1. Selecting Evidence to Demonstrate Teaching Effectiveness
The Institute for Learning and Teaching - TILT
[Jen]

2. Session Outcomes Participants will be able to…
Describe the importance of triangulation of evidence sources
Review the strengths/limitations of several types of evidence
Use a teaching goal to select evidence
[Jen]
Perhaps have last item be mentioned, not on slide?

3. Evaluation of Teaching Effectiveness
[Jen]
Broken stool - where we are
Red stool- where we want to end up by defining teaching effectiveness and incorporating multiple sources of data.

4. [Jen]
Where do you start if you want to become a more effective instructor?
The TEF is a starting point for looking at the different domains of teaching…
TILT is recommending that faculty select evidence based on a domain.
ONe way to grow teaching and evaluate it for annual review

5. Evaluating Teaching Effectiveness
Consider the content and quality of your current scale.
Which sources will your faculty embrace? Consider strengths/ limitations of each.
Which sources should be used for formative and summative assessment?
Build sources one at a time, to create an assessment model for each one.
Begin with student surveys
Review other sources of evidence with faculty
Decide which combination of evidence is best for your faculty
Map out a plan to build out those sources
Recommendations for Developing a Multisource Feedback Model for
Evaluating Teaching Effectiveness
From Ronald A. Berk, Top five flashpoints in the assessment of teaching effectiveness (2013)
According to the research: start with course surveys but include others sources as well.
Metric used across campus : Course surveys but as we all know, they have limitations. Based on research and demonstrated by Berk, multiple sources of evidence are needed to get a better picture of teaching effectiveness.
This model represents what TILT is recommending to departmental decision makers (chair, committee, dean, etc.) to build a strong 3-legged stool.

6. Goal-Setting & Self-Reflection Evidence TBD Student Surveys [Jen]
Mirrors the research process

7. Matching Sources of Evidence to Departmental Decisions
Formative Decisions
(to improve teaching)
Summative Decisions
(annual review)
(tenure & promotion)
Program Decisions
Student Ratings x
Peer Observations
Peer Review of Course Material
External Expert Ratings
Self Ratings
Videos
Student Interviews
Mentor’s Review
Administrator Ratings
Teaching Scholarship
Teaching Portfolio
Exit and Alumni Ratings
Employer Ratings
[Jen]
Going back to the research. Based on research by Berk, Wieman, Hattie, and others… we consider types of evidence. Strengths and limitations for each type of evidence so we can make informed decisions for our departments and ourselves.
[Handout strengths & limitations]
[COPUS, TPI, sample observations from TS, portfolio document,
Recommendations from Ronald A. Berk, Top five flashpoints in the assessment of teaching effectiveness (2013)

8. Discussion
How does triangulation apply to selecting evidence of teaching effectiveness?
“Triangulation means using more than one method to collect data on the same topic. This is a way of assuring the validity of research through the use of a variety of methods to collect data on the same topic, which involves different types of samples as well as methods of data collection. However, the purpose of triangulation is not necessarily to cross-validate data but rather to capture different dimensions of the same phenomenon.”
[Jen]
Table Discussion: Ask one person at each table to report out.

9. Goal: Improve classroom climate so that students feel safe enough to share ideas even if they make a mistake.
SMART Goal: Integrate at least three opportunities for students to interact with each other every class so that they feel more comfortable participating on a regular basis.
Realistic, Relevant, or Rigorous
[Tonya]
Read the goal: What is this goal missing?
In pairs, revise the goal to make it SMART.

10. Domain: Classroom Climate Goal: Worksheet Identify the domain
Evidence:
Strengths:
Limitations:
Evidence:
Strengths:
Limitations:
Domain:
Classroom Climate
Goal:
Worksheet
Identify the domain
Draft a SMART goal
Identify 3 potential sources of evidence to support the goal
Identify a strength and limitation for each type of evidence.
[Tonya]
[handout worksheet]
Evidence:
Strengths:
Limitations:

11. Domain: Classroom Climate Worksheet Identify the domain
Evidence: Observation of Classroom Climate - Teaching Square
Strengths: Peer feedback, focused on teaching goal
Limitations: time-consuming for observer, could be viewed as subjective
Evidence: Class climate questions on Course survey
Strengths: Focused, direct feedback from students
Limitations: Not all students will complete the survey, possible bias based on who completes survey
Domain:
Classroom Climate
Worksheet
Identify the domain
Draft a SMART goal
Identify 3 potential sources of evidence to support the goal
Identify a strength and limitation for each type of evidence.
Goal: Incorporate practices to to foster an inclusive classroom climate wherein students feel safe to discuss social issues and in an environments that honors differences in experience and perspectives.
[Tonya]
TONYA - TURN IN TO DOCUMENT
Evidence: Sample of student reflections
Strengths: Focused, direct feedback from students, a large amount of data
Limitations: Could be a lot of data to aggregate, illegible handwriting

12. Developing and Evaluating Teaching Effectiveness
Collaborate with colleagues
Join a Community of Practice
Attend PD aligned with Teaching Effectiveness Framework/goal
Peer Observations
Literature research/ Self-Reflection
Provost Academy
Teaching Squares
REFLECT & ASSESS
Use evidence to gauge teaching strengths and growth areas
ENGAGE
Participate in professional learning aligned with the Teaching Effectiveness Framework
Teaching Practices Inventory
COPUS
Peer Feedback
Teaching Squares
Self-Reflection
Teaching Effectiveness Framework
Annual Review
Course Evaluations
REFINE
Write/revise a goal
IDENTIFY & ALIGN
Choose one growth area and align it with a domain on the Teaching Effectiveness Framework
Set a SMART goal: Specific, Measurable, Achievable, Relevant, and Time-bound
Determine how you will measure achievement of the goal
@2019 Colorado State University 2019 CC BY-NC-ND 4.0

13. Session Outcomes Participants will be able to…
Describe the importance of triangulation of evidence sources
Review the strengths/limitations of several types of evidence
Use a teaching goal to select evidence
[Jen]