In general, a dossier cannot hide poor instruction or augment mediocre teaching because in such cases the evidence of excellence is simply not present. First, remember that an instructor may write a dossier for purposes other than convincing someone else of teaching performance. A dossier created for personal improvement needs no external approval of its style. For other purposes, a dossier is best written in collaboration with a mentor who assists the instructor in discovering and highlighting teaching accomplishments, in developing a clear and effective way of communicating teaching effort, and in identifying improvement opportunities. Still, no degree of communication savvy or style can make up for the realities of teaching performance as clearly demonstrated through the assessment component of a dossier.
Style is no substitute for real evidence of good or improved teaching.
The products of student learning are an integral component of a valid, complete dossier. Without the inclusion of the products of good teaching, the reliability of a dossier, its capacity to address the rigorous demands of assessment, and its efficacy as an agent of change and improvement are seriously impaired. Good teaching is reflected in good outcomes. No extensive studies exist to prove that dossiers strengthen student outcomes, but a dossier raises an instructor s awareness of the importance of student learning products and the kinds of outcomes to develop for more effective teaching and for a stronger dossier. Such reflection and strategy can improve students products as a consequence of the dossier s processes of discovery, description, documentation, and planning.