The Teaching Portfolio: What it is & Why you need one

1. The Teaching Portfolio:What it is & Why you need one Nancy G. Abney Instructor & Program Manager UAB Graduate School Professional Development Program www.uab.edu/profdev nabney@uab.edu

2. Goals 1. Overview of the Teaching Portfolio: • What it is • Why you need one 2. Getting started on your Philosophy of Teaching

3. Why do you need a portfolio? The benefits. Balance evidence of your teaching & research for a well-rounded CV Prepare for job talk Teaching philosophy is required for most faculty positions Reflect on & improve teaching What should you put in yours?

4. 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

5. Is the basis for

6. 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)

8. 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

9. Elements of the Teaching Portfolio Philosophy of Teaching Values Beliefs Attitudes Goals & Objectives for self for students Content delivery method Learning objectives (knowledge & skills) Treatment of students Professional development Growth in your field Personal development of students Efficiency & evolution as a teacher Evidence of Effectiveness Student evaluations Innovations Video Self reflectionTeaching responsibilities Podcast Peer observation New course designWeb 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

10. 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

11. 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?

12. 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

13. 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?

14. 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

15. Evidence Evidence Peers & Mentors Yourself Your Students Course Evaluations Letters & Emails Success Stories Products of Learning - Examples of work -Pre/Post scores Syllabi Class Materials Assignments Innovations Reflections on how you improved Letters/observations from supervisors, peers, mentors about your teaching Evaluations of teaching materials from others Teaching improvement activities

16. 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

17. Basic Elements of a Portfolio

18. The Teaching Portfolio:What it is, Why you need one, & How to get Started Nancy G. Abney, MA-Tesol Instructor & Program Manager UAB Graduate School Professional Development Program www.uab.edu/profdev nabney@uab.edu

19. 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?

20. http://www.cirtl.net/files/Summer%202012CourseFlier.pdf