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All formal teaching portfolios stem from an informal living collection of documents that will change over time as you extend your practice, evaluate your teaching, reflect and act on the results of those evaluations, and develop different and more effective approaches to your teaching.
Teaching portfolios are typically used for two purposes, which sometimes overlap: (1) as a developmental process for reflecting on and improving one’s teaching; and (2) as an evaluative product for personnel decisions such as tenure, promotion, or a teaching
Teaching portfolios allow instructors to document the scope and quality of their teaching performance with evidence from a variety of sources such as syllabi, graded student work, feedback from students and observers, their own self-assessments and reflections, and more.
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. Why Assemble a Teaching Portfolio?
What is a teaching portfolio? A concise compilation of selected information that systematically documents the effectiveness, scope, complexity, and individuality of an instructor’s teaching. It reflects the progression of an instructor’s teaching over the last few years.
A teaching experience rationale accompanies each syllabus you include in your portfolio. These rationales vary in length, but they are generally a paragraph to a page long. Here are some important aspects to cover: What: What material did the course cover? What were the learning objectives of the course? How long was the course (e.g. a semester)?
Course portfolio: Includes information specific to a particular course, including syllabi, course materials, and sample assignments, along with the rationale behind assignments and a discussion regarding how teaching methods and course materials help students learn.
