Teaching Portfolios What is a Teaching Portfolio? A teaching portfolio is a factual description of your teaching accomplishments, supported by relevant data and personal reflection/analysis of the thinking behind the artefacts. What is the purpose of a Teaching Portfolio? A Teaching Portfolio may serve a number of purposes including: To provide evidence of teaching related views, activities and achievements in submissions for promotion, grants and awards. To provide a record of work that will assist in planning for teaching. To prompt your own professional development. To aid in preparation for professional development and appraisal meetings. To provide a resource that can be drawn on for publications and research in teaching and learning. To provide evidence of scholarly teaching and engagement in the scholarship of teaching. What can be recorded in a Teaching Portfolio? Your Teaching Portfolio may include: Information about the teaching philosophy/theory that underpins your teaching, including demonstration of how learning outcomes, learning activities and assessments align with your philosophy. Subject and Lecturer evaluations and other forms of feedback and your responses. Actions taken to improve learning and evaluation of their impact. Professional development undertaken to improve your teaching skills. Contributions to the development of colleagues and the wider community of teachers. Where can I see some examples? Griffith Institute for Higher Education, http://www.gu.edu.au/centre/gihe/teachinglearning/portfolios/home.html University at Buffalo, Centre for Teaching and Learning Resources http://www.gu.edu.au/centre/gihe/teachinglearning/portfolios/home.html What other sources of help are there? Lincoln University Library: Seldin, P. (1997). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. Bolton, MA: Anker Publishing Company (on order) Costantino, PM & De Lorenzo, MN. (2001) Developing a Professional Teaching Portfolio: A Guide for Success. Allyn & Bacon (on order) Web: Preparing a Teaching Portfolio, University of Waikato, http://tldu.waikato.ac.nz/pdf/teaching%20portfolios.pdf The Centre for Effective Teaching and Learning, University of Texas http://sunconference.utep.edu/cetal/resources/portfolios/intro.htm Teaching and Learning Centre, Southern Cross University http://www.scu.edu.au/services/tl/dev_tchg_port.pdf Learning and Teaching Development Unit, University of Adelaide http://www.adelaide.edu.au/clpd/lta/download/t_portfolio.pdf Learning and Teaching Unit, University of New South Wales http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm Teaching & Learning Resource #, 2006 See "TALS001: Effective Tertiary Teaching" on Learn for further ideas.
Teaching Philosophy This is an individual statement about your teaching vision and values; including your thoughts about how these influence the way you teach. Some useful sites to visit are: Carnegie Mellon University http://www.cmu.edu/teaching/resources/developphilosophy.html University College Dublin, Centre for Teaching & Learning http://www.ucd.ie/teaching/port/dev.htm College of Charleston, Centre for Effective Teaching & Learning http://www.cofc.edu/~cetl/essays/developingaphilosophyofteaching.html Don t worry if you find developing your Teaching Philosophy statement is challenging. This is quite often the case, so you will be in good company. Start by finishing these sentences: My vision in teaching is to My teaching values include These influence the way I teach by
Teaching Evaluations and Feedback There are many sources of feedback you could include here: Standard Lecturer / Tutor Evaluations Studio Lecturer / Tutor Evaluations Evaluations of Subject Mid-semester Feedback (see Resource #6) Bespoke Feedback using the TLS databank of questions Small Group Instructional Diagnosis The minute Paper (see Resource #4) Course reviews Observations of teaching Peer reviews An important aspect of this is your actions as a result of the feedback, so you should include commentary on this as well. Information on the evaluations process at Lincoln can be found on the staff home page. To arrange an evaluation contact: TLS Reception X7617 To discuss the process and requirements contact: Sue Clemes, Evaluations Coordinator X8663, cleme@lincoln.ac.nz
Teaching Artefacts Teaching artefacts in the form of raw data, e.g. video footage of you teaching, were traditionally not usually included in a portfolio for space reasons. However with the technology available today, and the ability to easily put material on DVD, the sky's the limit. Do however bear in mind that any content in your portfolio should be there for a purpose. Consider providing evidence of: The range of learning activities you use and your success measure for these How you design courses to provide active student engagement (see Resource #10) How you accommodate different learning styles (see Resource #12) How you bridge the teaching research nexus Your approaches to assessment and how they align with subject objectives How you motivate reluctant learners Innovative approaches you have used and your students' reactions to these Actions to improve student learning (see Resource #5) Your approach to large classes (see Resource #20) How you support students from multicultural backgrounds (see Resource #4) Note down ideas you have for the artefacts you wish to include:
Teaching Development Activities Here you can describe how you are developing yourself as a teacher. Evidence of teaching and learning related activities might include: A summary of workshops and seminars attended Critical self reflection on your teaching A list of workshops you have run or panels you have been on Teaching qualifications gained Electronic forums you engage in (blogs, discussion boards) Note down ideas you have for the evidence you wish to include:
Teaching Related Service and Research In this section you might consider the including the following information: Publications of your research into teaching and learning Other publications, conference presentations Post graduate supervision Service on teaching committees Evidence of new staff you have mentored Note down ideas you have for the evidence you wish to include: