Creating a Course Portfolio Office of Faculty and Instructional Development and the College of Education Qatar University

6/30/ Workshop Objectives Understand the elements and organization of an effective course portfolio Understand the elements and organization of an effective course portfolio Identify artifacts appropriate for inclusion in a course portfolio Identify artifacts appropriate for inclusion in a course portfolio Effectively communicate a learning philosophy Effectively communicate a learning philosophy Write a meaningful and thorough course refection Write a meaningful and thorough course refection Self-evaluate a course portfolio prior to submission Self-evaluate a course portfolio prior to submission

6/30/ Course Portfolio What is it? Why should I make one? How do I make one?

6/30/ A well-constructed portfolio is… your lawyeryour brag book your mirror your ladder

6/30/ A sub-standard portfolio is simply a waste of your time.

6/30/ Course Portfolio Definition A way to ensure that quality teaching is recognized, valued, and rewarded. A way to ensure that quality teaching is recognized, valued, and rewarded. A comprehensive yet efficient means of documenting the intellectual work of teaching a particular course. A comprehensive yet efficient means of documenting the intellectual work of teaching a particular course. A way of presenting teaching as a form of scholarship, utilizing the accountability through peer review that already exists in higher education. A way of presenting teaching as a form of scholarship, utilizing the accountability through peer review that already exists in higher education. A means for conveying one’s work to appropriate publics, including promotion and tenure committees. A means for conveying one’s work to appropriate publics, including promotion and tenure committees.

6/30/ Broadly defined, a teaching portfolio is "... a factual description of a professor's strengths and accomplishments. It includes documents and materials which collectively suggest the scope and quality of a professor's teaching performance" (Seldin, 1993, p. 2). Broadly defined, a teaching portfolio is "... a factual description of a professor's strengths and accomplishments. It includes documents and materials which collectively suggest the scope and quality of a professor's teaching performance" (Seldin, 1993, p. 2). Portfolios at their best are more than collections of teaching artifacts…; they include analysis and reflection; they put forward an argument, make a case, summarize and explain an inquiry into teaching and learning. (Cerbin, 2001). Portfolios at their best are more than collections of teaching artifacts…; they include analysis and reflection; they put forward an argument, make a case, summarize and explain an inquiry into teaching and learning. (Cerbin, 2001).

6/30/ Why should I make a portfolio? The University requires it. The University requires it. Teaching Performance = 60% of your faculty evaluation Teaching Performance = 60% of your faculty evaluation Course portfolio is a significant part of that 60% Course portfolio is a significant part of that 60% It is an effective tool for self-reflection and professional growth. It is an effective tool for self-reflection and professional growth. “The role of reflection has been described repeatedly in studies of teacher effectiveness.” (Stronge, 2002, p.20). “The role of reflection has been described repeatedly in studies of teacher effectiveness.” (Stronge, 2002, p.20).

6/30/ Are you a good teacher? Prove it to yourself, and prove it to others.

6/30/ Table of Contents Course Syllabus Course Syllabus Learning philosophy Learning philosophy Samples of Teacher Activities Samples of Teacher Activities Samples of Student Activities Samples of Student Activities Course Environment Course Environment Reflection Reflection

6/30/ Required Elements of a Course Syllabus Course Information Course Information Faculty Information Faculty Information Course Description Course Description Course Objectives Course Objectives Student Learning Outcomes Student Learning Outcomes Content Distribution Content Distribution Delivery Methods Delivery Methods Learning Resources and Media Learning Resources and Media Assessment Policy and Tools Learning Activities and Tasks Regulations References and Additional Resources Appendices - Course Matrix - Evaluation Criteria (Rubrics)

6/30/ Look carefully at… Course Description Course Description Course Objectives Course Objectives Student Learning Outcomes Student Learning Outcomes Learning Activities Evaluation Criteria (Rubrics) Course Matrix

6/30/ Course Description: Foundations of Educational Leadership This course is designed as a survey course in educational leadership. Topics of study include creating and sustaining a school vision; promoting a positive school culture, providing an effective instructional program for all students; supporting staff development; managing the organization, and providing ethical leadership. This course is designed as a survey course in educational leadership. Topics of study include creating and sustaining a school vision; promoting a positive school culture, providing an effective instructional program for all students; supporting staff development; managing the organization, and providing ethical leadership.

6/30/ Objectives: Foundations Promote a positive school or organizational culture, providing an effective instructional program, applying best practice to learning, and designing comprehensive professional growth plans for staff. Promote a positive school or organizational culture, providing an effective instructional program, applying best practice to learning, and designing comprehensive professional growth plans for staff. Promote the success of all learners by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Promote the success of all learners by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Create, articulate, implement, and sustain a school or organizational vision, with the support of the community, that supports learning. Create, articulate, implement, and sustain a school or organizational vision, with the support of the community, that supports learning. Manage the operations and resources of an organization in a way that promotes a safe, efficient, and effective learning environment. Manage the operations and resources of an organization in a way that promotes a safe, efficient, and effective learning environment. Promote the success of all learners by collaboration with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. Promote the success of all learners by collaboration with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. Promote the success of learners by acting with integrity, fairly, and in an ethical manner. Promote the success of learners by acting with integrity, fairly, and in an ethical manner.

6/30/ Learning Outcomes Use relevant knowledge and theories to develop a school vision that would promote the success of all students and describe how the community would be involved in the development, articulation, implementation, and stewardship of the vision. Use relevant knowledge and theories to develop a school vision that would promote the success of all students and describe how the community would be involved in the development, articulation, implementation, and stewardship of the vision. Design plans for managing the organization and operations of a school or educational organization that would support a safe, efficient, and effective learning environment. Design plans for managing the organization and operations of a school or educational organization that would support a safe, efficient, and effective learning environment. Design plans for collaborating with families and the community and for mobilizing resources to respond to community interests and needs. Design plans for collaborating with families and the community and for mobilizing resources to respond to community interests and needs. Evaluate case study scenarios and make recommendations for how a leader should act with integrity, fairness, and ethically to promote the success of students. Evaluate case study scenarios and make recommendations for how a leader should act with integrity, fairness, and ethically to promote the success of students.

6/30/ Syllabus “When students know what is expected of them, they have a better chance of success.” The syllabus that follows was developed by the department. It contains a course description, learning outcomes, learning goals, and regulations. To strengthen the organization of the class, I have added instructor information, a content distribution chart, and a course matrix, and included rubrics for key class assignments.

6/30/ Learning Philosophy There is no “wrong way” to do a learning philosophy, but there are “better ways.” There is no “wrong way” to do a learning philosophy, but there are “better ways.” Decide what you think the key questions, are and then answer them. Decide what you think the key questions, are and then answer them.

6/30/ One set of questions: How learning happen? (What does it mean “to learn?” How learning happen? (What does it mean “to learn?” What is important to learn? What is important to learn? What conditions best support learning? What conditions best support learning? What can I do as a teacher to support learning? What can I do as a teacher to support learning?

6/30/ Learning Philosophy Be careful what you write; integrity demands that you teach that way. Be careful what you write; integrity demands that you teach that way.

6/30/ Teacher Materials Quality (not quantity) Quality (not quantity) Variety Variety Innovation Innovation Professionalism Professionalism

6/30/ Teacher Materials Tie the sections together as often as possible. Tie the sections together as often as possible. “ I believe students have different strengths and learn in multiple ways.” The following selection represent multiple ways of presenting content so that students have multiple ways to learn.

6/30/ Teacher Materials Examples of Multiple Modes of Class Instruction Examples of Multiple Modes of Class Instruction PowerPoint PowerPoint Lecture notes set Lecture notes set Project description and scoring rubric Project description and scoring rubric Small group assignment Small group assignment Most effective transparencies Most effective transparencies Instructions for game Instructions for game Problem-based learning assignment Problem-based learning assignment

6/30/ Teacher Materials Always be specific in your narrative. Don’t expect the evaluator to guess why you included the artifact. Always be specific in your narrative. Don’t expect the evaluator to guess why you included the artifact. The following activity demonstrates an innovation I added to the class. Previously, students used the computer to access language exercises. In this activity, students use the computer to develop an original language exercise to share with their peers.

6/30/ Teacher Materials Tie it together. Choose teacher materials that clearly link to course goals and learning outcomes and state that connection clearly. Tie it together. Choose teacher materials that clearly link to course goals and learning outcomes and state that connection clearly.

6/30/ Teacher Materials Artifact Course Objective Learning Outcome Lecture notes and PowerPoint handout on vision Know how to create and realize a school vision. Design a school vision and describe how it may be realized. Case study project instructions and scoring rubric Understand how to operate a school and solve problems. Investigate authentic case studies.

6/30/ Teacher Materials The narrative is key. The narrative is key. 1. In pairs, write a narrative to include with a description of the activity we just completed. 2. Discuss your narrative with other members of the group. Get feedback.

6/30/ Examples of Narratives for Teacher Products “ Variety is important in teaching to keep student motivation high. Variety also increases the chance you will meet the needs of different kinds of learners in the classroom. The artifacts included in this section illustrate some of the varied means of instruction I use.” 1. Lecture: Lecture notes and transparencies on the anatomy of the heart. 2. Small group work: Assignment description and scoring rubric for taking and charting blood pressures of classmates. 3. Etc.

6/30/ Feedback “Had you thought about….?” “Had you thought about….?” “What did you mean by….? “What did you mean by….? “Can you clarify….” “Can you clarify….” “Would this have more impact if…” “Would this have more impact if…” “What if you…?” “What if you…?” “I’m not clear about…” “I’m not clear about…” “I don’t understand why you…” “I don’t understand why you…”

6/30/ Feedback Specific Specific Information Information Non-threatening Non-threatening

6/30/ Feedback NO NO Good Good Needs Improvement Needs Improvement Doesn’t work Doesn’t work YES Clearly expressed Clarify, please Your purpose is unclear. Add more description.

6/30/ Examples of Narratives for Teacher Products “ Innovation ensures that the latest research and resources are included in a class. They also increase student interest and motivation. The.” 1. Lecture: Lecture notes and transparencies on the anatomy of the heart. 2. Small group work: Assignment description and scoring rubric for taking and charting blood pressures of classmates. 3. Etc.

6/30/ Assignment Select teacher products. Select teacher products. Order them, and make an intro page with a short narrative and list of products. Order them, and make an intro page with a short narrative and list of products.OR Order them, provide a list, and give a narrative introduction to each product. Order them, provide a list, and give a narrative introduction to each product.

6/30/ Student Products Show various kinds (projects, tests, class notes, worksheets, essays, etc.) Show various kinds (projects, tests, class notes, worksheets, essays, etc.) Pictures of projects can have impact value Pictures of projects can have impact value The more and the richer feedback represented the better The more and the richer feedback represented the better Include samples from different levels of student success Include samples from different levels of student success EXPLAIN your choices EXPLAIN your choices

6/30/ Student Products “Brain-based learning theory tells us that students need frequent, specific, and non-threatening feedback for maximum learning.” The following samples show three levels of student success on the same assignment (students A, B, and C). The scoring rubric I used proved to be very helpful, clearly identifying levels of success. Samples four and five show the improvement of students B and C after re-teaching.

6/30/ Course Environment Recall what you said in your learning philosophy and prove it. Recall what you said in your learning philosophy and prove it. Evidence may include such things as: Evidence may include such things as: conversations conversations Office visits log Office visits log Descriptions of problems encountered and the solutions Descriptions of problems encountered and the solutions Feedback on student papers Feedback on student papers Notes from students or parents Notes from students or parents Descriptions of motivational or inspirational activities Descriptions of motivational or inspirational activities Student evaluations Student evaluations Peer evaluations Peer evaluations

6/30/ Reflection Assessments are especially important. Include at least one assessment analysis and discuss the findings. Assessments are especially important. Include at least one assessment analysis and discuss the findings.

6/30/ Reflection Example: Example:

6/30/ Reflection The most important part of the portfolio. The most important part of the portfolio. Clearly answer: Clearly answer: What worked? Why? What worked? Why? What didn’t work? Why? What will you do differently next time? What didn’t work? Why? What will you do differently next time? What have you learned? What have you learned? What innovative ideas do you have for the next time you teach the course? What innovative ideas do you have for the next time you teach the course? Has your learning philosophy changed? Explain. Has your learning philosophy changed? Explain.

6/30/ Finish with a Self-Evaluation Be thorough Be thorough Be honest Be honest Be positive Be positive End on a high note End on a high note