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Teaching Portfolios

Steps for Compiling a Teaching Portfolio http://www.utexas.edu/academic/cte/teachfolio.html

The teaching portfolio is one of the tools faculty can use to document their scholarly work in teaching. This Occasional Paper contains a discussion of the nature and purpose of the teaching portfolio (and its offshoot, the course portfolio) and suggestions for how individuals and units can use portfolios most effectively. What Is a Teaching Portfolio? http://www.crlt.umich.edu/tstrategies/tstpcp.html

The Teaching Portfolio at Washington State University http://www.wsu.edu/provost/teaching.htm

In writing this "philosophical" statement, I will purposefully omit any detailed discussion of my teaching practice. In the teaching materials, statements from my colleagues and former students, and my own accounts of my teaching that comprise the bulk of my teaching portfolio, I trust readers will find concrete evidence of how my teaching practices embody the three principles stated here.

One public manifestation of this pressure has been a significant increase in the number of schools that are asking for extensive evidence of teaching experience and prowess in the job search process.  Candidates are increasingly asked to offer a teaching portfolio that does more than describe the courses they've taught in the past and are willing to teach in the future.

Why take the time to prepare a portfolio? Where did the idea of the Teaching Portfolio come from?http://www.ncsu.edu/fctl/Services/Emphasis_Teaching_And_Learning/newsletter0902.pdf

Creating an electronic portfolio can seem daunting, but it becomes less arduous if viewed as a series of stages, each with its own goals and activities, and requiring different types of software. The author derived a framework for electronic portfolio development from two bodies of literature. http://helenbarrett.com/portfolios/encyclopediaentry.htm

This essay is intended to be more practical than philosophical, drawing on my own experiences as well as my students', focusing on the questions often asked about electronic portfolios: Where do I start? What software should I use? What strategies seem to work well? I view portfolios as a process rather than a product--a concrete representation of critical thinking, reflection used to set goals for ongoing professional development. http://helenbarrett.com/portfolios/aahe2000.html

Two bodies of literature define the process for developing electronic teaching portfolios to support long-term professional growth: the multimedia development process (Decide/Assess, Design/Plan, Develop, Implement, Evaluate) and the portfolio development process (Collection, Selection, Reflection, Projection/Direction, Presentation. As further defined, the Electronic Portfolio Development Process covers the following stages: http://helenbarrett.com/portfolios/site2000.html

This paper will briefly cover various strategies for authoring electronic portfolios and design for an electronic teaching portfolio, including goals/purpose of the portfolio, evaluation criteria, audience, content, context and multimedia materials to include in the portfolio. One strategy often overlooked in the development of electronic portfolios is the use of Adobe Acrobat 's Portable Document Format (PDF) to gather evidence from a variety of applications. http://helenbarrett.com/portfolios/site99.html

As we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers. This session will introduce a strategy for using Portable Document Format (Adobe Acrobat PDF) files to store and organize Electronic Teaching Portfolios. http://helenbarrett.com/portfolios/SITEArt.html

There are longstanding conventions on how to present academic qualifications, research and publications, however, there are few such conventions on presenting information about excellence in teaching. The teaching portfolio has been designed to give you, as an academic, a way of organizing the collection and presentation of evidence about your teaching. http://www.qut.edu.au/talss/eval/resources/portfolio.htm

What is a Teaching Portfolio? Teaching portfolios can be defined in at least four ways by focusing on their purpose. First, teaching portfolios are vehicles for documenting teaching, with the emphasis on demonstrating excellence. Second, teaching portfolios are vehicles that empower professors to gain dominion over their professional lives. Third, teaching portfolios are vehicles to provide institutions of higher learning with the means to demonstrate that teaching is an institutional priority. Fourth, teaching portfolios are vehicles for individualizing faculty development. http://www.ntlf.com/html/lib/bib/95-8dig.htm

Extracts from Peter Seldin's book http://www.lgu.ac.uk/deliberations/portfolios/ICED_workshop/seldin_book.html

It consists of a 6-8 page reflective statement, with appendices as documentation. Although a teaching portfolio is never complete, I have a usable document that I can maintain and modify for different occasions.

A memo from the Provost appears in all faculty mailboxes one morning, announcing that from now on every candidate for tenure and promotion must submit a teaching portfolio along with the usual research documentation.

This article explains how to use learning-centered course portfolios to improve teaching and learning. After developing a rational for using teaching portfolios that focus on individual courses, the author discusses how course portfolios can be used to (a) document and assess more fully the substance and complexity of teaching, (b) connect assessment of teaching with assessment of learning, and (c) foster better teaching and learning. The article concludes with a discussion of portfolio use on the author's campus and in his own teaching. http://ject.lib.muohio.edu/sample/article.php?article=49