Preparing

2l. rreacliing Portfo{ia

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Wnat is a
q'eacfdng
PortfoCio?
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It is a factual description of a professor's
teaching accomplishments supported by
relevant data and analyzed by the profes-
sor to show the thinking process behind
the artifacts. Most portfolios are NOT
collections of everything that the profes-
sor has done in the way of teaching over
his or her entire career. Rather they are
selected samples that illustrate how that
individual's teaching is carried out in the
various venues in which teaching occurs.
Edgerton, Hutchings and Quinlan (1991)
describe portfolios as follows:
1. Portfolios provide documented
evidence of teaching that is connected
to the specifics and contexts of what
is being taught.
2. They go beyond exclusive reliance on
student ratings because they include a
range of evidence from a variety of
sources such as syllabi, samples of
student work, self-reflections, reports
on classroom research, and faculty
development efforts.
3
3. In the process of selecting and
organizing their portfolio material,
faculty think hard about their teach-
ing, a practice which is likely to lead
to improvement in practice.
4. In deciding what should go into a
portfolio and how it should be
evaluated, institutions necessarily
must address the question of what is
effective teaching and what standards
should drive campus teaching
practice.
5. Portfolios are a step toward a more
public, professional view of teaching.
They reflect teaching as a scholarly
activity.
Steps for
rr'eac./iing
Com-piring a
PortfoCia
Seldin (1993) suggests following the six
steps below when creating a portfolio:
1. Clarify teaching responsibilities.
Start with an understanding of the
role the professor is expected to play
in the deparunent with regard to its
various functions. This will help the
professor determine what kinds of
specifics need to be documented.
2. Select items for the Portfolio.
Based on the teaching responsibilities
noted in step I, the professor would
select information relevant to those
responsibilities rather than gathering
every piece of data that can be found.
3. Prepare statements on each item.
The professor prepares statements on
each item that show their relation to
the overall responsibilities and how
they reflect his or her status as a
teacher.
4
4. Arrange the items in order. The
order might be in terms of importance
to that professor's responsibilities. It
might be chronological to show
growth over time. It might be
categories of types of teaching
responsibilities to show breadth. The
order should reflect thepurpose oflbe
evaluation.
5. Compile the supporting data.
Evidence relating to the statements on
each item should be gathered to
support conclusions drawn. This
evidence is best placed in an appen-
dix.
6. Incorporate the Portfolio into tbe
curriculum vitae. Since the portfo-
lio is about only one aspect of the
professor's responsibilities, it needs
to be viewed in the total context for
the most accurate interpretation.
'Wliat f(jnis of materiaf ~
can De put
into a portfolio?
Edgerton, Hutchings and Quinlan (1991)
drew from a study at Stanford to identify
fOUT domains a portfolio might address.
They are:
Course planning andpreparation,
represented by syllabi, handouts,
lecture notes, etc.
Actual teaching presentation,
represented by co=ents from
observers, written comments from
student evaluations, or tapes of actual
class sessions.
Evaluating students and giving
feedback, represented by evaluation
assignments and students' graded
work along with a brief discussion by
the instructor about how feedback
was given.
Currency in the field, represented by
changes in the courses as new
developments in the field arise,
currency of reading materials
assigned or drawn on for course
presentations, attendance at profes-
sional conferences that resulted in
changes :in content or methods of
teaching.
The lists below are from Seldin (1993)
and by no means intended.to be exhaus-
tive of the possibilities. Note that Seldin
5
indicates that there should be multiple
sources of infom1ation on the same
observation, known as triangulation of
data. By providing several perspectives of
the same event or course, the professor is
able to give a clearer picture of the
teaching than could be achieved with one
SOUTce only. What is shown below is not
intended to be a checklist of everything
that should be included in a portfolio; the
list is merely suggestive of what might be
included.
Material from Oneself
A statement of teaching philosophy
reflecting the individual's view of the
teacher's role and how the
individual's activities fit with that
philosophy.
Statement of teaching responsibilities,
including course titles, numbers,
emollments and student demograph-
ics, a brief description of the way
each COUTse was taught and how the
courses fit into the overall mission of
the department.
Representative COUl'se syllabi
detailing course content and assign-
ments, teaching methods, readings,
homework assigmnents and evalua-
tion activities, possibly highlighting
how courses have changed over the
years in response to student feedback
or instructor grOV>lth.
Description of steps taken to improve
teaching, either througb the improve-
ment of inillvidual courses or in
general througb activities to enhance
teaching skills or background
knowledge.
Descriptions of instructional innova-
tions attempted and evaluations of
their effectiveness.
Descriptions of non-traditional
teaching settings, sucb as work with
laboratory assistants, special help
sessions, work with students during
office hours, out of classroom contact
of all kinds with students.
Descriptions of activities involving
tbe supervision of graduate students
and undergraduate bonors thesis
students, including names and
completion dates, works in progress,
and an indication of your general
approach to such supervision.
A personal statement describing
teaching goals for the next five years.
Material Fain Others
Student course evaluation data,
including present and fonner stu-
dents, majors and nonmajors,
graduates and undergraduates,
assistants and rnentorees, whatever
groups constitute the individual's
typical constituencies.
6
Statements from colleagues who have
observed the individual in the
classroom or who have taught
students in subsequent courses. If
such data are Dot available, there may
be alternative sources of similar
information. For example, if the
individual has been a guest lecturer in
another instructor's course, that could
be a source of evaluation. Or if the
individual has presented workshops
for colleagues either locally or
elsewhere, participants could be
asked to evaluate the presenter.
Evaluations from other faculty in
team taught courses.
Documentation of teaching develop-
ment activities, such as attendance at
conferences or workshops on teach-
ing either locally or at professional
conferences.
Statements from colleagues who have
reviewed the professor's teaching
materials, such as course syllabi,
assignments, testing and grading
practices. Data can be solicited from
outside reviewers on these documents
by inviting review from others
teaching similar material at similar
institutions.
Honors or other recognition such as a
distinguished teaching award or
nomination for such an award.
Products of Teaching
Samples of student work along with
the professor's feedback to show the
range of student performance and
how the instructor has dealt with it.
Student j oumals compiled during the
semester and reflecting student
growth in a wide range of areas.
A record of students who succeed in
advanced study in the field or who
become majors in the field and reflect
back on the instructor's influence.
Testimonials from the employers of
former students.
Student scores on class examinations,
departmental exams, national
certification exams.
Some Items that Occasionally Appear
Descriptions of cwTicular revisions,
including new course projects,
materials, and class assignments.
Self-evaluation of teaching-related
activities.
Contributions to, or editing of a
professional joumal on teaching in
the discipline.
Service on professional society
committees or University cOlmnittees
dealing with curriculum or teaching
issues.
7
A statement by the department chair
assessing the professor's teaching
contributions to the department.
Invitations to present at national
conferences on the individual's
teaching.
A videotape of a typical class session.
Participation in off-campus activities
related to teaching in the discipline,
such as working with local commu-
nity groups in educational campaigns.
Evidence of help given to colleagues
leading to improvemeut of their
teaching.
Descriptions of how non-traditional
materials are used in teaching.
Statements from alumni.
As noted earlier, not all these items would
be appropriate for every portfolio. These
lists are provided merely as stimulation
for the professor's own thinking.
!More
Components
'lJetai{s on
of a Portfoao
Statement ojTeachingPhilosophy and
Reflective Practice
The purpose ofthis statement of philoso-
phy is to describe the individual's general
approach to teaching and learning and
their changes in response to changing
conditions. It could include:
How the individual views the
teacher's role in a range of teaching
situations and in general.
How the teaching methods typically
used reflect that interpretation of the
teacher's role.
How the teaching methods have been
modified in response to changes in
students, course materials, the
instructor's situation, curriculum
changes, and other mitigating factors.
Centra (1993) reported a study on
portfolios and found that the teacher's
reflections on some key areas were
helpful to evaluators. The six areas he
recommends commenting on are:
questions of student motivation and
how to influence it.
the goals of instruction, both for
individual courses and in general.
8
the development of rapport with
students as a group and individually.
the assessment of various teaching
strategies as they related to the
instructional goals.
the role of disciplinary knowledge in
teaching and how students learn the
discipline.
recent innovations in the content of
the field and their effects on teaching.
Below we have included an example of
co=ents given by an instructor from the
study just cited:
Commitment to Teaching
(motivational skill):
My commitment to
teaching is demonstrated by a
variety of behaviors in and
outside of the classroom. I
teach five sections of a
course that requires a term
paper. It is a freshmen
course, and many students
were either immobilized by
the assignment or had an
extremely high level of
anxiety about it. Indeed,
many of them lacked adequate
skills in preparing and
writing term papers. There-
fore, I scheduled term paper
workshop sessions on a dif-
ferent weekday for any stu-
dents who desired extra time
with me to help them prepare
an uexcellentU or A-type term
paper. This appeals to most
students, especially those
who feel unsure and
unconfident, For the past
two semesters, more than half
of the students enrolled in
those sections have attended
more than three sessions each
The outcome of my
efforts and the students'
labor has been a productive
one. The total caliber of
term papers has improved, and
I am greatly pleased that the
extra time on my part has
been beneficial to all -
student and teacher alike.
(From Centra, 1993, pg. 104)
Interpretations ofStudent Evaluations
Plotting Means of Course Instructor
Surveys (CIS)
At the Center for Teaching Effectiveness
we have found it useful to plot the
progress of teaching in a given course
over several semesters. By laying out
general items along a time line, a profes-
sor can document upward (or downward)
trends in student evaluations. (See
below.) If a single data point is out of
lin'e, its impact is lessened by the over-
view, and the professor may choose to
discuss factors in that particular semester
that could have contributed to the devia-
tion.
CIS Means
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1 lEI Nat Sci
I'

Analvzino Written Comments

In addition to plotting cross-semester
results, an instructor can make an analysis
of student written comments as well. We
do this by laying out a mattix which
groups written comments according to
the overall course rating given by each
student evaluator. (See below.) This
provides a context for the comments. An
instructor can see what kinds of comments
were made by students who were in
general satisfied with the course, and what
kind were made by those who were
dissatisfied. One can also sort comments
according to overall student GPA or
expected grade in the course or major
status. This analysis of 'written comments
sometimes helps to explain cercain
corr.ments or to mitigate the effects of
particularly strong negative comments,
which might be confided to a small subset
ofa course.
Written Comments Analvsis Grid
Course:
--
Instructor:
- Negative Comments
No. Students: 50
+Positive Comments
Semester: Spring '92
!Rating
Subject Organization! Interaction Dynamism!
pf
Matter Clarity Enthusiasm
tourse
4
+ I really learned a lot! + Outlines were - Had a little trouble + Great teaching (2)
(A)
**'
wonderful! (3) understandmg the + I hope to take another
- This sbould be a 3-hr lecturer at times. course (2)
course because of the
amount of material.
3 + Tests were fair +Explained the- + Takes time to really ~ Instructor gets a bit
(B)
+Material was infonnation very well talk to the students (2) flustered when
interesting + Study guides were + Always willing to answering questions.
***
wonderful (4) answer questions
- Too much material is
+Typed outlines were
covered eacb class very useful (2) - Slow down when
session.
lecturing
- Labs were very
complex and difficult.
+Emphasized key
+ Presented material - Need to teU students
2 points very accurately
in a well prepared
+Responded to student
to come in tbe back
(C) +Very interesting
manner
questions with great
door iftbey arrive late.
course +Outlines were good
interest and enthusiasm
- Not a real effective
+ I learned some
(7) ***
teacher
valuable things ***
- Lectured a little fast
'**
- Switched topics
(4)
- The course should
very quickly
- Should be more
have prerequisites -
receptive. to questions.
chemistry & biology.
... etc.
10
(J)
-
Peer Observation a/Classroom
Instruction
(A more detailed description a/Peer Observa-
tion and Evaluation procedures is available in
another bookletfrom the Center.)
In providing this type of evaluation data,
peers should follow some hasic guidelines
as noted below:
Prior to observing ilie class, ilie
colleague should discuss with ilie
professor ilie purposes ofilie course
and ilie reasons behind ilie instruc-
tional choices ilie professor has made,
The peer may also wish to receive
some background on where ilie '
session to be observed fits into the
overall course picture, This informa-
tion places the class in context and
facilitates evaluation of ilie session,
For example, ifilie peer knows iliat
iliis is a class period early in ilie
discussion of a topic, he or she should
expect more student clarification
q u e s t i o ~ s and a more basic level of
content. Sessions later in the se-
quence should be pitched at a higher
level and involve students more in
analysis and oilier higher cognitive
activities.
It is advisable to observe more than
one class session ifpossible. If iliat is
not possible, apost-observation
interview with the instructor about
how typicalilie session was of ilie 1
11
course and the instructor's thinJ.cing as
ilie session progressed would help
place ilie activities of ilie day in
perspective,
It is preferable to be specific in
comments or to back up general
comments wiili examples, For this
reason, ilie observer should record his
or her impressions as soon as possible
after ilie observation and should have
used a format for observing that
would facilitate noting instances and
key points,
Peer observers should be aware that
ilieir own expertise will provide iliem
a head start in understanding ilie class
activities in comparison to the
students in ilie class, Somefuing iliat
seems extremely clear to ilie col-
league might not be clear to ilie
students, In addition ilie peer's own
teaching style should not be used as
ilie standard against which all oilier
instruction is measured; there should
be a recognition of ilie validity of
diverse styles, The focus should be
on wheilier or not ilie style used is
helping ilie students learn:
Hart (1987) has recommended iliat
colleague observations focus on six
interrelated categories, to which we are
adding this first one in ilie list:
The cognitive dimension (the organi-
zation of the learning setting to
achieve a variety oflevels of com-
plexity of learning, ilie use of
questions and activities to stimulate
deeper analysis of the subj ect or a
more iliorough understandiug of ilie
basics, ilie level at which ilie class is
directed and its appropriateness for
the srodents)
The socia-political dimension (the
apportioning of roles within the class
and their interaction, the use of
authority, directions, commands,
invitations, judgments, reward.$ and
threats, the building or maintenance
of rapport)
The classroom structure andproce-
dures (instructional methods and
materials used, tlieir purposes and
effectiveness)
The curricular context (tbe relation-
ships between this class and the
coune as a whole, this course and the
curriculum as a whole, this content
and the notions of education in
general and the field in particular)
The effects ofteaching (how well
students are learning as indicated by
questions, activities, general attention
level, specific assessments during
class time, and the use of that
information in redirecting the
teaching from moment to moment)
The rhetorical dimension (the use of
language, organization, forms such as
argumentative, persua-
sive, etc., sharing of talk-time, turn-
taking)
The phYSical-temporal dimension
(time of day, room size and shape,
physical comforts aspects, seating,
visibility, acoustics, and how the
instructor ]8 aware of them and
compensating for them)
12
References
The Center has many books and articles
discussing the teacher portfolio idea in
general. The ones listed below are
mentioned in the foregoing text.
Centra, John A. (1993) Reflective
Facultv Eyaluation. San Fran-
cisco: Jossey-Bass Publishers,
lnc.
Edgerton, R., Hutchings,P. and Quinlan,
K.. (1991) The Teaching
Portfolio: Capmring the Scholar-
ship in Teachin2:. Vlashington,
DC: The American Association
for Higher Education.
Hart, F.R. (1987) "Teachers observing
teachers." ln lH. Broderick
(ed.) Teaching at an Urban
University. Boston: University
of Massachusetts at Boston.
Keig, Larry & Waggoner, Michael D.
(1994) COllaborative Peer
Review: The Role of Faculty in
Improving College Teaching.
ASHE-ERlC Higher Education
Report No.2, 1994. Washing-
ton, D.C.: the George Washing-
ton University, School of
Education and Human Develop-
ment.
Seldin, Peter and Associates (1993)
Successful Use of Teaching
Portfolios. Belton, 111A: Anker
Publishing.
!More tJ)etaifs
Components of a
on
PortfoCio
Statement of Teaching Philosophy and
Reflective Practice
The purpose ofthis statement of philoso-
phy is to describe the individual's general
approach to teaching and learning and
their changes in response to changing
conditions. It could include:
How the individual views the
teacher's role in a range of teaching
situations and in general.
How the teaching methods typically
used reflect that interpretation ofthe
teacher's role.
How the teaching methods have been
modified in response to changes in
students, course materials, the
instructor's situation, curriculum
changes, and other Initigating factors.
Centra (1993) reported a study on
portfolios and found that the teacher's
reflections On some key areas were
helpful to evaluators. The six areas he
recormnends cOlmnenting on are:
questions of student motivation and
how to influence it.
the goals of instruction, both for
individual courses and in general.
8
the development of rapport with
students as a group and individually.
the assessment of various teaching
strategies as they related to the
instructional goals.
the role of disciplinary knowledge in
teaching and how students learn the
discipline.
recent innovations in the content of
the field and their effects on teaching.
Below we have included an example of
comments given by an instructor from the
study just cited:
Commitment to Teaching
(motivational skill):
My commitment to
teaching is demonstrated by a
variety of behaviors in and
outside of the classroom. I
teach five sections of a
course that requires a term
paper. It is a freshmen
course, and many students
were either immobilized by
the assignment or had an
extremely high level of
anxiety about it. Indeed,
many of them lacked adequate
skills in preparing and
writing term papers. There-
fore, I scheduled term paper
workshop sessions on a dif-
ferent weekday for any stu-
dents who desired Extra time
with me to help them prepare
an "excellent" or It-type term
paper. This appeals to most
students, especially those
who feel unsure and
unconfident. For the past
two semesters, more than half
of the students enrolled in
those sections have attended
more than three sessions each
The outcome of my
efforts and the students'
labor has been a productive
one. The total caliber of
term papers has improved, and
I am greatly pleased that the
extra time on my part has
been beneficial to all -
student and teacher alike.
(From Centra, 1993, pg. 104)
Interpretations a/Student Evaluations
Plotting Means of Course Instructor
Surveys (CIS)
At the Center for Teaching Effectiveness
we have found it useful to plot the
progress of teaching in a given course
over several semesters. By laying out
general items along a time line, a profes-
sor can document upward (or downward)
trends in stndent evaluations. (See
below.) If a single data point is out of
line, its impact is lessened by the over-
view, and the professor may choose to
discuss factors in that particular semester
that could have contributed to the devia-
tion.
CIS Means
4 ....
0.5
:=;
f- H
-
2.5 I-- I-- I-- )it-- -

"
CI Spr '93

2 I--
--
f- f- f-
-
1
lI3F<ill '93

B Nat Sci Means

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f- f- ,f-
o. -.
,
1
c-
.- I-- I-- I--
-'
0.5
--
- I-- f- .f-
-
.;
ill
0 +
.."C
1 2 3 4 5 6 7 8
Iteem
.
9
Analvzing: Vhitten Comments
In addition to plotting cross-semester
results, an instructor can make an analysis
of student written comments as well. We
do this by laying out a matrix which
groups written comrnents according to
the overall course rating given hy each
student evaluator. (See below.) This
provides a context. for the comments. An
instructor can see what kinds of comments
were made by students who were in
general satisfied with the course, and what
kind were made by those who were
dissatisfied. One can also sort comments
according to overall student GPA or
expected grade in 'the course or major
status. This analysis of Vtrritten comments
sometimes helps to explain certain
COITJilents Or to mitigate the effects of
particularly strong negative comments,
which might be confided to a small subset
ofa course.
Written Comments Analvsis Grid
Course:
--
Instructor:
- Negative Comments
No. Students: 50
+Positive Comments
Semester: Spring '92
JRating
Subject Organization! Interaction Dynamism!
pf
Matter Clarity Enthusiasm
~ o u r s e
4
+I really learned a lot! +Oudines were - Had a little trouble + Great teaching (2)
CA) '"
wonderful! (3) understanding the + I hope to take another
- This should be a 3-hr lecturer at times. course (2)
course because of the
amount of material.
3 + Tests were fair +Explained the
+Takes time to really - Instructor gets a bit
(B)
+Material was information very well talk to the students (2) flustered when
intereSting + Study guides were
+ Always willing to answering questions.
***
wonderful (4) answer questions
- Too much material is +Typed outlines were
***
covered each class very useful (2) - Slow down when
session.
lecturing
~ Labs were very
complex and difficult.
+ Emphasized key
+Presented material ~ Need to tell students
2 points very accurately
in a well prepared
+ Responded to student
to come in the back
eC)
+ Very interesting
manDer
questions with great
door iftbey arrive late.
course + Outlines were good
interest and enthusiasm
- Not a real effective
(7)
"*
teacber + I learned some
valuable things ***
- Lectured a little fast
'**
- Switched topics
(4)
- The course sbould
very quic1dy
- Should be more
have prerequisites -
receptive to questions.
chemistry & biology.
... etc.
10
Peer Observation of Classroom
Instruction
(A more detailed description ofPeer Observa-
tion and Evaluation procedures is available in
another booklet from the Center.)
In providing this type of evaluation data,
peers should follow some hasic guidelines
as noted helow:
Prior to observing the class, the
colleague should discuss with the
professor the purposes of the course
and the reasons behind the instruc-
tional choices the professor has made.
The peer may also wish to receive
some background on where the
session to be observed fits into the
overall course picture. This informa-
tion places the class in context and
facilitates evaluation of the session.
For example, if the peer knows that
this is a class period early iu the
discussion of a topic, he or she should
expect more student clarification
q u e s t i o ~ s and a more basic level of
content. Sessions later in the se-
quence should be pitched at a higher
level and involve students more in
analysis and other higher cognitive
activities.
It is advisable to observe more than
one class session if possible. Ifthat is
not possible, a post-observation
interview with the instructor about
how typical the session was of the I
11
course and the instructor's thinking as
the session progressed would help
place the activities of the day in
perspective.
It is preferable to be specific in
comments or to back up general
comments with examples. For this
reason, the observer should record his
or her impressions .as soon as possible
after the observation and should have
used a fonnat for observing that
would facilitate noting instances and
key points.
Peer observers should be aware that
their own expertise will provide them
a head start in understanding the class
activities in comparison to the
students in the class. Something that
seems extremely clear to the col-
league might not be clear to the
students. In addition the peer's own
teaching style should not be used as
the standard against which all other
instruction is measured; there should
be a recognition of the validity of
diverse styles. The focus should be
on whether or not the style used is
helping the students learn.
Hart (1987) has recommended that
colleague observations focus on six
interrelated categories, to which we are
adding this first one in the list:
The cognitive dim.ension (the organi-
zation of the learning setting to
achieve a variety oflevels of com-
plexity oflearning, the use of
questions and activities to stimulate
deeper analysis of the subject or a
more thorough understanding ofllie
basics, the level at which the class is
directed and its appropriateness for
the students)
The socia-political dimension (the
apPortioning of roles within the class
and their interaction, the use of
authority, directions, commands,
invitations, judgments, rewards and
threats, the building or maintenance
of rapport)
The classroom structure andproce-
dures (instructional tuethods and
materials used, their purposes and
effectiveness)
The curricular context (the relation-
ships between tbis class and the
cow'se as a whole, this course and the
curriculum as a whole, this content
and the notions of education in
general and the field in particular)
The effects ofteaching (how well
students are learning as indicated by
questions, activities, general attention
level, specific assessments during
class time, and the use of that
information in redirecting the
teaching from moment to moment)
The rhetorical dimension (the use of
language, organization, forms such as
expository, argumentative, persua-
sive, etc., sharing of talk-time, turn-
taking)
The physical-temporal dimension
(time of day, room size and shape,
physical comforts aspects, seating,
visibility, acoustics, and how the
instructor is aware of them and
compensating for them)
12
References
The Center has many books and articles
discussing the teacher portfolio idea in
general. The ones listed below are
mentioned in the foregoing text.
Centra, John A. (1993) Reflective
Faculty Evaluation. San Fran-
cisco: Jossey-Bass Publishers,
Inc.
Edgerton, R., Hutchings, P. and Quinlan,
K. (1991) The Teachino
Portfolio: Capturing the Scholar-
ship in Teaching. Washington,
DC: The American Association
for Higher Education.
Hart, F.R. (1987) "Teachers observing
teachers." In J.H. Broderick
(eeL) Teachino at an Urban
University. Boston: University
of Massachusetts at Boston.
Keig, Larry & Waggoner, Michael D.
(1994) Collaborative Peer
Review: The Role of Facultv in
Improvino Colleoe Teaching.
ASHE-ERlC Higher Education
Report No.2, 1994. Washing-
ton, D.C: the George Washing-
ton University, School of
Education and Human Develop-
ment.
Seldin, Peter and Associates (1993)
Successful Use of Teaching
Portfolios. Belton, MA: Anker
Publishing.
Creating a T e a c h ~ n 9 Portfolio
Presented by
Markell R Steele. Counseling Manager. Graduate Studenl Services
UCLA Career Center
IWhat is a Teaching
portfolio?
:II: A factual description of your teaching strengths
and accomplishments
:II: Means of displaying SELECTED evidence of your
teaching effectiveness
3t: Sho\l'(s a broad range of your teaching skills
j
philosophy, methodology, attitudes, and future
goals
IHow is a PortfoliQ used?
:li:Academic Job Search
:li:Grants and Fellowship Applications
:Ii: For your professional development to
learn about your philosophy and approach
to teaching
:Ii: Departmental reviews
:li:Award nomi nations
1
IWhy Use a Portfolio?
,
~ Documents quantity & quality of professional
development
~ Demonstrates job commitment
~ Shows knowJed ge, competendes and accomplishme nts
:fl: Adds a visual dimension to the interview
~ Makes a significant and lastlngim pression
[Getting Started
:II: Collect samples and artifacts
~ Create a working portfolio
:Jt:Organize and store materials
:II: Save absoluteiy everything
IReflective Questions for
Portfolio Planning
:II: What is the purpose for the portfolio?
~ What is your teaching philosophy?
:II: Who ,s the audience? What do you know about
them?
:ll:What types of evidence will be convincing to this
audience?
:It: What are your most relevant qualifications?
:It: What are your most significant
accomplishments?
2
I
ltSubjective Materials-
Gives context and meaning to the work
samples created
ltWork Samples and Concrete Materials-
Artifacts of teaching performance, direct
evidence
ISUbjective Materials
n Statement of teaching philosophy
Statement of teaching responsibilities, 'courses taught
X Syllabi with objectives, methods, readIngs, aSSignments
Steps made to improve teaching
Instructional creations/in novations
Unique teaching strategies you use
Personal state men! of teachln 9 goals for next several
years
X Presentations and handouts
Work Samples and Concrete
l
Materials
x Teaching evaluation sum maries
X Statements from professors, colleagues, etc. who have
obselVed you teach
3 Documentation of teaching development activities
Honors and recognitions of teaching excellence
Student Scores that show before and after successes
X Unsolicited feedback from students, honors received
from students
.
3
IAdditional Documents
:ltStatement of Teaching Interests
:ltVideotapes of your Instruction
:It Research Statements
:ltResearch Plan
:ltTitle Page
:ltTable of contents to guide the reader
:ltCover Letter
:ltAppendlces
!Make your Portfolio Effective
:It: Personal document that can be presented in
many ways including on web
:l:l: Showcase and discuss your best examples
~ Use easy to read and concise language
~ Have others review your portfolio and request
comments on its effectiveness
:It: Remember your audience
~ Your portfolio is portable, changeable
gg It represents you as a professional
4
jportfoliOS and the Web

Browse through other sites to get ideas
Keep the site current
at Make sure the material is approoriate for
professional audiences
at Be careful what you put on the site because
some ideas may be "stolen". Add a statement
do not copy or don't include unpublished
documents.
Nice to include a OJ oniine (keep it current)
...,--;.. .. - '-."A-"-
IRemember...
I
:It Plan to leave your portfolio with the chair
Keep official documents/copies at home
Maintain total confidentiality
at Do not use anyone else's persona! information
.
I
About the Teaching
Philosophy
:J:tAsked for qUite often from committees
:M: What is my approach to teaching?
What do I believe about learning?
:ltWhat methods do I use in classroom?
Do I use unique methods? If so, where did you
learn those methods. How does it work?
What are my strengths? What sets me apart?
31: What methods, materials/ techniques do you
use?
5
IHelPfUI Websites
::;: http:"wv.w.nid.ucla.edu I search?SearchableTe;rt=portfolios
=http:f'dents.wshinoton.edulddrweb/re?Pllrcesfportfolioto
pls-.html
~ htto:flWYM'.lItex:as.edufacademic/cte'teachfoiiQ htmJ
X http:/ (www."teras-redulacaoemictr;tp./teachfolio.pdf
6