Teaching Philosophy and Teaching Portfolio Regina Frey Washington University Teaching Center http://artsci.wustl.edu/~teachcen

Outline Teaching Philosophy Statement Teaching Portfolio Format Questions to ask Teaching Portfolio Objective Concepts to show Compilation Materials to include Sample Table of Contents Washington University Teaching Center 4/17/06

Format of Statement Personal statement on your teaching beliefs Reflects your experiences and teaching persona Briefly states why, how, and what you teach 1-2 pages in length Remember the audience of the statement Especially important when applying for a position Possibly have 2-3 slightly different versions of the statement Helps clarify one’s beliefs and reveals inconsistencies in putting these beliefs into practice Washington University Teaching Center 4/17/06

Four Points to Address in the Statement What are your objectives as a teacher? Examples are: Teach fundamental concepts Foster critical thinking Facilitate acquisition of life-long learning skills Develop problem-solving strategies What educational goals are not being met today in your field? – nontraditional people in sciences Washington University Teaching Center 4/17/06

Four Points to Address in the Statement What methods will you use to achieve these goals? Display knowledge of learning theory and curriculum design Give specific strategies and exercises Discuss appropriateness of collaborative learning techniques or group work Propose new ideas you might have Washington University Teaching Center 4/17/06

Four Points to Address in the Statement How do you measure your effectiveness in achieving your objectives? Relate to student learning, and student evaluations Engaging more students Develop certain life skills Why is teaching important to you? Washington University Teaching Center 4/17/06

Objective of Teaching Portfolio Organized collection of materials that reflects Why you teach How you teach What you teach Factual description of your teaching strengths and accomplishments Illustrates and documents your approach to teaching Based on the portfolio model kept by artists and architects Not an exhaustive compilation of all the documentation and materials about your teaching Washington University Teaching Center 4/17/06

Concepts to Show in a Teaching Portfolio Course planning and preparation experience Evidence of teaching-presentation evaluation Your assessment of students in your courses Currency in your field and in higher-education teaching field Washington University Teaching Center 4/17/06

Format of Teaching Portfolio Table of contents An introduction Teaching philosophy statement Reflective statements for each different type of included material Selected material on teaching activities and solid evidence of the effectiveness Note: TAs should describe their responsibilities in any course included in the portfolio Washington University Teaching Center 4/17/06

Compiling a Teaching Portfolio Clarify teaching responsibility in the department to which you are applying Helps decide the focus of the teaching portfolio Think about audience Select the items for your portfolio Prepare a statement for each item How each item relates to overall responsibility and reflects status as teacher Arrange items in a specific order Chronological Types of teaching responsibilities Washington University Teaching Center 4/17/06

Compiling a Teaching Portfolio Compile supporting data If possible, these data should be collected through the years at graduate school Incorporate (mention) portfolio into CV Decide physical presentation Tabbed notebook CD Washington University Teaching Center 4/17/06

Materials to Include in a Teaching Portfolio Course syllabi, handouts, URLs of course webpages Student course evaluations Faculty or professional evaluations of your teaching Documentation of teaching-development activities, such as attendance at conferences or workshops Curriculum development, published articles on teaching and learning Honors or recognition for teaching Descriptions of non-traditional teaching settings, such as workshops, work with TAs, special or innovative help sessions Descriptions of teaching methods Advising of students, or extraordinary efforts with special groups of students Optional: Samples of graded work, especially written work Washington University Teaching Center 4/17/06

Sample Table of Contents Teaching responsibilities Statement of teaching philosophy Teaching methodology, strategies, objectives Description of course materials Syllabi, handouts, assignments Efforts to improve teaching Conferences or workshops attended Curricular revisions or developments Innovations in teaching Student course evaluations Faculty or professional evaluations of teaching Washington University Teaching Center 4/17/06