CONSULTATIONCONSULTATION

DateDate Unit or GroupUnit or Group Winter 2007 to Winter Winter 2007 to Winter 20082008

Three meetings with Deans Three meetings with Deans and Chairsand Chairs

Spring of 2007Spring of 2007 Meetings with all OISE Meetings with all OISE departmentsdepartments

October 10, 2007October 10, 2007 Faculty Council meetingFaculty Council meeting

October 10 to November October 10 to November 4, 20074, 2007

Submissions from Submissions from departments, programs and departments, programs and individualindividual

December 5, 2007December 5, 2007 Faculty Council meetingFaculty Council meeting

January, 2008January, 2008 Meetings with lecturers and Meetings with lecturers and tenure-track facultytenure-track faculty

MANDATE OF THE TEACHING TASK FORCE

The overall mandate of the Task Force was to examine how OISE can enhance its recognition of and support for excellent teaching, in ways that will serve students well, help faculty with continuous improvement, recognize problems and reward successes.

IMPROVING INFRASTRUCTUREIMPROVING INFRASTRUCTURE

Creation of Office of Teaching Creation of Office of Teaching

Appointment of faculty member to Appointment of faculty member to head the Office of Teachinghead the Office of Teaching

Designation of resources for Designation of resources for administrative assistanceadministrative assistance

Support for the implementation of the Support for the implementation of the Task Force recommendationsTask Force recommendations

INCREASING TEACHING INCREASING TEACHING OPPORTUNITIES FOR GRADUATE OPPORTUNITIES FOR GRADUATE

STUDENTSSTUDENTS

Expand course-based approach for Expand course-based approach for preparing graduate students for preparing graduate students for teaching rolesteaching roles

Expand opportunities for students Expand opportunities for students to acquire teaching experience in to acquire teaching experience in paid positions (teaching paid positions (teaching assistants, sole responsibility assistants, sole responsibility instructors)instructors)

ENHANCING ASSISTANCE TO ENHANCING ASSISTANCE TO FACULTYFACULTY

Link all new faculty with teaching mentorsLink all new faculty with teaching mentors

Provide all new faculty with an initial Provide all new faculty with an initial consultation on educational technologies consultation on educational technologies and other innovative teaching strategies and other innovative teaching strategies

Inform all faculty about University and Inform all faculty about University and divisional resources for teaching in general divisional resources for teaching in general and for the use of academic technologyand for the use of academic technology

REFINING POLICY (RELATED TO REFINING POLICY (RELATED TO THE ASSESSMENT OF THE ASSESSMENT OF

TEACHING)TEACHING)

Maintain teaching portfolioMaintain teaching portfolio

Provide a range of evidence on teaching Provide a range of evidence on teaching (including information from/about course (including information from/about course evaluations, student supervision, peer evaluations, student supervision, peer review, written assessments from students review, written assessments from students taught, advised, or supervised)taught, advised, or supervised)

Organize evidence on teaching in relation to Organize evidence on teaching in relation to two, three, or all four areas: teaching two, three, or all four areas: teaching practice (skills), student supervision, practice (skills), student supervision, integration of teaching and scholarship, and integration of teaching and scholarship, and leadership in teachingleadership in teaching

ACKNOWLEDGING ACKNOWLEDGING

EXCELLENCEEXCELLENCE In general, coordinate how we develop In general, coordinate how we develop

nominations for teaching awardsnominations for teaching awards

Use similar criteria for internal and external Use similar criteria for internal and external awardsawards

Develop external nominations on the basis of Develop external nominations on the basis of successful internal onessuccessful internal ones

Increase the support for and the coordination of Increase the support for and the coordination of resources (e.g., Office of Teaching Advancement) resources (e.g., Office of Teaching Advancement) dedicated to developing nominationsdedicated to developing nominations

APPENDIX DAPPENDIX D

OISE GUIDELINES FOR THE OISE GUIDELINES FOR THE ASSESSMENT ASSESSMENT

OF TEACHING (OGAT)OF TEACHING (OGAT)The Guidelines clarify and provide directions for the following:The Guidelines clarify and provide directions for the following:

Sources of Information on Teaching EffectivenessSources of Information on Teaching Effectiveness

Information Required for Decisions Regarding PTR/Merit, Information Required for Decisions Regarding PTR/Merit, Third Year Review, Tenure and Promotion of Tenure-Stream Third Year Review, Tenure and Promotion of Tenure-Stream Faculty, and Promotion to Senior Lecturer for Teaching-Faculty, and Promotion to Senior Lecturer for Teaching-Stream FacultyStream Faculty

Criteria for Assessment of Teaching EffectivenessCriteria for Assessment of Teaching Effectiveness

Individual, Departmental and Divisional Responsibilities in Individual, Departmental and Divisional Responsibilities in Supporting Teaching EffectivenessSupporting Teaching Effectiveness

OISE Teaching Evaluation FormOISE Teaching Evaluation Form

DEVELOPMENT OF OGAT: DEVELOPMENT OF OGAT: TEACHING TASK FORCE GOALSTEACHING TASK FORCE GOALS

To develop guidelines that will provide:To develop guidelines that will provide:

Faculty members with a framework for representing Faculty members with a framework for representing their teaching activities/accomplishments in their their teaching activities/accomplishments in their applications for tenure and/or promotion applications for tenure and/or promotion (highlighting strengths, noting various dimensions, (highlighting strengths, noting various dimensions, etc.)etc.)

Tenure and promotion committees with a Tenure and promotion committees with a framework for the assessment of applicationsframework for the assessment of applications

Chairs with a framework that can be used to Chairs with a framework that can be used to organize and explain the assessment of teaching as organize and explain the assessment of teaching as part of the Statement of Reasons submitted to the part of the Statement of Reasons submitted to the Dean, Provost, or PresidentDean, Provost, or President

PROVOSTIAL GUIDELINES: PROVOSTIAL GUIDELINES:

COMPETENCECOMPETENCE Evaluation of competence in teaching requires demonstration of:Evaluation of competence in teaching requires demonstration of:

Success in stimulating and challenging students and promoting their Success in stimulating and challenging students and promoting their intellectual and scholarly developmentintellectual and scholarly development

Strong communication skillsStrong communication skills

Success in developing students’ mastery of a subject and of the latest Success in developing students’ mastery of a subject and of the latest developments in the fielddevelopments in the field

Success in encouraging students’ sense of inquiry and understanding of a Success in encouraging students’ sense of inquiry and understanding of a subject through discover-based learningsubject through discover-based learning

Active engagement with students’ learning progress and accessibility to Active engagement with students’ learning progress and accessibility to studentsstudents

Promotion of academic integrity and adherence to grading standards of the Promotion of academic integrity and adherence to grading standards of the division and, as appropriate, the ethical standards of professiondivision and, as appropriate, the ethical standards of profession

Creation of opportunities which involve students in the Creation of opportunities which involve students in the research processresearch process

Creation of supervisory conditions conducive to a student’s research, Creation of supervisory conditions conducive to a student’s research, intellectual growth and academic progress consistent with the School of intellectual growth and academic progress consistent with the School of Graduate Studies Graduate Studies Guidelines for Graduate SupervisionGuidelines for Graduate Supervision

PROVOSTIAL GUIDELINES: PROVOSTIAL GUIDELINES:

EXCELLENCEEXCELLENCE Evaluation of excellence in teaching requires, in addition to the criteria for Evaluation of excellence in teaching requires, in addition to the criteria for

competence, demonstrationcompetence, demonstrationof some combination of the following:of some combination of the following:

Superlative teaching skillsSuperlative teaching skills

Creative educational leadershipCreative educational leadership

Successful innovations in the teaching domain, including the creation of new and Successful innovations in the teaching domain, including the creation of new and innovative teaching processes, materials and forms of evaluationinnovative teaching processes, materials and forms of evaluation

Significant contribution to the technological enrichment of teaching in the given Significant contribution to the technological enrichment of teaching in the given area, for example, through the development of effective new technology or the use area, for example, through the development of effective new technology or the use of new media to fullest advantageof new media to fullest advantage

Publication of innovative textbooks and/or teaching guidesPublication of innovative textbooks and/or teaching guides

Development of significant new courses and/or reform of curriculaDevelopment of significant new courses and/or reform of curricula

Development of innovative and creative ways to promote students’ involvement in Development of innovative and creative ways to promote students’ involvement in the research process and provide opportunities for them to learn through the research process and provide opportunities for them to learn through discovery-based methodsdiscovery-based methods

Significant contribution to pedagogical changes in a disciplineSignificant contribution to pedagogical changes in a discipline

TEACHING TASK FORCE TEACHING TASK FORCE RECOMMENDATIONS AND THE RECOMMENDATIONS AND THE

PROVOSTIAL GUIDELINESPROVOSTIAL GUIDELINES

The Teaching Task Force engaged in the following: The Teaching Task Force engaged in the following:

To determine the extent to which the Provostial Guidelines are To determine the extent to which the Provostial Guidelines are directly applicable to the assessment of teaching at OISEdirectly applicable to the assessment of teaching at OISE

Where appropriate, to adapt or supplement the Provostial Guidelines Where appropriate, to adapt or supplement the Provostial Guidelines in ways that are relevant to the assessment of teaching at OISEin ways that are relevant to the assessment of teaching at OISE

To reframe and further define what constitutes “excellence” To reframe and further define what constitutes “excellence”

(For the tenure-stream faculty members) to differentiate how the (For the tenure-stream faculty members) to differentiate how the criteria for “excellence” are applied for someone being considered criteria for “excellence” are applied for someone being considered for promotion to full professor from how the criteria are applied for promotion to full professor from how the criteria are applied when someone being considered for tenurewhen someone being considered for tenure

(For lecturers) to clarify the criteria for “excellence” when someone (For lecturers) to clarify the criteria for “excellence” when someone applies for promotion to senior lecturerapplies for promotion to senior lecturer

TEACHING SKILLSTEACHING SKILLS

CompeteCompetencence

Examples of IndicatorsExamples of Indicators ExcellencExcellencee

Evaluation of Evaluation of competence in competence in teaching skills teaching skills requires requires demonstration demonstration of of effectivenesseffectiveness in:in:

Stimulating and challenging students and Stimulating and challenging students and promoting their intellectual and scholarly promoting their intellectual and scholarly development development

Articulating ideas and concepts clearly Articulating ideas and concepts clearly

Developing students' mastery of a subject and Developing students' mastery of a subject and of the latest developments in the field of the latest developments in the field

Encouraging students' sense of inquiry and Encouraging students' sense of inquiry and understanding of a subject through discovery-understanding of a subject through discovery-based learning based learning

Actively engaging with students‘ learning Actively engaging with students‘ learning progressprogressand accessibility to studentsand accessibility to students

Using current scholarship and research on Using current scholarship and research on pedagogy to respond to the different learning pedagogy to respond to the different learning styles and needs among studentsstyles and needs among students

Promoting academic integrity and adherence Promoting academic integrity and adherence toto grading standards of the division and, as grading standards of the division and, as appropriate, the ethical standards of appropriate, the ethical standards of professionprofessionusing various technology-based strategies to using various technology-based strategies to support the learning of students support the learning of students

Evaluation of Evaluation of excellence in excellence in teaching skills teaching skills requires requires demonstration demonstration of of exemplary exemplary practicepractice in: in:

STUDENT SUPERVISIONSTUDENT SUPERVISION(INCLUDING INVOLVEMENT IN THE RESEARCH (INCLUDING INVOLVEMENT IN THE RESEARCH

PROCESS)PROCESS)

CompetenceCompetence Examples of Examples of IndicatorsIndicators

ExcellenceExcellence

Evaluation of Evaluation of competence in competence in teaching skills teaching skills requires requires demonstration demonstration of of effectivenesseffectiveness in:in:

Providing supervisory conditions Providing supervisory conditions conducive to a student's research, conducive to a student's research, intellectual growth and academic intellectual growth and academic progress consistent with the progress consistent with the School of Graduate Studies School of Graduate Studies Guidelines for Graduate Guidelines for Graduate SupervisionSupervision

Creating opportunities that involve Creating opportunities that involve students in the design and students in the design and implementation of the research implementation of the research processprocess

Providing support to students Providing support to students through coaching and mentoring through coaching and mentoring in coursework and in clinical and in coursework and in clinical and applied settingsapplied settings

Providing supervisory conditions Providing supervisory conditions conducive to a student’s growth in conducive to a student’s growth in mastering the requisites of mastering the requisites of professional practice, consistent professional practice, consistent with guidelines provided by the with guidelines provided by the School-University Partnerships School-University Partnerships OfficeOffice

Evaluation of Evaluation of excellence in excellence in teaching skills teaching skills requires requires demonstration of demonstration of exemplary exemplary practicespractices in: in:

INTEGRATION OF TEACHING INTEGRATION OF TEACHING AND SCHOLARSHIPAND SCHOLARSHIP

CompetencCompetencee

Examples of Examples of IndicatorsIndicators

ExcellenceExcellence

Evaluation of Evaluation of competence in competence in teaching skills teaching skills requires requires demonstration of demonstration of effectivenesseffectiveness in: in:

Publishing referred and/or Publishing referred and/or professional papers on teaching professional papers on teaching and learningand learning

Publishing textbooks and/or Publishing textbooks and/or teaching guidesteaching guides

Producing materials, multimedia, Producing materials, multimedia, or other technology to enrich or other technology to enrich teaching and learningteaching and learning

Engaging in inquiry and/or Engaging in inquiry and/or evaluation projects designed to evaluation projects designed to improve teaching and learningimprove teaching and learning

Developing materials and/or Developing materials and/or practices that involve students practices that involve students with current research issues in with current research issues in particular subject areaparticular subject area

Promoting timely knowledge Promoting timely knowledge transfer to practitioners working transfer to practitioners working in clinical, educational and other in clinical, educational and other areasareas

Evaluation of Evaluation of excellence in excellence in teaching skills teaching skills requires requires demonstration of demonstration of exemplary exemplary practicespractices in: in:

LEADERSHIP IN TEACHINGLEADERSHIP IN TEACHING

CompetenceCompetence Examples of Examples of IndicatorsIndicators

ExcellenceExcellence

Evaluation of Evaluation of competence in competence in teaching skills teaching skills requires requires demonstration of demonstration of effectivenesseffectiveness in: in:

Developing new courses and/or Developing new courses and/or reform of curriculareform of curricula

Mentoring colleagues and Mentoring colleagues and students on teaching students on teaching

Coordinating programs, Coordinating programs, cohorts, options, or other cohorts, options, or other program-level initiativesprogram-level initiatives

Offering advice and/or Offering advice and/or consultation on consultation on

teaching to programs or teaching to programs or organizations organizations

outside OISE outside OISE

Providing seminars, training, Providing seminars, training, modules,modules,

programs, etc on teaching to programs, etc on teaching to

organizations outside OISE organizations outside OISE

Evaluation of Evaluation of excellence in excellence in teaching skills teaching skills requires requires demonstration of demonstration of exemplary exemplary practicespractices in: in:

COMPETENCE AND EXCELLENCECOMPETENCE AND EXCELLENCE

TenureTenure Promotion to Promotion to ProfessorProfessor

Competence Competence Demonstrated Demonstrated effectiveness in effectiveness in teaching skills teaching skills and in and in oneone of the of the other three other three criteria criteria

Demonstrated Demonstrated effectiveness in teaching effectiveness in teaching skills and in skills and in oneone of the of the other three criteria other three criteria

Excellence Excellence Demonstrated Demonstrated exemplary exemplary practice in practice in teaching skills teaching skills and in and in oneone of the of the other three other three criteriacriteria

Demonstrated Demonstrated exemplary practice in exemplary practice in teaching skills and teaching skills and usually in usually in twotwo of the of the other three criteria other three criteria

PROMOTION FROM LECTURER PROMOTION FROM LECTURER TO SENIOR LECTURERTO SENIOR LECTURER

For a judgment of “excellence” on For a judgment of “excellence” on the part of the part of

Lecturers, they must Lecturers, they must demonstratedemonstrate exemplaryexemplary

practice in teaching skills and in at practice in teaching skills and in at least oneleast one

of the other three criteria.of the other three criteria.

POINTS OF EMPHASIS AND/OR POINTS OF EMPHASIS AND/OR CLARIFICATIONCLARIFICATION

Applicants for tenure and/or promotion can choose which areas Applicants for tenure and/or promotion can choose which areas to address in their submission on teaching. In many cases, to address in their submission on teaching. In many cases, faculty members will focus on teaching skills and student faculty members will focus on teaching skills and student supervision. They will include evidence on Integration of supervision. They will include evidence on Integration of Teaching and Scholarship and on Leadership in Teaching as Teaching and Scholarship and on Leadership in Teaching as applicable.applicable.

In each area, wherever feasible, evidence will be submitted or In each area, wherever feasible, evidence will be submitted or gathered from more than one source (e.g., Teaching Skills will gathered from more than one source (e.g., Teaching Skills will include course evaluations, peer reviews, written assessment include course evaluations, peer reviews, written assessment from students with completed coursework and graduates).from students with completed coursework and graduates).

In the assessment of Teaching Skills (and other areas as In the assessment of Teaching Skills (and other areas as relevant) every effort will be made to provide and seek contextual relevant) every effort will be made to provide and seek contextual information relevant to the circumstances and conditions of an information relevant to the circumstances and conditions of an applicant’s teaching responsibilities.applicant’s teaching responsibilities.

Following the approval of OGAT, the guidelines for the promotion Following the approval of OGAT, the guidelines for the promotion to senior lecturer will be revised.to senior lecturer will be revised.

WHAT HAS CHANGED?WHAT HAS CHANGED?Many of points in Appendix D (OGAT) reflect current or recent practice.Many of points in Appendix D (OGAT) reflect current or recent practice. For example: For example:

Criteria for assessing “competence” and “excellence” are either the same Criteria for assessing “competence” and “excellence” are either the same as or consistent with the criteria (and/or indicators) currently in useas or consistent with the criteria (and/or indicators) currently in use

Two, three, or all four broad areas are addressed, as appropriate, in Two, three, or all four broad areas are addressed, as appropriate, in recent applications for tenure and/or promotion recent applications for tenure and/or promotion

An assessment of “excellence” has required more than a strong record in An assessment of “excellence” has required more than a strong record in course/classroom teaching course/classroom teaching

Those proposed aspects of OGAT that are “new” include:Those proposed aspects of OGAT that are “new” include:

Four-part framework itself (name and intent of some areas, indictors, Four-part framework itself (name and intent of some areas, indictors, etc.)etc.)

Requirements for “excellence,” including demonstrated exemplary Requirements for “excellence,” including demonstrated exemplary practices in courses (teaching skills) and the specification of the number practices in courses (teaching skills) and the specification of the number of areas needed for an assessment of “excellence” in tenure and of areas needed for an assessment of “excellence” in tenure and promotionpromotion

Common course evaluation formCommon course evaluation form

NEXT STEPSNEXT STEPS

Establishment of the Office of TeachingEstablishment of the Office of Teaching

Appointment of the Director of the Office of TeachingAppointment of the Director of the Office of Teaching

Development of timelines for the implementation of the TTF Development of timelines for the implementation of the TTF recommendations (see box below)recommendations (see box below)

Coordination of responsibilities among the Office of Teaching, Coordination of responsibilities among the Office of Teaching, the Departments, and the Dean’s Officethe Departments, and the Dean’s Office

Organization of periodic review of OGAT, initially after the first Organization of periodic review of OGAT, initially after the first two years, and thereafter on a five-year cycletwo years, and thereafter on a five-year cycle

The application of the OISE Guidelines for the Assessment of The application of the OISE Guidelines for the Assessment of Teaching will begin Teaching will begin

in 2009/2010. For those applying for tenure or promotion in in 2009/2010. For those applying for tenure or promotion in 2008/2009, they can 2008/2009, they can

choose the current guidelines (Provostial Guidelines) or the OGATchoose the current guidelines (Provostial Guidelines) or the OGAT

DEPARTMENTS’ DEPARTMENTS’ RESPONSIBILITIESRESPONSIBILITIES

Departments are responsible for:Departments are responsible for:

Facilitating faculty members’ awareness of and access to resources and Facilitating faculty members’ awareness of and access to resources and services available from the Office of Teaching Advancement and other services available from the Office of Teaching Advancement and other OISE and campus support servicesOISE and campus support services

Providing mentoring on teaching and supervision for pre-tenure facultyProviding mentoring on teaching and supervision for pre-tenure faculty

Developing resources that describe the ways in which criteria for tenure Developing resources that describe the ways in which criteria for tenure and promotion have been operationalized within the departmental and promotion have been operationalized within the departmental settingsetting

Monitoring the preparedness of pre-tenure faculty for the third-year Monitoring the preparedness of pre-tenure faculty for the third-year review and tenure reviewreview and tenure review

Establishing departmental procedures for peer classroom observationEstablishing departmental procedures for peer classroom observation

Customizing course evaluation forms as needed and guidelines for Customizing course evaluation forms as needed and guidelines for interpretation of course evaluation datainterpretation of course evaluation data

Maintaining a secure archive of written course evaluationsMaintaining a secure archive of written course evaluations

DEAN’S RESPONSIBILITIESDEAN’S RESPONSIBILITIES

The Dean’s Office is responsible for:The Dean’s Office is responsible for:

Maintaining an ongoing and reciprocal relationship with the Office Maintaining an ongoing and reciprocal relationship with the Office of Teaching Advancementof Teaching Advancement

Facilitating faculty members’ awareness of and access to resources Facilitating faculty members’ awareness of and access to resources and services available from the Office of Teaching Advancement and and services available from the Office of Teaching Advancement and other OISE and campus support servicesother OISE and campus support services

Ensuring all faculty are aware of relevant university policies on Ensuring all faculty are aware of relevant university policies on teaching and evaluation of teachingteaching and evaluation of teaching

Providing “best practices” guidelines for building and organizing Providing “best practices” guidelines for building and organizing teaching portfoliosteaching portfolios

Develop common core items for course evaluations and provide Develop common core items for course evaluations and provide guidelines for contextualized interpretation of course evaluation guidelines for contextualized interpretation of course evaluation datadata

Maintaining a data processing facility and data archive for close-Maintaining a data processing facility and data archive for close-ended course evaluationsended course evaluations