A teaching portfolio usually includes a teaching statement and a selective collection of teaching materials that document evidence of teaching effectiveness.
A Teaching portfolio allows you to:
- Clarify and refine teaching practices.
- Be proactive in providing a learner-centered environment.
- Define your personal style of teaching.
- Reflect on your journey as a teacher.
- Clarify your commitment to teaching and learning.
- Focus on the learning process and attainment of course goals.
- Help students learn by example through the instructor’s reflective teaching practice.
- Involve students in the learning process by providing regular feedback.
- Justify to yourself and others the reasons why you teach the way you do.
- Start as early as you can to collect teaching-related materials.
- Regularly sort and select best evidence of your teaching effectiveness.
- Reflect on the selected documentation.
When developing your teaching portfolio, reflect on these questions:
- Why do you teach?
- How do you teach?
- How do you assess the effectiveness of your teaching?
Developing a Teaching Portfolio
Chapter 2 in The Cornell University Teaching Evaluation Handbook contains more information on portfolio development.
A teaching statement is a self-reflective essay that articulates your conceptions of teaching and learning in your discipline and how you implement these in your class. Developing your teaching statement can be a beginning step in the creation of a teaching portfolio.
- Identify your teaching goals using the ‘Teaching Goals Inventory’.
- Summarize your ideas about teaching with the ‘Teaching Perspectives Inventory’.
- Decide if you want to focus on teaching strategies within your discipline or teaching in general.
- Remember that your teaching statement should reflect your personal values.
- Write the statement in the first person.
- Do not include quotes from others or references.
When developing your teaching statement, consider the following:
- What are your course objectives?
- What methods do you use to achieve your course objectives?
- How do you know that your students are learning?
- How often should you review and update your teaching statement?
- How do you incorporate your discipline’s perspectives on teaching?
- What is challenging about learning what you teach?
- What implications do those learning challenges have for how you teach your content?
- What kind of evidence do you need to determine the quality of your students’ learning?
- Do you have a long-term teaching development plan?
Places to Go Next
Kaplan, M. (1998). The teaching portfolio. Occasional Paper No. 11. Ann Arbor, MI: Center for Research on Learning and Teaching, University of Michigan.
Montell, G. (2012) How to write a statement of teaching philosophy. Chronicle of Higher Education, Retrieved from: http://chronicle.com/article/How-to-Write-a-Statement-of/45133/
Seldin, P. (2004). The teaching portfolio: A practical guide to improved performance and promotion/tenure decision (3rd ed). Bolton, MA: Anker Publishing, Inc.
Seldin, P., Miller, J.E., and Seldin, C.A (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions (4th ed). San Francisco, CA: John Wiley & Sons, Inc.