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Getting Started on Your Teaching Portfolio 2013 Future Faculty Teaching Fellows Summer Institute Julie Saam, Ph.D. Associate Professor of Education Assistant.

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Presentation on theme: "Getting Started on Your Teaching Portfolio 2013 Future Faculty Teaching Fellows Summer Institute Julie Saam, Ph.D. Associate Professor of Education Assistant."— Presentation transcript:

1 Getting Started on Your Teaching Portfolio 2013 Future Faculty Teaching Fellows Summer Institute Julie Saam, Ph.D. Associate Professor of Education Assistant Dean School of Education Indiana University Kokomo

2 Useful websites to browse: Creating a Teaching Portfolio Washington University in St. Louis forGraduateStudentsandPostdocs/resources/Page s/Creating-a-Teaching-Portfolio.aspx Teaching Portfolios Vanderbilt University guides/reflecting/teaching-portfolios/

3 What is a teaching portfolio? A teaching portfolio is a goal-driven collection of materials that document one’s teaching performance over time. They serve to highlight one’s teaching strengths and accomplishments.

4 Why do we need one? Job Applications Award Dossiers Fellowship Dossiers Annual Reports 3 rd Year Reviews Tenure Dossiers

5 Unlike an artist’s portfolio, a Teaching Portfolio must display work indirectly, through description, documents, and various forms of evidence. You know how to do this! Use your research skills! Documentation in a Portfolio

6 What should you collect for your portfolio? Brainstorm with the person sitting next to you regarding possible items to collect for portfolio inclusion.

7 Categories of Evidence include: Vita Teaching Assignments Curriculum Development Student Evaluations Professional/Peer Evaluations Professional Development Teaching Materials Scholarship on Teaching and Learning Student Interactions Professional Service Community Service

8 Keep your CV updated 

9 Keep a list of the courses you teach… include the number of students 

10 Curriculum Development How have you altered your curriculum each semester/year? What evidence did you base the changes? 

11 Student Evaluations End of course evaluations are usually required and some are standardized. Do not let that deter you from allowing students to evaluate you and the course at varying times in the semester or allowing students to evaluate specific components of the course curriculum or instruction. 

12 Professional Evaluations Get someone to conduct a peer review of your teaching. Include assessment of materials & classroom observation. 

13 Professional Development Workshops, seminars, etc. attended Getting Started on a Teaching Portfolio 

14 Teaching Materials… Sample syllabi, handouts Course/program development materials Organize by course. 

15 Presentations, Research, and Publications on Teaching Internal/External Organize or Present in a Teaching Session at Professional Meeting Seek to publish teaching materials in teaching outlets https://facet.indiana.edu/publications/journals.shtml https://facet.indiana.edu/publications/journals.shtml ( ) 

16 Student Interactions Academic Counseling, Mentoring, Out-of-class contacts, etc. 

17 Professional Service Professional Organization Teaching Committees Review for Teaching Journals 

18 Community Service Have you taught others (besides college students) something about your field? 

19 Start Collecting Now! Start a file system (electronic or paper) to place relevant items according to the different categories of evidence.

20 Self-Analysis Teaching Philosophy and reflections Everything else in the portfolio should tie into this statement.

21 What is it that I do well? Outstanding Lectures? Facilitate Discussions? Encourage Critical Thinking? Mentor Students? Use Technology to Promote Learning?

22 Connecting Evidence to Self-analysis Sometimes the analysis framework is developed by the author of the portfolio… 3 rd Year Review …and sometimes it is directed by the evaluation team of the portfolio FACET dossier Trustees Teaching Award Claude Rich Teaching Award

23 DON'T throw all of your course materials into a file box (or 3 ring binders) and call it a portfolio DON'T include all of your teaching materials—it will be too cumbersome, even if it is organized DON’T try to make your portfolio look like someone else’s—it is an individualized product DON’T try to construct a portfolio in a weekend— the teaching portfolio is a long-term dynamic process. Some DON’Ts

24 Some DO’s DO be succinct in your writing and selective of the documents DO use your portfolio to develop, reflect upon, and improve your teaching. DO remember that evidence does not speak for itself. No matter how vast or impressive, the content of your portfolio needs interpretation. DO remember to integrate the elements of the portfolio to your teaching philosophy

25 A good instructor borrows ideas from others… Don’t be afraid to look at other instructors’ portfolios or to talk to others about teaching.


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