Overview of Teaching Portfolios: Process & Product
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Transcript Overview of Teaching Portfolios: Process & Product
The Teaching Portfolio:
What it is & Why you need one
NANCY G. ABNEY
INSTRUCTOR & PROGRAM MAN AGER
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
[email protected]
Goals
1. Overview of the Teaching Portfolio:
What it is
Why you need one
2. 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
Teaching philosophy is required for most
faculty positions
Prepare for job talk
Reflect on & improve teaching
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
Growth
Job
Is the basis for
Process Portfolio
Product Portfolio
Teaching Philosophy & methods
Presenting the Evidence
Document effectiveness
Snapshot
of Best
Self-evaluation
Reflect critically on your practices
Document your efforts
Evaluate the effects
Reflection over time
• Development of teaching
• 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 students
Content delivery method
Treatment of students
Growth in your field
Efficiency & evolution as a teacher
Learning objectives (knowledge & skills)
Professional development
Personal development of students
Evidence of Effectiveness
Student evaluations
Self reflection
Peer observation
Innovations
Teaching responsibilities
New course design
Video
Podcast
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: Freewriting
Think of a specific time when you had to
teach (convey information , train, explain
something 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 assessments
How 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
Course Evaluations
Syllabi
Letters & Emails
Class Materials
Success Stories
Assignments
Products of Learning
Innovations
- Examples of work
-Pre/Post scores
Reflections on how
you improved
Peers & Mentors
Letters/observations from
supervisors, peers,
mentors about your
teaching
Evaluations of teaching
materials from others
Teaching improvement
activities
Evidence from Yourself: Reflection
Think of a time you overcame a difficult
communication or training issue.
What did you do?
(Action/Method)
Why?
(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
• Lab sessions
• Include detailed
description of role,
• Course credits,
hours
• Course description
Roles &
responsibilities
• How I teach & why I
do it that way
• Personal beliefs
about teaching &
learning
• Goals & objectives
• Unique stories that
reflect my context &
approach
• Formal evaluations
• Observations
• Letters
• Reflections
• Ongoing feedback
from classes
Philosophy
Evidence
• Syllabi
• Samples of
student work
• Assignments/
Homework/
Assessment tools
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 MAN AGER
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
[email protected]
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?
http://www.cirtl.net/files/Summer%202012CourseFlier.pdf