1. Student evaluations can take place starting week 12 of the semester (11/14-). Please schedule administration of these with mentors. All mentees (TAs/Temporary Instructors) should have these evaluations administered. Envelopes will be available in the English office, as are pencils. Don't wait until the last week.
  2. Returning to work. Please make sure you submitted your work plan to Dawnette if you did not hold classes during the strike. Note that all union instructors are eligible to vote on the contract in the coming weeks. Review it and consider attending an information session if you have questions:

Evaluation Procedure

Our normal mentoring procedure calls for 2 observations per semester and a written evaluation in the spring. However, since the university provided semester contracts this year, all mentees with Temporary Instructor contracts (not TAs) need to be evaluated each semester. This presents some challenges, since the deadline is Nov. 8 / Thursday AND a first-year teacher has very little material yet upon which a meaningful evaluation can be based! So, the Spring evaluation will be a full-fledged evaluation as in the past, but for Fall we need the following filed in the English office for each instructor:
  1. Current CV
  2. One signed mentor observation (instructor/mentor)
  3. One signed evaluation letter (written by mentor; signed by instructor and Dept. Eval Committee)
  4. Signed chair evaluation (prepared by chair; signed by instructor and chair)

Mentors should briefly discuss evaluations with mentees and then prepare a letter using the abbreviated template below. We need to all understand that a fuller evaluation will be possible in Spring, but for now we must submit what is possible. In Spring, you will have student evaluations, four observations, and will write your own letter of self-evaluation. It is crucial that this paperwork be complete, signed and filed by the end of business Thursday.

Classroom Topography and Class Flow

Picture the classroom in which you will next teach? What kind of flow does it invite? (What would your ideal flow be? )

Most of us are teaching in HUM classrooms this semester, where the physical spaces may vary considerably.
  1. How does a certain room design facilitate certain kinds of learning (teaching practices)?
  2. What room configurations facilitate or impede whole-group discussion, small-group work, presentation?
  3. What adaptations can we make within a given classroom?

classroom_rows_infographic.jpg classroom_clusters_infographic.jpg classroom_horseshoe_infographic.jpg

Can you change the way students use the space, from day to day, or within a course period -- so as to foster the kind of learning you desire?

How does the room and teacher station shape your conduct of the class? (Do you sit, stand in place, stroll the room? Do you project slides that require you to spend time behind the screen at the media station? When do you project prepared materials and are they legible? When do you use the document camera? When do you use the whiteboard? When do you have students do these things? When do you speak/listen?)

Princeton Study on Classroom design (emphasis is architectural, but it does give insight into how different kinds of spaces might be envisioned to work).