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David Mossley Senior Adviser, Higher Education Academy.

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1 David Mossley Senior Adviser, Higher Education Academy

2 Why have a teaching portfolio? What should it contain? What format should it have? How should it be used? How should it be maintained? How should teaching and research be linked? A first go at writing one … Based on material by George MacDonald Ross

3 Good reasons: – Ambition of being a better teacher – Evidence for career progression and development Other reasons: – Requirement of employment … – 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

4 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

5 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.

6 Finally: 9.Outline any plans you have for improving your teaching in the short, medium, or long term. When you next re-visit the portfolio, assess how far you have fulfilled these plans, and revise your plans for the future.

7 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!

8 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

9 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.

10 TASK: Spend ten minutes noting down your own thoughts on a teaching philosophy TASK: With your neighbours discuss what are the most important features for such a statement Linking teaching and research …

11 Direct (content): – Teaching what you research (e.g. your own course design) – Teaching in the field in which you are researching – Using your research to directly inform another field (e.g. using epistemological research in a course in philosophy of mind)

12 Indirect (delivery): – Teaching that draws on your research (e.g. using a view of agency and autonomy to inform an understanding of education and actual practice) – Teaching that more is informed by a more general approach to philosophy derived from research

13 Content … – What is appropriate? – What criteria will you use to determine how your research fits the needs of an undergraduate audience? (Does it give them what they need? What they want?) – Does it fit with departmental, institutional or national frameworks? (e.g. programme specifications, Benchmark statements … )

14 TASK: Consider course(s) you would like to offer in an ideal world – what is the context in which your research best fits and what else needs to be taught with it? TASK: Make a list of the kinds of teaching you could adapt your research to – how far could it reasonably be stretched? TASK: Justify your list to your neighbour

15 In terms of education and teaching practice, what does your research tell you about: – The world and beings in it? – The nature of knowledge? – Agency and persons? – Value (ethics, aesthetics … ) TASK: Discuss the implications of your research for how teaching should be done with your neighbour

16 You should have beginnings of: – Teaching philosophy statement – Link between teaching and research statement

17 Dr David Mossley The Higher Education Academy Innovation Way York Science Park Heslington York YO10 5BR – Tel: +44 (0)


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