Teaching portfolios
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    Teaching portfolios Teaching portfolios Presentation Transcript

    • Teaching Portfolios:What are they and how do I put one together? September 14, 2004 Presenter: Tine Reimers reimers@utep.edu
    • What’s a Teaching Portfolio?An arrangement of organized, representative materials related to your professional practice (teaching) and explained by your teaching statement.
    • What should be in a Teaching Portfolio? Material from yourself Material from others Student products (Peter Seldin, The Teaching Portfolio)
    • Seldin: Material from Yourself Statement of teaching responsibilities, history Reflective teaching statement Goals statement Representative syllabi Professional development opportunities taken Self-evaluation of materials: explanation of supporting documents
    • Seldin: Material from Others Observation statements from colleagues Materials reviews from colleagues Student evaluations and comments Honors, other recognitions for teaching Invitations to teach, to lead seminars on teaching Documentation of teaching development Videotape of a class
    • Seldin: Student Products Samples of student work Student scores on common exams Information about effect on student careers, majors Alumni statements Student publications Examples of graded essays
    • Your teaching role & Evidence How you objectivesof student teachsuccess & (method, learning techniques) Document your teaching with… What Your efforts to students grow & observe What improve colleagues observe Center for Effective Teaching and Learning UTEP 2003
    • What’s the Role of the Teaching Statement? Communicates your enthusiasm and commitment to teaching Expresses your beliefs and values about teaching, learning, and students. Tells the “story” of your teaching: past, present, future. Points to evidence of your teaching success Serves as the DOORWAY to your whole teaching portfolio
    • Writing a Philosophy of Teaching Statement Decide what “story” you need to tell Be clear about what kind of classes/students you teach Address disciplinary realities Address readers not in your discipline Describe what you do to get students to learn Explain the challenges students have in your discipline/your class
    • Questions to ask yourself as you prepare your statement What’s your “story”?  How did you get into teaching—why are you engaged in this profession?  What do you love best about teaching—i.e., when is it most rewarding?
    • Questions to ask yourself (cont.) How do you want your students to change as a result of your classes?  what new things should they be able to do, say, and know? Who are your students?  what are their strengths coming into your program?  what are their needs? How do they learn best?  what are the challenges of teaching in your discipline?
    • Questions to ask yourself (cont.) What strategies do you employ to help students learn?  What does a typical class look like?  What do your assignments look like?
    • Questions to ask yourself (cont.) What’s your evidence that you are effective in getting students to learn? (See handout on documenting teaching and learning…)
    • Questions to ask yourself (cont.) What have you learned along the way? How has what you’ve learned changed your teaching? How can you document those changes?
    • Questions to ask yourself (cont.) What efforts have you made to improve your teaching?  Scholarly/research efforts  developmental efforts How have you documented these efforts?
    • Questions to ask yourself (cont.) Where do you want to go now? What’s exciting in the future? What do you want to tackle next in your teaching?
    • Your Teaching Statement needs to Communicate your enthusiasm and commitment to teaching Express your beliefs and values about teaching, learning, and students Tell the “story” of your teaching: past, present, future Point to evidence of your teaching success Serve as the DOORWAY to your whole teaching portfolio
    • Teaching statements are a “work in progress” Revise your statement often—as you teach new courses, you change and grow. Get others to read your statement before submitting for evaluation of any kind. Look for opportunities to document what you say in your statement: make your statement the door to your portfolio.
    • Mundane Issues for Organization Organize materials for ease of reading  Table of contents, indexes, explanations, clearly labeled sections, appendices Pay attention to durability  Binders, plastic sleeves… Keep copies of originals Keep it short Keep it representative
    • Resources Ask for and study portfolios from successful candidates Visit our portfolio website:http://cetal.utep.edu/resources/portfolios/ Make an appointment to talk about your statement, portfolio…