Carrie RodakGraduate Associate, Kaneb

Center

TEACHING PORTFOLIO DESIGN 3:

PERSONAL REFLECTION AND DOCUMENTATION

NameDepartment & yearHow do you learn in the classroom?

INTRODUCTIONS

Workshop participants will be able toSelect evidence that supports teaching and learning goals

Organize evidence into a cohesive message supporting teaching and learning goals

Draft reflective and summary statements

WORKSHOP GOALS

A teaching portfolio documents your teaching expertise by outlining:Ideas / objectives that inform your teaching

Courses you teach or are prepared to teach

Methods you useYour effectiveness as a teacherHow you assess and improve your teaching

REVIEW: WHAT IS A TEACHING PORTFOLIO?

Preparing a teaching portfolio will help with:Academic job applicationsReflection and refinement of your teaching skills and philosophy

Future promotions

REVIEW: WHY CREATE A TEACHING PORTFOLIO?

There are two main components of a teaching portfolio.1.Teaching philosophy statement2.Evidence to support claims made in the teaching philosophy statement

REVIEW: MAIN COMPONENTS

A teaching philosophy statement is a concise statement primarily about:1.why you teach 2.your assumptions regarding teaching and learning

REVIEW: TEACHING PHILOSOPHY STATEMENT

Introduce yourself as teacherSet the stage for your teaching portfolioConsciously articulate a framework for your teaching

Take time for reflection and self-examination

Identify ways you can grow and improveProvide a writing sample

REVIEW: TEACHING PHILOSOPHY STATEMENT -

PURPOSE

1) Documentation of your teaching2) Teaching Effectiveness3) Materials demonstrating student

learning4) Activities to improve instruction5) Contributions to the teaching

profession and/or your institution6) Honors, awards, or recognitions*“Teaching Portfolios: Components of a Teaching Portfolio”. Center for teaching, Vanderbilt University

http://cft.vanderbilt.edu/teaching-guides/reflecting/teaching-portfolios/

REVIEW: TYPES OF EVIDENCE

Two school of thought:Mastery approach: reflection first evidence selection next

Inquiry approach: select evidence first then extract the basic values and philosophies that emerge

You are likely to use both approaches as you build your portfolio

EVIDENCE SELECTION

Why does this evidence appeal to you?What qualities are reflected about your teaching and your students’ learning?

What does this evidence add? What do you want those evaluating you to learn from this evidence?

What will you state about this evidence when discussing it with whomever is evaluating you?

PURPOSE OF EVIDENCE

Complete the Strengths and Weaknesses handout

ACTIVITY

Theme/Topic Approach: Organized around a theme from your philosophy statement

Reflection/Evidence Approach: Feature reflective statements in a narrative section and place evidence in an appendix (used with Mastery approach)

Interview Outline Approach: streamlined based on anticipated questions which can be referenced during the interview

ORGANIZE YOUR EVIDENCE

Determine the purpose of your portfolioIs there a central focus you want to emphasize

Group evidence with similar themes/goals together

If evidence is not connected, do not include it

ORGANIZE YOUR EVIDENCE

Identifies your teaching goals and/or portfolio themes in a specific context

Be conciseSummarize data and clarify where needed

Direct the reader to the appropriate appendices as documentation of your statementDo not force the reader to refer to specific aspects in the evidence

REFLECTIVE AND SUMMARY STATEMENTS

Read the example summary statement

ACTIVITY

H.B. Rodriguez-Farrar (2006) “The Teaching Portfolio: A handbook for faculty, teaching assistants and teaching fellows” The Harriet W. Sheridan Center for Teaching and Learning, Brown University. http://www.brown.edu/Administration/Sheridan_Center/docs/teach_port.pdf

M. J. Paul (2004) “Teaching and Learning Portfolios: Thoughtfully Presenting yourself for a Successful Faculty Career” Delta Program in Research, Teaching, and Learning, University of Wisconsin. http://www.delta.wisc.edu/Certficate/Portfolio_Guidebook.pdf

PRIMARY RESOURCES

Individual consultationsExample early semester evaluationsExample semester evaluations for TAs (non-instructor of record)

Class observations and recordingsPedagogical workshopsSummer reading groups

And more!

SELECTED KANEB CENTER RESOURCES

Work on your portfolio!

ACTIVITY

THANK YOU!

Schedule a consultation with the Kaneb Center for Teaching and

Learning!kaneb@nd.edu or 631-9146