Introduction to Teaching Portfolios


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Introduction to Teaching Portfolios

  1. 1. Teaching Portfolios FHIS TA Training Program Workshop March 12th, 2010 4-6pm Facilitators: Roselynn Verwoord, Community of Practice Developer, TAG Catherine Paul, Community of Practice Facilitator, OLT
  2. 2. Questions about Portfolios <ul><ul><li>What is a portfolio? </li></ul></ul><ul><ul><li>What is a teaching portfolio? </li></ul></ul><ul><ul><li>Do you know anyone who has a teaching portfolio? </li></ul></ul>
  3. 3. Session Learning Objectives <ul><li>By the end of this lesson, you will be able to: </li></ul><ul><ul><li>Compare different types of portfolios and begin to determine what your own goals could be in relationship to teaching portfolios. </li></ul></ul><ul><ul><li>Identify portfolio resources available on campus and beyond. </li></ul></ul><ul><ul><li>Identify common components in a teaching portfolio and artifacts that you could include in your teaching portfolio </li></ul></ul><ul><ul><li>Create an action plan for developing your own teaching portfolio </li></ul></ul>
  4. 4. Kinds of Portfolios <ul><ul><li>What kinds of portfolios (other than teaching portfolios) are there? </li></ul></ul>
  5. 5. Types of Portfolios (Electronic or Paper-Based) <ul><ul><li>Research </li></ul></ul><ul><ul><li>Teaching </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Professional </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Reflective </li></ul></ul><ul><ul><li>*Combinations of the above! </li></ul></ul>
  6. 6. Teaching Portfolio Definitions <ul><ul><li>A collection of materials that document teaching performance (Seldin, 2003). </li></ul></ul><ul><ul><li>Not a container to put everything in that defines you as a teacher! </li></ul></ul><ul><ul><li>A cumulative document (updated at least yearly). </li></ul></ul><ul><ul><li>A map or template helping you to organize, articulate, and support and document your teaching contributions. </li></ul></ul><ul><ul><li>*These definitions are synonymous with other types of portfolios. </li></ul></ul>
  7. 7. Portfolio Examples <ul><ul><li>Joanne Fox – </li></ul></ul><ul><ul><li>Catherine Paul – </li></ul></ul><ul><ul><li>Shona Ellis - </li></ul></ul><ul><ul><li>*What are the audiences/purpose of these portfolios? </li></ul></ul>
  8. 8. Examples <ul><ul><li>As you review the following eportfolio sites please consider these questions:  </li></ul></ul><ul><ul><ul><li>What audience(s) do you think each portfolio is addressed to? </li></ul></ul></ul><ul><ul><ul><li>How easily can you navigate the portfolio and find information you are looking for? </li></ul></ul></ul><ul><ul><ul><li>What purposes do you think each portfolio could serve for each person? </li></ul></ul></ul><ul><ul><ul><li>What do you like the most about each portfolio? Why? </li></ul></ul></ul><ul><ul><ul><li>How could each portfolio be improved in terms of ease of navigation, clarity of purpose or depth of content? </li></ul></ul></ul>
  9. 9. Developing your Teaching Portfolio <ul><ul><li>Question to ponder – WHO MIGHT MY AUDIENCE BE FOR MY TEACHING PORTFOLIO (be as specific as you can)? – Record your answer on your sheet. </li></ul></ul>
  10. 10. Assembling a Portfolio: Before you Begin <ul><ul><li>Understand the context – consult with your Dept., to determine the type of portfolio that suits your units needs. </li></ul></ul><ul><ul><li>Know which teaching criteria your department and faculty use to assess instruction. </li></ul></ul><ul><ul><li>Think about the content you will include and how your portfolio will be organized. </li></ul></ul><ul><ul><li>Starting collecting info. pertaining to teaching NOW! </li></ul></ul><ul><ul><li>Brevity is key – 5 to 8 pages (paper portfolio) </li></ul></ul><ul><ul><li>Questions to ponder – WHO CAN I TALK TO IN MY DEPARTMENT ABOUT DEVELOPING A TEACHING PORTFOLIO? WHAT INFORMATION DO I NEED TO KNOW BEFORE I GET STARTED?– Record your answers on your sheet. </li></ul></ul>
  11. 11. Components of a Teaching Portfolio <ul><ul><li>Philosophy </li></ul></ul><ul><ul><li>Teaching Activities </li></ul></ul><ul><ul><li>Providing Evidence of Student Learning </li></ul></ul><ul><ul><li>Teaching Reflections </li></ul></ul>
  12. 12. Philosophy: Tips for Development <ul><ul><li>A statement about your goals and vision of teaching. </li></ul></ul><ul><ul><li>Purpose: To introduce the reader to your views about teaching, learning, and students. </li></ul></ul><ul><ul><li>Tips: </li></ul></ul><ul><ul><ul><li>Statement should be reflective and personal </li></ul></ul></ul><ul><ul><ul><li>Brief (few paragraphs to 1-2 pages) </li></ul></ul></ul><ul><ul><ul><li>Use first person (narrative style) </li></ul></ul></ul><ul><ul><ul><li>Avoid technical language – not everyone reading it will be an expert in your field! </li></ul></ul></ul><ul><ul><ul><li>Questions to ponder – DO I HAVE A TEACHING PHILOSOPHY STATEMENT? WHAT ARE SOME OF MY GOALS/BELIEFS ABOUT TEACHING? – Record your answers on your sheet. </li></ul></ul></ul>
  13. 13. Philosophy Tips Continued <ul><ul><li>Beginning Questions for Reflection </li></ul></ul><ul><ul><ul><li>Discipline and Classroom Approach (What is your greatest asset as a classroom teacher?) </li></ul></ul></ul><ul><ul><ul><li>Instructor-Student Rapport (What is your primary goal with respect to your students?) </li></ul></ul></ul><ul><ul><ul><li>Teaching Goals and Strategies (How does your teaching help students to master concepts and promote understanding of theory and practice?) </li></ul></ul></ul><ul><ul><ul><li>Questions about Teaching (What is the one thing that you would like to change about your teaching? What have you done to change it?) </li></ul></ul></ul><ul><ul><ul><li>Question to ponder – CHOOSE ONE QUESTION TO RESPOND TO FROM ABOVE, AND WRITE ONE SENTENCE OR SOME KEY WORDS IN RESPONSE. </li></ul></ul></ul>
  14. 14. Teaching Activities <ul><ul><li>Teaching Responsibilities </li></ul></ul><ul><ul><li>Supervising and Advising Students </li></ul></ul><ul><ul><li>Activities Engaged In to Improve Teaching and Learning </li></ul></ul><ul><ul><li>Committee Service (Teaching and Learning Issues) </li></ul></ul><ul><ul><li>Publications and Professional Contributions </li></ul></ul><ul><ul><li>Assessing and Reflecting Upon Teaching </li></ul></ul>
  15. 15. Teaching Activities: Teaching Responsibilities <ul><ul><li>Provide a brief summary of course types, class sizes, times, course goals (i.e. are you providing information, coaching, encouraging self-direction, etc.) </li></ul></ul><ul><ul><li>Evidence: </li></ul></ul><ul><ul><ul><li>Teaching methods used in the classroom </li></ul></ul></ul><ul><ul><ul><li>Titles and numbers of courses taught </li></ul></ul></ul><ul><ul><li>Question to ponder – WHAT KINDS OF TEACHING RESPONSIBILITIES HAVE I HAD? (be as specific as possible)– Record your answer on your sheet </li></ul></ul>
  16. 16. Teaching Activities: Activities Engaged In to Improve Teaching and Learning <ul><ul><li>Your opportunity to focus on your efforts to improve the classroom climate, etc. and to summarize your attendance in teaching-related seminars, workshops, conferences, and how you used this new info. in your teaching </li></ul></ul><ul><ul><li>List of activities </li></ul></ul><ul><ul><ul><li>Results of student ratings or questionnaires designed by you to solicit assessments on your teaching effectiveness </li></ul></ul></ul><ul><ul><ul><li>Description of efforts made to improve the classroom climate or your teaching methods. </li></ul></ul></ul><ul><ul><ul><li>Question to ponder – WHAT KINDS OF ACTIVITIES TO IMPROVE TEACHING AND LEARNING HAVE I BEEN INVOLVED IN? (Suggestion – ISW should be on your list!). Record your answer on your sheet. </li></ul></ul></ul>
  17. 17. Teaching Activities: Committee Service (Teaching and Learning Issues) <ul><ul><li>List of committee service that pertains to teaching and learning issues. Include details (names of committees, dates, and the nature of your contribution) </li></ul></ul><ul><ul><li>Potential Service </li></ul></ul><ul><ul><ul><li>Teaching Assistant Professional Training </li></ul></ul></ul><ul><ul><ul><li>Involvement in adjudicating or administering awards </li></ul></ul></ul><ul><ul><ul><li>Organization of retreats and strategic planning sessions </li></ul></ul></ul><ul><ul><ul><li>Development of department teaching resources </li></ul></ul></ul><ul><ul><ul><li>Use of your teaching materials by instructors in other departments, faculties, colleges, etc. </li></ul></ul></ul><ul><ul><ul><li>Question to ponder – WHAT KINDS OF COMMITTEE SERVICE THAT RELATES TO TECHING AND LEARNING, HAVE I BEEN INVOLVED IN? – Record your answer on your sheet. </li></ul></ul></ul>
  18. 18. Teaching Activities: Publications and Professional Contributions (relating to Teaching and Learning) <ul><ul><li>Discuss and provide supportive documentation about any involvement in developing and teaching seminars or workshops </li></ul></ul><ul><ul><li>Examples </li></ul></ul><ul><ul><ul><li>Workshops and seminars about teaching that you designed and instructed </li></ul></ul></ul><ul><ul><ul><li>Curriculum materials </li></ul></ul></ul><ul><ul><ul><li>Funding related to teaching – internal and external teaching development grants, fellowships </li></ul></ul></ul><ul><ul><li>Question to ponder – WHAT PUBLICATIONS AND/OR PROFESSIONAL CONTRIBUTIONS RELATED TO TEACHING AND LEARNING, HAVE I BEEN INVOLVED IN? – Record your answer on your sheet. </li></ul></ul>
  19. 19. Teaching Activities: Assessing and Reflecting Upon Teaching <ul><ul><li>Include the ways that you monitor and evaluate your own teaching and reflect on what the evidence gathered tells you about your teaching. </li></ul></ul><ul><ul><li>Ways to assess and reflect: </li></ul></ul><ul><ul><ul><li>Departmental teaching evaluations </li></ul></ul></ul><ul><ul><ul><li>Peer evaluations or reviews </li></ul></ul></ul><ul><ul><ul><li>Teaching awards received or nominated for </li></ul></ul></ul><ul><ul><ul><li>Student-initiated feedback </li></ul></ul></ul><ul><ul><li>Question to ponder – HOW DO I ASSESS AND REFLECT ON MY TEACHING? – Record your answer on your sheet. </li></ul></ul>
  20. 20. Providing Evidence of Student Learning <ul><ul><li>Discuss objective indicators of student progress (i.e. students’ standing on nation-wide tests) </li></ul></ul><ul><ul><li>Types of evidence of Student Learning </li></ul></ul><ul><ul><ul><li>Objective indicators of student progress </li></ul></ul></ul><ul><ul><ul><li>Feedback from supervisors or employers of graduates </li></ul></ul></ul><ul><ul><li>Questions to ponder – DO I HAVE ANY EVIDENCE OF STUDENT LEARNING THAT I CAN INCLUDE? IF NOT, IS THERE A WAY THAT I COULD GET SOME? – Record your answers on your sheet. </li></ul></ul>
  21. 21. Teaching Reflections (in the body of the portfolio) <ul><ul><li>Make some concluding remarks that tie together the philosophy, approaches, evidence, and evaluative sections. </li></ul></ul><ul><ul><li>Detail a plan for future actions, including your motivation and challenges and short and long-term teaching goals </li></ul></ul><ul><ul><li>Questions to ponder – DO I HAVE ANY TEACHING RELATED REFLECTIONS THAT I COULD INCLUDE IN A PORFOLIO? IF NOT, WHAT KINDS OF TEACHING RELATED ACTIVITIES COULD I REFLECT ON? – Record your answers on your sheet. </li></ul></ul>
  22. 22. Reflection: definitions <ul><ul><li>Artifacts:   </li></ul></ul><ul><ul><ul><li>represent or symbolize what you know or can do </li></ul></ul></ul><ul><ul><ul><li>artifacts as a &quot;proof&quot; </li></ul></ul></ul><ul><ul><ul><li>examples could be a syllabus, picture, lesson plan... </li></ul></ul></ul><ul><ul><li>Reflection : </li></ul></ul><ul><ul><ul><li>reveals something about how you think </li></ul></ul></ul><ul><ul><ul><li>says something about what you know and understand </li></ul></ul></ul><ul><ul><ul><li>goes beyond statements like &quot;I felt nervous when I taught my first class&quot; </li></ul></ul></ul>
  23. 23. Reflection: The 4 Rs <ul><ul><li>R eport : What is it? When was it created or used? Who was involved? Where was it used? </li></ul></ul><ul><ul><li>R eflect : Why is it important? What did you learn from this sample? </li></ul></ul><ul><ul><li>R elate : How could this sample inform practice? </li></ul></ul><ul><ul><li>R evise : What feedback have you received? What have you (or might you) revise? </li></ul></ul><ul><ul><li>Source: Four Rs (Cloward, Hawkins, & Black, 2003) </li></ul></ul>
  24. 24. Activity: Reflection <ul><li>Think of an artifact you would include in your portfolio. Complete the following reflection stems. </li></ul><ul><li>WHAT: </li></ul><ul><li>Eg √ This example is… </li></ul><ul><li>SO WHAT: </li></ul><ul><li>Eg √ I was surprised to learn that… √ I learned that… √ I changed my mind about… </li></ul><ul><li>NOW WHAT : </li></ul><ul><li>√ A question I want to pursue as a result of this example… </li></ul><ul><li>Complete the following reflection stems about the sample: </li></ul><ul><ul><li>√ I am not satisfied with this example because… </li></ul></ul><ul><ul><li>√ Something I would like others to notice about this example… </li></ul></ul><ul><ul><li>√ A question I want to pursue as a result of this example… </li></ul></ul><ul><ul><li>√ On the one hand… yet on the other hand… </li></ul></ul><ul><ul><li>Reference: Rolheiser & Schwartz, 2001 </li></ul></ul>
  25. 25. Benefits of Creating a Teaching Portfolio?  
  26. 26. Benefits of Creating a Teaching Portfolio <ul><ul><li>Reflect on your goals as a teacher </li></ul></ul><ul><ul><li>Assess your teaching strengths and areas which need improvement </li></ul></ul><ul><ul><li>Document your progress as a teacher </li></ul></ul><ul><ul><li>Generate ideas for future teaching/course development </li></ul></ul><ul><ul><li>Identify your personal teaching style </li></ul></ul><ul><ul><li>Use elements of the portfolio to promote dialogue with fellow teachers </li></ul></ul><ul><ul><li>Consider new ways of gathering student feedback </li></ul></ul><ul><ul><li>Gather detailed data to support your goals </li></ul></ul><ul><ul><li>Collect multiple sources of evidence that document the implementation of your teaching goals and their success. </li></ul></ul><ul><ul><li>Question to ponder: WHY MIGHT YOU WANT TO CREATE A TEACHING PORTFOLIO? – Record your answer on your sheet. </li></ul></ul>
  27. 27. Partner Activity <ul><ul><li>With a partner, take turns sharing your teaching portfolio action plan sheet. </li></ul></ul><ul><ul><ul><li>Highlight an area or aspect of your future teaching portfolio that you feel particularly interested in. </li></ul></ul></ul><ul><ul><ul><li>Share what your next steps will be, in developing your teaching portfolio. RECORD YOUR ANSWER ON YOUR SHEET. </li></ul></ul></ul><ul><ul><ul><li>Share one thing you learned about teaching portfolios today. </li></ul></ul></ul><ul><ul><ul><li>Large group debrief </li></ul></ul></ul>
  28. 28. Revisiting Learning Objectives <ul><ul><li>How did we do regarding our learning objectives? </li></ul></ul><ul><ul><li>Learning Objectives: </li></ul></ul><ul><ul><ul><li>Compare different types of portfolios and begin to determine what your own goals could be in relationship to teaching portfolios. </li></ul></ul></ul><ul><ul><ul><li>Identify portfolio resources available on campus and beyond. </li></ul></ul></ul><ul><ul><ul><li>Identify common components in a teaching portfolio and artifacts that you could include in your teaching portfolio. </li></ul></ul></ul><ul><ul><ul><li>Create an action plan for developing your own teaching portfolio </li></ul></ul></ul>
  29. 29. Academic Resources on Developing Portfolios (available in the TAG Resource Room) <ul><ul><li>Barrett, H. (2000). Electronic teaching portfolios: Multimedia skills and portfolio development = powerful professional development. In B. Cambridge (Ed.), Electronic Portfolios (pp. 110-116). Washington, DC: American Association for Higher Education. </li></ul></ul><ul><ul><li>Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Toward the Best in the Academy: Essays on Teaching Excellence , 9, (3) . Professional and Organizational Development Network in Higher Education. </li></ul></ul><ul><ul><li>Seldin, P. (2004). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions . Bolton, MA: Anker Publishing Co. </li></ul></ul>
  30. 30. Portfolio Resources at TAG <ul><ul><li>TAG – Resource Room (Library) – Irving K Barber Building (non-lending library) </li></ul></ul><ul><ul><li>TAG Website (search for Portfolios) </li></ul></ul><ul><ul><li>TAG’s Portfolio Community of Practice – become a member through TAG’s website </li></ul></ul><ul><ul><li>Workshop resources </li></ul></ul><ul><ul><li>Portfolio CoP blog: </li></ul></ul>
  31. 31. Questions? <ul><ul><li>Contact: </li></ul></ul><ul><li>Roselynn Verwoord, [email_address] </li></ul><ul><li>Catherine Paul, </li></ul>