Goals:

• Make the course logistics easy to follow.

Steps and strategies:

• Review the eClass site to make sure the information is consistent.

• Make overview videos to walk students through the courses. 

• Take incidental feedback and make revisions.

Estimated time:

• Spend 10 hours refining and revising course logistics.

Measurements:

• During an in-class check-in, students will express that the course outlines and logistics are easy to follow and they know what they are expected to do in this course.

• I will have to revise no more than 3 pieces of information due to logistic errors.

Goals:

• Engage in meaningful interactions with students in the classroom.

Steps and strategies:

• Study students’ names and backgrounds.

• Encourage students to ask questions and make discussions during class time.

• Calibrate the amount of check-in, humour, lecturing, discussion, and activity needed in the class.

Estimated time:

• Dedicate 2 hours to studying student information.

• Polish classroom interactions throughout the 3 months.

Measurements:

• In the third month of teaching, I will name the students accurately during in-class interactions 90% of the time.

• Students will express that they feel the course is well-paced and that their questions have been addressed timely.

Goals:

• Review students’ course feedback and make adjustments for the next years.

Steps and strategies:

• Develop specific questions to facilitate students’ reflections on the course.

• Review students’ feedback and summarize themes.

• Select the top priorities and made changes to the course materials.

Estimated time:

• Spend 2 hours designing questions and a survey platform.

• Spend 3 hours reviewing and summarizing feedback.

• It might take weeks to adjust the course materials.

Measurements:

• I will have a document that summarizes the themes in students’ feedback.

• I will make changes to course content or document reasons for not making changes in response to all the themes.

• I will be ready to share these themes and updates as appropriate with the new class next year.

Goals:

• Improve para- and extra-linguistic aspects during classroom interactions.

Steps and strategies:

• Manage nerves and anxiety through self-disclosure, modelling self-management, and increased experience.

• Review video recordings of sampled lectures and highlight undesired para- and extra-linguistic behaviours (e.g., fast speech rate, lack of pauses, lack of eye contact, unnecessary gestures).

• Pick one behaviour to mitigate before each class and reflect on the changes.

Estimated time:

• This goal will be addressed throughout the year.

Measurements:

• I will appear professional, confident, and relaxed indicated by a year-end video recording of in-class lectures.

• Students will rate more professionalism and confidence >80% in course feedback.

Goals:

• Make real-time changes during a semester or during a lesson or supervisory meeting.

Steps and strategies:

• Become fully familiar with the course content in order to make flexible adjustments.

• Collect student feedback through informal conversations outside of class time.

• Read students’ reactions, check in with them, and make immediate responses and adjustments.

• Encourage students to engage in metacognition, reflecting on their reactions and looking for solutions.

Estimated time:

• Start working on this goal in the first year of supervision and at the end of the first year of classroom teaching.

Measurements:

• After the first year of classroom teaching, I will be able to refer to the content of any specific lesson, state how it relates to other lessons, and recall students’ reactions to the content.

• I will check in with students in class or after class at least once every two lessons.

• I will notice students’ negative reactions (e,g., confusion, inattention, fatigue, frustration) in class before they bring them up 90% of the time.

• I will ask students to talk about their feelings, the reasons, and potential solutions openly or privately as appropriate.

• I will make immediate adjustments or give reasonable explanations in response to students’ negative reactions 90% of the time.

Goals:

• Teach my students how to teach.

Steps and strategies:

• Give senior students opportunities for TAship, guest lectures, mentorship, and co-teaching based on their interests.

• Provide guidance and feedback as needed.

• Organize junior students to provide feedback and relay it to the teaching students as appropriate.

Estimated time:

• Start working on this goal around the third year of supervision and classroom teaching or according to senior students’ readiness and need.

Measurements:

• Once senior students show readiness for teaching, I will discuss teaching philosophies and methods with them.

• All doctoral students will have at least one opportunity to mentor junior students’ research and teach in the classroom during their program.

• All master’s students will have at least one opportunity to TA, present their research at professional or community events, or give guest lectures during their program.

• For all these teaching experiences, I will at least provide verbal feedback with balanced positive and constructive points (around 2:1) and specific examples and provide written feedback and/or student feedback as appropriate.