THE TEACHING PORTFOLIO

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THE TEACHING PORTFOLIO
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TEACHING PORTFOLIOS

• Tools to evaluate successful teaching
• Composite of all the educational and related
  areas in which faculty are involved
• Allows teacher to determine and plan their
  progress and success and professional development
• Useful in yearly annual performance review
  process

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WHAT IS IN ATEACHING PORTFOLIO

• Seldin defined the teaching portfolio as a
  collection of materials that document teaching
  performance. The portfolio brings together in
  one place information about a professors most
  significant teaching accomplishments
• Ref. The Teaching Portfolio, by Peter Seldin

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CONTENTS OF A TEACHING PORTFOLIO as SUGGESTED by
Seldin

• Description of you teaching areas, courses
• Statement of teaching philosophy
• Goals statement
• Representative syllabi
• Professional development opportunities taken
• Self-evaluation of materials, explanation

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DOCUMENTS FROMPEERS, STUDENTS, INSTITUTIONS

• Classroom observations
• Peer review of course and teaching materials
• Student critiques and comments
• Honors, awards, or other recognition
• Invitation to teach or present papers
• Documentation of efforts to develop teaching
  skills
• Video or audio tape of a class

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DOCUMENTS SHOWING STUDENT ACHIEVEMENT

• Samples of representative student work
• Information, data, statistics about effect on
  student careers, majors
• Alumni statements
• Student publications

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ECPI EXPECTS OUR FACULTY TO. .

• Develop rapport with students
• Create an environment for collaboration between
  students
• Engage students in the learning process
• Provide prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning
• Employ technology to create a variety of learning
  opportunities

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WHAT IS INCLUDED IN THE ECPI TEACHING PORTFOLIO?
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Title Page

• Your name
• Campus
• Date and Year you started teaching at the campus

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TABLE OF CONTENTS

• Provides a summary of the items included in the
  portfolio

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TEACHING RESPONSIBILITIES

• Lists the course taught over a period of time
• Membership in campus committees
• Sponsorship of student clubs
• Newsletter editor

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TEACHNG PHILOSOPHY

• Personal statement about how and why a faculty
  member is a teacher. Answers questions
• Why do I teach
• What strategies and techniques do I use?
• Why do I teach the way I do?
• How do I assess that students have learned?

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STUDENT EVALUATIONS

• Results of the End of Course critiques by
  students
• Results of the Critique of Learning survey
  completed
• Presentation of changes and modifications made
  based on comments and data received from these
  two student critiques

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CLASSROOM OBSERVATIONS

• Faculty receive at least two observations per
  year
• Faculty may also request a peer to observe their
  classes
• In this section, faculty will comment on the
  results of these observations and informal
  observations conducted. What changes in teaching
  strategies have been made as a
• result of these observations.

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SAMPLE OF REVIEWED TEACHING MATERIALS

• Faculty developed classroom materials and
  assessment tools are reviewed by the Curriculum
  Comm. Prior to its installation in Faculty
  SharePoint.
• This section would present and detail
  information about these reviewed materials.

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EFFORTS TO IMPROVE TEACHING

• Instructor answers the questionWhat have I done
  to enable or cause learning
• Innovations in teaching
• Curricular revisions
• Teaching conferences and workshops attended
• Further education
• Instructor must give details in these areas

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EVIDENCE OF STUDENT LEARNING

• This information would come from
• Student success Ratings DOE and CampusVue keeps
  this data
• Student Products samples of students worki.e.
  student portfolios, programs, student case
  studies pre-and post-tests

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SHORT- AND LONG-TERM GOALS

• Highlight your short-term goals to be
  accomplished within a year
• Indicate long-term goals beyond this time period
• Goals should be specific and measurable give
  time period and a measurable activity

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APPENDICES

• All supporting documents and materials for each
  of these categories should be included in this
  section

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PUTTING IT ALL TOGETHER

• NOW is the time for you to start the development
  of your Teaching Portfolio.
• Read a few of the additional reference in on
  developing toolkits
• Plan a meeting with your Director of Education to
  start the development process. Prior to the
  meeting, gather all the data that you currently
  have available that would be a part of the
  portfolio

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Resources on Teacher Portfolios

• Visit the ECPI e library. When you enter the
  LIRN site, choose the subject How to develop
  Teaching Portfolios and research various
  articles on teaching portfolios. They will
  provide additional guidance for you in
  preparation of your portfolio.

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• EACH FACULTY MEMBER IS ULTIMATELY RESPONSIBLE
  FOR HIS/HER PROFESSIONAL GROWTH AND SUCCESS
• SIEZE THE MOMENT