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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
The following template document aims to provide structure and guidance to academic staff in the compilation of a teaching portfolio that needs to be submitted as part of the of the UFS Academic Performance Framework. Please note the following:
Teaching Portfolio Rationales. An important aspect of any teaching portfolio is e ̃ective rationales accompanying your materials. Rationales provide context for the reader and guide them through the materials you’ve carefully selected to show that you are a teaching superstar.
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.
What is a teaching portfolio? Why do I need one? What do I include? How do I get evaluations of my teaching? What is my approach to teaching? Session Overview. Define the teaching portfolio. Explore why we use teaching portfolios. Examine organization of the teaching portfolio (McGill as an example) Begin articulating your teaching philosophy.
Good teaching portfolios are reflective documents, which provide a coherent narrative of the teacher’s professional journey. This narrative uses evidence which clearly substantiates the commentary made about this journey, and reflects on the impact that teaching has on student learning.
