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Teaching Portfolios: What are they and how do I put one together?

Teaching Portfolios: What are they and how do I put one together?

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Teaching Portfolios: What are they and how do I put one together?

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  1. Teaching Portfolios:What are they and how do I put one together? September 14, 2004 Presenter: Tine Reimers reimers@utep.edu

  2. What’s a Teaching Portfolio? An arrangement of organized, representative materials related to your professional practice (teaching) and explained by your teaching statement.

  3. What should be in a Teaching Portfolio? • Material from yourself • Material from others • Student products (Peter Seldin, The Teaching Portfolio)

  4. Seldin: Material from Yourself • Statement of teaching responsibilities, history • Reflective teaching statement • Goals statement • Representative syllabi • Professional development opportunities taken • Self-evaluation of materials: explanation of supporting documents

  5. Seldin: Material from Others • Observation statements from colleagues • Materials reviews from colleagues • Student evaluations and comments • Honors, other recognitions for teaching • Invitations to teach, to lead seminars on teaching • Documentation of teaching development • Videotape of a class

  6. Seldin: Student Products • Samples of student work • Student scores on common exams • Information about effect on student careers, majors • Alumni statements • Student publications • Examples of graded essays

  7. Your teaching role & objectives How you teach (method, techniques) Evidence of student success & learning Document your teaching with… What students observe Your efforts to grow & improve What colleagues observe Center for Effective Teaching and Learning UTEP 2003

  8. What’s the Role of the Teaching Statement? • Communicates your enthusiasm and commitment to teaching • Expresses your beliefs and values about teaching, learning, and students. • Tells the “story” of your teaching: past, present, future. • Points to evidence of your teaching success • Serves as the DOORWAY to your whole teaching portfolio

  9. Writing a Philosophy of Teaching Statement • Decide what “story” you need to tell • Be clear about what kind of classes/students you teach • Address disciplinary realities • Address readers not in your discipline • Describe what you do to get students to learn • Explain the challenges students have in your discipline/your class

  10. Questions to ask yourself as you prepare your statement • What’s your “story”? • How did you get into teaching—why are you engaged in this profession? • What do you love best about teaching—i.e., when is it most rewarding?

  11. Questions to ask yourself (cont.) • How do you want your students to change as a result of your classes? • what new things should they be able to do, say, and know? • Who are your students? • what are their strengths coming into your program? • what are their needs? How do they learn best? • what are the challenges of teaching in your discipline?

  12. Questions to ask yourself (cont.) • What strategies do you employ to help students learn? • What does a typical class look like? • What do your assignments look like?

  13. Questions to ask yourself (cont.) • What’s your evidence that you are effective in getting students to learn? (See handout on documenting teaching and learning…)

  14. Questions to ask yourself (cont.) • What have you learned along the way? • How has what you’ve learned changed your teaching? • How can you document those changes?

  15. Questions to ask yourself (cont.) • What efforts have you made to improve your teaching? • Scholarly/research efforts • developmental efforts • How have you documented these efforts?

  16. Questions to ask yourself (cont.) • Where do you want to go now? • What’s exciting in the future? • What do you want to tackle next in your teaching?

  17. Your Teaching Statement needs to • Communicate your enthusiasm and commitment to teaching • Express your beliefs and values about teaching, learning, and students • Tell the “story” of your teaching: past, present, future • Point to evidence of your teaching success • Serve as the DOORWAY to your whole teaching portfolio

  18. Teaching statements are a “work in progress” • Revise your statement often—as you teach new courses, you change and grow. • Get others to read your statement before submitting for evaluation of any kind. • Look for opportunities to document what you say in your statement: make your statement the door to your portfolio.

  19. Mundane Issues for Organization • Organize materials for ease of reading • Table of contents, indexes, explanations, clearly labeled sections, appendices • Pay attention to durability • Binders, plastic sleeves… • Keep copies of originals • Keep it short • Keep it representative

  20. Resources • Ask for and study portfolios from successful candidates • Visit our portfolio website: http://cetal.utep.edu/resources/portfolios/ • Make an appointment to talk about your statement, portfolio…