How do we deepen our story reservoir by designing, developing, and writing instructional cases for teaching evaluation?

Abstract Practicing evaluators' professional stories can serve as rich resources for training novice evaluators. However, converting professional stories into a written teaching case requires more than simply writing down a narrative. This article discusses the components of well written cases present in the literature, and provides guidance on how to design, develop, and write four types of cases using instructional design principles that address aspects of pedagogical knowledge and pedagogical content knowledge. Additionally, this article discusses the development of instructor resources that can accompany a case narrative and support the use of the case as an instructional tool.