TEACH Manual
Section 1 - Introduction
2017 - 2018 TEACH Program Cohort
TEACH Staff Listing
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Section 2 - General Information
TEACH Program 2017–2018 Tentative Due Dates
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Friday, September 8
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Fall Workshop Registration Due
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Friday, September 29
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Schedule Fall peer group observations
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Friday, October 6
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Portfolio & Project Proposal due
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Friday, October 27
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Have you completed your first videotaped observation and Instructional Diagnosis?
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Friday, November 3
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Have you completed your peer observation and scheduled the group discussion yet?
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Thursday, December 7
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Minimum 9 workshop hours due
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Monday, December 11
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Teaching Portfolio due
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Friday, January 19
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Have you scheduled your project consultation yet?
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Friday, January 26
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Schedule Spring peer group observations. Have you signed up for your Spring workshops?
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Monday, February 26
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Project Progress Report due
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Friday, March 30
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Have you completed your second videotaped observation and Instructional Diagnosis?
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Friday, April 6
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Have you completed your peer observation and scheduled the group meeting yet?
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Friday, May 4
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18 Workshop hours (cumulative) due
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Monday, May 7
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Project Due
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Wednesday, May 9 and Thursday, May 10
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Final Review Committee meetings
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* If there are any changes to the schedule, TEACH staff will communicate via email regarding updates. If you have a question about this schedule, please call Dr. Allison Boye or your TEACH consultant.
Policies and Expectations
Summary of Requirements
- Maintain Teaching Assignment (Fall & Spring)
- Portfolio & Project Proposal
- TLPDC/TEACH Workshop Attendance
- Pre-Video/Initial Consultation (Fall & Spring)
- Videotaped Classroom Observation (Fall & Spring)
- Post-Video Consultation (Fall & Spring)
- Instructional Diagnosis (Fall & Spring)
- Instructional Diagnosis Follow-up Consultation (Fall & Spring)
- TEACH Peer Group Observations and meetings (Fall & Spring)
- Teaching Portfolio (Fall)
- TEACH Project - including Project Consultation and Progress Report (Spring)
- Final Review Session
TEACH Program Expectations Contract
Academic Integrity
The TEACH Program expects all TEACH fellows to adhere to the University Code of Student Conduct. Texas Tech University defines plagiarism in the TTU Student Affairs Handbook under Section 19 Academic Dishonesty of Part IX, Code of Student Conduct:
(b) “Plagiarism, including but not limited to:
1. The use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement;
2. The unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.”
Engaging in plagiarism will result in the TEACH fellow’s immediate dismissal from the program and forfeiture of the stipend.
- The TEACH project and teaching portfolio, while developed under the advisement of the TEACH staff and/or other faculty members, must represent the sole work of the TEACH fellow.
►Teaching portfolios and TEACH projects of past fellows may be reviewed by current fellows in the process of developing his/her own portfolio and project, but fellows may not copy, reproduce, or otherwise present someone else’s materials as their own.
Description of TEACH Requirements and Expectations
Consultations
All of the TEACH Consultants have experience and training in faculty and future-faculty development. They also have experience as graduate students, faculty-in-training, and/or in the classroom themselves. They will work with the fellows through the developmental process as he/she completes the program.
- TEACH Consultants will:
- conduct a minimum of 2 videotaped observations of the fellow’s teaching
- conduct a minimum of 2 Instructional Diagnoses
- assist the fellow in determining what workshops to attend
- advise the fellow on portfolio and project development
- facilitate peer group meetings
Workshops
TEACH fellows are required to complete 18 hours of TLPDC workshops over the duration of their fellowship (the fall and spring semesters).
► A minimum of 9 hours must be completed by the end of the fall semester, and the remaining hours by the end of the spring semester. Additional hours completed in the fall will be applied to the spring requirement.
- Fellows should become familiar with the online registration system available at www.tlpd.ttu.edu/events to sign up for any TEACH program workshop.
- If a fellow has a question about his/her workshop hours, the fellow should contact his/her designated TEACH Consultant.
- If a fellow must cancel a workshop, he/she should use the online registration system to officially drop the course.
- Workshops typically last for one hour, but some technology or other workshops may last longer and will, therefore, be given more credit.
- Please note that there are many technology oriented sessions offered by the TLPDC that will help to fulfill workshop requirements. Information about these sessions is available on the TLPDC website (www.tlpd.ttu.edu). We prefer that fellows attend a variety of workshops, including both teaching and learning as well as technology workshops, as applicable to individual interest.
- Please note as well that some workshops from each track will be offered each semester, but not all workshops will be scheduled on a semester basis; rather, they will be offered based on interest and availability of instructors. If fellows have suggestions about workshops they would like offered, we are always interested in their feedback.
- Fellows should please feel free to invite peers and colleagues to join them at any of these sessions. If a fellow feels a TEACH-only workshop would interest members of his/her department, he/she should contact Suzanne Tapp, Allison Boye, or a member of the TEACH staff to discuss this and arrangements can likely be made to include others.
Instructional Diagnosis
What is an Instructional Diagnosis?
- This is a method of getting anonymous feedback from students midway through the semester.
- A TEACH Consultant will visit the fellow’s class, discussion section, or lab, and the instructor will leave the room.
- The consultant will elicit responses to three questions: 1) What do you like most about the class?; 2) What do you like least?; and, 3) What suggestions do you have for the instructor?
When should the Instructional Diagnosis be conducted?
- Sometime between the fourth and sixth weeks
- An Instructional Diagnosis past the seventh week of the semester may not give the instructor enough time to respond to feedback from his/her students and incorporate changes.
- An Instructional Diagnosis too early in the semester does not allow enough time for the instructor to develop a rapport with his/her students.
- TEACH Fellows should look at their calendars early in the semester to schedule their Instructional Diagnosis so that the TEACH staff may better accommodate them.
What will students think about the Instructional Diagnosis?
- Based on previous experience, students appreciate the opportunity to participate and give feedback. The TEACH consultants promote this service as a chance for them to shape their learning environment.
- The consultants do not guarantee change as a result of the Instructional Diagnosis – the instructor is the only person who can implement change.
- The consultant acts as a neutral figure who simply listens to the feedback from the students and then communicates it to the instructor.
- Students will sense that their opinions count, especially when the instructor returns to class and discusses the changes or efforts he/she will make to address their feedback.
How long will the Instructional Diagnosis take?
- Fellows should plan on allowing at least 10-15 minutes for the Instructional Diagnosis at the end of the scheduled class period. This amount of time is needed to ensure thoughtful and thorough feedback from the students. If the consultant or the students feel rushed during the Instructional Diagnosis, then the students are more likely to provide quick and shallow, and thus less useful comments because they did not have enough time to reflect or discuss.
What type of information will TEACH fellows receive from the Instructional Diagnosis?
- Examples of practical feedback include: "Review of the reading is very helpful," "homework turnaround is not fast enough,” and "leave PowerPoint slides up longer."
- The Instructional Diagnosis will give the instructor a clearer idea of how his/her students feel about the class.
What happens during the consultation session?
- The fellow and the consultant will discuss the results of the interview.
- The consultant will help the fellow interpret the data collected from the students, and how and if he/she should implement changes.
►Remember: the Instructional Diagnosis is confidential and will not be reported to anyone without the TEACH fellow’s specific request to do so.
Videotaped Teaching Observations
What can be videotaped?
Two videotaped teaching observations (based on discussion sections, laboratory sections, or courses the fellow is teaching for a full semester) are required for program completion. The first videotaping should be completed in the fall semester, the second in the spring semester. Public speaking engagements, talks in colloquia, or single lectures given in place of a faculty member may not be used to complete the videotaped teaching observation requirement.
The TEACH consultant will simply record the fellow’s selected class session without interfering with its progress. The fellow need not, and should not, alter her/his typical lesson plan or class activity to accommodate the videotaping. The consultant will take notes detailing occurrences and activities during the class, and will later provide these notes along with analysis to the fellow.
A TEACH fellow may be videotaped more than once per semester. The option of multiple videotapings is left to the consultant’s discretion or the fellow’s request. Often fellows like to have two videotaped observations in a semester -- one early in the semester, one later in the semester – to track their progress.
After the class, the consultant will send the recording to the fellow, who can then watch it at a time and place of his/her choosing. Each videotaped class is subsequently discussed in a confidential session with a consultant. The staff member and the fellow together analyze specific teaching issues and focus on the recorded class, recognizing that there are many effective ways to teach. Videotaping allows teachers to experience their own teaching in a safe, supportive atmosphere. At the fellow’s request, the TLPDC can provide copies of the DVD to be reviewed by others or included in a teaching portfolio.
Peer Groups and Observation
We have found in the past that TEACH fellows benefit from their interaction with other current TEACH fellows. To facilitate the formation of those relationships, in the fall and spring TEACH fellows will be grouped with other fellows with whom they can share their experiences and resources. Fellows can draw on each other’s knowledge, opinions, successes and frustrations through informal discussions, observations, and workshops.
Part of the TEACH fellows’ relationship with their peer groups will include an observation of one another’s teaching each semester. Observing other teachers in action, in addition to being observed, and sharing ideas is a valuable strategy that should encourage self-reflection. There is no better way to improve oneself than to observe someone else!
Each semester, fellows will be required to observe the teaching of, and be observed by at least one member of their peer group, and provide an informal write-up in response to their peer observations using the guidelines provided here in the TEACH Program Manual (please note: a bulleted list will not suffice). After the observations have taken place, fellows will meet with their TEACH consultant as well as with their peer group members and their respective consultants, and will engage in an informal and thoughtful discussion of their observations. The TEACH consultants will help arrange and facilitate this meeting. You should provide your consultant with your reflection/feedback write-up at least 2 days prior to this peer group meeting. Your consultant may ask you to augment or revise your write-up prior to the meeting, for they will be shared with the entire group.
** Coordinating multiple calendars for a group meeting can be challenging, as you know. We recommend you try using Doodle Calendars to help with the task: http://doodle.com/
This element of the program is meant to be an exercise in self-reflective teaching by which you can gain insights about teaching and learning and new ideas from your peers as you form a stronger community with one another. Please note that we do NOT expect you to be “experts” at teaching observations, nor do we expect you to provide long, formal, or harsh critiques to your peer groups. Evaluating your peers is not the primary goal of this exercise; it is, rather, to reflect on your own teaching and learn by observing them. Therefore, any observations made or suggestions provided should be in a format that is constructive to both you and your peer group. The following PDF form offers a list of some important pedagogical elements to help you in your teaching observations of one another, and some questions we would like you to respond to after your observation.
Peer Observation Guidelines.pdf
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Portfolio & Project Proposal
The Portfolio and Project proposal is a critical part of the TEACH program. This contract is meant to provide the fellows and consultants with an in-depth image of the proposed teaching portfolio and project and help everyone plan accordingly. Please give us the following information:
Portfolio:
- an outline of the elements which will be included in the portfolio
- a timeline for the portfolio
- a draft of any completed documents
Project - New Course Design/Course Redesign:
- a brief project proposal with identified goals, objectives, and rationale
- a timeline for the project
- documents to illustrate various elements of the project, as appropriate or available
The Portfolio & Project Proposal is due on Friday, October 6th, 2017.
* In the event that the TEACH staff feels the fellow does not provide enough detailed information or is unclear in his/her description, the fellow may be asked to revise his/her proposal. TEACH consultants have sample teaching portfolios and project proposals available for review.
Section 3 - Teaching Portfolio
A personal teaching portfolio plays an important role not only in the required elements of the TEACH program, but also in the TEACH fellow’s future job search.
Although there is not a standardized list of expected portfolio elements, many include the following:
- table of contents;
- framing statement which highlights the 5-6 most important components in the teaching portfolio;
- a narrative describing the fellow’s philosophy of teaching;
- relevant support, such as syllabi, reading lists, handouts, quizzes, exams;
- reflective statements, not limited to a reflective syllabus;
- evidence of evaluation, such as classroom assessment techniques or feedback from students, peers, or faculty about his/her teaching;
- future teaching goals; and
- selected student materials and/or comments.
Portfolio Workshops
Fall workshops will be available for fellows to become familiar with the concept of a teaching portfolio, to view sample teaching portfolios, and to learn effective strategies for writing a teaching philosophy statement. We highly recommend that you attend the "Creating Your Teaching Portfolio" and "Writing Your Teaching Philosophy Statement" sessions. Please visit the TLPDC Event Calendar for dates and times.
Creating Your Teaching Portfolio Workshop
Will you be going on the job market for an academic teaching position? Perhaps you have begun putting together a teaching portfolio or are just interested in getting started with your portfolio for interviewing... Not sure about where to start or would you like more information about teaching portfolios? This informal workshop will give a brief overview of concepts, discuss items for inclusion, and help you get started in this reflective process. Many examples will also be reviewed so that participants are able to have a hands-on review of multiple teaching portfolios.
Writing Your Teaching Philosophy Workshop
Creating a succinct, reflective statement about how you view teaching can be a challenging task. Your teaching philosophy statement should demonstrate why you teach the way you do and provide a snapshot of what your teaching style looks like in the classroom. But how do you do that? Join us for a hands-on experience as we think through constructing an effective statement of your philosophy of teaching.
An additional session, "TEACH Fellow Portfolio Review," will be offered to allow fellows the opportunity to interact one-on-one with peers to discuss their portfolios. All fellows are required to attend this session which will be offered at multiple times in November and December. Please visit the TLPDC Event Calendar for dates and times.
TEACH Fellow Portfolio Review Workshop
In this session, TEACH fellows and TEACH staff will work collaboratively to review the progress of your teaching portfolio and give input about development ideas. This is a great opportunity to get feedback about your portfolio and this workshop is scheduled to help you prepare for the upcoming portfolio due date. Bring your portfolio in a draft form – whatever that may be – and plan to spend one-on-one time looking at your work with other members of the TEACH cohort.
Additional Resources
Not only will sample portfolios from past TEACH fellows be available for review during workshops, but they will also be available for review in the TEACH office. Additionally, the TEACH staff have several available resources to help the fellow learn more about writing a teaching philosophy statement and creating a portfolio. The TEACH website contains links to many of those resources, and some resources are provided in subsequent pages of this handbook. Check with a TEACH consultant for more information.
Portfolio Submission
Teaching portfolios are due Monday, December 11th, 2017. We strongly recommend that fellows make a copy of the portfolio for their personal records. The TEACH staff will not return the portfolio submitted for final approval.
As one can see, numerous opportunities will be offered to assist the TEACH fellow in creating an effective teaching portfolio. The TEACH staff strongly recommend that the fellow take advantage of these opportunities!
Portfolio Evaluation
Portfolio Evaluation.pdf
Teaching Portfolio Contents
The following is not a comprehensive list of all the items that might be included in a teaching portfolio, but it provides the fellow with a general sampling of portfolio contents.
Products of Good Teaching
- Student pre/post scores before and after a course
- Student essays, creative work, field-work reports
- Statements by alumni on the quality of instruction
- Student publications or conference presentations on course-related work
- Examples of graded student essays along with instructor’s comments as to why they were so graded
Material from Oneself
- Statement of teaching responsibilities
- A Statement of Teaching Philosophy
- Representative course syllabi
- Reflective syllabus (see example: 3 sample reflective syllabi.pdf )
- Description of curricular revisions, including new course projects, materials, and class assignments
- Steps taken to evaluate or improve one’s teaching
- Reflective commentary throughout the portfolio to explain and elucidate the contents
Material from Others
- Statements from colleagues who have observed the instructor in the classroom
- Statements from colleagues who have reviewed the instructor’s classroom materials, syllabi, and assignments
- Student course and teaching evaluation data
- Invitations to present a paper at a conference on teaching one’s discipline or on teaching in general
- Distinguished teaching awards or other recognition
Below the fellow will find some additional suggestions for inclusion in the teaching portfolio, as well as some specific questions that they might address in each of those sections.
Statement of teaching responsibilities
- “What” the fellow is responsible for teaching
- Very specific – sets the stage for what follows in the portfolio
- Includes information such as course titles and numbers, average class size, required or elective, graduate or undergraduate, any advising responsibilities or theses committees
- Should be approximately 1 paragraph long
Reflective statement on the way each course was taught and why
- “How” the fellow carries out his/her responsibilities
- Includes detailed objectives, methodologies and strategies for meeting their responsibilities in each of the courses they teach
- Should be approximately 2-2 ½ pages long
Student ratings on diagnostic questions (if this is a portfolio for improvement purposes)
- Information usually represented by a chart or table
- Should be approximately ⅔ page
- If the portfolio is for interview purposes, it would be helpful to know which questions committees pay attention to at that particular institution
Representative Course Syllabi
- “Enriched” syllabi with a paragraph added about teaching methodology and explanation of why the methodology is used.
- List expectations for student learning
- Also, consider adding a paragraph regarding course rationale (why x is taught, why x is important…)
Description of curricular revisions including new course projects, materials, assignments
- How has the fellow’s teaching evolved?
- How has student learning evolved in the fellow’s classes?
Products of teaching
- Samples of student work (get their permission to include these)
Efforts to improve teaching
- How is the fellow applying what he/she has learned?
Teaching Philosophy Statement
The following are suggested questions that need to be answered in a quality teaching philosophy statement, according to N. V. N. Chism (1998). The fellow does not need to include these questions in his/her actual portfolio, but the fellow should use them as a tool to help him/her consider and write the philosophy statement. The fellow should work with his/her TEACH consultant if he/she has difficulty with this process. Again, we strongly encourage attendance at the "Writing Your Teaching Philosophy" workshop to assist in the writing process.
- How do people learn?
- How do I facilitate that learning?
- What goals do I have for my students?
- Why do I teach the way that I do?
- What do I do to implement these ideas about teaching and learning in the classroom?
- Are these things working? Do my students meet the goals?
- How do I know they are working?
- What are my future goals for growth as a teacher?
The fellow might also want to consider the following when writing the teaching philosophy statement:
Do…
- be yourself;
- emphasize the “why” of what you do;
- provide details and examples;
- write concisely;
- use present tense, in most cases; and
- get (at minimum) a second opinion.
Don’t…
- rehash your vita;
- make empty statements about your teaching; or
- use technical terms specific to your discipline
For additional help with your teaching philosophy and more, click here:
Writing Your Teaching Philosophy by Dr. Allison Boye
Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching
Excellence 9 (3), 1-2. Professional and Organizational Development Network in Higher
Education.
Section 4 - TEACH Project - New Course Design/Course Redesign
Project Parameters
By the end of the Spring semester, each TEACH Fellow will complete a teaching and learning project involving the detailed design of a new course or significant redesign of an existing course. Curriculum design will be an important part of the work you might do as a faculty member, so this project should benefit you on multiple levels. Designing a new course is a great opportunity to explore a personal scholarly interest, fill a gap in your department, or add to your CV for the job market! This could become a course you get to implement now, or one you might implement in the future. It could be an excellent addition to your future teaching portfolio as well, and the process will help you build skills that you will need for years to come.
Remember, this project will first be outlined in the Portfolio and Project Proposal submitted during the fall semester (see earlier section on Portfolio and Project Proposal). For the purposes of your TEACH Project, this will be more than just writing a new syllabus. However, it also does not need to be a fully-developed portfolio complete with all lesson plans; this is just the first look at a course that has inspired you and that you can fully flesh out later.
Your completed project will be due by Monday, May 7th, 2018, and will be displayed during the Final Review Sessions at the end of the Spring semester, along with your completed teaching portfolio.
Selecting a Course
There are many considerations to make when selecting the course you will design or redesign. Here are a few questions you might ask yourself:
- If you could teach any college-level course in the world, what would that be? What is your “dream course?”
- Is there an important course in your discipline that you feel would be a beneficial addition to your department? Is there a gap that needs to be filled?
- Is there a particular course that is in high demand in your field that you have not taught previously?
- Is there an existing course in your department that you feel could be improved or re-envisioned somehow? (If you choose this route, it is suggested that you first speak with faculty in your department, especially if you hope to propose any changes officially.)
- If you were asked to teach a specialty course involving your area of research, what would that look like?
- Is there a course that would work well or benefit your department by being offered as an online or hybrid course? (Again, please seek approval from your department should you desire to offer your course officially as an online option.)
The Project Consultation
Early in the spring semester, each TEACH fellow will have a separate consultation with their respective TEACH consultants to discuss current plans for and progress on the project. This is just an informal “checkpoint,” prior to the more formal Progress Report (see below), to make sure the TEACH Fellow is on track for successful completion.
What to Turn In
o An enriched or reflective syllabus for the course. This should include thoughtful commentary throughout that explains the decisions you are making regarding course policies, assignments, reading selections, schedule, etc. And don’t forget the learning objectives!
o An abstract/overview of the course. This should address the context for the course you are designing: Why did you select this topic? What need might it fill? What kind of students are you designing it for? Etc…
o Reflection. Include a description of your process for designing the course and reflection on that process. What did you learn while completing this project and going through this process? How has this project enhanced or influenced your teaching, and how might it help you prepare for a faculty position? (This doesn’t have to be incredibly long! 2 – 5 pages should suffice.)
§ This element could be included as a reflective “chapter” or summary, or as comments woven throughout your project.
o Sample detailed assignment descriptions
o A selection of 2 – 3 sample lesson plans with commentary
o Sample PowerPoint slides for a lecture
o Sample quizzes and/or exams
o An overview of research related to the topic of the course or the course itself. (For instance, are there new developments in the field? Or is this course taught at other institutions, and how?)
o Sample lab or class activities
o Assessment plans to measure student response to the new course
o A videotape of a sample lecture
o If you have other ideas for elements to include, that’s great! Visit with your consultant about additions or substitutions.
Expected Time Considerations
Most TEACH Fellows begin to develop their projects early in the program and at the very least, outline a plan of completion. You will begin this planning process in your Portfolio and Project Proposal in the Fall. Please plan for your TEACH Project to take between 20-30 hours to complete.
Examples of past New Course Design/Course Redesign projects are available for review. Visit with any member of the TEACH staff to set up a time to see some of these sample projects.
Piggy-backed Projects
Occasionally, TEACH Fellows wish to complete a project that is related to or “piggy-backed” onto another project they are working on (e.g., using their TEACH project to elaborate on an assignment from a graduate course or from their teaching assistantship). Any TEACH fellow wishing to do this must receive approval from the TEACH staff early in the program; the piggy-backed project, upon approval, will still require a significant amount of work, and should be considerably more thorough and detailed. Please talk with a TEACH consultant for more information about this policy.
Other Projects Ideas
If you have an idea for a different type of project, you must first seek approval from the TEACH staff. Please visit with your consultant about any additional ideas you might have and potential requirements for completion.
Project Evaluation
2014-2015 TEACH Project Evaluation Rubric.pdf
Project Workshops
Spring workshops will be available for fellows to become familiar with the concept of a course design/re-design, to view sample teaching projects, and to learn effective strategies for writing learning objectives. We highly recommend that you attend the “Writing Learning Objectives” and “Creating an Effective Syllabus” sessions. Please visit the TLPDC Event Calendar for dates and times.
Creating an Effective Syllabus
This session will introduce you to the process of writing an effective course syllabus. “The syllabus is typically your students’ first real introduction to your course, greeting them with the pertinent details regarding what to expect from the course, and what the course might expect from them. It can set the tone for the entire semester…”
-Dr. Allison Boye, How Do I Create an Effective Syllabus?
Writing Learning Objectives
Learning objectives are precise, actionable statements designed to provide the instructor and students with a method of measuring gains in learning. Well-crafted learning objectives are most often rooted by action verbs and should specify the intended learning outcome which will aid the student and instructor in assessing the level of content mastery gained by students after instruction. This session will focus on best practices in crafting these critical statements.
An additional session, “TEACH Fellow Project Review,” will be offered to allow fellows the opportunity to interact one-on-one with peers to discuss their portfolios. All fellows are required to attend this session which will be offered at multiple times in April and May. Please visit the TLPDC Event Calendar for dates and times.
TEACH Fellow Project Review Workshop
In this session, TEACH Fellows and TEACH staff will work collaboratively to review the progress of your teaching project and give input about development ideas. This is a great opportunity to get feedback about your project and this workshop is scheduled to help you prepare for the upcoming project due date. Bring your project in a draft form – whatever that may be – and plan to spend one-on-one time looking at your work with other members of the TEACH cohort.
Additional Resources
Not only will sample projects from past TEACH fellows be available for review during workshops, but they will also be available for review in the TEACH office. Additionally, the TEACH staff have several available resources to help the fellow learn more about writing effective learning outcomes/objectives and creating a syllabus. The TEACH website contains links to many of those resources, and some resources are provided in subsequent pages of this handbook. Check with a TEACH consultant for more information.
Project Progress Report
Each TEACH fellow is required to submit a detailed report summarizing the progress of his/her project midway through the spring semester. The progress report should be written in a brief 300 – 400 word format. While there is no specific format required, it is essential that the following elements be included in the report.
*The Project Progress Report is due Monday, February 26th, 2018 and should be sent to your TEACH Consultant
1. Introduction
Describe your TEACH project in detail. Why is it important? What is the motivation for your project? Briefly describe the goals of your project.
2. Completed Components
Outline the key steps for the project. What elements have you completed so far? If applicable, consider attaching any completed documents, such as the syllabus, to the Project Progress Report.
3. Remaining Components
Indicate what steps you have remaining to complete the project. What elements of your project are still in progress? What do you need to do to complete those elements? Please include a timeline outlining when you anticipate completing the unfinished aspects of your project.
4. References
If applicable, please include a list of outside sources related to and supportive of your TEACH Project.
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Section 5 - Breakdown of TEACH Requirements
As stated in the Overview of Expectations and Acceptance Contract, fellows who fail to comply with at least 80%* of the program expectations may forfeit their stipend and may be asked to leave the TEACH Program. The following percentage breakdown is determined not by the importance of the activity, but by the time and effort required by the TEACH fellow to complete each activity. Completing essential elements for a given component, as described in the TEACH Manual, will earn full credit for that component.
Fall Semester
|
Teaching Portfolio
|
40%
|
|
Workshops (9 hours each semester*)
*includes "TEACH Fellow Portfolio Review" workshop requirement
|
15%
|
|
Initial Consultation
|
5%
|
|
Peer Observation (observation, write-up, follow-up meeting)
|
15%
|
|
Videotaping and Follow-up Consultation
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10%
|
|
Instructional Diagnosis and Follow-up Consultation
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10%
|
|
Portfolio and Project Proposal
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5%
|
|
Total
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100%
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Spring Semester
|
TEACH Project
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40%
|
|
Workshops (9 hours each semester)
*includes “TEACH Fellow Project Review” workshop requirement
|
15%
|
|
Initial Consultation and Project Consultation (2 meetings)
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5%
|
|
Peer Observation (observation, write-up, follow-up meeting)
|
15%
|
|
Videotaping and Follow-up Consultation
|
10%
|
|
Instructional Diagnosis and Follow-up Consultation
|
10%
|
|
Progress Report
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5%
|
|
Total
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100%
|
Ø TEACH Fellows are also required to participate in a Final Review Session at the end of the spring semester.
* To complete the TEACH Program, you must fulfill at least a portion of every component. For example, you cannot simply skip all of your consultations in the fall or avoid submitting a Portfolio & Project Proposal and still maintain your TEACH Fellowship.
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