{"id":8848,"date":"2022-11-21T17:36:02","date_gmt":"2022-11-21T22:36:02","guid":{"rendered":"https:\/\/www.montclair.edu\/faculty-excellence\/?page_id=8848"},"modified":"2025-10-30T15:26:37","modified_gmt":"2025-10-30T19:26:37","slug":"plan-your-teaching-development","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/reflective-practice\/plan-your-teaching-development\/","title":{"rendered":"Plan Your Teaching Development"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Just as faculty need to plan their research development, faculty need also to plan their teaching development. The first step is to spend some time reflecting on what would be most impactful, informed by the <\/span><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/reflective-practice\/collect-information-about-your-teaching\/\"><span style=\"font-weight: 400\">data you can gathe<\/span><span style=\"font-weight: 400\">r<\/span><\/a><span style=\"font-weight: 400\">.<\/span> <span style=\"font-weight: 400\">It\u2019s easy to just choose the convenient path, spending hours reviewing new content, perhaps mastering a new educational technology. But is that the most useful?\u00a0 Pause first and, as<\/span><span style=\"font-weight: 400\">\u00a0you review the information you\u2019ve collected, consider:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What stands out to you?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What patterns do you notice?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What was most surprising?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What would you like to improve or develop?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What is the one opportunity you want to focus on for improvement?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What do you need to do to make this improvement?<\/span><\/li>\n<\/ul>\n<h3>Other ways to assess your teaching:<\/h3>\n<ul>\n<li style=\"font-weight: 400\"><b>Assess implicit bias<\/b><span style=\"font-weight: 400\">. Even if you imagine yourself largely free of bias and committed in your personal and professional opposition to discrimination, we encourage you to check out <\/span><a href=\"https:\/\/www.projectimplicit.net\/\"><span style=\"font-weight: 400\">Project Implicit <\/span><\/a><span style=\"font-weight: 400\">and <\/span><a href=\"https:\/\/implicit.harvard.edu\/implicit\/takeatest.html\"><span style=\"font-weight: 400\">take a test<\/span><\/a><span style=\"font-weight: 400\"> (or two). The test results typically surprise educated professionals, even those of us who are aware that we have biases and believe we can successfully circumvent them. The results will give you information to reflect on.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Take a teaching self-assessment. <\/b><a href=\"https:\/\/docs.google.com\/document\/d\/1p_KWEg8AlhbM2b4zpavyTefQkD6Ww-tlS1DbZEL1yfY\/edit?usp=sharing\"><span style=\"font-weight: 400\">Here <\/span><\/a><span style=\"font-weight: 400\">is one focused on inclusive teaching practices.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Make a teaching inventory:<\/b><span style=\"font-weight: 400\"> Several have been developed that focus on teaching practices. <\/span><a href=\"https:\/\/www.lifescied.org\/doi\/epdf\/10.1187\/cbe.14-02-0023\"><span style=\"font-weight: 400\">Wieman &amp; Gilbert (2014) <\/span><\/a><span style=\"font-weight: 400\">provide one model aimed at science and math faculty but adaptable to other disciplines. Here are two key excerpts: <\/span><a href=\"https:\/\/www.lifescied.org\/doi\/epdf\/10.1187\/cbe.14-02-0023#page=7\"><span style=\"font-weight: 400\">an overview of the inventory<\/span><\/a><span style=\"font-weight: 400\"> and a <\/span><a href=\"https:\/\/www.lifescied.org\/doi\/epdf\/10.1187\/cbe.14-02-0023#page=12\"><span style=\"font-weight: 400\">sample inventory<\/span><\/a><span style=\"font-weight: 400\"> (both open as PDFs).<\/span><\/li>\n<li><b>Pull artifacts for your teaching portfolio.<\/b><span style=\"font-weight: 400\"> Often curated as part of job search materials or a reappointment process, teaching portfolios also have relevance as evidence of your teaching. Collect artifacts of your teaching such as syllabi, assignments, student work, and your reflection on your teaching practice. For ideas, see: <a href=\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2025\/06\/Documenting-Evidence-of-Effective-Teaching.pdf\">Documenting evidence of effective teaching (opens as PDF)<\/a><\/span>;\u00a0<a href=\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2025\/10\/Documenting-Evidence-of-Effective-Teaching-for-Teaching-Faculty.pdf\">Documenting-Evidence-of-Effective-Teaching for Teaching Faculty<\/a> (opens as PDF).<\/li>\n<\/ul>\n<h3><strong><span style=\"color: #333333;font-size: 1.1em\">Strategies for Teaching Development<\/span><\/strong><\/h3>\n<p><span style=\"font-weight: 400\">Reflective teaching involves researching pedagogy, particularly in areas you wish to improve on.\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Stay current<\/b><span style=\"font-weight: 400\"> in disciplinary developments and disciplinary-specific best teaching practices. Explore best practices for teaching through research or through reading newsletters like \u201cOn Teaching\u201d in <\/span><i><span style=\"font-weight: 400\">The Chronicle of Higher Education, <\/span><\/i><span style=\"font-weight: 400\">or better yet, by following your own discipline\u2019s pedagogy journals, blogs, and publications.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Engage in professional development <\/b><span style=\"font-weight: 400\">through workshops or resources like those offered by the Office for Faculty Excellence or Center for Teaching and Academic Innovation (<a href=\"https:\/\/www.montclair.edu\/provost\/center-for-teaching-and-academic-innovation\/\">CTAI<\/a>); if you have more time, consider a teaching and learning conference in your discipline or a more general one.\u00a0\u00a0<\/span><\/li>\n<\/ul>\n<h3>Select a New Pedagogy to Learn<\/h3>\n<p>Talk to your colleagues about what they have learned or, better yet, pair up with a colleague to work together to learn something new. Some ideas include:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/flipped-learning\/\"><span style=\"font-weight: 400\"><strong>Flipped classroom\/Flipped Learning<\/strong><\/span><\/a><span style=\"font-weight: 400\"> \u2013 The flipped learning approach \u201cflips\u201d or inverts the traditional class structure. Rather than doing reading homework, listening to lectures in class, and then doing more homework, students learn course materials and concepts before class, practice applying those during class, and then have a follow-up exercise to reinforce learning. Flipped learning uses the unique tools of class time, social interaction, and professor presence to clarify, extend, solidify, and complicate knowledge gained alone at home.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/active-learning-in-large-classes\/\"><span style=\"font-weight: 400\"><strong>Team-based learning (TBL)<\/strong> \u2013 <\/span><\/a><span style=\"font-weight: 400\">Team-based learning is a process for structuring large classes for engagement, active learning, and high degrees of student participation and satisfaction. It uses pre-structured small groups and highly organized content activities and assessments to keep students active and engaged for learning.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/pedagogical-strategies-that-support-learning\/collaborative-learning-groups-and-teams\/\"><span style=\"font-weight: 400\"><strong>Collaborative Learning<\/strong> <\/span><\/a><span style=\"font-weight: 400\">\u2013 <\/span><span style=\"font-weight: 400\">Collaborative learning, whether peer-to-peer or in larger groups, allows students to engage actively together in the course\u2019s work while also developing teamwork skills that have real-world applications.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/pogil.org\/\"><span style=\"font-weight: 400\"><strong>POGIL (Process-Oriented Guided Inquiry Learning)<\/strong><\/span><\/a><span style=\"font-weight: 400\"> \u2013 POGIL originated in chemistry and can be adapted to multiple disciplines. In a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a <\/span><a href=\"http:\/\/pogil.org\/educators\/additional-resources#learningcycle\"><span style=\"font-weight: 400\">learning cycle<\/span><\/a><span style=\"font-weight: 400\"> paradigm.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/assignments-assessments\/designing-effective-assignments\/\"><span style=\"font-weight: 400\"><strong>Just-in-Time Teaching<\/strong> <\/span><\/a><span style=\"font-weight: 400\">(JiTT)- JiTT relates course content to students\u2019 lives, builds curiosity, and deepens conceptual knowledge through both in-and-out-of-class learning process. It is dialogic and intended to replace more traditional passive lectures and instead identify areas students need more instruction (bottlenecks) that better inform their understanding and learning. JiTT is a teaching and assignment process that has students complete preparatory assignments prior to class in which they read, review, or do something and then answer related questions. These \u201cwarm-ups\u201d act as a communication tool between students and their instructors, creating a feedback loop that allows instructors to modify or adapt their in-class activities and instruction to address learning gaps visible through the out-of-class assignments. In JiTT, student-generated responses make the learning process visible and inform in-class activities and discussions.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/tilthighered.com\/\"><span style=\"font-weight: 400\"><strong>Transparency in Learning and Teaching (TILT)<\/strong><\/span><\/a><span style=\"font-weight: 400\"> \u2013 The Transparency in Learning and Teaching project aims to advance equitable teaching and learning practices that reduce systemic inequities in higher education through two promoting students\u2019 conscious understanding of how they learn.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/assignments-assessments\/designing-effective-assignments\/\"><span style=\"font-weight: 400\"><strong>Wicked Assignments<\/strong><\/span><\/a><span style=\"font-weight: 400\"> \u2013 This method responds to problems with traditional research assignments such as students\u2019 relying on other sources (the data dump) instead of taking risks by speculating or coming up with their own ideas (risk-aversion, avoiding uncertainty or complexity). A wicked assignment requires students to assume authority by crafting questions that ask \u201cso what?\u201d and calls for judgments, decisions, or meaning-making of outside sources. It builds in instructional activities that have students assume authority (as teachers themselves, or by applying these in an uncertain context where they have to make decisions).<\/span><\/li>\n<li><a href=\"https:\/\/www.wiseinterventions.org\/\">WISE Interventions<\/a> &#8212; Social psychologist Gregory Walton coined this term to describe very brief but effective psychological interventions that &#8220;alter a specific way in which people think or feel&#8230;to help them flourish (2014). These interventions have been researched across social areas, including education. Casad et al (2018) identify six areas for which there are robust, brief interventions for which there is strong evidence of impact. The six intervention areas are <strong>growth mindset, communal goal affordances, utility-value and communal utility-value, values-affirmation, belonging<\/strong>, and <strong>role models<\/strong>. Each of these areas is supported by research articles and intervention protocols.\u00a0 See <a href=\"http:\/\/wiseinterventions.org\">wiseinterventions.org<\/a> and within OFE, <a href=\"https:\/\/docs.google.com\/presentation\/d\/1lygIiD92uF2axIfUw33N4nFXxEnGA_VbIzVUJUcckHs\/edit?usp=share_link\">Belonging Interventions<\/a>, <a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/foster-belonging-and-cultivate-scholars\/\">Foster Belonging and Cultivate Scholars<\/a>, and <a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/inclusivity-and-diversity\/cultivating-diversity-equity-inclusion-belonging\/intercultural-learning-embracing-dei\/\">Embracing Diversity Science<\/a>.<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A new educational technology<\/span><span style=\"font-weight: 400\">. It\u2019s very helpful to look first at <\/span><a href=\"https:\/\/www.montclair.edu\/itds\/instructional-tech\/\"><span style=\"font-weight: 400\">those technologies that are supported by our Instructional Technology department<\/span><\/a><span style=\"font-weight: 400\">, not only because you\u2019ll receive help and support, but also because some students will have encountered these technologies in other classes.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: right\"><p><em>Last Modified: Thursday, October 30, 2025 3:26 pm<\/em><\/p> CK<\/p>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Resources and References<\/div><div class=\"prpl-drawer-content\">\n<p>Casad, B. J., Oyler, D. L., Sullivan, E. T., McClellan, E. M., Tierney, D. N., Anderson, D. A., Greeley, P. A., Fague, M. A., &amp; Flammang, B. J. (2018). Wise psychological interventions to improve gender and racial equality in STEM.\u00a0<i>Group Processes &amp; Intergroup Relations<\/i>,\u00a0<i>21<\/i>(5), 767\u2013787. https:\/\/doi.org\/10.1177\/1368430218767034<\/p>\n<p>Walton, G. M. (2014). The new science of wise psychological interventions. <em>Current Directions in Psychological Science\u00a0<\/em>23(1). <\/p><\/div><\/div>\n<hr \/>\n<p>For more information or help, please\u00a0<a href=\"mailto:faculty@montclair.edu\">email<\/a>\u00a0the Office for Faculty Excellence or\u00a0<a href=\"https:\/\/montclair-faculty-excellence.libcal.com\/appointments\/\">make an appointment<\/a>\u00a0with a consultant.<\/p>\n<p><a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2022\/08\/CC.png\" alt=\"Creative Commons License\" width=\"80\" height=\"15\" \/><\/a><br \/>\nTeaching Resources by\u00a0<a rel=\"cc:attributionURL\" href=\"https:\/\/www.montclair.edu\/faculty-excellence\/\">ÐÇ¿ÕÎÞÏÞ´«Ã½ University Office for Faculty Excellence<\/a>\u00a0is licensed under a\u00a0<a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a><\/p>\n<p>Third-party content is not covered under the Creative Commons license and may be subject to additional intellectual property notices, information, or restrictions. You are solely responsible for obtaining permission to use third party content or determining whether your use is fair use and for responding to any claims that may arise.<\/p>\n<p><a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons CC BY-NC-4.0<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Just as faculty need to plan their research development, faculty need also to plan their teaching development. The first step is to spend some time reflecting on what would be most impactful, informed by the data you can gather. It\u2019s easy to just choose the convenient path, spending hours reviewing new content, perhaps mastering a [&hellip;]<\/p>\n","protected":false},"author":203,"featured_media":8884,"parent":8247,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-8848","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8848","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/203"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=8848"}],"version-history":[{"count":11,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8848\/revisions"}],"predecessor-version":[{"id":14546,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8848\/revisions\/14546"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8247"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/8884"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=8848"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}