Goals, Content, and Alignment

Definition

Goals for student learning and skill-development are established and are at appropriate level.
The content is clearly aligned to course goals.
Goals and content are inclusive of the diverse needs of the students expected to take it.
The course goals are clearly connected to program/curricular goals.
Content is challenging and innovative or related to current issues and developments in the field.
Topics are of appropriate range and depth, and inclusive of the experiences of a diverse student body.
The instructor includes high quality materials that are well-aligned with the learning and skill-development goals for the course.
Assessments are varied to foster the success of diverse learners and are well-aligned with learning goals.
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Course goals are appropriate for curriculum and are communicated to the students.
Content is at the appropriate level for the course.
Curriculum aligns with learning goals.
Content is innovative/related to current issues and developments in the field.
Course goals and materials are structured to support diverse learners.
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

I designed my grading rubrics to flow directly from the goals you'll find in each syllabus, especially for my Public Speaking and Presentation Skills class. For instance, when students present, they're graded not just on how polished they look, but also on how well they adapt to different audiences—something I stressed in class discussions about real-world communication. I remember a moment early this semester when a shy student used the rubric's “cultural sensitivity” checkpoint to focus on phrases that might unintentionally exclude some classmates. That attention to inclusive language carried over into a lively peer-review session, which my colleague, Professor Hwang, highlighted in their observation notes. They noted how class discussions pulled in examples from current digital platforms, like TikTok and Slack, reinforcing the course goals around modern media collaboration. From these documents, you can see that every element of my teaching—from the rubrics to the final projects—is crafted to keep students aligned with both the course outcomes and our broader Communication Studies program objectives.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

Sample course materials

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Student Lens

Student Ratings and Comments Interview Letter Focus group Example of student work Student reflection

Peer Lens

Classroom observation

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Teaching Practices

Definition

Activities are well planned, integrated, and reflect commitment to providing meaningful assignments and assessments.
Use of effective, high-impact and/or innovative methods to improve students' understanding and support diverse learners.
In- and out-of-class activities provide opportunities for practice and feedback on important skills and concepts.
Efforts are demonstrated to support learning in all students.
Teaching practices are inclusive and result in high levels of student engagement.
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Courses are well-planned and organized.
The instructor includes quality materials that are well-aligned with the learning goals.
Use of effective, evidence-based methods to enhance student understanding.
Students have some opportunities to practice skills embedded in course learning goals.
Assessments/assignments are appropriately challenging, tied to course goals and provide differentiation for diverse learners.
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

Sample course materials

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Student Lens

Student Ratings and Comments

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Peer Lens

Classroom observation Pre/post observation dialogue Review of course materials Review of student work Review of teaching statement Review of lesson design

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3

Student Progress Toward Learning Goals

Definition

Standards for evaluating student understanding are connected to program or curriculum expectations which incorporate DEI.
Learning goals are well-communicated to students.
Assessments are well-aligned with learning goals.
Multiple forms of assessment are used to support the success of all students with attention to the needs of diverse learners.
Multiple forms of assessment are used to support student success.
Level of learning supports success in other contexts (e.g., subsequent courses) and/or is increasing over successive offerings.
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Standards for evaluating student understanding are clear and align with course goals and content.
Student learning meets department expectations (discuss criteria and how to assess).
Some use of evidence of student learning to inform teaching.
Quality of learning is likely to promote success in other courses/contexts.
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

Self-reflection Teaching statement Sample course materials CV Syllabus

Student Lens

Example of student work

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Peer Lens

Review of student work

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4

Classroom Culture and Student Perceptions

Definition

Evidence that classroom culture is respectful, cooperative, comfortable, and civil.
Evidence that classroom culture encourages engagement and learning.
Instructor is accessible and interacts well with students.
Students perceive that they are learning important skills or knowledge.
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Classroom culture is inclusive and promotes engagement and respect.
Classroom culture appears to broadly encourage student participation.
No consistently negative student ratings of teacher accessibility or interaction skills.
Instructor articulates some lessons learned through student feedback.
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

Syllabus

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Student Lens

Example of student work

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Peer Lens

Classroom observation Pre/post observation dialogue Review of course materials Review of student work Review of teaching statement Review of lesson design

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5

Mentoring and Advising

Definition

Evidence of quality and time commitment to advising and mentoring (defined as appropriate for the discipline).
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Some evidence of effective advising and mentoring (define as appropriate for discipline).
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

Student Lens

Peer Lens

Classroom observation Pre/post observation dialogue Review of course materials Review of student work Review of teaching statement Review of lesson design

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6

Reflection and Iterative Growth

Definition

Evidence instructor is responsive to, and reflective on, student feedback in the short- and long term.
Evidence instructor is reflective of, and responsive to, the needs of diverse learners.
Regularly makes adjustments to teaching/mentoring practice based on reflections on student learning, within or across semesters.
Re-examines student performance following adjustments.
Improved student achievement of learning goals based on modifications to teaching/mentoring practices.
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Continued competent teaching, may include reflection based on input from peers and/or students.
Articulates some lessons learned or changes informed by prior teaching, and student learning.
May include reflection on student work.
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

Self-reflection

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Student Lens

Student Ratings and Comments Interview Letter Focus group Example of student work Student reflection

Peer Lens

Review of teaching statement

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7

Teaching Service, Scholarship, or Community

Definition

Engagement with peers on teaching (e.g., teaching-related presentations or workshops).
External and/or internal presentations related to the scholarship of teaching and learning.
Publications to share practices or results of teaching or educational activities.
Scholarly publications and/or grant applications related to teaching and learning
Engaged in community outreach activities that foster the participation of diverse student groups.
Dimensions and their descriptions are fully customizable!

Criteria

Reviewers will assess your proficiency in this teaching dimension using the following criteria:

Developing

The instructor does not yet meet the criteria for Proficient.

Proficient

Has made some contributions to teaching and learning culture in department or institution.
Some engagement with peers on teaching.
Has shared teaching practices or results with others (e.g., presentation, workshop, essay).
Proficiency descriptions are fully customizable!

Accomplished

The instructor surpasses the criteria for Proficient.

Narrative

Using concrete examples, describe how you currently engage this dimension of effective teaching.

Evidence

Which supporting documents best demonstrate your current practice in this dimension? Include evidence from at least two different lenses.

Instructor Lens

None

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Student Lens

Interview Letter Focus group

Peer Lens

Review of course materials

Document Preview

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