Transcript TEACHING PORTFOLIODOCUMENTING YOUR EXPERTISE IN TEACHING Leonie Gordon RECORD TO DEMONSTRATE  Ideas and objectives that inform your teaching  Courses you teach  Methods.

TEACHING PORTFOLIODOCUMENTING YOUR
EXPERTISE IN TEACHING
Leonie Gordon
RECORD TO DEMONSTRATE
 Ideas and objectives that inform your teaching
 Courses you teach
 Methods you use especially if innovative
 Ef fectiveness as teacher
 How you assess and improve your teaching
EDUCATION PORTFOLIO
Should be
 well organized, polished ,clear
 a works in progress that will continue to revise as you
progress in your academic career.
 selective rather than comprehensive and is NOT a holding
place for all your teaching materials but presents syllabi,
assignments and other materials that best illustrates your
teaching approach and methods
TEACHING PHILOSOPHY STATEMENT
 Provides a clear, concise account of your teaching approach,
methods, and expertise.
 Each statement should be unique.
GUIDELINES FOR TEACHING STATEMENT
 1) Why do you teach?
 2)What do you teach?
 3) How do you teach?
 4) How do you measure your effectiveness?
EXAMPLES AND EVIDENCE OF
APPROACHES AND METHODSDEVELOPMENT CURRICULUM
Level of Outreach
Type of Learners
Site of
Curriculum/Assessment Class/Group
Date of
(institutional, local, Your Role in the
(Medical Student,
Implementation
Tool
Size
Implementation
state, regional, Development
Resident, etc.)
(ie: University X)
national, international)
Academy of Medical Educators MUSC
ADVISING AND MENTORING GRID
Year(s)
Nature of
Mentoring/Advising
Type of Individual(s)
Mentored (med students,
residents, graduate students,
fellows, faculty, etc.)
Number of
Mentees/Year
Selected Outcome Highlights from this
Mentoring/Advising Activity
EDUCATIONAL LEADERSHIP
Type of Leadership or Administration
Title of Department,
(Dean, Department Leadership, Course
Course/Program or Educational
Leadership, Program Leadership,
Committee
Educational Committee Leader/Member)
Title or Role
(ie, Chairperson, Lead
Instructor, Project Director,
etc)
Level of Department,
Course/Program, or
Educational Committee
Year(s)
(departmental, institutional, local,
state, regional, national,
international)
EDUCATIONAL LEADERSHIP AND
ADMINISTRATION
Type of Leadership or Administration
Title of Department,
(Dean, Department Leadership, Course
Course/Program or Educational
Leadership, Program Leadership,
Committee
Educational Committee Leader/Member)
Title or Role
(ie, Chairperson, Lead
Instructor, Project Director,
etc)
Level of Department,
Course/Program, or
Educational Committee
Year(s)
(departmental, institutional, local,
state, regional, national,
international)
EDUCATIONAL RESEARCH AND SCHOLARSHIP
Please list all Educational Research & Scholarship, including peer-reviewed publications, posters, abstracts,
book chapters, presentations, etc., that pertain to Education. (please be sure to include FULL references for all
scholarship)
MANY EXAMPLES YOU CAN USE
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Sample Syllabi
Courses Taught (note if TA or course instructor)
Courses Planned (tailor for specific applications)
Sample Assignments and Assessments
Essay assignments
Exams
Comments on student papers
Evidence of Teaching Effectiveness
Student evaluations
Evaluations by faculty member or other observer
Teaching awards
Video of a class
Evidence of Professional Development
Teaching workshops, seminars, publications, etc.
WHY CREATE A TEACHING PORTFOLIO ?
Useful tool that can help you
• develop, clarify, and reflect on your teaching philosophy,
methods, and approaches
• present teaching credentials for hiring and promotion in an
academic position
• document professional development in teaching
• identify areas for improvement
WHEN SHOULD YOU BEGIN CREATING
PORTFOLIO?
 Begin as early as possible.
 Even before you set foot in the classroom as a Teaching
Assistant or instructor, you should begin thinking about the
ideas and objectives that will guide you when you do so.
Reading articles and attending workshops on teaching will
help you identify current issues and potential approaches.
As you build your teaching experience, you should also be
developing your portfolio, which you can then update, refine,
and improve when you are entering the academic job
market.
 May be requested to provide “teaching materials” or
“evidence of teaching effectiveness” at some point in career.
Sending Teaching portfolio is very effective
MUSC APT TEACHING GUIDELINES
Teaching is a vital contribution for each regular faculty member,
regardless of their track designation
The sharing of knowledge that is accurate, balanced, current
and stimulating is expected from each faculty member.
The most important role of the teacher is to motivate and
inspire learners.
MUSC APT TEACHING GUIDELINES
Continuing pursuit of knowledge is a life-long habit for scholars.
 Clinical scholars, who have mastered a discipline related to
patient care, teach in the ambulatory clinics and offices, at the
bedside, in the emergency room, the operating and diagnostic
procedure rooms.
 Mastery of their discipline allows clinical research-oriented
scholars to formulate, test and report new ideas, apply new basic
information to patient care, question clinical dogmas and
evaluate the complexities of cause/effect relationships in the
management of diseases
 scholars teach medical students, residents, and peers.
http://www.musc.edu/sacs_documents/faculty_students_learning_
resources/3.7.1_attachments/3.7.1_7_com_apt_policy.pdf