The professional development component of the TAEP is flexible and adaptable to participants' own learning needs and discipline-specific interests. This component underlines and nurtures the requirement of continual professional development. To ensure a broad understanding of learning and teaching knowledge, participants are encouraged to choose a variety of topics that extend over the course of the TAEP and academic year.
Participants are required to complete a minimum of 6 professional development sessions. These sessions must be related to teaching and learning in higher education. Options include (but are not limited to): workshops, conferences, seminars, and discussion groups offered by the CLT, academic units within Dalhousie, other universities, or academic conferences. To ensure expansive professional development, a maximum of 2 sessions will be applied to any one event (e.g., attending TA Day will count as 2 PD credits.)
After attending a professional development session, participants will have 2 weeks to submit a short reflection of that experience via the TAEP online learning management site. These reflections should be at least one paragraph in length and discuss how the session will aid their teaching development.
Online Knowledge Modules
(1 session credit per module)
Participants will be required to complete all 4 online modules on top of the 6 professional development credits. The purpose of these modules is to provide participants with the experience of navigating and participating in online learning environments and to ensure fundamental topics associated with TAing are covered.
|October 2nd to 16th||Being a Reflective Teacher|
|November 14th to 28th||Grading and Assessment|
|January 22th to February 5th||Managing Classroom Behaviours|
|April 16th to 30th||Professionalism and Ethics in Higher Education|
*Exact dates to be determined.
The Online modules will provide participants the opportunity to engage in online pedagogy. Each module will contain 1-2 topic-specific readings, self-directed online content, a short module quiz, and 2-3 discussion questions/or a short 1-page assignment. It is expected that students plan on spending 3-5 hours to complete a module.
Microteaching Sessions and Feedback
The micro-teaching component will offer participants the opportunity to apply the knowledge, concepts and skills acquired through their professional development sessions; engage in peer evaluation; receive both peer and formal assessment of their teaching; participate in critical reflection practices centered around their teaching; and have the opportunity to build on their reflection and feedback to enhance and improve their teaching.
Micro-teaching sessions will be offered several times during the year. (The number of sessions offered each term will be dependent on the number of TAEP enrollees. The number of participants and sessions will be assessed periodically, and additional sessions will be offered in order to meet the program numbers.) Each student must attend the Micro-teaching Part 1: Introduction and Teaching Tips and Micro-teaching Part 2: Practice Teaching and Peer-Feedback.
Part 1: Introduction & Teaching Tips- Day 1 is a 2.5 hour workshop that introduces participants to the following topics: lecturing (planning and delivering), student-centered learning, learning styles, and tips for effective presenting. Participants will prepare learning outcomes and a lesson summary for their 'lecture' during Part 2. They will discuss with peers potential strategies to utilize during their lecture, and will be expected to reflect upon the professional development opportunities attended.
Micro-teaching Session 1
|October 18th||9:30 am to 12:00 pm|
|October 31st||1:00 to 3:30 pm|
|November 9th||1:00 to 3:30 pm|
|November 30th||11:00 am to 1:30 pm|
|December 6th||9:30 am to 12:00 pm|
Part 2: Practice Teaching and Peer-Feedback (each session is limited to 5 participants): Participants will take turns “lecturing” for 15 minutes as "instructors" in front of their peers (their "students") and the Program Facilitator. Immediately following each presentation, their peers will provide feedback (both written and verbal).
Micro-teaching Session 2
|January 18th||9:30 am to 12:00 pm|
|February 5th||10:30 am to 1:00 pm|
|February 20th||1:00 to 3:30 pm|
|March 7th||9:30 am to 12:00 pm|
|March 22nd||11:00 am to 1:30 pm|
|March 27th||9:30 am to 12:00 pm|
|April 4th||10:30 am to 1:00 pm|
|April 9th||1:00 to 3:30 pm|
|April 12th||9:30 am to 12:00 pm|
|April 17th||11:30 am to 2:00 pm|
Micro-teaching Reflection: Participants will be required to write a short reflective self-assessment of their teaching following their presentation. They should take into consideration the feedback they received, how they will apply this feedback to their future teaching, and the experience of providing feedback to their peers. These reflections will be submitted via Brightspace.
Each TAEP participant is expected to attend BOTH Part 1 & 2 of the micro-teaching and to submit their micro-teaching reflections. Participants should note that if the Program Administrator does not feel the participant has met the intended goals of the micro-teaching component, the participant will be required to attend an additional Part 2.
PLEASE NOTE: Early in the fall term the micro-teaching sessions will be open for registration. TAEP participants will be notified when the schedule is posted, and when registration is open. If you sign up for a specific day and you cannot make it, please notify the Program Administrator (Jill McSweeney@dal.ca) or Michelle Soucy (Michelle.Soucy@dal.ca) right away. If you do not let us know, then another TAEP participant may miss out on an opportunity to attend.
Observation and Reflection of Teaching
Participants of the TAEP are required to seek out an undergraduate lecture within their discipline to observe and critically reflect upon. They must receive written permission (i.e., by email) from the professor whose lecture they are attending, and submit it to the Program Administrator (Jill McSweeney@dal.ca) prior to the observation. Participants are required to complete the ’Teaching Observation Form’ during the lecture that they’re attending, and will submit this form, along with a reflection (max 2 pages, double spaced) to the Program Administrator within two weeks of their lecture observation.