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Carving out some time to reflect on your teaching each quarter can help you to acknowledge successes and identify areas for improvement with your course design and classroom instruction. Using a formal tool like those provided below can provide structure and help you identify teaching components that you value most and where to prioritize your time. This information can also help you to craft your teaching statements for your dossier, elevating your knowledge and awareness of evidence-based principles and how to apply them in your classroom. 


Featured Resource: The Teaching Practices Inventory, developed by Physics Education researcher Carl Wieman, was designed to characterize the teaching practices used in undergraduate science and mathematics courses. The inventory requires 10-15 minutes to fill out and provides a detailed characterization of practices used in all aspects of a “lecture” course. It has been tested with several hundred faculty members, refined over a 6-year period, and published.


1-Page Rubric of General Teaching Practices

University of Kansas has developed a rubric for the evaluation of teaching, supported by the Association of American Universities; this is also a helpful tool for self-assessment and tracking of growth.

Self Assessment Guide with links to education research studies

This Faculty Self-Assessment Guide from University of Oregon allows instructors to indicate the extent to which they are implementing an array of evidence-based teaching practices, with links to the supporting studies.

10-minute Instructor Reflection Instrument

This 10-minute Instructor Reflection Instrument from University of Oregon is more open-ended, allowing the instructor to identify when and how they want to elaborate on their teaching. 


UCLA Academic Personnel Office guidance on Teaching Evaluation

You can use UCLA CAP’s guidelines on teaching to write your teaching statement, based on what is outlined here.