What is a teaching portfolio? A primer, by John Zubizarreta. The intentional focus on reflective practice produces better teaching and learning and better cooperation and communication among faculty and administrators. A serviceable portfolio is not a one-time effort but a concentrated document that records progressive levels of achievement and sets the stage for specific goals.

1. The Teaching Portfolio
for
Improvement and Assessment
of Teaching Performance
Resources for
Faculty Development,
Tenure, and Promotion
by
John Zubizarreta
Director of Faculty Development
Columbia College

2. TEACHING PORTFOLIO WORKSHOP
Facilitator:
John Zubizarreta
Director of Honors & Faculty Development
Columbia College, S.C.
<jzubizarreta@colacoll.edu>
What Is a Teaching Portfolio? A Primer
by
John Zubizarreta
For many faculty, the teaching portfolio provides the formal process for making
sweeping changes in pedagogy or methodology. As an instrument that grows out of substantial
reflection and analysis tied to hard evidence, the document also offers teachers a credible system
for valid assessment of performance. It utilizes a discipline-based format which validates the
individuality and integrity of teaching, serving as a catalyst for substantive improvement of the
philosophy, strategies, materials, outcomes, evaluations, and goals of teaching.
With special attention to improvement, investment in such a project is voluntary, and
faculty reap significant benefits when they elect to write a portfolio with the collaboration of a
knowledgeable, supportive mentor and with the consent and help of a department chair. The
intentional focus on reflective practice produces better teaching and learning and better
cooperation and communication among faculty and administrators.
The portfolio is a process document for development because improvement depends
upon the following steps:
Establishing and documenting a baseline of information about teaching
Progressing through stages of experimentation and change
Engaging in the wide benefits of collaboration
Realizing enhancement of particular areas through rigorous assessment
Recording actual improvement and positing further goals.
A serviceable portfolio is not a one-time effort but a concentrated document that records
progressive levels of achievement and sets the stage for specific goals.
2

3. The Contents of a Portfolio
The portfolio is an evidence-based narrative document in which a faculty member
strategically organizes concise, selective details of current teaching accomplishment and uses
such information for documentation of performance but more significantly for reflective analysis
and peer collaboration leading to improvement of teaching and student learning. In short, the
portfolio reflects the careful methodology of research that results in creditable scholarship,
demonstrating that the teaching enterprise is not apart from the intellectual growth of faculty or
from the professional imperatives of scholarly development. Writing a portfolio reveals
precisely how vigorous teaching and diligent scholarship are inseparable facets of the
professoriate.
An effective portfolio consists of about eight or ten pages, plus appendices, which
critically study selected information about teaching in areas such as responsibilities, philosophy,
methodologies, materials, student ratings, peer reviews, efforts to improve teaching, and goals.
If the primary purpose is improvement, then the teacher gains nothing from choosing only
evidence of success. If in the portfolio a professor articulates the values of experimentation and
growth in teaching, then inclusion of disappointing experiences is proof not of failure but of
vigorous commitment to improvement. If a department chair coordinates with faculty to state as
a department mission the same charges, then the portfolio is compelling proof of the vitality of
instruction at the classroom level and of commitment to teaching improvement and support at the
departmental level. The same is true at the institutional level if an institution articulates teaching
development and effectiveness as a strong part of its mission.
The portfolio leads to improvement by helping the faculty member to engage the
following strategies:
1. Identify specific instructional and teaching-related duties and how such
responsibilities fit into the professor's teaching load and other assignments
2. Articulate a teaching philosophy
3. Describe, analyze, and evaluate course materials, methods, and outcomes
4. Examine teaching objectives and competencies
5. Study student and peer reviews and formulate an action plan for improvement
6. Posit specific teaching goals
7. Provide supportive documentation of performance.
Such self-conscious planning results in sound assessment and better teaching, especially if the
portfolio is revised regularly.
3

4. The portfolio also includes a valuable appendix of materials that support the narrative, offering the
hard copy information necessary for both thorough assessment and real, recorded improvement. No amount
of writing skill and no fancy font or cover can compensate for real evidence in the appendices.
In addition to balancing reflective narration and evidence in the appendix, a successful portfolio
gathers and studies
# Materials from oneself
# Materials from others
# Products of student learning.
The portfolio supplies the teacher with a vehicle for gathering evidence of learning and for definite action to
improve the impact of teaching on a specific student group.
In compiling information in all three areas, the professor interested in improvement will scrutinize the
connections among philosophy, methods, course materials, student feedback, peer reviews, and outcomes of
learning. Using the portfolio to collect such details and recognizing the importance of coherence among the
various dimensions of the instrument, the instructor becomes thoughtful and intentional in examining products
and materials generated by self and others to verify the extent of actual student learning.
The Value of a Mentor
Developing a portfolio in isolation does not produce quality work; collaboration with a mentor is
essential. When a faculty member chooses to compose a portfolio, the temptation to work privately is great
because of the inherent tendency of teachers to protect the valuable autonomy of their effort. Yet, one of the
most rewarding, crucial facets of the portfolio process is the collaborative effort between the instructor and the
mentor who helps steer the direction of the document to meet the needs of improvement and assessment.
Collaboration on the development of a portfolio is voluntary and faculty driven, breaching the delicate
boundaries of teaching autonomy and inviting open, supportive examination of teaching performance in a
specific setting. Both mentors and teachers have only one real objective in such an enterprise--to enhance the
quality of teaching and learning--and mentors keep faculty fixed on that specific aim. Fostering such a climate
of collaboration and supporting such a focus on the value of teaching improvement are two privileges and
responsibilities of engaged teaching scholars and of effective educational leaders who should provide
administrative encouragement to faculty engaged in portfolio development, a process that authenticates the
imperative of reflective practice in strengthening and validating the scholarship of teaching.
Material adapted from my own piece in The Department Chair 5.4 (1995): 15-16.
© John Zubizarreta
4

5. The Teaching Portfolio:
Three Areas of Information
A sound portfolio is a reflective document of eight to ten pages that gather selected data from three major
areas (see Seldin 1993, 1997, 2004). Here are some representative items that by no means exhaust the
possibilities of what may be crucial in a particular professor's portfolio:
1. Information from Oneself
• Reflective analysis of responsibilities, philosophy,
methods, goals
• Description of materials: syllabi, handouts,
assignments, software
• Assessment of professional teaching development
activities: conferences, workshops, curricular
experiments and revisions
2. Information from Others
• Student assessments and ratings
• Peer reviews, class observations
• Year-end evaluations by chair and dean
• Honors and awards
• Invitations to present or publish on teaching
• Unsolicited letters
3. Products of Student Learning
• Pre/post tests of learning
• Classroom assessment activities
• Student exams, projects, presentations, publications,
essays in drafts with instructor's formative feedback
• Alumni assessments
5

6. SAMPLE
quot;TABLE OF CONTENTSquot;
for IMPROVEMENT
TEACHING PORTFOLIO
Faculty Member's Name
Department
Institution
Date
Table of Contents
1. Statement of Teaching Responsibilities
2. Reflective Statement of Teaching Philosophy
3. Analysis of Methods, Strategies for Enhancing Student Learning
4. Description and Study of Course Materials: Syllabi, Assignments,
Handouts, Software
5. Efforts to Improve Teaching: Conferences, Workshops, Curricular
Revisions and Innovations, Experiments in Pedagogy and Methodology
6. Examination of Student Ratings on Diagnostic Questions
7. Teaching Goals: Short and Long Term
8. Appendices
6

7. SAMPLE
quot;TABLE OF CONTENTSquot;
for EVALUATION
TEACHING PORTFOLIO
Faculty Member's Name
Department
Institution
Date
Table of Contents
1. Description of Teaching Responsibilities
2. Reflective Statement of Teaching Philosophy
3. Successful Methods, Strategies for Effective Teaching
4. Student Evaluations and Letters
5. Peer Evaluations and Letters from Colleagues Who Have Observed
Classroom Practice and Reviewed Materials and Student Work
6. Statement by the Department Chair and Other Administrators Assessing
Teaching Contributions
7. Detailed, Representative Course Syllabi, Assignments, Exams, Handouts,
Web-based Materials
8. Specific Products of Student Learning: Exams, Projects, Student
Conference Presentations and Publications, Essays in Drafts with
Comments, Evidence of Successful Student Practicums and Professional
Achievement Tied to Professor's Teaching, etc.
9. Teaching Awards, Recognition
10. Teaching Goals: Short and Long Term, Tied to Departmental and
Institutional Strategic Priorities
11. Appendices
7

8. Products of Student Learning:
A Guide to Improving Your Teaching Portfolio
Remember that a sound portfolio should include information from three broad areas:
• Information from Self
• Information from Others
• Products of Student Learning
The most difficult area to document for most faculty is that of “Products,” or, to put it another way, the area
concerning evidence of student learning, the outcomes of our teaching that demonstrate whether and to what
extent our teaching has had an impact on student learning. Most of us can do a pretty good job of displaying
our good teaching, but can we document that our students really have learned? Faculty frequently ask what
kinds of information serve well to provide such documentation. Clearly, institutional culture and the local
context of assessment and evaluation need to be considered, but here are some suggestions that are by no
means prescriptive or comprehensive:
Learning portfolios, class journals
Pre/post tests of learning
Classroom assessment activities (e.g. minute papers, reflective listserv entries, web-based threaded
discussions, background knowledge probes, matrixes, concept maps)
Student course exams, periodic quizzes, research projects
Student scores on standardized tests, board exams
Student conference presentations, publications growing out of course work
Essays in drafts with instructor’s formative feedback
Lab reports, workbooks, logs, field-work records
Honors program, M.A., Ph.D. theses or projects
Creative performances, displays
Documentation of successful internships, accomplishments of practicums
Record of students’ success in sequential higher-level courses
Documentary evidence of students’ success in career/job/graduate training for which particular courses
provided requisite knowledge, skills (e.g., employers’ reports, letters)
Cumulative data gathered from students’ perceptions of learning after completed course
Video tapes of students’ application of knowledge (e.g., medical interns on rounds, broadcast journalism
students conducting interviews, religion majors acting our biblical simulations or role plays; English
majors dramatizing a short story; dancers performing original choreography)
Student-designed web sites, CDs, or other technologies that demonstrate learning
What else would you add to this list to help you document actual student learning in your particular courses?
© John Zubizarreta, 2001
8

9. Getting Started
The primary motivations for writing a teaching portfolio are
1) Improvement.
2) Evaluation.
In both cases, assessment through rigorous documentation and reflection is an essential
activity of engaged teaching. The purpose of the following questions is to help you
begin to describe, analyze, and evaluate what you teach (roles and responsibilities),
how you teach (methodology, strategies), and most importantly why you teach as you do
(philosophy or values). In addition, notice that much weight is given to evidence of
teaching effectiveness (products, outcomes).
QUESTIONS:
12. Why are you developing a teaching portfolio? Who is your audience?
Is your portfolio consistent with institutional guidelines?
13. What are your teaching responsibilities? What courses do you teach?
How many students? Lower or upper level? Majors or non-majors? Do
you serve as an advisor? How many advisees? Do you serve on thesis
committees? Are you a program director? Do you write letters of
recommendations? Do you supervise internships, practicums? Do you
serve on special teaching-related committees or task forces?
14. How do you teach your classes? Do you vary approaches? Why? What
particular strategies do you use to promote student learning in
different courses? What do students, peers, administrators, alumni
say about your methods?
15. What materials do you use to facilitate teaching and learning in
your classes? Syllabi, handouts, exams, essay assignments,
bibliographies--how do you use such materials and why are they
included in your teaching? Do such materials demonstrate your
goals, values, methods?
16. Describe a particular student product or two and discuss why such
works reflect your teaching objectives and how they demonstrate
student learning.
9

10. 17. How do students describe your teaching to others? Do students'
comments on evaluations address your philosophy, methods, materials?
How do you use students' remarks for improvement?
18. How do you stay current in your discipline? How does your teaching
relate to your scholarship?
19. What teaching improvement activities have you conducted in the past
year or two? Workshops, conferences, presentations, invitations to
speak on teaching, classroom innovations, curricular reforms? How
specificaly have such activities changed your teaching? Do you have
evidence?
20. How do you assess your teaching effort? What are your strengths and
weaknesses? What do you plan to do with assessment information?
21. How much information do you have from the three areas of 1) material
from oneself, 2)materials from others, 3)products of student
learning? What evidence do you have to support claims in the three
areas?
10

11. SELECTED BIBLIOGRAPHY ON TEACHING PORTFOLIOS
Edgerton, R., Hutchings, P., and Quinlan, K. The Teaching Portfolio: Capturing the Scholarship in
Teaching. Washington, DC: American Association for Higher Education, 1991.
Hutchings, Pat, ed. The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice
and Improve Student Learning. Washington, DC: American Association for Higher Education, 1998.
O'Neil, M. C., and W. A. Wright. Recording Teaching Accomplishment: A Dalhousie Guide to the Teaching
Dossier. Halifax, NS: Office of Instructional Development and Technology, Dalhousie University,
1991.
Seldin, P. The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure
Decisions. 3rd Edition. Bolton, MA: Anker, 2004. Also, 2nd Edition, 1997, and 1st Edition, 1991.
Seldin, P., and L. F. Annis. “The Teaching Portfolio.” The Journal of Staff, Program & Organization
Development 8 (1990): 197-201.
Seldin, P., L. F. Annis, and J. Zubizarreta. “Answers to Common Questions About the Teaching Portfolio.”
Journal on Excellence in College Teaching 6.1 (1995): 57-64. Special issue on portfolios.
---. “Using the Teaching Portfolio to Improve Instruction.” Teaching Improvement Practices: Successful
Strategies for Higher Education. Ed. W. A. Wright. Anker, 1995. 237-54.
Seldin, P., and Associates. Successful Use of Teaching Portfolios. Anker, 1993.
Seldin, P., and M. L. Higgerson. The Administrative Portfolio: A Practical Guide to Improved
Administrative Performance and Personnel Decisions. Anker, 2002.
Shore, B. M., et al. The Teaching Dossier. Rev. ed. Ottawa, ON: Canadian Assoc. of University Teachers,
1986.
Urbach, F. “Developing a Teaching Portfolio.” College Teaching 40 (1992): 71-74.
Zubizarreta, J. “A Context and Case for Reflective Practice: Improving Teaching Through Teaching
Portfolio Revisions.” Inspiring Teaching: Carnegie Professors of the Year on Successful Teaching
Practices. Ed. John K. Roth. Anker, 1996. 123-33.
---. “Evaluating Teaching Through Portfolios.” Changing Practices in Evaluating Teaching. By Peter
Seldin. Anker, 1999. 163-83.
---. “Strategies for Updating and Improving the Teaching Portfolio.” The Teaching Portfolio. 3rd edition.
By Peter Seldin. Anker, 2004. 112-17. Also, “Key Points on TP Revisions and Updates,” 118-21.
---. “Teaching Portfolios and the Beginning Teacher.” Phi Delta Kappan Dec. 1994: 323-26.
11

12. ---. “The Professional Portfolio: Expanding the Value of Portfolio Development.” Evaluating Faculty
Performance: A Practical Guide to Assessing Teaching, Research, and Service. By Peter Seldin.
Anker, 2006. 201-16.
---. “Using Teaching Portfolio Strategies to Improve Course Instruction.” Improving College Teaching. Ed.
P. Seldin. Anker, 1995. 167-79.
SELECTED ONLINE RESOURCES
Innumerable resources on teaching portfolios are available on the web. Here are a few particularly
useful sites:
http://www.cs.tufts.edu/~ablumer/portfolio.html
http://academics.utep.edu/Default.aspx?tabid=21421
http://depts.washington.edu/cidrweb/resources/portfoliotools.html
http://www.ilr.cornell.edu/TAC/toolbox/portfoli/examples.html
http://www.usask.ca/gmcte/portfolios/
http://www.vanderbilt.edu/cft/resources/teaching_resources/reflecting/portfolio.htm#electronic
http://www.uu.edu/centers/faculty/resources/portfolio.htm
http://www.nd.edu/~learning/philo/index.html
http://www.faculty.english.ttu.edu/Rickly/teachingport.html
http://www.tag.ubc.ca/resources/teachingportfolios/
http://www.columbiacollegesc.edu/faculty/dev/portfolio.asp
12