Demystifying the Dossier Series

The workshops in the series are as follows and all are located in the Blackburn Room, Robarts Library, 4th Floor:

Demystifying the Dossier Series

Facilitator: Megan Burnett, Associate Director, Centre for Teaching Support & Innovation

As part of the Demystifying the Dossier Series, this workshop serves as a pre-‘teaching dossier’ workshop, and is the companion to the “Demonstrating and Capturing Teaching Success” and “Interpreting and Integrating Course Evaluations” sessions that were offered in Fall 2017. This workshop is the 3rd workshop in the 4-part series. Faculty are welcome to attend one or multiple workshops in the series.

As part of the Demystifying the Dossier series of workshops, this session focuses on one of the key components of the teaching dossier that is also one of the most challenging to write: the opening Statement of Teaching Philosophy. A good statement summarizes and highlights the core beliefs and principles of an educator while also providing a conceptual framework for the dossier materials that follow. It needs to provide enough information and examples to convey a vivid sense of the values and approaches of an instructor, yet also needs to be clear enough and concise enough to be meaningful to the reader of the dossier.

In this interactive and practical workshop, participants will:

  • identify key elements of a successful statement – this will include brief analysis of sample statements;
  • examine their own perspectives on teaching;
  • review steps to follow when preparing to write the statement;
  • practice articulating key aspects of their teaching through short writing activities and discussion;
  • edit their own teaching statement draft.

To benefit fully from this workshop, registrants will be asked to complete the “Teaching Perspectives Inventory” (a free online survey that takes approximately 20 minutes to complete) prior to the session and are required to bring a draft of their statement (no matter how rough, even bullet points and rough notes will work) to the session. The goal is for participants to leave the workshop with a very clear sense of what steps to take to enhance their drafts.


This session will not focus on how to prepare/compile the actual dossier itself. CTSI will be hosting a workshop on Preparing Your Teaching Dossier on April 11, 2018. Participants attending the Putting It Into Words session do not need to know how to prepare a teaching dossier to be able to benefit from the workshop.




Facilitator: Megan Burnett, Associate Director, CTSI

At the University of Toronto, teaching dossiers must be submitted as part of the review process for tenure review or continuing status review. This session will provide an overview of the content and structure of an effective teaching dossier, with an emphasis on how to align this document with divisional and institutional expectations. Session participants will review the distinctive qualities of a teaching dossier, and will develop a plan for assembling and strengthening their own dossiers. They will also be led through the first steps of composing a Statement of Teaching Philosophy.

At the end of this interactive session, participants will be able to address the following questions:

  • What is distinctive about my approach to teaching?
  • What have been my major accomplishments as a teacher?
  • How can I effectively present my teaching skills and knowledge to a review committee?

Special note: this workshop will focus on the preparation of a teaching dossier by appointed faculty members for the purposes of undergoing a review process (tenure or continuing status). Teaching dossiers prepared for job searches carry different expectations and will not be the main focus of this session.

April 11, 2018
CTSI, Blackburn Room
Robarts Library, 4th Floor