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Teaching Portfolio Design 3: Personal Reflection and Documentation

Teaching Portfolio Design 3: Personal Reflection and Documentation. Carrie Rodak Graduate Associate, Kaneb Center. Introductions. Name Department & year How do you learn in the classroom?. Workshop goals. Workshop participants will be able to

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Teaching Portfolio Design 3: Personal Reflection and Documentation

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  1. Teaching Portfolio Design 3: Personal Reflection and Documentation Carrie Rodak Graduate Associate, Kaneb Center

  2. Introductions • Name • Department & year • How do you learn in the classroom?

  3. Workshop goals • Workshop participants will be able to • Select evidence that supports teaching and learning goals • Organize evidence into a cohesive message supporting teaching and learning goals • Draft reflective and summary statements

  4. Review: What is a Teaching Portfolio? • A teaching portfolio documents your teaching expertise by outlining: • Ideas / objectives that inform your teaching • Courses you teach or are prepared to teach • Methods you use • Your effectiveness as a teacher • How you assess and improve your teaching

  5. Review: Why create a teaching portfolio? • Preparing a teaching portfolio will help with: • Academic job applications • Reflection and refinement of your teaching skills and philosophy • Future promotions

  6. Review: Main components There are two main components of a teaching portfolio. • Teaching philosophy statement • Evidence to support claims made in the teaching philosophy statement

  7. Review: Teaching Philosophy Statement A teaching philosophy statement is a concise statement primarily about: • why you teach • your assumptions regarding teaching and learning

  8. Review: Teaching philosophy statement - purpose • Introduce yourself as teacher • Set the stage for your teaching portfolio • Consciously articulate a framework for your teaching • Take time for reflection and self-examination • Identify ways you can grow and improve • Provide a writing sample

  9. Review: Types of Evidence • Documentation of your teaching • Teaching Effectiveness • Materials demonstrating student learning • Activities to improve instruction • Contributions to the teaching profession and/or your institution • Honors, awards, or recognitions *“Teaching Portfolios: Components of a Teaching Portfolio”. Center for teaching, Vanderbilt University http://cft.vanderbilt.edu/teaching-guides/reflecting/teaching-portfolios/

  10. Evidence selection • Two school of thought: • Mastery approach: reflection first evidence selection next • Inquiry approach: select evidence first then extract the basic values and philosophies that emerge • You are likely to use both approaches as you build your portfolio

  11. Purpose of evidence • Why does this evidence appeal to you? • What qualities are reflected about your teaching and your students’ learning? • What does this evidence add? • What do you want those evaluating you to learn from this evidence? • What will you state about this evidence when discussing it with whomever is evaluating you?

  12. Activity Complete the Strengths and Weaknesses handout

  13. Organize your evidence • Theme/Topic Approach: • Organized around a theme from your philosophy statement • Reflection/Evidence Approach: • Feature reflective statements in a narrative section and place evidence in an appendix (used with Mastery approach) • Interview Outline Approach: • streamlined based on anticipated questions which can be referenced during the interview

  14. Organize your evidence • Determine the purpose of your portfolio • Is there a central focus you want to emphasize • Group evidence with similar themes/goals together • If evidence is not connected, do not include it

  15. Reflective and Summary statements • Identifies your teaching goals and/or portfolio themes in a specific context • Be concise • Summarize data and clarify where needed • Direct the reader to the appropriate appendices as documentation of your statement • Do not force the reader to refer to specific aspects in the evidence

  16. Activity Read the example summary statement

  17. Primary resources H.B. Rodriguez-Farrar (2006) “The Teaching Portfolio: A handbook for faculty, teaching assistants and teaching fellows” The Harriet W. Sheridan Center for Teaching and Learning, Brown University. http://www.brown.edu/Administration/Sheridan_Center/docs/teach_port.pdf M. J. Paul (2004) “Teaching and Learning Portfolios: Thoughtfully Presenting yourself for a Successful Faculty Career” Delta Program in Research, Teaching, and Learning, University of Wisconsin. http://www.delta.wisc.edu/Certficate/Portfolio_Guidebook.pdf

  18. Selected Kaneb Center resources • Individual consultations • Example early semester evaluations • Example semester evaluations for TAs (non-instructor of record) • Class observations and recordings • Pedagogical workshops • Summer reading groups And more!

  19. Activity Work on your portfolio!

  20. Thank you!Schedule a consultation with the Kaneb Center for Teaching and Learning!kaneb@nd.edu or 631-9146

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