Section 8.10 Setting up teaching triads
Set up a formal structure, know as teaching triads, for faculty to observe and discuss teaching and learning within one another's classes, assign triads based on the needs of new faculty members, and do this early, well before official observations for promotion and tenure.
Assigning all faculty in groups of three to observe one another's classes and then to meet and discuss whatever seems useful to ponder.
Develop faculty teaching expertise by regularly observing and discussing one another's classes at least once a year, preferably more often.
Making assignments with mix of teaching experiences and course levels with attention to needs of new faculty.
Provide this in-house professional development primarily to help new faculty members. Try to create triads across course levels so that new faculty members observe learning progressions for some topics as well as growth of students' knowledge, skills and confidence. Also consider matching the specific needs of the new faculty members with relevant skills of experienced faculty in a triad. In addition, consider the likelihood of building trust and enjoying conversations about teaching among particular faculty members.
Starting teaching triad process early in new faculty's teaching experiences and separating this process clearly from teaching observations for promotion and tenure.
One intent of this formal structure is to make sure new faculty members receive at least some coaching in new ways of teaching well before their teaching must be judged as part of the tenure process. Separate participation in the triads clearly from later observations of teaching practices for tenure and promotion.