Demystifying the Dossier Series

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

Faculty are welcome to attend one or multiple workshops in the series.


Megan Burnett, Associate Director, CTSI
Marie Vander Kloet, Assistant Director, CTSI/TATP

Description: At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise and goals and priorities for teaching and learning. It also highlights personal contributions to course and curriculum design efforts in a department or program, evidence of student impact, and evidence of teaching leadership. Given the range of evidence that is possible, and the importance of the narrative that surrounds this evidence, the dossier can be challenging to produce if insufficient time or attention is allotted to the tracking of teaching achievements and the collection of supporting documentation. To build the best case around one’s teaching, a faculty member needs a strategy for identifying and collecting the best possible evidence. This workshop aims to help clarify such a strategy and shed light on the iterative and critically reflective processes needed to gather optimal material for the dossier.

This session offers practical tips on how to track and document teaching achievements as well as how to produce, collect and reflect on the materials necessary for the compilation of an effective teaching dossier. We will discuss how to use course evaluation data and how to frame teaching support materials, and we will consider what counts as evidence of professional development and educational leadership. This workshop will not focus on how to draft the actual dossier, rather, we will examine strategies for ensuring that you are ready to prepare a dossier when the time comes.

October 2, 2018
CTSI, Blackburn Room
Robarts Library, 4th Floor


Gregory Hum, Assistant Director, Teaching Assessment, CTSI
Tammy Rosner, Data Analyst, CTSI

At the University of Toronto, course evaluations are one key component of the teaching dossier which is submitted as part of the formal review process for tenure and continuing status, as well as for promotion. This session will offer strategies and practical tips for understanding and interpreting your course evaluations and will provide guidance on how to interpret and include these data in the teaching dossier.

Topics covered in this workshop include: (a) institutional policies and norms regarding the inclusion and role of course evaluations in teaching dossiers; (b) an overview of the institutional course evaluation framework and report(s); (c) how to interpret course evaluation data; and, (d) how to effectively summarize, describe, and contextualize course evaluation data for teaching dossiers. In this session you will engage in reflective activities to derive insights from your evaluations and you will begin drafting a plan and framework for integrating your course evaluations into your teaching dossier. Please note that you are highly encouraged to bring copies of your course evaluations (or at least a sample of your course evaluations) to the session for your personal review/use.

November 13, 2018

CTSI, Blackburn Room
Robarts Library, 4th Floor



Facilitator: Megan Burnett, Associate Director, CTSI

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 10, 2019. 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.

February 12, 2019
CTSI, Blackburn Room
Robarts Library, 4th Floor


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 10, 2019
CTSI, Blackburn Room
Robarts Library, 4th Floor