Teaching Portfolio Guide

8/3/2019 Teaching Portfolio Guide

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Preparing2l. rreacliing Portfo{ia

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Wnat is aq'eacfdngPortfoCio?

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1 f L t i 1 t ~ f : : i ~ ~ ~ ; ; ~ : I ! : ' ; j i " J /_.'It is a factual description of a professor'steaching accomplishments supported byrelevant data and analyzed by the profes-sor to show the thinking process behindthe artifacts. Most portfolios are NOTcollections of everything that the profes-sor has done in the way of teaching overhis or her entire career. Rather they areselected samples that illustrate how thatindividual's teaching is carried out in thevarious venues in which teaching occurs.Edgerton, Hutchings and Quinlan (1991)describe portfolios as follows:1. Portfolios provide documented

evidence of teaching that is connectedto the specifics and contexts of whatis being taught.

2. They go beyond exclusive reliance onstudent ratings because they include arange of evidence from a variety ofsources such as syllabi, samples ofstudent work, self-reflections, reportson classroom research, and facultydevelopment efforts.

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3. In the process of selecting andorganizing their portfolio material,faculty think hard about their teach-ing, a practice which is likely to leadto improvement in practice.

4. In decidingwhat should go into aportfolio and how it should beevaluated, institutions necessarilymust address the question ofwhat iseffective teaching and what standardsshould drive campus teachingpractice.

5. Portfolios are a step toward a morepublic, professional view of teaching.They reflect teaching as a scholarlyactivity.


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Steps forrr'eac./iing

Com-piring aPo rtfoCia

Seldin (1993) suggests following the sixsteps below when creating a portfolio:1. Clarify teaching responsibilities.

Start with an understanding of therole the professor is expected to playin the deparunent with regard to itsvarious functions. This will help theprofessor determine what kinds ofspecifics need to be documented.

2. Select items for the Portfolio.Based on the teaching responsibilitiesnoted in step I, the professor wouldselect information relevant to thoseresponsibilities rather than gatheringevery piece of data that can be found.

3. Prepare statements on each item.The professor prepares statements oneach item that show their relation tothe overall responsibilities and howthey reflect his or her status as ateacher.

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4. Arrange the i tems in order. Theorder might be in terms of importanceto that professor's responsibilities. Itmight be chronological to showgrowth over time. It might becategories of types of teachingresponsibilities to show breadth. Theorder should reflect thepurpose oflbeevaluation.

5. Compile the supporting data.Evidence relating to the statements oneach item should be gathered tosupport conclusions drawn. Thisevidence is best placed in an appen-dix.

6. Incorporate the Portfolio into tbecurriculum vitae. Since the portfo-lio is about only one aspect of theprofessor's responsibilities, it needsto be viewed in the total context forthe most accurate interpretation.


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'Wliat f(jnis of materiafcan De putinto a portfolio?

Edgerton, Hutchings and Quinlan (1991)drew from a study at Stanford to identifyfOUT domains a portfolio might address.They are:

Course planning andpreparation,represented by syllabi, handouts,lecture notes, etc.Actual teachingpresentation,represented by co=ents fromobservers, written comments fromstudent evaluations, or tapes of actualclass sessions.Evaluating students and givingfeedback, represented by evaluationassignments and students' gradedwork along with a brief discussion bythe instructor about how feedbackwas given.Currency in thefield, represented bychanges in the courses as newdevelopments in the field arise,currency of reading materialsassigned or drawn on for coursepresentations, attendance at profes-sional conferences that resulted inchanges :in content or methods ofteaching.

The lists below are from Seldin (1993)and by no means intended.to be exhaus-tive ofthe possibilities. Note that Seldin

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indicates that there should be multiplesources of infom1ation on the sameobservation, known as triangulation ofdata. By providing several perspectives ofthe same event or course, the professor isable to give a clearer picture of theteaching than could be achieved with oneSOUTce only. What is shown below is notintended to be a checklist of everythingthat should be included in a portfolio; thelist is merely suggestive of what might beincluded.Materialfrom Oneself

A statement of teaching philosophyreflecting the individual's view of theteacher's role and how theindividual's activities fit with thatphilosophy.Statement of teaching responsibilities,including course titles, numbers,emollments and student demograph-ics, a briefdescription of the wayeach COUTse was taught and how thecourses fit into the overall mission ofthe department.Representative COUl'se syllabidetailing course content and assign-ments, teaching methods, readings,homework assigmnents and evalua-tion activities, possibly highlightinghow courses have changed over theyears in response to student feedbackor instructor grOV>lth.


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Description of steps taken to improveteaching, either througb the improvement of inillvidual courses or ingeneral througb activities to enhanceteaching skills or backgroundknowledge.Descriptions of instructional innova-tions attempted and evaluations oftheir effectiveness.Descriptions of non-traditionalteaching settings, sucb as work withlaboratory assistants, special helpsessions, work with students duringoffice hours, out of classroom contactof all kinds with students.

Descriptions of activities involvingtbe supervision of graduate studentsand undergraduate bonors thesisstudents, including names andcompletion dates, works in progress,and an indication of your generalapproach to such supervision.A personal statement describingteaching goals for the next five years.

MaterialFain Others

Student course evaluation data,including present and fonner stu-dents, majors and nonmajors,graduates and undergraduates,assistants and rnentorees, whatevergroups constitute the individual'stypical constituencies.

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Statements from colleagues who haveobserved the individual in theclassroom or who have taughtstudents in subsequent courses. Ifsuch data are Dot available, there maybe alternative sources of similarinformation. For example, if theindividual has been a guest lecturer inanother instructor's course, that couldbe a source of evaluation. Or if theindividual has presented workshopsfor colleagues either locally orelsewhere, participants could beasked to evaluate the presenter.Evaluations from other faculty inteam taught courses.Documentation of teaching develop-ment activities, such as attendance atconferences or workshops on teach-ing either locally or at professionalconferences.Statements from colleagueswho havereviewed the professor's teachingmaterials, such as course syllabi,assignments, testing and gradingpractices. Data can be solicited fromoutside reviewers on these documentsby inviting review from othersteaching similar material at similarinstitutions.Honors or other recognition such as adistinguished teaching award ornomination for such an award.


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Products ofTeachingSamples of student work along withthe professor's feedback to show therange of student performance andhow the instructor has dealt with it.Student j oumals compiled during thesemester and reflecting studentgrowth i n a wide range of areas.A record of students who succeed inadvanced study in the field or whobecome majors in the field and reflectback on the instructor's influence.Testimonials from the employers offormer students.Student scores on class examinations,departmental exams, nationalcertification exams.

Some Items that Occasionally AppearDescriptions of cwTicular revisions,including new course projects,materials, and class assignments.Self-evaluation of teaching-relatedactivities.Contributions to, or editing of aprofessional joumal on teaching inthe discipline.Service on professional societycommittees or University cOlmnitteesdealing with curriculum or teachingissues.

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A statementby the department chairassessing the professor's teachingcontributions to the department.Invitations to present at nationalconferences on the individual'steaching.A videotape of a typical class session.Participation in off-campus activitiesrelated to teaching in the discipline,such as working with local commu-nity groups in educational campaigns.Evidence of help given to colleaguesleading to improvemeut of theirteaching.Descriptions ofhow non-traditionalmaterials are used in teaching.Statements from alumni.

As noted earlier, not all these items wouldbe appropriate for every portfolio. Theselists are provided merely as stimulationfor the professor's own thinking.


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!MoreComponents

'lJetai{s onof a Portfoao

Statement ojTeachingPhilosophy andReflective PracticeThe purpose ofthis statement of philoso-phy is to describe the individual's generalapproach to teaching and learning andtheir changes in response to changingconditions. It could include:

How the individual views theteacher's role in a range of teachingsituations and in general.How the teaching methods typicallyused reflect that interpretation of theteacher's role.How the teaching methods have beenmodified in response to changes instudents, course materials, theinstructor's situation, curriculumchanges, and other mitigating factors.

Centra (1993) reported a study onportfolios and found that the teacher'sreflections on some key areas werehelpful to evaluators. The six areas herecommends commenting on are:

questions of student motivation andhow to influence it.

the goals of instruction, both forindividual courses and in general.

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the development of rapport withstudents as a group and individually.the assessment of various teachingstrategies as they related to theinstructional goals.the role of disciplinary knowledge inteaching and how students learn thediscipline.recent innovations in the content ofthe field and their effects on teaching.

Below we have included an example ofco=ents given by an instructor from thestudy just cited:Commitment to Teaching(motivational sk i l l ) :

My commitment toteaching i s demonstrated by avariety of behaviors in andouts ide of the classroom. Iteach f ive sect ions of acourse that requires a termpaper. I t i s a freshmencourse, and many studentswere e i ther immobilized bythe assignment or had anextremely high l eve l ofanxiety about i t . Indeed,many of them lacked adequatesk i l l s in preparing andwri t ing term papers . There-fore, I scheduled term paperworkshop sessions on a dif -


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f e r en t weekday fo r any s tudents who d es ir ed e xt ra t imewith me to help them preparean uexcel lentU o r A-type termpaper . This appeals to mosts tudents , espec ia l ly thosewho fee l unsure andunconf ident , For the pa s ttwo semesters , more than ha l fof the s tu dents e nro lle d inthose sec t ions have a t tendedmore than t hr ee s es si on s eachs e m e s ~ e r . The outcome of mye f f o r t s an d the s tudents 'l abor has been a produc t iveone. The t o t a l ca l i be r ofterm papers has im pro ve d, a ndI am grea t ly pleased t h a t theext r a t ime on my par t hasbeen b e ne fic ia l t o a l l -s tudent and t eacher a l i ke .(From Centra, 1993, pg. 104)

Interpretations ofStudent EvaluationsPlotting Means of Course Instructor

Surveys (CIS)At the Center for Teaching Effectivenesswe have found it useful to plot theprogress of teaching in a given courseover several semesters. By laying outgeneral items along a time line, a profes-sor can document upward (or downward)trends in student evaluations. (Seebelow.) I f a single data point is out oflin'e, its impact is lessened by the over-view, and the professor may choose todiscuss factors in that particular semesterthat could have contributed to the devia-tion.

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Analvzino Written CommentsIn addition to plotting cross-semesterresults, an instructor can make an analysisof student written comments as well. Wedo this by laying out a mattix whichgroups written comments according tothe overall course rating given by eachstudent evaluator. (See below.) Thisprovides a context for the comments. Aninstructor can see what kinds of commentswere made by students who were in

general satisfiedwith the course, and whatkind were made by thosewho weredissatisfied. One can also sort commentsaccording to overall student GPA orexpected grade in the course or majorstatus. This analysis of 'written commentssometimes helps to explain cercaincorr.ments or to mitigate the effects ofparticularly strong negative comments,which might be confided to a small subsetofa course.

Written Comments Analvsis Grid Course:--Instructor: - Negative Comments No. Students: 50+Positive Comments Semester: Spring '92!Rating Subject Organization! Interaction Dynamism!pf Matter Clarity Enthusiasmtourse

4 + I really learned a lot! +Outlines were - Had a littletrouble + Great teaching (2)(A) ** ' wonderful! (3) understandmg the + I hope to take another- This sbould be a 3-hr lecturer at times. course (2)

course because of theamount ofmaterial.

3 + Tests were fair +Explained the- + Takes time to really Instructor gets a bit(B) +Material was infonnation very well talk to the students (2) flustered wheninteresting + Study guides were + Always willing to answering questions.*** wonderful (4) answer questions- Too much mater ia l is +Typed outlines were

covered eacb class very useful (2) - S low downwhensession. lecturing- Labswere verycomplex and difficult.+ Emphasized key + Presented material - Need to teU students2 points very accurately in a well prepared +Responded to student to come in tbe back(C) +Very interesting manner questions with great door iftbey arrive late.course +Outlines were good interest and enthusiasm - Not a real effective+ I learned some (7) *** teachervaluable things *** - Lectured a little fast

'* * - Switched topics (4)- The course should very quickly - Should be morehave prerequisites - receptive. to questions.chemistry & biology.

... etc.

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(J)-Peer Observation a/ClassroomInstruction(A more detailed description a/Peer Observa-tion andEvaluation procedures is available inanother bookletfrom the Center.)In providing this type of evaluation data,peers should follow some hasic guidelinesas noted below:

Prior to observing ilie class, iliecolleague should discuss with ilieprofessor ilie purposes ofilie courseand ilie reasons behind ilie instructional choices ilie professor has made,The peer may also wish to receivesome background on where ilie 'session to be observed fits into theoverall course picture, This information places the class in context andfacilitates evaluation of ilie session,For example, ifilie peer knows iliatiliis is a class period early in iliediscussion of a topic, he or she shouldexpect more student clarificationq u e s t i o ~ s and a more basic level ofcontent. Sessions later in the sequence should be pitched at a higherlevel and involve students more inanalysis and oilier higher cognitiveactivities.

It is advisable to observe more thanone class session if possible. If iliat isnot possible, a post-observationinterview with the instructor abouthow typicalilie session was of ilie 1

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course and the instructor's thinJ.cing asilie session progressedwould helpplace ilie activities of ilie day inperspective,It is preferable to be specific incomments or to back up generalcomments wiili examples, For thisreason, ilie observer should record hisor her impressions as soon as possibleafter ilie observation and should haveused a format for observing thatwould facilitate noting instances andkeypoints,Peer observers should be aware thatilieir own expertise will provide iliema head start in understanding ilie classactivities in comparison to thestudents in ilie class, Somefuing iliatseems extremely clear to ilie colleague might not be clear to iliestudents, In addition ilie peer's ownteaching style should not be used asilie standard against which all oilierinstruction is measured; there shouldbe a recognition of ilie validity ofdiverse styles, The focus should beon wheilier or not ilie style used ishelping ilie students learn:

Hart (1987) has recommended iliatcolleague observations focus on sixinterrelated categories, to which we areadding this first one in ilie list:

The cognitive dimension (the organization of the learning setting toachieve a variety oflevels of complexity of learning, ilie use ofquestions and activities to stimulatedeeper analysis of the subject or amore iliorough understandiug of iliebasics, ilie level at which ilie class is


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directed and its appropriateness forthe srodents)The socia-political dimension (theapportioning of roles within the classand their interaction, the use ofauthority, directions, commands,invitations, judgments, reward.$ andthreats, the building or maintenanceof rapport)The classroom structure andproce-dures (instructional methods andmaterials used, tlieirpurposes andeffectiveness)The curricular context (tbe relationships between this class and thecoune as a whole, this course and thecurriculum as a whole, this contentand the notions of education ingeneral and the field in particular)The effects of teaching (how wellstudents are learning as indicated byquestions, activities, general attentionlevel, specific assessments duringclass time, and the use of thatinformation in redirecting theteaching from moment to moment)The rhetorical dimension (the use oflanguage, organization, forms such ase ~ p o s i t o r y , argumentative, persua-sive, etc., sharing of talk-time, turn-taking)The phYSical-temporal dimension(time of day, room size and shape,physical comforts aspects, seating,visibility, acoustics, and how theinstructor ]8 aware of them andcompensating for them)

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ReferencesThe Centerhas many books and articlesdiscussing the teacher portfolio idea ingeneral. The ones listed below arementioned in the foregoing text.Centra, John A. (1993) Reflective

Facultv Eyaluation. San Francisco: Jossey-Bass Publishers,lnc.

Edgerton, R., Hutchings,P. and Quinlan,K.. (1991) The TeachingPortfolio: Capmring the Scholarship in Teachin2:. Vl ashington,DC: The American Associationfor Higher Education.

Hart, F.R. (1987) "Teachers observingteachers." ln lH . Broderick(ed.) Teaching at an UrbanUniversity. Boston: UniversityofMassachusetts at Boston.

Keig, Larry & Waggoner, Michael D.(1994) COllaborative PeerReview: The Role of Faculty inImproving College Teaching.ASHE-ERlC Higher EducationReport No.2, 1994. Washington, D.C.: the George Washington University, School ofEducation and Human Development.

Seldin, Peter and Associates (1993)Successful Use of TeachingPortfolios. Belton, 111A: AnkerPublishing.


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!More tJ)etaifsComponents of a

onPo rtfoCio

Statement ofTeaching Philosophy andReflective PracticeThe purpose ofthis statement of philoso-phy is to describe the individual's generalapproach to teaching and learning andtheir changes in response to changingconditions. It could include:

How the individual views theteacher's role in a range of teachingsituations and in general.How the teaching methods typicallyused reflect that interpretation oftheteacher's role.How the teaching methods have beenmodified in response to changes instudents, course materials, theinstructor's situation, curriculumchanges, and other Initigating factors.

Centra (1993) reported a study onportfolios and found that the teacher'sreflections On some key areas werehelpful to evaluators. The six areas herecormnends cOlmnenting on are:

questions of student motivation andhow to influence it.the goals of instruction, both forindividual courses and in general.

8

the development of rapport withstudents as a group and individually.the assessment of various teachingstrategies as they related to theinstructional goals.

the role of disciplinary knowledge inteaching and how students learn thediscipline.recent innovations in the content ofthe field and their effects on teaching.

Below we have included an example ofcomments given by an instructor from thestudy just cited:Commitment to Teaching(motivational sk i l l ) :

My commitment toteaching i s demonstrated by av ar ie ty o f behaviors in andouts ide of the classroom. Iteach f ive sect ions o f acourse t ha t r equi re s a termpaper. I t i s a freshmencourse, and many studentswere e i ther immobilized bythe assignment or had anextremely high l ev e l ofanxie ty about i t . Indeed,many of them lacked adequatesk i l l s in preparing andwriting term papers. There-fore, I scheduled term paperworkshop sess ions on a dif -


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f e r en t weekday for any s tudents who desired Extra t imewith me to help them preparean "exce l len t" or I t- ty pe t ermpaper . This appeals to mosts tudents , espec ia l ly thosewho fee l unsure an dunconf ident . For the pas ttwo semesters , more than ha l fof the s tu d en ts e n ro ll ed inthose sec t ions have a t tendedmore than th r ee sess ions eachs e m e s ~ e r . The outcome of mye f f o r t s and the s tudents 'l abor has been a produc t iveone. The t o t a l ca l ibe r ofterm papers has improved, andI am grea t ly pleased t ha t theext r a t ime on my par t hasbeen b en ef ic ia l to a l l s tuden t and t eacher a l ike .(From Centra, 1993, pg. 104)

Interpretations a/Student EvaluationsPlotting Means of Course Instructor

Surveys (CIS)At the Center for Teaching Effectivenesswe have found ituseful to plot theprogress of teaching in a given courseover several semesters. By laying outgeneral items along a time line, a professor can document upward (or downward)trends in stndent evaluations. (Seebelow.) If a single data point is out ofline, its impact is lessened by the overview, and the professor may choose todiscuss factors in that particular semesterthat could have contributed to the deviation.

CIS Means

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Analvzing: Vhitten CommentsIn addition to plotting cross-semesterresults, an instructor can make an analysisof student written comments as well. Wedo this by laying out a matrix whichgroups written comrnents according tothe overall course rating given hy eachstudent evaluator. (See below.) Thisprovides a context.for the comments. Aninstructor can see what kinds of commentswere made by students who were in

general satisfiedwith the course, and whatkind were made by those who weredissatisfied. One can also sort commentsaccording to overall student GPA orexpected grade in 'the course or majorstatus. This analysis of Vtrritten commentssometimes helps to explain certainCOITJilents Or to mitigate the effects ofparticularly strong negative comments,which might be confided to a small subsetofa course.

Written Comments Analvsis Grid Course:--Instructor: - Negative Comments No. Students: 50+Positive Comments Semester: Spring '92JRating Subject Organization! Interaction Dynamism!pf Matter Clarity Enthusiasm~ o u r s e4 + I really learned a lot! +Oudines were - Had a little trouble + Great teaching (2)CA) ' " wonderful! (3) understanding the + I hope to take another- This should be a 3-hr lecturer at times. course (2)

course because of theamount of material.

3 + Tests were fair + Explained the +Takes t ime to really - Instr uct or gets a bit(B) +Material was information very well talk to t he students (2) flustered wh enintereSting + Study guides were + Always willing to answering questions.

*** wonderful (4) answer questions- Too much material is + Typed outlines were ***covered each class very useful (2) - Slow down whensession. lecturingLabs were verycomplex and difficult.+ Emphasized key + Presented material Need to tell students2 points very accurately in a well prepared + Responded to student to come in thebackeC) + Very interesting manDer questions with great door iftbey arrive late.course +Outlines were good interest and enthusiasm - Not a real effective(7) "* teacberI learned somevaluable things *** - Lectured a little fast

'** - Switched topics (4)- The course sbould very quic1dy - Should be morehave prerequisites - receptive to questions.chemistry & biology.

. .. e tc .

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directed and its appropriateness forthe students)The socia-political dimension (theapPortioning of roles within the classand their interaction, the use ofauthority, directions, commands,invitations, judgments, rewards andthreats, the building or maintenanceof rapport)The classroom structure andproce-dures (instructional tuethods andmaterials used, their purposes andeffectiveness)The curricular context (the relationships between tbis class and thecow'se as a whole, this course and thecurriculum as a whole, this contentand the notions of education ingeneral and the field in particular)The effects of teaching (how wellstudents are learning as indicated byquestions, activities, general attentionlevel, specific assessments duringclass time, and the use of thatinformation in redirecting theteaching from moment to moment)The rhetorical dimension (the use oflanguage, organization, forms such asexpository, argumentative, persuasive, etc., sharing of talk-time, turntaking)The physical-temporal dimension(time of day, room size and shape,physical comforts aspects, seating,visibility, acoustics, and how theinstructor is aware of them andcompensating for them)

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ReferencesThe Center has many books and articlesdiscussing the teacher portfolio idea ingeneral. The ones listedbelow arementioned in the foregoing text.Centra, John A. (1993) Reflective

Faculty Evaluation. San Francisco: Jossey-Bass Publishers,Inc.

Edgerton, R., Hutchings, P. and Quinlan,K. (1991) TheTeachinoPortfolio: Capturing the Scholarship in Teaching. Washington,DC: The American Associationfor Higher Education.

Hart, F.R. (1987) "Teachers observingteachers." In J.H. Broderick(eeL) Teachino at anUrbanUniversity. Boston: UniversityofMassachusetts atBoston.

Keig, Larry & Waggoner, Michael D.(1994) Collaborative PeerReview: The Role of Facultv inImprovino Colleoe Teaching.ASHE-ERlC Higher EducationReport No.2, 1994. Washington, D.C: the George Washington University, School ofEducation and Human Development.

Seldin, Peter andAssociates (1993)Successful Use of TeachingPortfolios. Belton, MA: AnkerPublishing.


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Creating a T e a c h ~ n 9 Portfolio

Presented byMarkell R Steele. Counseling Manager. Graduate Studenl Services

UCLA Career Center

IWhat is a Teachingportfolio?:II: A factual description of your teaching strengthsand accomplishments:II: Means of displaying SELECTED evidence of yourteaching effectiveness3t: Sho\l'(s a broad range of your teaching skills jphilosophy, methodology, attitudes, and futuregoals

IHow is a PortfoliQ used?:li:Academic Job Search:li:Grants and Fellowship Applications:Ii: For your professional development tolearn about your philosophy and approachto teaching

:Ii:Departmental reviews:li:Award nomi nations


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IWhy Use a Portfolio?,Documents quantity & quality of professionaldevelopmentDemonstrates job commitmentShows knowJed ge, competendes and accomplishme nts:fl: Adds a visual dimension to the interview

Makes a significant and lastlngim pression

[Getting Started:II:Collect samples and artifactsCreate a working portfolio:Jt:Organize and store materials:II: Save absoluteiy everything

IReflective Questions forPortfolio Planning:II: What is the purpose for the portfolio?What is your teaching philosophy?

:II: Who ,s the audience? What do you know aboutthem?:ll:What types of evidence will be convincing to thisaudience?

:It: What are your most relevant qualifications?:It: What are your most significantaccomplishments?

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I~ : ~ u s ; ~ ~ ~ : ~ : : ~ : ~ : ~ : r h i n gltSubjective Materials-Gives context and meaning to the worksamples createdltWork Samples and Concrete MaterialsArtifacts of teaching performance, directevidence

ISUbjective Materialsn Statement of teaching philosophyStatement of teaching responsibilities, 'courses taughtX Syllabi with objectives, methods, readIngs, aSSignmentsSteps made to improve teachingInstructional creations/in novationsUnique teaching strategies you usePersonal statemen! of teachln 9 goals for next severalyears

X Presentations and handouts

Work Samples and Concrete lMater ialsx Teaching evaluation sum mariesX Statements from professors, colleagues, etc. who haveobselVed you teach3 Documentation of teaching development activities

Honors and recognitions of teaching excellenceStudent Scores that show before and after successesX Unsolicited feedbackfrom students, honors receivedfrom students

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IAdditional Documents

:ltStatement of Teaching Interests:ltVideotapes of your Instruction:ItResearch Statements:ltResearch Plan

:ltTitle Page:ltTable of contents to guide the reader:ltCover Letter:ltAppendlces

!Make your Portfolio Effective:It: Personal document that can be presented inmany ways including on web:l:l: Showcase and discuss your best examples

Use easy to read and concise languageHave others review your portfolio and requestcomments on its effectiveness

:It:Remember your audienceYour portfolio is portable, changeable

gg It represents you as a professional

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jportfoliOS and the Web~ O p t i o n a lBrowse through other sites to get ideasKeep the site current

at Make sure the material is approoriate forprofessional audiencesatBe careful what you put on the site becausesome ideas may be "stolen". Add a statementdo not copy or don't include unpublisheddocuments.Nice to include a OJ oniine (keep it current)

...,--;.., ~ . ' - .. - , - , . ~ " '-."A-"- ~ IRemember... I:It Plan to leave your portfolio with the chairKeep official documents/copies at homeMaintain total confidentiality

at Do not use anyone else's persona! information

.

IAbout the TeachingPhilosophy:J:tAsked for qUite often from committees:M: What is my approach to teaching?

What do I believe about learning?:ltWhat methods do I use in classroom?Do I use unique methods? If so, where did youlearn those methods. How does it work?

What are my strengths? What sets me apart?31: What methods, materials/ techniques do youuse?


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IHelPfUI Websites::;: http:"wv.w.nid.ucla.edu I search?SearchableTe;rt=portfolios=http:f 'dents.wshinoton.edulddrweb/re?Pllrcesfportfoliotopls-.html

htto:flWYM'.lItex:as.edufacademic/cte'teachfoiiQ htmJ

X http:/ (www."teras-redulacaoemictr;tp./teachfolio.pdf