Letters from students, preferably unsolicited.Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work.Comments from a peer observer or a colleague teaching the same course.Written comments from students on class evaluations.Summarized student evaluations of teaching, including response rate and relationship to departmental average.Descriptions of uses of computers and other technology in teaching.Descriptions and examples of visual materials used.Handouts, problem sets, lecture outlines.Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning.Number of advisees, graduate and undergraduate.A list of courses taught and/or TAed, with enrollments and a description of your responsibilities.A personal statement describing your teaching goals for the next few years.A reflective “teaching statement” describing your personal teaching philosophy, strategies, and objectives (see Teaching Philosophy).For instance, if you include a sample lesson plan, make sure to describe the course, the students, and, if you have actually used the lesson plan, a reflection on how well it worked. Make sure every piece of evidence in your portfolio is accompanied by some sort of context and explanation.Use a table of contents at the beginning and tabs to separate the various components of your portfolio. Make your organization explicit to the reader.A relatively small set of well-chosen documents is more effective than a large, unfiltered collection of all your teaching documents. Be selective in which materials you choose to include, though be sure to represent a cross-section of your teaching and not just one aspect of it.Highlight the positive, of course, but don’t completely omit the negative. Don’t try to present yourself as the absolutely perfect teacher. Give a fair and accurate presentation of yourself.Collecting these components as you go will make assembling your final portfolio much easier. Start now! Many of the possible components of a teaching portfolio (see list below) are difficult, if not impossible, to obtain after you have finished teaching a course.For more on going public with one’s teaching, see the CFT’s Teaching Guide on the Scholarship of Teaching and Learning. Faculty members and teaching assistants can use teaching portfolios, particularly ones shared online, to “go public” with their teaching to invite comments from their peers and to share teaching successes so that their peers can build on them.Faculty members and teaching assistants can use teaching portfolios to reflect on and refine their teaching skills and philosophies.Faculty members up for promotion or tenure can also use teaching portfolios to document their teaching effectiveness.Job applicants for faculty positions can use teaching portfolios to document their teaching effectiveness.Portfolios can serve any of the following purposes. Teaching portfolios capture evidence of one’s entire teaching career, in contrast to what are called course portfolios that capture evidence related to a single course.Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
My checklist cwru professional#
Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.Portfolios provide documented evidence of teaching from a variety of sources-not just student ratings-and provide context for that evidence.What Role Do Teaching Portfolios Play on the Job Market?.
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