Teaching Portfolios WSU Mentoring Committee Spring Workshop

Pros: ●Rich html editing ●Easy updating (embedding google documents) Cons: ●More complex system ●Harder to make look “nice” Platforms - Google Sites

Platforms - Weebly (or Wix) Pros: ●Attractive templates ●Easy, drag and drop editing Cons: ●Limited html/deep editing ●Often more costly

Platforms - Wordpress Pros: ●affordable domain ●attractive themes ●html options Cons: ●not super intuitive ●themes are sometimes limited

Teaching Philosophy ●Narrative ●Theory of teaching and learning ●Practice of teaching and learning ●How these inform each other: o what theory looks like in your classroom o specific examples of pedagogical methods and practices that demonstrate your beliefs. o How do you assess student learning? Why? o

Teaching Biography ●When, Where, How and Why you have taught. ●Includes variety of courses, guest lectures, tutoring in content area, facilitating workshops, etc.

Academic Bio helpful link: g-your-professional-life-writing-the-academic- bio/

Curriculum Vitae 1.Context is King! 2.Genre Ecology 3.Principle of “Peer Review” (Competitiveness) 4.Showing and Connecting Your Values 5.Format Matters: My SiteMy Site 6.Useful Resources ●Surviving Your Academic Job Hunt: Advice for Humanities Ph.D’s by Katherine HumeSurviving Your Academic Job Hunt: Advice for Humanities Ph.D’s ●Dr. Karen. “Rules of the Academic CV.”The Professor Is In.“Rules of the Academic CV.”

Teaching Evaluations and SET Scores Interpreting SET Scores ●Mean (average) ●Median (middle value of scores) ●Q1: “How much have you learned in this course?” ●Q2: “How much have you learned in this course?” ●Q24: “How would you rate this instructor’s teaching in the course?” ●The mean of the course ratings for each course taught throughout the year was averaged and represent a higher than average course rating score. Side Box for Average Class Rating for Each Course Taught: ●Required courses with a score of 12 or higher are exceptional marks. My course ratings for both Intermediate Composition (ENG 3010) and ENG 6010 are above 12.

STUDENT COMMENTS ❖ Choosing Student Comments: ➢ Overwhelmingly, my courses are judged by students as difficult (around 75%) or moderate (around 25%) ➢ Therefore, I wanted to represent student comments that spoke to the level of work in my class, but that were also represented in a positive light: ❖ This class was fast paced and quite rigorous. Even so, the course taught me a lot about teaching and tutoring. I plan on working in the writing center as a volunteer next year. That is how valuable the tutoring component was for me as a teacher. ❖ Always enthusiastic and more than willing to sit down with students or have individual conferences. I thought the course was the hardest course I have taken yet, but I am glad I did. ❖ We were always given chances for revision. We had to work for it, but it was worth it. I increased my grades and I really learned how to write. I never knew writing was something you learned to do until now. ❖ The course is very rigorous. It has a lot of work, but it is understandable that a research based English class would be this way. The professor made it manageable and the style of teaching she used was very helpful and helped us all learn in a fun way.

USE OF SET SCORES AND STUDENT COMMENT IN PHILOSOPHY STATEMENT ❖ Remember that your SET Scores and your Student Comments are only PART of the entire story ➢ Make sure your Teaching Philosophy Statement draws upon and further develops your SET Scores and your Student Comments ➢ Go through your SET Scores and Student Comments to find trends, strong examples of teaching, feedback, student growth and investment, etc. ➢ Group this information and reflect upon what this information SAYS ABOUT YOU AS A TEACHER. This will help to contextualize and provide key examples to draw upon for your Teaching Philosophy Statement ➢ Remember, your Teaching Philosophy Statement should not only be a philosophy or belief of teaching, but the additional material in your portfolio should BACK UP match your claims in your statement

Course Information Course descriptions ●Learning objectives (not just those prescribed by the common syllabus, but how you approach those in your course) ●Major projects, and how they tie in to the objectives ●Syllabus file or link

Samples of Student Work ●Include samples under fuller descriptions of the projects or embed them in a longer course description.samples ●Select two or three examples of projects when possible, to show different ways students successfully compose these projects.

Lesson Plans (optional) ●Focus on a timeline for a project or examination of a key concept (I have an example here).here ●Develop narrative descriptions and concrete examples of how your pedagogy plays out in the classroom. Should align with your teaching philosophy! ●Include descriptions of the writing work that scaffolds the project or students’ understanding of a concept. ●Include resources and student examples when possible. ●Imagine an audience who might want to adapt your lesson plan sequence for their own purposes.

Workshopping Your Portfolio ●Time to develop one part of your portfolio, ask questions, and discuss examples. ●Sharing of progress in groups of 2 or 3.

Sharing Your Portfolio ●If you’re willing to share your portfolio on the WSU Comp site, send the link to Adrienne Jankens, ●Teaching Writing Award nominees should have their links sent by March 27, 2015 for review. ●Continue to update your portfolio, one piece at a time!