Critical Considerations
The Selection Committee looks for the following:
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Evidence that is aligned and integrated with the claims made in the nomination letter.
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Nominees in leadership positions clearly demonstrating how their work and accomplishments exceed duties normally expected of them.
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Demonstrating the impact of the nominee’s activities and achievements, particularly in Educational Leadership.
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A real personality to emerge from the dossier, a teacher in three dimensions, more than a human doing—a human being. Does the candidate think like a teacher, live like a teacher?
The Selection Committee is negatively influenced by the following:
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Exclusively self-authored and self-promoting nominations.
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Self-congratulatory statements of assumed excellence.
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Discrepancies within the nominations and claims unsupported by evidence.
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References and allusions which force readers to dig for evidence scattered, even hidden, throughout the dossier.
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Absence of normative data in student evaluations and the selective or deliberate exclusion of negative or critical student comments.
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Standardized and formulaic dossiers that blur, conceal, or bury the nominees and their particular uniqueness.
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Structurally disjointed dossiers, lacking unifying coherence or containing evidence that contradicts or disqualifies other evidence.
Suggested Reading
To get further insights on the selection process and intangible considerations used in the selection process, you might find it helpful to read “Interesting Times for Teaching and Learning and Some Reflections on Teaching Philosophies and Dossiers of Award Winning Teachers.” This article can be found on Page 4 of Teaching Perspectives, a publication of the Teaching and Learning Development Selection Committee, St. Thomas University, Fredericton.
