ASP 2013 Student Luncheon Workshop Tips for Preparing Teaching Portfolios for the Teaching Job Search Darlene Smucny, Ph.D. Collegiate Professor & Academic Director, Social Sciences The Undergraduate School University of Maryland University College June 21, 2013

The Teaching Portfolio What is a teaching portfolio? What is the purpose of a teaching portfolio? How is a teaching portfolio based on structured reflection? What are the components of the teaching portfolio? Why is collaboration important for preparing a teaching portfolio? Traditional teaching portfolios, e-portfolios

Today’s Panelists Francisca Vidal-García Karen Hambright Vicki Bentley-Condit

What is a Teaching Portfolio ? Factual description of teaching strengths and accomplishments Shows the scope and quality of teaching performance (past, present and future) Includes selected information and evidence about teaching ; purposeful analysis of performance, evidence and goals Self-Reflection and collaboration required to prepare teaching portfolio Teaching = all professional activities that provide direct support for student learning

Why Create a Teaching Portfolio ? To prepare for teaching job search To inform and improve teaching performance May be required for candidates for teaching positions May be required by some institutions for current faculty for personnel decisions

What Role Do Teaching Portfolios Play on the Job Market? BUT Teaching portfolios may not be requested of job applicants for most faculty positions BUT the process of constructing a teaching portfolio—and reflecting on your teaching— will prepare you: – to write a meaningful teaching philosophy statement; – to discuss your teaching more effectively during interviews.

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Components of a Teaching Portfolio 1.Statement of teaching responsibilities 2.Teaching philosophy 3.Teaching objectives, strategies, methodologies 4.Description of teaching materials 5.Efforts to improve teaching 6.Student ratings and evaluations 7.Evidence of student learning 8.Teaching goals (short and long term) 9.Appendices

(1) Statement of Teaching Responsibilities Include course titles, catalogue numbers, average enrollments, undergrad or grad level, required or elective Useful to present in chart or table Teaching = all professional activities that provide direct support for student learning

(2) Teaching Philosophy What do I believe is the role of the teacher? What is the role of the student? Why do I teach? What can students expect from me as a teacher? How do I define “good teaching”?

(3) Teaching Methodologies What are my teaching strategies and methodologies? How would I describe my particular teaching style? How do I teach in the classroom and outside of it? How do I assess student learning? What kind of feedback do I provide to my students?

(4) Teaching Materials Samples of teaching materials – placed in appendix Describe highlights in narrative portion of teaching portfolio Some items to include: syllabi, assignments, study guides, case studies, handouts, manuals, presentations How do these materials enhance my teaching? How have these materials changed over time? What is the student feedback about the effectiveness of these teaching materials?

About Syllabi Sample syllabi  appendix; highlights appear in the narrative, and cross-referenced What does this syllabus show about my beliefs about teaching and learning? What does it say about how I teach the course? Is the syllabus learner-centered? Are assignments and assessment clearly mapped to course learning outcomes, to program learning outcomes?

(5) Documentation/Evidence of Teaching Improvement Activities Curricular Revisions: Have I introduced new teaching strategies, applications, technologies in my courses? Have I developed a new course? Revised a course? Team-taught a course? Have I implemented changes in courses – incorporated field trips, guest speakers, laboratory work?

(5) Documentation/Evidence of Teaching Improvement Activities Instructional Innovations: Highlight pedagogical innovations to enhance student learning What new pedagogical approaches (including technologies) have I used in teaching my courses? Which ones worked well? Why were they successful? Which ones didn’t work well? Why not? How could they be changed so they might be more successful?

(5) Documentation/Evidence of Teaching Improvement Activities Professional Development Activities: Highlight teaching conferences and workshops attended How am I applying what I learned from those programs? What specific steps have I taken to improve my teaching? How have I responded to feedback and suggestions for teaching improvements from students, peers, administration?

(6) Student Ratings and Evaluations Student course evaluation data should be summarized in the narrative section of the portfolio, in chart or table form. Provide samples of course evaluations in appendix. Are claims in the narrative supported by the evidence in the appendix? Is the majority of the evaluation data from the past five years? Are there any special circumstances that may have affected the ratings?

(7) Evidence of Student Learning Demonstrate assessment of what and how students have learned May include the following: – A list of your students who have succeeded in advanced study in the discipline – Class scores on assessment activities before and after the course – Successive drafts of student work with your instructor comments – Student publications or conference presentations prepared under your direction/guidance

(7) Evidence of Student Learning Guiding questions: Guiding questions: How have I helped students with their careers or job placements? Are the claims of student learning in the narrative supported by the data in the appendix? Do the examples of graded student assignments reflect efforts to direct development of critical thinking and written communication skills, in addition to the knowledge of the discipline?

(8) Teaching Goals (short and long term) What teaching goals would I like to pursue now, and in the future? Why are these goals important for my teaching? What kind of resources do I need to achieve these goals?

(9) Appendices Appendices must support the narrative section of the portfolio Evidence must be selected carefully Tie together the narrative sections and the appendices Appendices should be of manageable size Appendices should not be the focus of the teaching portfolio; narrative is the focus

Collaboration and the Teaching Portfolio Working with a mentor, colleague, or peer important for preparation of teaching portfolio Effective mentor Effective mentor = coach and critic; motivate and provide objective perspective Discuss important questions with others: Discuss important questions with others: – Why am I preparing the portfolio? – What do I hope to learn from the portfolio? – What information to select? How to best present?

Portfolio Models and Mentors Find examples of how others have constructed teaching portfolios into cohesive whole Good resource: Mentors are important; how to find mentors?

Mechanics 1.Traditional portfolio 2.E-portfolio Length (some recommendations): Your materials 3-5 pages Materials from others 3-4 pages Products and evidence 2-3 pages Total = 8-12 pages Total = 8-12 pages

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Using Google Sites for E-Portfolios portfolio/ portfolio/ portfolio/how-to-use-google-sites portfolio/how-to-use-google-sites verview verview online-tutorials/docs-how-to online-tutorials/docs-how-to

Evaluating a Teaching Portfolio What should you look for when you review or evaluate a teaching portfolio? Examples of rubric: Examples of rubric: portfolio_rubric.pdf portfolio_rubric.pdf Follow department or institution criteria or standards

Seldin, P., Miller, J.E. and C.A. Seldin (2010). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Fourth Edition. Jossey-Bass (Wiley). Reference Used for this Presentation An Excellent Resource for Teaching Portfolios!