available to their needs Encourages and allows for individual expression Selection of Teaching Content Rarely selects examples relevant to students experiences, “real applications and/or objectives Does not relate content with what was taught before and what will come after Does not present views other than own examples relevant to students experiences, applications, and/or teaching objectives content with what was taught before and what will come after presents views other than own when appropriate Frequently selects examples relevant to students experiences, ‘‘real-world’’ applications, and/or teaching objectives Often relates content with what was taught before and what will come after Presents views other than own when appropriate and provides explanation for possible differences of opinion along with evidence Mastery of Teaching Content/ Knowledge Rarely explains terms or concepts Does not present background of ideas and concepts Does not present best evidence and developments in the Does not answer students’ questions adequately or does not admit error or knowledge terms or concepts background of ideas and concepts best evidence and up-to-date developments in the students’ questions adequately or admits or knowledge Explains or concepts in depth and in more than one way Presents background of ideas and concepts in depth Frequently presents best evidence and developments in the Answers students’ questions in depth and admits error or knowledge with commitment to seek out information Organization Does not on time and is disorganized Fails to preview material to prepare students for the content to be covered in patient encounter or workshop to summarize main points at the end of session Does not provide clear directions and procedures Does not plan on a daily or weekly basis on time patient cases or session content main points at the end of session directions and procedures for daily and weekly activities Begins on time in an orderly, organized fashion Consistently previews patient cases or session content Summarizes and distills main points at the end of session Consistently explains directions and procedures Plans daily and weekly activities and on plans that was not able to complete Meeting Teaching Objectives Teaching content and methods do not meet stated objectives of syllabus or as stated by teacher content and methods are geared to stated objectives of syllabus and as stated by teacher Teaching content and methods clearly meet stated objectives of syllabus and as stated by teacher field date
Instructional Materials (Readings, Media, Visual Aids) Didactic to provide students with instructional materials various instructional supports such as slides, visual aids, handouts, etc. Incorporates various instructional supports such as slides, visual aids, handouts, etc; Also provides references for materials presented when appropriate Intern Evaluation and Achievement (Methods and Tools) Fails to provide students with assessment criteria and instructions Does not perform minimum number of assessments required Assessments are of poor quality, have minimal information, and do not lend themselves to meaningful student feedback Feedback is not provided or is minimal to students assessment criteria, instructions, and expectations satisfactory number of assessments required by department are of satisfactory quality, have adequate information, and lend themselves to meaningful student feedback to students is adequate Provides to students the of assessment, along with criteria, instructions, and expectations. Also provides examples of expectations and type of feedback given Provides beyond satisfactory number of assessments required by department Assessments are of exceptional quality, have information including comments, and lend themselves to meaningful student feedback Feedback to students is exceptional and allows for student’s self-evaluation and with for improvement Teaching Methodology and Presentation Fails to use a variety of clinical teaching strategies to address diverse learning styles and opportunities Fails to respond to changes in student attentiveness Speech is inaudible and unclear Is unprofessional and use of humor is negative and inappropriate to establish and maintain eye contact with students Does not provide demonstrations when needed Uses a variety of teaching strategies to address diverse earning styles and opportunities Responds to changes in student attentiveness Speaks audibly and clearly Models professionalism Establishes and maintains eye contact with students Provides demonstrations as appropriate Mentors students in life-long learning skills a variety of teaching strategies to address diverse learning styles and opportunities to changes in student attentiveness with comfortable transition of teaching strategies speaks audibly and clearly professionalism and use of is positive and appropriate Establishes and maintains eye contact with students while communicating a sense of enthusiasm toward the content
Instructional Innovations Description of new and different pedagogical innovations used to enhance teaching and learning was included Aspects may have included: new approaches introduced, evaluations of new approaches, and changes that be made Description of pedagogical innovations was missing, unclear, or incomplete Course Syllabi A brief explanation was given of the syllabi which highlighted: the courses and the teaching style, whether the syllabi were learning-centred, and the content of the documents (including course content and objectives, teaching methodology, readings and assignments) Samples of course syllabi were included the appendix Explanation of syllabi was incomplete or missing Samples of course syllabi were missing from the appendix Documentation of Teaching Improvement A brief explanation of improvement efforts and professional development activities were given Certificates of attendance and other related items were contained in the appendix. The following might also be included: faculty development workshops and conferences, classroom applications of ideas learned, steps taken to improve teaching, and responses to suggestions from students Questions to consider when assessing: faculty development seminars and workshops were attended, how has the information been applied to teaching, what other evidence was there of growth or change Explanation of improvement efforts and profession development was missing or incomplete Samples were missing from the appendix Long- and Short-Term Teaching Goals Several short-term and long-term goals were given. These were concrete, realistic, and attainable. Where reasonable these goals were broken down into more workable units. Tentative timelines were indicated for each goal. Questions to consider when assessing: what teaching goals has the instructor been unable to attain in the past that he/she would like to pursue now? Why were they important? How can the department or institution help the instructor achieve those goals? Has the instructor has considered what kind of resources (people, money, space or time) were needed to help achieve the goals? Either long- or short-term goals were missing The goals lack clarity &/or were unattainable, e.g. not concrete Timelines for the were missing Papers and Presentations A current list of all papers and presentations related to teaching was given. These might include: teaching practices research, research related to the content being taught, etc. One or two sample papers or presentations were included in the appendix The list of papers and presentations related to teaching was missing, incomplete, or out of Sample papers &/or presentations were missing from appendix Material from Others – weighting – 30-40% Meets Standards Below Standard