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Introduction to Teaching Portfolios

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Workshop slides for TA training session.

Workshop slides for TA training session.

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  • 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. Questions about Portfolios
      • What is a portfolio?
      • What is a teaching portfolio?
      • Do you know anyone who has a teaching portfolio?
  • 3. Session Learning Objectives
    • By the end of this lesson, you will be able to:
      • Compare different types of portfolios and begin to determine what your own goals could be in relationship to teaching portfolios.
      • Identify portfolio resources available on campus and beyond.
      • Identify common components in a teaching portfolio and artifacts that you could include in your teaching portfolio
      • Create an action plan for developing your own teaching portfolio
  • 4. Kinds of Portfolios
      • What kinds of portfolios (other than teaching portfolios) are there?
  • 5. Types of Portfolios (Electronic or Paper-Based)
      • Research
      • Teaching
      • Learning
      • Professional
      • Assessment
      • Reflective
      • *Combinations of the above!
  • 6. Teaching Portfolio Definitions
      • A collection of materials that document teaching performance (Seldin, 2003).
      • Not a container to put everything in that defines you as a teacher!
      • A cumulative document (updated at least yearly).
      • A map or template helping you to organize, articulate, and support and document your teaching contributions.
      • *These definitions are synonymous with other types of portfolios.
  • 7. Portfolio Examples
      • Joanne Fox – http://www.joannealisonfox.com/
      • Catherine Paul – http://blogs.ubc.ca/cspaul
      • Shona Ellis - http://www.cfkeep.org/html/stitch.php?s=77561976460332&id=94286895165487
      • *What are the audiences/purpose of these portfolios?
  • 8. Examples
      • As you review the following eportfolio sites please consider these questions: 
        • What audience(s) do you think each portfolio is addressed to?
        • How easily can you navigate the portfolio and find information you are looking for?
        • What purposes do you think each portfolio could serve for each person?
        • What do you like the most about each portfolio? Why?
        • How could each portfolio be improved in terms of ease of navigation, clarity of purpose or depth of content?
  • 9. Developing your Teaching Portfolio
      • Question to ponder – WHO MIGHT MY AUDIENCE BE FOR MY TEACHING PORTFOLIO (be as specific as you can)? – Record your answer on your sheet.
  • 10. Assembling a Portfolio: Before you Begin
      • Understand the context – consult with your Dept., to determine the type of portfolio that suits your units needs.
      • Know which teaching criteria your department and faculty use to assess instruction.
      • Think about the content you will include and how your portfolio will be organized.
      • Starting collecting info. pertaining to teaching NOW!
      • Brevity is key – 5 to 8 pages (paper portfolio)
      • 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.
  • 11. Components of a Teaching Portfolio
      • Philosophy
      • Teaching Activities
      • Providing Evidence of Student Learning
      • Teaching Reflections
  • 12. Philosophy: Tips for Development
      • A statement about your goals and vision of teaching.
      • Purpose: To introduce the reader to your views about teaching, learning, and students.
      • Tips:
        • Statement should be reflective and personal
        • Brief (few paragraphs to 1-2 pages)
        • Use first person (narrative style)
        • Avoid technical language – not everyone reading it will be an expert in your field!
        • 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.
  • 13. Philosophy Tips Continued
      • Beginning Questions for Reflection
        • Discipline and Classroom Approach (What is your greatest asset as a classroom teacher?)
        • Instructor-Student Rapport (What is your primary goal with respect to your students?)
        • Teaching Goals and Strategies (How does your teaching help students to master concepts and promote understanding of theory and practice?)
        • Questions about Teaching (What is the one thing that you would like to change about your teaching? What have you done to change it?)
        • Question to ponder – CHOOSE ONE QUESTION TO RESPOND TO FROM ABOVE, AND WRITE ONE SENTENCE OR SOME KEY WORDS IN RESPONSE.
  • 14. Teaching Activities
      • Teaching Responsibilities
      • Supervising and Advising Students
      • Activities Engaged In to Improve Teaching and Learning
      • Committee Service (Teaching and Learning Issues)
      • Publications and Professional Contributions
      • Assessing and Reflecting Upon Teaching
  • 15. Teaching Activities: Teaching Responsibilities
      • Provide a brief summary of course types, class sizes, times, course goals (i.e. are you providing information, coaching, encouraging self-direction, etc.)
      • Evidence:
        • Teaching methods used in the classroom
        • Titles and numbers of courses taught
      • Question to ponder – WHAT KINDS OF TEACHING RESPONSIBILITIES HAVE I HAD? (be as specific as possible)– Record your answer on your sheet
  • 16. Teaching Activities: Activities Engaged In to Improve Teaching and Learning
      • 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
      • List of activities
        • Results of student ratings or questionnaires designed by you to solicit assessments on your teaching effectiveness
        • Description of efforts made to improve the classroom climate or your teaching methods.
        • 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.
  • 17. Teaching Activities: Committee Service (Teaching and Learning Issues)
      • List of committee service that pertains to teaching and learning issues. Include details (names of committees, dates, and the nature of your contribution)
      • Potential Service
        • Teaching Assistant Professional Training
        • Involvement in adjudicating or administering awards
        • Organization of retreats and strategic planning sessions
        • Development of department teaching resources
        • Use of your teaching materials by instructors in other departments, faculties, colleges, etc.
        • 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.
  • 18. Teaching Activities: Publications and Professional Contributions (relating to Teaching and Learning)
      • Discuss and provide supportive documentation about any involvement in developing and teaching seminars or workshops
      • Examples
        • Workshops and seminars about teaching that you designed and instructed
        • Curriculum materials
        • Funding related to teaching – internal and external teaching development grants, fellowships
      • 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.
  • 19. Teaching Activities: Assessing and Reflecting Upon Teaching
      • Include the ways that you monitor and evaluate your own teaching and reflect on what the evidence gathered tells you about your teaching.
      • Ways to assess and reflect:
        • Departmental teaching evaluations
        • Peer evaluations or reviews
        • Teaching awards received or nominated for
        • Student-initiated feedback
      • Question to ponder – HOW DO I ASSESS AND REFLECT ON MY TEACHING? – Record your answer on your sheet.
  • 20. Providing Evidence of Student Learning
      • Discuss objective indicators of student progress (i.e. students’ standing on nation-wide tests)
      • Types of evidence of Student Learning
        • Objective indicators of student progress
        • Feedback from supervisors or employers of graduates
      • 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.
  • 21. Teaching Reflections (in the body of the portfolio)
      • Make some concluding remarks that tie together the philosophy, approaches, evidence, and evaluative sections.
      • Detail a plan for future actions, including your motivation and challenges and short and long-term teaching goals
      • 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.
  • 22. Reflection: definitions
      • Artifacts:  
        • represent or symbolize what you know or can do
        • artifacts as a "proof"
        • examples could be a syllabus, picture, lesson plan...
      • Reflection :
        • reveals something about how you think
        • says something about what you know and understand
        • goes beyond statements like "I felt nervous when I taught my first class"
  • 23. Reflection: The 4 Rs
      • R eport : What is it? When was it created or used? Who was involved? Where was it used?
      • R eflect : Why is it important? What did you learn from this sample?
      • R elate : How could this sample inform practice?
      • R evise : What feedback have you received? What have you (or might you) revise?
      • Source: Four Rs (Cloward, Hawkins, & Black, 2003)
  • 24. Activity: Reflection
    • Think of an artifact you would include in your portfolio. Complete the following reflection stems.
    • WHAT:
    • Eg √ This example is…
    • SO WHAT:
    • Eg √ I was surprised to learn that… √ I learned that… √ I changed my mind about…
    • NOW WHAT :
    • √ A question I want to pursue as a result of this example…
    • Complete the following reflection stems about the sample:
      • √ I am not satisfied with this example because…
      • √ Something I would like others to notice about this example…
      • √ A question I want to pursue as a result of this example…
      • √ On the one hand… yet on the other hand…
      • Reference: Rolheiser & Schwartz, 2001
  • 25. Benefits of Creating a Teaching Portfolio?  
  • 26. Benefits of Creating a Teaching Portfolio
      • Reflect on your goals as a teacher
      • Assess your teaching strengths and areas which need improvement
      • Document your progress as a teacher
      • Generate ideas for future teaching/course development
      • Identify your personal teaching style
      • Use elements of the portfolio to promote dialogue with fellow teachers
      • Consider new ways of gathering student feedback
      • Gather detailed data to support your goals
      • Collect multiple sources of evidence that document the implementation of your teaching goals and their success.
      • Question to ponder: WHY MIGHT YOU WANT TO CREATE A TEACHING PORTFOLIO? – Record your answer on your sheet.
  • 27. Partner Activity
      • With a partner, take turns sharing your teaching portfolio action plan sheet.
        • Highlight an area or aspect of your future teaching portfolio that you feel particularly interested in.
        • Share what your next steps will be, in developing your teaching portfolio. RECORD YOUR ANSWER ON YOUR SHEET.
        • Share one thing you learned about teaching portfolios today.
        • Large group debrief
  • 28. Revisiting Learning Objectives
      • How did we do regarding our learning objectives?
      • Learning Objectives:
        • Compare different types of portfolios and begin to determine what your own goals could be in relationship to teaching portfolios.
        • Identify portfolio resources available on campus and beyond.
        • Identify common components in a teaching portfolio and artifacts that you could include in your teaching portfolio.
        • Create an action plan for developing your own teaching portfolio
  • 29. Academic Resources on Developing Portfolios (available in the TAG Resource Room)
      • 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.
      • 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.
      • Seldin, P. (2004). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions . Bolton, MA: Anker Publishing Co.
  • 30. Portfolio Resources at TAG
      • TAG – Resource Room (Library) – Irving K Barber Building (non-lending library)
      • TAG Website www.tag.ubc.ca (search for Portfolios)
      • TAG’s Portfolio Community of Practice – become a member through TAG’s website
      • Workshop resources   http://wiki.ubc.ca/Portfolios
      • Portfolio CoP blog: http://blogs.ubc.ca/portfolios/
  • 31. Questions?
      • Contact:
    • Roselynn Verwoord, [email_address]
    • Catherine Paul, catherine.paul@ubc.ca

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