Teaching
Portfolios
The Online Portfolio (PDF file) (PowerPoint file)
Preparing
A Teaching Portfolio
Steps for Compiling a Teaching Portfolio
Characteristics
of Effective Portfolios
The
study was designed to identify the characteristics of effective portfolios,
and the researchers suggest 7 guidelines for portfolio development based
on the portfolios in this study.
Introduction
to Teaching Portfolios
Teaching
portfolios have gained a higher profile in recent years as a creative
form of summarizing and developing stronger teaching. Teaching portfolios--and
the process of creating or revising one--can have many benefits or roles:
How
Do I Prepare Specific Components of a Portfolio?
Now
that you have a general idea of some possible items that can be included
in a portfolio, let us look at putting together one of your own.
What
Goes into a Teaching Portfolio?
Here
is a list of possible items to include in your portfolio. Some of the
items are appropriate for personal improvement (formative), some for
personnel decisions (summative), and some may just be of interest to
you
How
do I judge the effectiveness of my teaching portfolio? (PDF file
- pg. 4)
This checklist of questions (adapted from Chism, 1999, in Peer Review
of Teaching: A Sourcebook), should be helpful to you as you reflect
on the effectiveness of the content of your portfolio as you document
your teaching effectiveness for summative purposes. Print out the list
and use this as a guide as you evaluate your completed portfolio.
The
Teaching Portfolio
The
teaching portfolio is one of the tools faculty can use to document their
scholarly work in teaching. This Occasional Paper contains a discussion
of the nature and purpose of the teaching portfolio (and its offshoot,
the course portfolio) and suggestions for how individuals and units
can use portfolios most effectively. What Is a Teaching Portfolio?
The
Assessment of Teaching Folders and Portfolios: Probation Candidates
It
is important that you regularly discuss your Portfolio and its contents
with your Probationary Adviser. There will also be a number of lunchtime
meetings organized by Staff Development and your Faculty to provide
support and advice in all aspects of academic probation. Your Portfolio
should be organized into five main sections, each of which has a number
of essential sub-sections as follows:
Writing
a Teaching Philosophy Statement
It
is important to start by describing where you want to end. In other
words, what are your objectives as a teacher? The rest of your philosophy
statement should support these objectives which should be achievable
and relevant to your teaching responsibilities; avoid vague or overly
grandiose statements. On the other hand, you will want to demonstrate
that you strive for more than mediocrity or only nuts-and-bolts transference
of facts.
Brief
Overview of a Teaching Portfolio
A
teaching portfolio is one method for an instructor to do self-evaluation
of her/his teaching. Portfolios have been used for a variety of formative
(to improve teaching and learning) and/or summative (e.g., to select
award recipients, as evidence in annual evaluation) assessment purposes.
Most often, a teaching portfolio includes two major sections: the narrative
and the appendix.
The
Teaching Portfolio at Washington State University
The
Teaching Portfolio at Washington State University
A
Dozen Ways to Document Your Teaching Effectiveness
A
Dozen Ways to Document Your Teaching Effectiveness
Bob
Broad's Statement of Teaching Philosophy
In
writing this "philosophical" statement, I will purposefully
omit any detailed discussion of my teaching practice. In the teaching
materials, statements from my colleagues and former students, and my
own accounts of my teaching that comprise the bulk of my teaching portfolio,
I trust readers will find concrete evidence of how my teaching practices
embody the three principles stated here.
Designing
a Teaching Portfolio
Teaching
is a complex process (and skill) that requires a complex approach to
accurately measuring its effectiveness; the teaching portfolio allows
for that kind of complexity. Seeing the logic of a teaching portfolio,
however, is often easier than setting about the task of preparing one.
PhDs
- Teaching Portfolio
One
public manifestation of this pressure has been a significant increase
in the number of schools that are asking for extensive evidence of teaching
experience and prowess in the job search process. Candidates are
increasingly asked to offer a teaching portfolio that does more than
describe the courses they've taught in the past and are willing to teach
in the future.
Teaching
Portfolio (PDF file)
Why
take the time to prepare a portfolio? Where did the idea of the Teaching
Portfolio come from?….
The
Teaching Portfolio: A Model for Documenting Teaching and Its Improvement
The
Teaching Portfolio has been chosen as a model in this handbook because
it connects summative and formative evaluation functions in a single
process, it honors teaching as a scholarly activity, it is a practical
and efficient way to document teaching and its development over time,
and it has been experimented with at several institutions. The construction
of a teaching portfolio raises issues and questions that must be considered
by the candidate and administrators engaged in the evaluation of teaching.
A
Guide to Teaching Portfolios and Their Role in Promotion and Tenure
A
teaching portfolio is a summary of your major teaching activities and
accomplishments. It describes documents and materials which collectively
suggest the scope and quality of your teaching. It can be likened to
the portfolios of work collected by other professionals such as artists,
photographers and architects.
Electronic
Portfolios - A chapter in Educational Technology (An Encyclopedia)
Creating
an electronic portfolio can seem daunting, but it becomes less arduous
if viewed as a series of stages, each with its own goals and activities,
and requiring different types of software. The author derived a framework
for electronic portfolio development from two bodies of literature:...
Electronic
Portfolios = Multimedia Development + Portfolio Development (The Electronic
Portfolio Development Process)
This
essay is intended to be more practical than philosophical, drawing on
my own experiences as well as my students', focusing on the questions
often asked about electronic portfolios: Where do I start? What software
should I use? What strategies seem to work well? I view portfolios as
a process rather than a product--a concrete representation of critical
thinking, reflection used to set goals for ongoing professional development.
Electronic
Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful
Professional Development
Two
bodies of literature define the process for developing electronic teaching
portfolios to support long-term professional growth: the multimedia
development process (Decide/Assess, Design/Plan, Develop, Implement,
Evaluate) and the portfolio development process (Collection, Selection,
Reflection, Projection/Direction, Presentation). As further defined,
the Electronic Portfolio Development Process covers the following stages:
Electronic
Teaching Portfolios
This
paper will briefly cover various strategies for authoring electronic
portfolios and design for an electronic teaching portfolio, including
goals/purpose of the portfolio, evaluation criteria, audience, content,
context and multimedia materials to include in the portfolio. One strategy
often overlooked in the development of electronic portfolios is the
use of Adobe Acrobat 's Portable Document Format (PDF) to gather evidence
from a variety of applications.
Electronic
Teaching Portfolios
As
we move to more standards-based teacher performance assessment, we need
new tools to record and organize evidence of successful teaching, for
both practicing professionals and student teachers. This session will
introduce a strategy for using Portable Document Format (Adobe Acrobat
PDF) files to store and organize Electronic Teaching Portfolios.
Recommended
Portfolio Contents
Below is a brief list of the many types of information that might be
included or summarized in your teaching portfolio. Note: Lengthy items
should be placed in an accompanying appendix and described only briefly
in the main document.
Successful Faculty Development and Evaluation: The Complete Teaching
Portfolio
WHAT IS A TEACHING PORTFOLIO? Teaching portfolios can be defined in
at least four ways by focusing on their purpose. First, teaching portfolios
are vehicles for documenting teaching, with the emphasis on demonstrating
excellence. Second, teaching portfolios are vehicles that empower professors
to gain dominion over their professional lives. Third, teaching portfolios
are vehicles to provide institutions of higher learning with the means
to demonstrate that teaching is an institutional priority. Fourth, teaching
portfolios are vehicles for individualizing faculty development.
How To Produce A Teaching Portfolio
Extracts
from Peter Seldin's book
Creating
a Teaching Portfolio: Is It Worthwhile?
It
consists of a 6-8 page reflective statement, with appendices as documentation.
Although a teaching portfolio is never complete, I have a usable document
that I can maintain and modify for different occasions.
If You've Got it, Flaunt it: Uses and Abuses of Teaching Portfolios
A
memo from the Provost appears in all faculty mailboxes one morning,
announcing that from now on every candidate for tenure and promotion
must submit a teaching portfolio along with the usual research documentation.
The Teaching Portfolio
Modeled
after an artist’s or writer’s portfolio, the teaching portfolio is a
collection of materials that represents the various aspects of a teacher’s
work.
The Course Portfolio as a Tool for Continuous Improvement of Teaching
and Learning.
This
article explains how to use learning-centered course portfolios to improve
teaching and learning. After developing a rational for using teaching
portfolios that focus on individual courses, the author discusses how
course portfolios can be used to (a) document and assess more fully
the substance and complexity of teaching, (b) connect assessment of
teaching with assessment of learning, and (c) foster better teaching
and learning. The article concludes with a discussion of portfolio use
on the author's campus and in his own teaching.
