1. The Teaching Portfolio
Cindy Finelli
Matt Kaplan
March 27, 2006

2. Responses: What participants have learned about learning
Students learn the most when instructors have high expectations
Students tend to remember pictures rather than equations (variety of methods is important)
Self-motivation is critical
“Tell me and I will forget, show me and I may remember, involve me and I will understand”—Doing is the best way of learning
Students have different preferences: Learning is easier by going to the lecture versus learning is easier by being involved
Feedback facilitates learning
When students teach others or reflect on their own learning, they learn the most—when students know they will have to learn the material, they are more likely to learn it
March 27, 2006

3. Responses: What participants have learned about teaching
It is helpful to break a lecture into smaller components to keep students engaged and “reset their clocks”
An institution’s emphasis on teaching evaluations (or other evidence of culture) affects the rigor of the course
Since a GSI is often “closer” to the students, it is valuable to have a good relationship with him/her
There is a tradeoff between close consistency with text and different perspective—it is a challenge to reach a good balance
It is good to provide a qualitative/intuitive explanation or context prior to describing theory
Visual aids are important
A lot of thinking is required to plan a class period (appropriate reading assignments, planning activities and lecture, etc.), but having a clear plan makes conducting the class period easier
It is important to repeat critical topics and summarize or review previous material
March 27, 2006

4. Teaching Portfolio
“A teaching portfolio is a factual description of a professor’s teaching strengths and accomplishments. It includes documents and materials which collectively suggest the scope and quality of a professor’s teaching performance.”
Seldin, P. (1997). The Teaching Portfolio (2nd ed). Bolton, MA: Anker.
March 27, 2006

5. Teaching Portfolio Characteristics
Systematic: Assertions and evidence
Is representative, not exhaustive
Includes reflection on practice = Context
Easy to create and read
March 27, 2006

6. Teaching Portfolio Benefits and roles
Document teaching and its effectiveness
Record teaching accomplishments
Showcase a teacher’s skills, growth, range
Profile a specific course
Provide occasion for reflection
Promote professional dialogue about teaching
March 27, 2006

7. Teaching Portfolio Items often included
Table of contents
List/description of teaching responsibilities
Reflective statement on teaching
Breadth: Syllabi from range of courses
Depth: Materials from a specific course
Syllabi with revisions and reflection
Assignments, exams, quizzes, projects
Samples of student work, annotated to explain significance
March 27, 2006

8. Teaching Portfolio Items often included (cont.)
Student ratings
Evidence of participation in curricular reform
Indications of development as a teacher
Scholarship of teaching and learning
Letters from peers, students
Goals for the future
March 27, 2006

9. Perceived Usefulness of Items in a Teaching Portfolio
Davis, J. T. & Swift, L.J. (1995). Teaching portfolios at a research university. Journal of Excellence in College Teaching, 6(1),
March 27, 2006

10. Teaching Portfolio Steps for constructing
Write your teaching statement
Summarize teaching responsibilities
Collect items for the portfolio
Select and arrange items into sections
Prepare reflections on each section
Create clear table of contents and organization
March 27, 2006

11. Teaching Statement
“Just because you have never written a statement of your teaching philosophy does not mean you do not have a philosophy. If you engage a group of learners who are your responsibility, then your behavior in designing their learning environment must follow from your philosophical orientation. What you need to do is discover what [your philosophy] is and then make it explicit.”
Coppola, B. (2000). How to Write a Teaching Philosophy. American Chemical Society (ACS) Bulletin.
March 27, 2006

12. Teaching Statement Reflecting on your teaching style
A Typology of Teaching Styles
March 27, 2006

13. Teaching Statement Guidelines
Keep it brief (1–2 pages)
Use narrative, first-person approach
Make it reflective and personal
Draw from your experience/practice
Showcase you strengths/accomplishments
Explain your specific context
Refer to portfolio materials
Discuss your growth and future goals
March 27, 2006

14. Teaching Statement Possible components
Beliefs about teaching-learning process
Role of teacher
How students learn/diversity of learning styles
Goals for students
Content and process goals (e.g., problem solving)
Career and lifelong goals
Evidence of implementation of philosophy
Concrete examples
Supporting materials
March 27, 2006

15. Teaching Statement Possible components (cont.)
Indications of growth and development in teaching
Changes made and obstacles overcome
Goals for the future
Accomplishments in teaching
Curricular efforts
Professional development efforts
Grants and scholarship of teaching and learning projects
March 27, 2006

16. Responses: What did you learn from the sample teaching statements?
Use of analogies to organize could be helpful
Keep the document short and to the point
Give some evidence of what you’re doing
Provide evidence to convince reader (esp. quant data)
Make it clear you’re reflecting on your teaching
Don’t use buzzwords/jargon – give details on how and why
Refer to appendices for further evidence
Discuss impact of teaching on students and learning
Be careful about grammar and structure (no errors)
Use a unified statement to organize philosophy
Describe innovative approaches
Clearly organize the statement (e.g., separate methods, assessment, etc.)
Use list, bullets, numbers to help organization
Avoid boilerplate; make sure it is personal and has examples
March 27, 2006

17. Next Steps Review related resources
Refine your teaching statement (use the worksheets “Developing ideas for your reflective teaching statement” and Getting started on your reflective teaching statement”)
Collect materials for teaching portfolio, compile, and provide annotation
Consult with staff at CRLT North—schedule appointment
March 27, 2006