Sometimes teaching is invisible: SOTL (writing poetry: a month’s work to produce a few lines that can be read in seconds and looks effortless) Most common purpose is for hiring, promotion, and tenure3. Prep for job talk even if outside academia: planning, problem solving, managing information & people4. The surgeon with a coach
Process = Bench Research. Product = Paper you publish. Just as with research, you cannot have the final product without the process behind it. The better your process, the better the product.
1.Philosophy, describe courses, TA responsibilities\\2. Unit plan = syllabus, assignments, group projects (summative & formative assessments, CATs)3. Any activity you undertake to become a better teacher, including this webinar, personal reflections5. MERIT program, for example6. Evaluations (student, peer, mentor)
Begin at end: bc when you start teaching, you begin with student learning in mind. Appendix—anything you created for class or used in class: (Scans of students’ drawings & mentored posters)What expressions to include: based on your philosophy, grounded in sound pedagogical practice: Evidence-based teaching, SOTL & Neuroscience. What you believe to be true about teaching & learning, the philosophy is the foundation on which everything else is built. (focus on learning goals for students) Wghterh Process or Product, you want to follow best teaching practices and keep in mind what employers are looking for:
Survey of search committee chairs reported these qualities.Link to rubric, highlight importance of reflection in addressing diversity. So this is the product. How do we get there?
Mention plagiarising others’ philosophiesMany students said “she’s very approachable & always available”—obviously a value, but not mentioned in the philosophy.
Create your own student & mentor evaluations for guest lecturesBase questions on your philosophy beliefs. Send ppt slides/ materials to profs for feedback (inlcludespecifiec questions for focused evidence)
Example: students did poorly on the mid-termThink about teaching in a broader context
Turn the negative Positive: Instructive feedback can fuel growth Keep an open dialogue w/ students get feedback early & often on content & teaching (1-minute paper, brief questionnaire) TA feedback example CATs
What is a Teaching Portfolio & Why do you need one?
The Teaching Portfolio:What it is & Why you need one NANCY G. ABNEY INSTRUCTOR & PROGRAM MANAGER U A B G R A D U AT E S C H O O L PROFESSIONAL DEVELOPMENT PROGRAM W W W. U AB . E D U / P R O F D E V NABNEY@UAB.EDU
Goals1. Overview of the Teaching Portfolio: What it is Why you need one2. Getting started on your Philosophy of Teaching
Why do you need a portfolio? The benefits.Balance evidence of your teaching &research for a well-rounded CV Prepare for job talkTeaching philosophy is required for most Reflect on & improve teachingfaculty positions What should you put in yours?
What is your primary purpose for attending this webinar?Choose the best answer that describes your situation A) I’m entering the job market soon ( within 6 months) B) I want to improve and document my teaching C) I have a teaching portfolio and want to enhance it D) I’ve heard about teaching portfolios, but am not really sure what they are, and am curious to learn more
Job Growth Is the basis for Process Portfolio Product Portfolio Self-evaluationTeaching Philosophy & methods Reflect critically on your practicesPresenting the Evidence Document your effortsDocument effectiveness Evaluate the effects Reflection over time Snapshot • Development of teaching of Best • Describe & track Innovations
What is your level of teaching experience? A) None B) Assist professor (some guest lectures/ grading) C) Teach laboratory sections D) Fully responsible for teaching course(s) E) Design and teach my own course(s)
What the experts say A coherent set of material that represents your teaching practice as related to student learning (Mues & Sorcinelli) Description of effectiveness & accomplishments Documents & materials covering the scope and quality of a professor’s performance (Seldin) <10 pages of organized narrative, plus appendix of supporting material (8-15 pages) Peter Seldin (2004) “The Teaching Portfolio” 3rd ed. San Francisdo: Jossey-Bass Fran Mues & Mary Sorcinelli (2000)“Preparing a Teaching Portfolio” The Center For Teaching, University of Massachusetts Amherst
Elements of the Teaching Portfolio Philosophy of Teaching Values Beliefs Attitudes Goals & Objectives for self for studentsContent delivery method Learning objectives (knowledge & skills)Treatment of students Professional developmentGrowth in your field Personal development of studentsEfficiency & evolution as a teacher Evidence of EffectivenessStudent evaluations Innovations VideoSelf reflection Teaching responsibilities PodcastPeer observation New course design Web pages Expressions of Teaching & Learning Tests Quizzes Homework Syllabi Web use Discussions Interactive learning Texts Final papers Group projects Writing samples Mid-term evaluations Assignments Other samples of student work
What constitutes a good philosophy? Include specific, personal examples Convey reflectiveness Communicate the value of teaching Tone of enthusiasm, commitment Student- or learner-centered Diversity & learning styles http://www.crlt.umich.edu/tstrategies/tstpts.php Rubric, Strategies, Examples
Process: FreewritingThink of a specific time when you had toteach (convey information , train, explainsomething important to) someone else. How did you do it?
The Teaching Philosophy“Just because you have never written a statement of your teaching philosophy, does not mean you do not have a philosophy”What it is 1-2 pages of first-person narrative Reflective & personal (not generic) Includes goals, methods, and assessmentsHow to write it Describe your disciplinary context Begin with the end in mind: What do your students learn? Tell a story: Give concrete, specific descriptions of your teaching See “What Constitutes a Good Statement” in CRLT paper
Big Questions What is learning? How does learning happen? What are the outcomes of my teaching? How does a teacher facilitate learning? What are my goals for students? How do I know when I’ve met my goals? (i.e., How do I evaluate learning?) How do my goals translate into ACTION?
Tips Take time to reflect regularly Keep a teaching journal Look at lots of examples, from a variety of fields Treat teaching as a research project Gather plenty of evidence—sometimes the evidence can influence the writing of your philosophy
Evidence Evidence Your Students Yourself Peers & MentorsCourse Evaluations Syllabi Letters/observations from Letters & Emails Class Materials supervisors, peers, Success Stories mentors about your Assignments teachingProducts of Learning Innovations Evaluations of teaching - Examples of work Reflections on how materials from others -Pre/Post scores you improved Teaching improvement activities
Evidence from Yourself: Reflection Think of a time you overcame a difficult communication or training issue.What did you do? Why? (Action/Method) (Philosophy /Belief) This is evidence that You are a reflective practitioner You are committed to improving your teaching You are attentive to student learning
Basic Elements of a Portfolio• Classes/guest lectures• Training & mentoring • How I teach & why I• Lab sessions do it that way • Personal beliefs • Formal evaluations• Include detailed about teaching & learning • Observations • Syllabi description of role, • Letters • Goals & objectives • Samples of• Course credits, • Reflections student work hours • Unique stories that reflect my context & • Ongoing feedback • Assignments/• Course description from classes Homework/ approach Assessment toolsRoles &responsibilities Philosophy Evidence Appendix
The Teaching Portfolio:What it is, Why you need one, & How to get Started N A N C Y G . A B N E Y, M A - T E S O L INSTRUCTOR & PROGRAM MANAGER U A B G R A D U AT E S C H O O L PROFESSIONAL DEVELOPMENT PROGRAM W W W. U AB . E D U / P R O F D E V NABNEY@UAB.EDU
FAQs Should I include “negative” student comments? http://www.celt.iastate.edu/teaching/cat.html What if I don’t have much teaching experience? Should I send my portfolio unsolicited?