeachingEvaluationCommitteecannotbemembersoftheContinuingStatusCommitteeor

Promotionscommitteeforagivencandidate.



InthereviewofcandidatesforpromotiontoProfessor,TeachingStream,onlyinexceptionalcircumstancesandwiththepermissionoftheDeanmayamember(s)ofthePromotionCommitteealso

beamemberoftheTeachingEvaluationCommittee.

3.TheTeachingObservationReportmustbeincludedinthematerialsgiventotheTeachingEvaluationCommittee.OneormoremembersoftheTeachingEvaluationCommitteemayalsobeaskedbytheUnit

headtoconducttheclassvisit(s)andpreparetheTeachingObservationReport(SeeSectionVIII.B.4above).ThewrittenevaluationoftheTeachingEvaluationCommitteemayrefertotheTeaching

ObservationReport,butthesemustbetwodistinctdocuments.

B. External Reviewers: Teaching Stream ForContinuingStatusreviewandconsiderationforPromotiontoProfessor,TeachingStream,writtenevaluationsofthecandidate’steachingmustbedonebyqualifiedrefereesfromoutsidetheUniversity

whoareatarms‐lengthfromthecandidate.Arefereeisconsideredtobe‘atarms‐length’iftherehasbeenneithersubstantiveprofessionalnorpersonalinteractionbetweenthecandidateandreviewer,and

thusthereisnoactual,potential,orapparentconflictofinterestforthereviewerinmakingafairandunbiasedassessmentofthecandidate’steaching.ExternalRefereesshouldbeaskedtoprovideanindependentevaluationoftheTeachingDossier(SectionsVIII.A.1&2;VIII.B.3)relativetothecriteria

outlinedintheapplicablecategoryofSectionVIabove.RefereesmustnotreceivetheevaluationofteachingeffectivenessdoneindependentlybytheTeachingEvaluationCommittee.Refereesshouldbe

askedtoexplicitlyaddresswhetherandhowthecandidatemeetsthestandardsofExcellenceinTeachingaslaidoutintheseguidelines(SectionVII.B),whichincludemasteringcriteriaforteaching

competence(SectionVII.A).

C. Triangulating Multiple Sources of Information 1. Thematerialthatrelatestoacandidate’steachingcollectedduringthisprocesscontains

perspectivesonthecandidate’steachingpracticeandeffectivenesspresentedbythecandidateand

collectedbytheUnithead(seeSectionVIIIabove).2. Atallstepsinthisprocess,Evaluatorsaretaskedwithusingallthematerialsmadeavailabletothem

todevelopaconcordantandintegratedunderstandingofthecandidate’steachingeffectivenessasitrelatestotheassessmentofteachingeffectivenessoutlinedintheseguidelinesandinthepoliciesof

theUniversity.

X. PROCEDURAL MATTERS: Teaching Stream Unitheadsmustconsulttherelevantpolicies,appropriatesectionsoftheAcademicAdministrator’s

ProceduresManual,andtherelevantUTSCGuidelinesfordetailedinstructionsonproceduresandtimelinesrequiredfornotifications,committeememberships,numberofexternalreviewers,thereview

process,andotherimportantaspectsofprocedureassociatedwiththeseprocesses.InthecaseofanyinconsistencybetweentheseguidelinesandtheapplicableUniversitypolicy,theapplicableUniversitypolicywillgovern.

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