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General Guidelines - Dossier Preparation - Peer Review by Academic and Professional Colleagues - Teaching - Service - Scholarship - References for Scholarship of Teaching and Course/Teaching Portfolios - PTR Home


Professors in the School of Education are more than teachers of content. Since the content of most education courses deals with the pedagogy of "best practice," all education professors are expected to practice what they preach whether they be teaching undergraduate introductory methods courses or graduate counseling courses. Inasmuch as we are teaching our students the content, skills, and craft required to be exceptional teachers we must demonstrate what we are teaching if we are to be credible and the content is to be seen as relevant and powerful.

Candidates for promotion and tenure in the School of Education must demonstrate continual growth and development and a commitment to the area of teaching. It is important for candidates to collect evidence of assessment and evaluation from each of the following areas: self-assessment, peer review, student evaluation, and curriculum development.

All School of Education faculty are required to have their classes evaluated by students, following procedures approved for use by full- and part-time faculty. While this is a necessary step in the evaluation of teaching, the faculty of the school also encourage candidates to compile a varied sample of assessments and evaluations of the quality of their instruction and relevant curriculum developments. The following documents of student evaluations and peer evaluations should be considered, but the intention is not to suggest that all must be included.

Student Evaluations

  • Student end-of-semester evaluations
  • Student mid-semester evaluations
  • Student course comments
  • Unsolicited student letters
  • Follow-up surveys

Peer Review and Evaluation

  • Peer Visitation and evaluation
  • Teaching-Learning partnerships
  • Teaching circles
  • Team teaching and teaching teams
  • Collaborative inquiry
  • Inter-campus collaboration
  • Teaching awards (IU South Bend, IU, TERA, FACET)

Student evaluations and peer review are important ingredients in demonstrating quality teaching but to improve over time instructors must also incorporate self-assessment and reflection into assessments of their instruction and curriculum development. One mission of the School of Education is to encourage teachers to be reflective decision-makers; we also expect this from ourselves. To improve the quality of teaching we must examine our instruction and its effects on student learning. This can be done through self-analysis and an examination of curriculum. The following are example of documents that could be included as evidence of teaching reflections.

Self-Assessment and Evaluation

  • Teaching philosophy
  • Personal reflection and critique
  • Documentation of course modifications
  • Teaching portfolios

Curricular Development and Reflection

  • Curriculum development
  • Curriculum grants
  • Development of new courses
  • Syllabus and course materials
  • Course Web pages
  • Course portfolios

It is essential that a candidate for promotion and/or tenure demonstrate the quality of their teaching. Among the indicators that could be used to demonstrate the quality of teaching are: Impact on student learning; contributions of the courses taught to the larger curricular framework; evidence of systematic innovations; teaching and modeling the use of technology; production of materials in support of teaching and learning; influence of teaching practices on the wider education community; and interaction with service and scholarship.