Academic leaders play a key role in developing and sustaining cultures of teaching excellence through specific leadership activities1 including: recognizing and rewarding excellent teaching and teaching development; and, thoughtfully identifying teaching problems and turning them into opportunities. These leadership activities are strongly supported through both coaching and mentoring conversations with academic staff. In this workshop we will focus on how feedback can provide entry points for coaching and mentoring conversations on teaching practice and development with academic staff. We will also explore how growth-oriented feedback can be responsibly utilized in performance assessment. We will use case studies in this workshop to illustrate the real context and complexity of coaching, mentoring and performance assessment of teaching practice in higher education.
1. Gibbs, G., Knapper, C., & Piccinin, S. (2008). Disciplinary and contextually appropriate approaches to leadership of teaching in research-intensive academic departments in higher education. Higher Education Quarterly, 62, 416–436.
