Presentation on theme: "David Mossley Subject Centre for Philosophical and Religious Studies."— Presentation transcript:
David Mossley Subject Centre for Philosophical and Religious Studies
Why have a teaching portfolio? What should it contain? What format should it have? How should it be used? How should it be maintained? A first go at writing one … Based on material by George MacDonald Ross – PRS website (forthcoming)
Bad reason: ◦ Requirement of employment … BUT: ◦ Being a professional does mean having some evidence of practice and CPD in all other spheres (Dearing, 1997) ◦ Almost universal requirement to demonstrate teaching qualification in HE Good reasons: ◦ Ambition of being a better lecturer ◦ Evidence for career progression and development
The basics: 1. A statement of your teaching philosophy 2. A statement on the linkage between your teaching and your research 3. A statement of the training you have undergone as a lecturer and tutor 4. Your employment history
Additionally: 5. If your teaching has been observed by a colleague, you should include the report 6. If you have published anything to do with teaching, or given presentations or workshops, give a brief description 7. Give the details of any grants for teaching- related projects and specify the outcomes 8. Specify any distinctions or awards you may have received for excellence in teaching.
Finally: 9. Outline any plans you have for improving your teaching in the short, medium, or long term. 10. When you next re-visit the portfolio, assess how far you have fulfilled these plans, and revise your plans for the future.
If institutionally determined, use that, otherwise … Whatever works for you Sections as above Manageable length (for you) Extractable information Appendices of factual information (events, courses, detailed student feedback etc) Or just most recent information (with archive) Printed master copy!
Reflection on your own teaching – being a self-regulating professional Resource for promotions and awards Internal review processes: ◦ Institutional regular reviews (variable with institutional) ◦ Peer observation exercises – focuses on teacher as performer
Seems more burdensome than it is! Start with your first teaching (short document to begin … ) Update regularly as things occur or change Use other documentation – integrate with c.v.
Spend ten minutes noting down your own thoughts on a teaching philosophy With your neighbours discuss what are the most important features for such a statement Share your thoughts with the rest of the group Repeat the process for linking teaching and research …
Dr David Mossley ◦ Centre Manager ◦ Subject Centre for PRS Dept of Theology and RS University of Leeds LS2 9JT ◦ ◦ ◦