·Portfolios provide documented evidenceof teaching from a variety of sources—not just student ratings—and providecontext for that evidence. ·The process of selecting and organizingmaterial for a portfolio can help one reflect on and improve one’s teaching. ·Portfolios are a step toward a morepublic, professional view of teaching as a scholarly activity. ·Portfolios can offer a look atdevelopment over time, helping one see teaching as on ongoing process ofinquiry, experimentation, and reflection. ·Teaching portfolios capture evidence ofone’s entire teaching career, in contrast to what are called course portfoliosthat capture evidence related to a single course. For more on courseportfolios, see thePeer Review of Teaching Projects’spage on course portfolios. Why Assemble a teaching Portfolio?
Portfolios can serveany of the following purposes. ·Job applicants for faculty positionscan use teaching portfolios to document their teaching effectiveness. ·Faculty members up for promotion ortenure can also use teaching portfolios to document their teachingeffectiveness. ·Faculty members and teaching assistantscan use teaching portfolios to reflect on and refine their teaching skills andphilosophies. ·Faculty members and teaching assistantscan use teaching portfolios, particularly ones shared online, to “go public”with their teaching to invite comments from their peers and to share teachingsuccesses so that their peers can build on them. For more on going public withone’s teaching, see theCFT’s Teaching Guide on the Scholarship of Teaching and Learning. General Guidelines
·Start now!Many of the possible components of a teaching portfolio (see listbelow) are difficult, if not impossible, to obtain after you have finishedteaching a course. Collecting these components as you go will make assemblingyour final portfolio much easier. ·Give a fair andaccurate presentation of yourself.’t try to presentyourself as the absolutely perfect teacher. Highlight the positive, of course,but don’t completely omit the negative. ·Be selective in whichmaterials you choose to include, though be sure to represent across-section of your teaching and not just one aspect of it. A relativelysmall set of well-chosen documents is more effective than a large, unfilteredcollection of all your teaching documents. ·Make your organizationexplicit to the reader.Use a table of contents at thebeginning and tabs to separate the various components of your portfolio. ·Make sure every pieceof evidence in your portfolio is accompanied by some sort of context andexplanation.For instance, if you include a samplelesson plan, make sure to describe the course, the students, and, if you haveactually used the lesson plan, a reflection on how well it worked. Components of a teaching Portfolio
1.Your Thoughts About Teaching ·A reflective “teaching statement”describing your personal teaching philosophy, strategies, and objectives (seeTeaching Philosophy). ·A personal statement describing yourteaching goals for the next few years 2.Documentation of Your Teaching ·A list of courses taught and/or TAed,with enrollments and a description of your responsibilities ·Number of advisees, graduate andundergraduate ·Syllabi ·Course descriptions with details ofcontent, objectives, methods, and procedures for evaluating student learning ·Reading lists ·Assignments ·Exams and quizzes, graded and ungraded ·Handouts, problem sets, lectureoutlines ·Descriptions and examples of visualmaterials used ·Descriptions of uses of computers andother technology in teaching ·Videotapes of your teaching 3.Teaching Effectiveness ·Summarized student evaluations ofteaching, including response rate and relationship to departmental average ·Written comments from students on classevaluations ·Comments from a peer observer or acolleague teaching the same course ·Statements from colleagues in thedepartment or elsewhere, regarding the preparation of students for advancedwork ·Letters from students, preferablyunsolicited ·Letters from course head, division heador chairperson ·Statements from alumni 4.Materials Demonstrating Student Learning ·Scores on standardized or other tests,before and after instruction ·Students’ lab books or other workbooks ·Students’ papers, essays, or creativeworks ·Graded work from the best and pooreststudents, with teacher’s feedback to students ·Instructor’s written feedback onstudent work
5.Activities to Improve Instruction ·Participation in seminars orprofessional meetings on teaching ·Design of new courses ·Design of interdisciplinary or collaborativecourses or teaching projects ·Use of new methods of teaching,assessing learning, grading ·Preparation of a textbook, lab manual,courseware, etc. ·Description of instructionalimprovement projects developed or carried out 6.Contributions to the teaching Profession and/or Your Institution ·Publications in teaching journals ·Papers delivered on teaching ·Reviews of forthcoming textbooks ·Service on teaching committees ·Assistance to colleagues on teachingmatters ·Work on curriculum revision ordevelopment 7.Honors, Awards, or Recognitions ·Teaching awards from department,college, or university ·Teaching awards from profession ·Invitations based on teachingreputation to consult, give workshops, write articles, etc. ·Requests for advice on teaching bycommittees or other organized groups Sample teaching Portfolios
The website fromUniversity of Virginia provides sample teaching portfolios from a variety ofdisciplines. As you look at these portfolios, ask yourself, ·“What components did the author chooseto include and which ones are most effective at describing their teaching?” and ·“What structural and organizationaldecisions did the author make as they assembled their portfolio?” Sample Portfolios from the Universityof Virginia Teaching Resource Center Electronic teaching Portfolios
How do electronicportfolios differ from print portfolios? ·IncreasedAccessibility: Teaching portfolios are intended, in part, to make teachingpublic. Distributing a portfolio on the web makes it even more accessible topeers and others. ·MultimediaDocuments: Technology allows for inclusion of more than just printeddocuments. For example, you can include video footage of yourself teaching, anaudio voiceover providing context and reflection on the portfolio, orinstructional computer programs or code you have written. ·NonlinearThinking: The web facilitates nonlinear relationships between the componentsof your teaching portfolio. The process of creating a portfolio in thisnonlinear environment can help you think about your teaching in new ways. Forexample, since readers can explore an e-portfolio in many different ways,constructing an e-portfolio gives you an opportunity to consider how differentaudiences might encounter and understand your work. ·Copyright and PrivacyIssues:While examples of student work can becompelling evidence of your teaching effectiveness, publishing these examplesonline presents legal copyright and privacy issues. Talk to someone at theVU Compliance Programbefore doing s