The University Teaching Program is a 1-on-1 instructional coaching program that supports higher education professors and instructors of any experience level in developing research-supported teaching best practices and habits. We recognize that teaching is a difficult, complex skill that, like research, is best approached through intentional experimentation, frequent feedback, and expert support. Our methods are based on the foundational belief that expert coaching is a professional right and can benefit faculty members of any skill level and background.
Is The University Teaching Program Right For You?
We work with a wide range of educators, including:
● Adjunct Faculty
● Department Chairs
Our coaching is particularly invaluable for instructors who are starting a new career, though we work with instructors of all experience levels and disciplines. Participating instructors must be open to classroom observations, eager for instructional feedback, and looking for an experienced instructional thought-partner.
WHAT WE OFFER
Our coaching combines regular classroom observations and with post-observation debriefs to discuss and share instructional best practices and strategies that apply across content areas. Faculty members are individually coached and guided through a data-driven reflection process around instructional decision-making. Importantly, coaching and feedback is tailored to each faculty member’s specific classroom experience and context.
4 – 8 COACHING
Receive coaching for part of a semester or the whole semester
Build, refine, and perfect key instructional skills and tactics
TARGETED AND ACTIONABLE FEEDBACK
Focus on areas of instruction most important to participating instructors
What Participating Instructors Can Expect
The overall goal of our coaching services is improved student academic achievement and success. With this in mind, by the end of the program participating faculty members can expect:
An improved instructor “tool kit” of teaching strategies and activities
A higher level of teaching satisfaction, confidence, and ability
An improved ability to reflect on instructional choices and decisions
A clearer teaching philosophy that speaks to the instructor’s personality, discipline, and context
Each faculty member receives individual support that is tailored to their experience level, instructional goals, and preference.
Potential coaching topics include:
Lesson and course organization
Planning and managing student practice
Time and task management
Balancing teaching and scholarship
Engaging students in a learning
Differentiating classroom instruction
Asking effective, challenging questions
Responding to student answers
Managing lesson pacing
Creating an inclusive learning environment
Diversity and inclusivity in the classroom
Establishing presence and rapport
Our coaches come from a variety of instructional backgrounds but share a deep passion for and expertise in the “nuts and bolts” of effective teaching. Their purpose is to act as a helpful source of support and offer instructional suggestions, information, and resources tailored to faculty member’s classroom experience. Each coach brings 10+ years of teaching experience and 5+ years of instructional coaching experience.
Instructional Coach Spotlight
Sarah is a PhD Candidate in Social Policy and Government at Harvard University. Her research interests include state and local redistributive politics, policy feedback, and civic engagement. In addition to her research, Sarah works with the Bok Center for Teaching and Learning and the Sposato Graduate School of Education, coaching and evaluating educators. Prior to coming to Harvard, Sarah worked as a teacher, department chair, and high school principal in the Boston area. She holds a B.A. with honors from the University of Texas at Austin and an M.Ed. from Boston University.
Coaching services are highly adaptive and flexible and focus on collaborating with instructors on a manageable set of outcomes.
TARGETED INSTRUCTIONAL DEVELOPMENT
Use The University Teaching Program to personalize coaching and development for yourself or your department over half of a semester. After an introductory meeting with a coach to discuss instructional goals, instructors receive one 30-minute observation either in-person or via video roughly every other week for two months. Instructors meet with their coach either in-person or virtually soon after each classroom observation to reflect on their instruction and discuss ideas and techniques to consider for future instruction. Coaching can begin at any point during the semester and can also be used to personalize coaching for a group of instructors.
Introductory Coaching Meeting
4 Classroom Observations
4 Coaching Sessions
TRANSFORMATIONAL INSTRUCTIONAL DEVELOPMENT
When your instructional vision includes big shifts, investing in a full semester of coaching ensures instructors receive the coaching frequency and thought-partnership they need to upgrade their practice. After an introductory meeting with a coach to discuss instructional goals, instructors receive one 30-minute observation either in-person or via video roughly every other week for four months. Instructors meet with their coach soon after each classroom observation to reflect on their instruction and discuss ideas and techniques to consider for future instruction. Coaching can begin at any point before the halfway point of the semester and can also be used to personalize coaching for a group of instructors.
Introductory Coaching Meeting
8 Classroom Observations
8 Coaching Sessions
Have any questions? Fill out the form below and we will be in touch with you soon!