1. Teaching Philosophy and Teaching Portfolio
Regina Frey
Washington University Teaching Center

2. Outline Teaching Philosophy Statement Teaching Portfolio Format
Questions to ask
Teaching Portfolio
Objective
Concepts to show
Compilation
Materials to include
Sample Table of Contents
Washington University Teaching Center
4/17/06

3. Format of Statement Personal statement on your teaching beliefs
Reflects your experiences and teaching persona
Briefly states why, how, and what you teach
1-2 pages in length
Remember the audience of the statement
Especially important when applying for a position
Possibly have 2-3 slightly different versions of the statement
Helps clarify one’s beliefs and reveals inconsistencies in putting these beliefs into practice
Washington University Teaching Center
4/17/06

4. Four Points to Address in the Statement
What are your objectives as a teacher?
Examples are:
Teach fundamental concepts
Foster critical thinking
Facilitate acquisition of life-long learning skills
Develop problem-solving strategies
What educational goals are not being met today in your field? – nontraditional people in sciences
Washington University Teaching Center
4/17/06

5. Four Points to Address in the Statement
What methods will you use to achieve these goals?
Display knowledge of learning theory and curriculum design
Give specific strategies and exercises
Discuss appropriateness of collaborative learning techniques or group work
Propose new ideas you might have
Washington University Teaching Center
4/17/06

6. Four Points to Address in the Statement
How do you measure your effectiveness in achieving your objectives?
Relate to student learning, and student evaluations
Engaging more students
Develop certain life skills
Why is teaching important to you?
Washington University Teaching Center
4/17/06

7. Objective of Teaching Portfolio
Organized collection of materials that reflects
Why you teach
How you teach
What you teach
Factual description of your teaching strengths and accomplishments
Illustrates and documents your approach to teaching
Based on the portfolio model kept by artists and architects
Not an exhaustive compilation of all the documentation and materials about your teaching
Washington University Teaching Center
4/17/06

8. Concepts to Show in a Teaching Portfolio
Course planning and preparation experience
Evidence of teaching-presentation evaluation
Your assessment of students in your courses
Currency in your field and in higher-education teaching field
Washington University Teaching Center
4/17/06

9. Format of Teaching Portfolio
Table of contents
An introduction
Teaching philosophy statement
Reflective statements for each different type of included material
Selected material on teaching activities and solid evidence of the effectiveness
Note: TAs should describe their responsibilities in any course included in the portfolio
Washington University Teaching Center
4/17/06

10. Compiling a Teaching Portfolio
Clarify teaching responsibility in the department to which you are applying
Helps decide the focus of the teaching portfolio
Think about audience
Select the items for your portfolio
Prepare a statement for each item
How each item relates to overall responsibility and reflects status as teacher
Arrange items in a specific order
Chronological
Types of teaching responsibilities
Washington University Teaching Center
4/17/06

11. Compiling a Teaching Portfolio
Compile supporting data
If possible, these data should be collected through the years at graduate school
Incorporate (mention) portfolio into CV
Decide physical presentation
Tabbed notebook CD
Washington University Teaching Center
4/17/06

12. Materials to Include in a Teaching Portfolio
Course syllabi, handouts, URLs of course webpages
Student course evaluations
Faculty or professional evaluations of your teaching
Documentation of teaching-development activities, such as attendance at conferences or workshops
Curriculum development, published articles on teaching and learning
Honors or recognition for teaching
Descriptions of non-traditional teaching settings, such as workshops, work with TAs, special or innovative help sessions
Descriptions of teaching methods
Advising of students, or extraordinary efforts with special groups of students
Optional: Samples of graded work, especially written work
Washington University Teaching Center
4/17/06

13. Sample Table of Contents
Teaching responsibilities
Statement of teaching philosophy
Teaching methodology, strategies, objectives
Description of course materials
Syllabi, handouts, assignments
Efforts to improve teaching
Conferences or workshops attended
Curricular revisions or developments
Innovations in teaching
Student course evaluations
Faculty or professional evaluations of teaching
Washington University Teaching Center
4/17/06