Letters of support from teaching colleagues offer powerful, independent affirmation of an instructor’s commitment to effective teaching.

These letters provide insight into instructional practices, course design, innovation, and reflective growth that student evaluations alone cannot fully capture.

Grounded in direct observation and professional expertise, colleague letters strengthen teaching portfolios by validating pedagogical choices, highlighting impact on student learning, and documenting contributions to teaching beyond the individual classroom.

Including these perspectives underscores the scholarly and collaborative nature of teaching and demonstrates a sustained commitment to continuous improvement. 

Checklist for Writing a Good Letter: (Download the Checklist PDF)

BEFORE YOU WRITE 
☐ Confirm the purpose of the letter (tenure, promotion, merit, award, reappointment, etc.) 
☐ Review the official criteria or evaluation standards for teaching 
☐ Review relevant materials (teaching philosophy, syllabi, evaluations, innovations) 
☐ Reflect on your direct experiences observing or working with the candidate 

OPENING THE LETTER 
☐ Clearly state who you are, your position, and your relationship to the candidate 
☐ Explain how long and in what capacity you have observed the candidate’s teaching 
☐ State your overall level of support clearly and confidently 

ADDRESSING TEACHING EFFECTIVENESS 
☐ Describe specific teaching strengths (organization, clarity, engagement, rigor, mentoring, equity, etc.) 
☐ Provide concrete examples rather than general praise 
☐ Reference classroom observations, student work, or learning outcomes when possible 
☐ Comment on how the candidate adapts instruction for diverse learners 
☐ Address use of evidence-based or innovative teaching practices 

STUDENT IMPACT & LEARNING 
☐ Include evidence of student learning or growth 
☐ Reference trends in student evaluations with thoughtful interpretation 
☐ Describe how students respond to the candidate’s teaching 
☐ Highlight mentoring, advising, or undergraduate/graduate supervision if applicable 
☐ Address culturally responsive teaching, accessibility, or inclusive practices when applicable 
☐ Describe how the candidate supports diverse student populations 

CURRICULUM & PROGRAM CONTRIBUTIONS 
☐ Note course design or redesign efforts 
☐ Mention new course development or curricular leadership 
☐ Address contributions to program assessment or accreditation when relevant 

PROFESSIONALISM & COLLEGIALITY 
☐ Speak to collaboration with colleagues 
☐ Address reliability, preparedness, and responsiveness to feedback 
☐ Include leadership in teaching-related initiatives if applicable

Read More About Writing Letters of Support:

Writing Tenure-Review Letters

Five Tips for Writing a Strong Letter of Support for an Award

Peer observation is a vital practice for strengthening teaching through reflection, dialogue, and shared professional learning. By observing colleagues and inviting others into our own classrooms, instructors gain fresh perspectives on student engagement, instructional strategies, classroom climate, and course design. 

Learn More About Peer Observations of Teaching

Department heads play a central role in evaluating teaching by ensuring that instructional quality aligns with institutional goals and student needs. Department heads review course materials, observe classes, gather student feedback, and assess how effectively faculty use pedagogically sound practices. In addition to monitoring performance, department heads provide constructive guidance, support professional growth, and help faculty connect their teaching to broader program objectives. Their evaluations inform promotion and tenure decisions, shape departmental development, and ultimately contribute to a culture of continuous improvement in teaching and learning. 

Department heads can encourage growth even among faculty who are meeting standards by creating a culture where ongoing improvement is expected, supported, and celebrated. They can facilitate regular conversations focused on personal teaching goals, new pedagogical approaches, and evidence-based instructional strategies. Providing opportunities for peer observation, mentoring, and workshops allows faculty to explore innovations without fear of judgment. Department heads can also help faculty set meaningful, individualized goals—such as integrating new assessment techniques, increasing student engagement, or incorporating inclusive practices—and then follow up with supportive feedback and resources. Recognizing and sharing exemplary practices publicly reinforces that professional growth is valued, while ensuring faculty feel appreciated for the strong work they already do. 

One way department heads can evaluate teaching is through discussions related to expectations for meeting various institutional benchmarks. The rubric here is designed to serve as a guide for heads and faculty as they think about the many ways to document performance in the classroom.

College of Arts & Sciences Teaching Evaluation Rubric (links to a PDF)

Additional Readings

Best Practices in Faculty Evaluation

Evaluating Faculty Performance: A Practical Guide to Assessing Teaching, Research, and Service

The Essential Department Chair: A Comprehensive Desk Reference

A Leadership Guide for Women in Higher Education

The Department Chair Primer: What Chairs Need to Know and Do to Make a Difference

How to Chair a Department

Seven ways to make improving teacher evaluation worth the work

Mentoring colleagues—including contingent faculty, new faculty, and graduate instructors—serves as evidence of teaching effectiveness because it demonstrates that a faculty member’s pedagogical expertise is recognized, trusted, and influential beyond their own classroom. Effective mentoring supports colleagues in refining course design, strengthening instructional strategies, and adopting inclusive, evidence-based practices, which in turn enhances student learning across programs. This work reflects meaningful leadership in promoting a culture of high-quality teaching, contributes to curricular coherence, and provides peer-validated confirmation of the faculty member’s impact as an educator. 

Quick Tips for Narrativizing Mentoring in a Dossier 

• Define the scope: Identify who was mentored and in what contexts (e.g., onboarding, course coordination, informal consultations). 

• Highlight impact: Describe tangible outcomes such as course improvements, clearer assessments, or enhanced student engagement. 

• Emphasize peer recognition: Note that colleagues seeking guidance indicates trust in the faculty member’s teaching expertise. 

• Link to student learning: Connect mentoring contributions to broader program goals and student success. 

• Clarify the role: Specify whether the mentoring was assigned, invited, or informally relied upon. 

• Demonstrate leadership: Include related activities such as leading workshops, facilitating teaching circles, or contributing to curriculum development. 

• Use concise evidence: Incorporate brief examples or paraphrased statements from colleagues’ feedback or letters. 

• Align with institutional criteria: Frame mentoring activities using the language and expectations defined in the promotion and tenure guidelines.