TEACHING EVALUATION CAN BE A ONE DISH MEAL Heather Campbell Brescia University College London, Ontario, Canada

PRE-SESSION MEETING What is something you know you’d like to improve about your teaching? 1.Successfully complete my first conference presentation (yay!) 2.Don’t talk too fast 3.Don’t tell too many anecdotes: stick to the script (and manage my time!)

TODAY WE WILL.. Strategies for measuring teacher effectiveness Benefits of 360- style review Discussion: your contexts Use evaluation tools

THE BACKGROUND Our little library What the literature says Our goals

ABOUT BRESCIA

BACKGROUND TO THE PROJECT Teaching expectations in role Lack of MLIS training Personal mentorship experience Performance Evaluation Needed

LITERATURE REVIEW

GOALS OF THE PROJECT Develop mentorship and training tool Measure teaching performance Flexible to varying needs Integrate with other assessments Not too time consuming

THE MODEL Observation Post- observation Performance Planning Pre- observation

PRE-OBSERVATION Initial Meeting Review performance goals from previous year / assessment plan Set future meeting dates and times Discuss context of observation class (e.g. discipline, student needs) (15 minutes) Pre-Observation Meeting Go through lesson plan and learning outcomes Identify instructor’s personal learning goals Adjust student or faculty evaluation as needed Contact faculty member (15-30 minutes)

OBSERVATION Observe lesson Peer evaluation using 3 rubrics Faculty feedback Student feedback Other student assessment* (60 minutes)

POST-OBSERVATION Prior to meeting Instructor to complete self- reflection form prior to meeting Mentor to complete all 3 rubrics and comments prior to meeting (15-30 minutes) Post observation meeting Debrief from observation lesson Review rubric results Review faculty and student feedback Discuss goals for the future Come to consensus (30-60 minutes)

PERFORMANCE PLANNING Summative Report Record of meetings Summary of feedback Recommended learning goals for following year Support/assistance needed (15 minutes) Performance Evaluation Summative report given to supervisor (At least) one learning goal added to performance plan for following year Mentor provides support (1 year)

TIMING Fall TermWinter Term Initial meetingAugust - SeptemberDecember - January Pre-observationSeptember - OctoberJanuary - February ObservationOctober - NovemberFebruary - March Post-observationWithin 2 weeks Summative reportDecemberApril Performance planningMay

TEACHING PERFORMANCE RUBRIC Please take a few moments to review the teaching performance rubric See me at the end of this presentation to look at the Plan Overview or Summative Report

THE RESULTS 3 cycles 5 librarians: 2 new grads 1 PhD 1 L.A years+

RESULTS OF THE PROJECT Develop mentorship and training tool Rooted in evidence-based practice Measure teaching performance Flexible to needs of year, instructor, context Not too time consuming! Use multiple types of assessment

ONE DISH MEAL?

BUILDING CAMARADERIE “We’re a teaching library” “Best feedback process I’ve ever gone through” “I was REALLY nervous… I don’t have formal training so was afraid about what I was bad at. I didn’t realize how many skills I actually have”

COMMUNITY OF PRACTICE 2 x B.Ed. 2 x ISW 4 x WILU Cool Teaching Ideas BFI Spring Perspectives on Teaching LOWG

FACULTY OUTREACH

ADMINISTRATIVE SUPPORT “Train library teaching staff to be informed and up-to-date on information literacy and teaching in higher education”

INTEGRATION WITH ASSESSMENT OF STUDENT LEARNING

CHALLENGES

FUTURE OPPORTUNITIES 1.New staff 2.Further integration with assessment of student learning 3.Teaching squares 4.Collaboration with Western campus or Teaching and Learning department 5.*NEW* Cognitive Apprenticeship model

LESSONS LEARNED Book the initial meeting New participants will be nervous Be flexible Use teaching language Develop rubrics together Learn how to give objective feedback

POST-OBSERVATION MEETING 1.What aspects of this session went well? 2.Were there parts of the session I should improve or change next time? 3.Overall, did I achieve my goals? 4.What strategies can I use to continue to improve my craft? 5.What resources are needed to ensure my success? My goals: Don’t talk too fast Stick to the script My strategies: Presenter view: slides marked “FAST” Practiced for colleagues Timing sticky note With a buffer!

QUESTIONS AND DISCUSSION How can this model be applied to your context?

THANK YOU! Heather Campbell