Teaching Effectiveness - Reflective Practice and Evolution

• Reflective teaching narrative: This would include an exploration of your teaching journey: where you started, how student/peer feedback and professional development has improved your teaching, and what your plans are for improvement moving forward.   
• Examples of student feedback and revised activities and assessments:This would include original assignments/activities, student feedback, and assignment/activity revisions. 
• Participation in teaching development initiatives: This would include participation in working groups and communities of practice focused on teaching and learning as well as participating in professional teaching development opportunities both internal and external to the university.   
• Teaching observation data: This may include consultation with colleagues or CITL to evaluate teaching and assessment practices.   
• Teaching philosophy statement: This statement should identify the methods and strategies that underly your teaching, how you operationalize them, and why.   

The below questions are found on our SITE evaluations at WKU and would align well with your narrative regarding teaching effectiveness in course design.   

• #5 This course has effectively challenged me to think. 
• #6 My instructor provides constructive feedback.  
• #8 I have learned a lot in this course. 

Some other questions you may consider including in your narrative in support of the evidence you provide, may include the following:  

• Alignment to Departmental/University Goals: How do your reflective practice and evolution activities align with the goals of your department?  How do your reflective practice and evolution activities align with the university's goals?  How do these reflective practice and evolution activities realize or fit in with the WKU mission and strategic plan? 
• Course materials, activities, and assessments: How have your course material, activities, and assessment selections evolved due to your reflective practice and evolution activities? What changes have you made or do you plan to make? What evidence are you basing these changes on? Think about the feedback you received and literature on evidence-based teaching and learning. 
• Student feedback: How have you incorporated students’ feedback into your teaching strategies? Have you made changes based on comments or performance? Where can you demonstrate evidence in response to or in support of students’ responses in SITE questions 5, 6, and 8. How can you tie these responses back to your focus on reflective practice and evolution? 
• Departmental/college norms: Does my department and/or college have specific requirements or norms regarding reflective practice and evolution?   

Standard 5: Reflective Practice and Evolution

• Reflective teaching narrative – Reflective Teaching Statement, University of California, Irvine:This resource provides information on how to write an effective reflective teaching statement.  
• Student feedback - Gathering Mid-Semester Feedback, Boston College Center for Teaching Excellence: This resource provides information and recommendations for implementing mid-semester feedback in addition to examples.   
• Student feedback - Mid-Course Student Feedback Samples, University of Michigan Center for Research on Learning and Teaching: This resource provides examples of mid-course student feedback.   
• Student feedback -SITE Evaluations: This resource takes you to Institutional Research’s Course Evaluation page.  You will find information on when SITE evaluations will take place and how to access the associated data. 
• Student feedback - Templates for Quick Student Feedback, Washington University in St. Louis Center for Teaching and Learning: This resource provides templates for just-in-time student feedback.   
• Teaching development initiatives – CITL Events, WKU CITL: This resource provides a calendar of teaching development events hosted by CITL. 
• Teaching observation data - Teaching Observation Form, WKU CITL: This resource is an example of WKU CITL’s teaching observation form.  You are welcome to use it with your colleagues or you can request a teaching observation by contacting CITL at citl@wku.edu.  
• Teaching observation data – Classroom Teaching Observation Instrument, WKU CITL & Faculty Committee: This resource was compiled by an interdisciplinary team to facilitate peer observations. To facilitate a successful observation, please review the Peer Observation of Teaching Process document for information on how to best utilize the instrument.  
• Teaching philosophy statement – The Teaching Philosophy, DePaul University Teaching Commons:This resource provides guidance for conceptualizing your teaching philosophy statement.