Carrie Rodak Graduate Associate, Kaneb Center TEACHING PORTFOLIO DESIGN 3: PERSONAL REFLECTION AND DOCUMENTATION

 Name  Department & year  How do you learn in the classroom? INTRODUCTIONS

 Workshop participants will be able to  Select 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 use  Your effectiveness as a teacher  How you assess and improve your teaching REVIEW: WHAT IS A TEACHING PORTFOLIO?

 Preparing a teaching portfolio will help with:  Academic job applications  Reflection 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 statement 2.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 teacher  Set the stage for your teaching portfolio  Consciously articulate a framework for your teaching  Take time for reflection and self- examination  Identify ways you can grow and improve  Provide a writing sample REVIEW: TEACHING PHILOSOPHY STATEMENT - PURPOSE

1)Documentation of your teaching 2)Teaching Effectiveness 3)Materials demonstrating student learning 4)Activities to improve instruction 5)Contributions to the teaching profession and/or your institution 6)Honors, awards, or recognitions *“Teaching Portfolios: Components of a Teaching Portfolio”. Center for teaching, Vanderbilt University 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 portfolio  Is 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 concise  Summarize data and clarify where needed  Direct the reader to the appropriate appendices as documentation of your statement  Do 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. er/docs/teach_port.pdf er/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. book.pdf book.pdf PRIMARY RESOURCES

 Individual consultations  Example early semester evaluations  Example semester evaluations for TAs (non-instructor of record)  Class observations and recordings  Pedagogical workshops  Summer 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! or