Self Presentation

A crucial part of the evaluation of teaching is an instructor’s self-presentation about their teaching, including their cherished goals for student learning and the characteristic practices toward supporting students’ attainment of those goals; their efforts to develop and refine their teaching practice, and the ways they’ve dedicated their teaching-related insights for the good of the field, department, and university.

A general description of the personal statement can be found on the OtP site.

Teaching Portfolio: Your department’s evaluation procedures should detail which materials to include. TEP has a page with advice on compiling a teaching portfolio, including links to examples.

New: Instructor Reflections

UO is adopting (beginning with volunteer departments in Fall 2018) a centrally administered 10-Minute Instructor Reflection. Results will be archived for instructors to access for the continuous improvement of their teaching; results also will be available to evaluators so that the instructor’s voice can inform evaluators’ interpretation of student feedback.

See the 10-Minute Instructor Reflection instrument.

The reflection prompts instructors to record what went especially well in the course, if and how midterm student feedback shaped their approach, and what changes they plan to make next time. Beyond that, it gives instructors a chance to reflect on their relationship in the course to inclusive, engaged, and research-led teaching—the principles of teaching excellence articulated by TEP and the Provost’s Teaching Academy and adopted in the selection criteria of UO’s most prestigious teaching awards.

These questions are:

  • In what ways are you working to make your teaching in this course inclusive? For example, did you make any choices to improve students' sense of belonging in the course or to help students see their own interests and concerns as connected to those of the course?
  • Did you do anything in terms of professional engagement that was relevant to this incarnation of the course. For example, did you attend any workshops, read articles about student learning in similar courses, observe colleagues with similar goals for their students?
  • In what ways was your teaching in this course research-led—informed by research on how students learn and inflected by UO's research mission? For example, did you articulate specific goals for student learning, structure small-group discussions and activities during class or online, assign activities to help students prepare, offer students an opportunity to reflect on their learning, or invite students into research processes?