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CTE - Reflective Teaching

This guide provides resources and best practices for fauclty engaged in reflective teaching. These include resources on creating a teaching portfolio and teaching philosophy.

 

Classroom observations by peers and chairs provide opportunities for feedback and dialogue on our teaching from a fellow subject matter expert. These can be excellent opportunities to share best practices, discuss the pedagogy behind the practice, and consider changes or improvements made to future lessons. Observation reports also can and should be used in your reflective practices and as part of a teaching portfolio.

Conducting Observations

 

The College’s policy outlining the requirements for chairs and directors conducting classroom observations can be found in the Faculty Handbook located on the College’s website.

Types of Observers

Primarily, there are two types of observers:

 

Peer or informal: these observations are usually conducted by a peer, mentor or neutral party (such as the CTE) at the request of the faculty member.  The purpose of these observations is for the faculty member to receive specific feedback about a lesson or approach.

 

Chair or formal: these observations are usually conducted by a chair as part of a regular review system.  The purpose of these observations is usually for the purpose of review, raise, promotion, or rank consideration.  

Types of Observations

The type of observation may depend on the departmental or college policies and/or preference:

 

Unplanned: The observer ‘drops by’ the class unannounced.  The theory is to get a sense of what the classroom looks like on a ‘normal day.’

 

Planned: The observer gives a series of dates when the observation could take place. The theory is the ‘best of both worlds’: you get a sense of the ‘normal day’ but the professor has time to prepare.

 

Scheduled: The observer states when specifically they will observe the class.  The theory is to ‘catch them at their best’: when faculty are most prepared.