1. Analyzing and Documenting Your Teaching University of Virginia
The Teaching Portfolio:
Analyzing and Documenting Your Teaching
Judith Reagan
University of Virginia
May 15-19, 2017

2. The Teaching Portfolio: An Overview
Narrative 6–8 pages whys and hows of your teaching
Appendices organized, annotated documentation supports your claims/assertions
Table of Contents

3. The Teaching Portfolio: Best Practices
Know your goal.
Put your best foot forward.
Understand your audience.
Contextualize and personalize.
Avoid jargon.
Recognize the portfolio’s dynamic nature.

4. The Narrative: Illustrating Your Teaching
Please draw your response to ONE prompt:
What does your teaching look like?
Draw yourself as a teacher.
What’s in your teaching toolbox? Draw the tools (e.g., methods, strategies, props, etc.) you use in your teaching.

5. The Narrative: Metaphors of Teaching
Please share your drawings, discussing the following:
What does your drawing illustrate? Or, what metaphor does it suggest for your teaching?
Why did you choose to represent your teaching this way?
What beliefs about your teaching does your drawing reveal?
What was challenging about this exercise?

6. Table of Contents / Section Headings
Teaching Philosophy Teaching Responsibilities and Goals Research and Teaching Teaching Style and Methods Use of Projects and Groups Documentation of Teaching Effectiveness OR weave evidence of effectiveness throughout Teaching Improvement Activities
Teaching Responsibilities Teaching Philosophy and Strategies Course Materials Assessment of Teaching Effectiveness Efforts to Improve Teaching Goals
Statement of Teaching Course Materials and Methods (includes syllabi, assignments, exams, other materials/innovations) Evidence of Teaching Effectiveness Teaching Improvement Activities Research-Teaching Connections
Teaching Responsibility and Experience Evidence of Good Teaching Fundamental Beliefs about Teaching Principles I Apply to Teaching Techniques I Employ to Act on Beliefs and Implement Principles Working with Colleagues Goals for the Future: Five-Year Plan

7. The Narrative: Getting Started
For 20 minutes, work on your narrative. You might choose to…
Pick a heading from a sample Table of Contents and begin writing that section.
Plan your Table of Contents:
What sections?
What to include in each?
Expand your Reflective Teaching Statement.
Explain how you implement a key belief about teaching and learning.

8. Documenting Assertions: An Example
How might you document this assertion?
I want my students to see themselves as problem-solvers, with mathematics or computer science as a tool they can use.

9. Documenting Assertions: An Example
How might you document this assertion?
I attempt to create a relaxed, informal atmosphere in all classes, regardless of size or format.

10. Documenting Assertions: An Example
How might you document this assertion?
Because I know that people learn better when they engage actively in thinking about new material, I provide such opportunities.

11. Documenting Assertions: An Example
How might you document this assertion?
Through this course, students are inspired to take more economics / physics / mechanical engineering /

12. Sources for Teaching Portfolios: A Balance?
Please work in pairs (10-15 min.):
Look at each other’s balance sheets.
Help find items for each category.

13. For next time (Wednesday, May 17):
Before next time:
Schedule first meeting with your coach.
Work on your narrative and table of contents.
Send / Give your draft to your coach.
Meet and discuss your draft with your coach.
For next time (Wednesday, May 17):
Bring the working draft of your narrative.
Note types of documentation you plan to use and/or gather.

14. Analyzing and Documenting Your Teaching (Day 2) University of Virginia
The Teaching Portfolio:
Analyzing and Documenting Your Teaching (Day 2)
Judith Reagan
University of Virginia
May 15-19, 2017

15. Examining Sample Portfolios
For each portfolio you examine, consider these questions:
What elements work well or seem effective?
(e.g., organization, tone, style, content, etc.)
What would encourage you to read more? Suggestions for future drafts?
What kinds of documentation are effective, persuasive?
Can you tell whether the portfolio has any particular purpose, other than self-analysis? If so, how?

16. Documenting Assertions: CATs Classroom Assessment Techniques (CATs) help teachers find out what students are learning and how they are learning it. This approach to assessment is:
Learner-centered
Teacher-directed
Mutually beneficial
Formative
Context-specific
Ongoing
Rooted in good teaching practice

17. CATs: Some Examples
Background Knowledge Probe – Who are my students and what do they know?
One-Minute Paper; Muddiest Point – What did you learn? What was most confusing?
One Sentence Summary – How is everything related (who did what to whom, when, where, how and why)?
Problem Recognition Tasks; Documented Problem Solutions – What type of problem is this? How did you solve the problem?

18. Improving Your Portfolio: Peer Feedback
Pair up (best with someone in a different discipline).
Read 1-2 pages of each other’s narrative.
For 10 minutes each: One talks; one listens actively.
Talk about the challenges of writing your portfolio. What questions do you have?
Listen carefully. Ask clarifying questions.
Take notes. What great ideas did you have / hear?

19. For next time (Friday, May 19):
Before next time:
Polish your narrative and appendices
Meet with your coach for a second time
For next time (Friday, May 19):
Bring 2 copies of your completed portfolio so as to leave one with Karyn.

20. The Teaching Portfolio:
Analyzing and Documenting Your Teaching (Day 3)
Judith Reagan University of Virginia
May 15-19, 2017

21. Celebrating Portfolios—Time to read!
Read each other’s portfolios (20 minutes per portfolio), and note the following:
Effective components/aspects (e.g., format, organization)
Compelling evidence, or documentation
Great teaching tips
Ideas for tailoring your portfolio for a different audience

22. Sharing Portfolios
Please give your colleagues brief, personal reactions to their portfolios.
Choose a timekeeper—Spend 10 minutes per portfolio.

23. What Does Your Teaching Look Like Now?
Is it a metaphor?
Is it a drawing?
You as a teacher?
Your teaching toolbox?
(5 min.)

24. on your portfolio progress!
Congratulations
on your portfolio progress!