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The Teaching Portfolio: What it is & Why you need one. Nancy G. Abney Instructor & Program Manager UAB Graduate School Professional Development Program www.uab.edu/profdev nabney@uab.edu. Goals. 1. Overview of the Teaching Portfolio: What it is Why you need one
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The Teaching Portfolio:What it is & Why you need one Nancy G. Abney Instructor & Program Manager UAB Graduate School Professional Development Program www.uab.edu/profdev nabney@uab.edu
Goals 1. Overview of the Teaching Portfolio: • What it is • Why you need one 2. Getting started on your Philosophy of Teaching
Why do you need a portfolio? The benefits. Balance evidence of your teaching & research for a well-rounded CV Prepare for job talk Teaching philosophy is required for most faculty positions Reflect on & improve teaching What should you put in yours?
What is your primary purpose for attending this webinar? Choose the best answer that describes your situation • A) I’m entering the job market soon ( within 6 months) • B) I want to improve and document my teaching • C) I have a teaching portfolio and want to enhance it • D) I’ve heard about teaching portfolios, but am not really sure what they are, and am curious to learn more
What is your level of teaching experience? • A) None • B) Assist professor (some guest lectures/ grading) • C) Teach laboratory sections • D) Fully responsible for teaching course(s) • E) Design and teach my own course(s)
What the experts say • A coherent set of material that represents your teaching practice as related to student learning (Mues & Sorcinelli) • Description of effectiveness & accomplishments • Documents & materials covering the scope and quality of a professor’s performance (Seldin) • <10 pages of organized narrative, plus appendix of supporting material (8-15 pages) • Peter Seldin (2004) “The Teaching Portfolio” 3rd ed. San Francisdo: Jossey-Bass • Fran Mues & Mary Sorcinelli (2000)“Preparing a Teaching Portfolio” The Center For Teaching, University of Massachusetts Amherst
Elements of the Teaching Portfolio Philosophy of Teaching Values Beliefs Attitudes Goals & Objectives for self for students Content delivery method Learning objectives (knowledge & skills) Treatment of students Professional development Growth in your field Personal development of students Efficiency & evolution as a teacher Evidence of Effectiveness Student evaluations Innovations Video Self reflectionTeaching responsibilities Podcast Peer observation New course designWeb pages • Expressions of Teaching & Learning • Tests Quizzes Homework Syllabi • Web use Discussions Interactive learning Texts • Final papers Group projects Writing samples • Mid-term evaluations Assignments Other samples of student work
What constitutes a good philosophy? • Include specific, personal examples • Convey reflectiveness • Communicate the value of teaching • Tone of enthusiasm, commitment • Student- or learner-centered Diversity & learning styles http://www.crlt.umich.edu/tstrategies/tstpts.php Rubric, Strategies, Examples
Process: Freewriting Think of a specific time when you had to teach (convey information , train, explain something important to) someone else. How did you do it?
The Teaching Philosophy “Just because you have never written a statement of your teaching philosophy, does not mean you do not have a philosophy” What it is • 1-2 pages of first-person narrative • Reflective & personal (not generic) • Includes goals, methods, and assessments How to write it • Describe your disciplinary context • Begin with the end in mind: What do your students learn? • Tell a story: Give concrete, specific descriptions of your teaching See “What Constitutes a Good Statement” in CRLT paper
Big Questions • What is learning? • How does learning happen? • What are the outcomes of my teaching? • How does a teacher facilitate learning? • What are my goals for students? • How do I know when I’ve met my goals? (i.e., How do I evaluate learning?) • How do my goals translate into ACTION?
Tips • Take time to reflect regularly • Keep a teaching journal • Look at lots of examples, from a variety of fields • Treat teaching as a research project • Gather plenty of evidence—sometimes the evidence can influence the writing of your philosophy
Evidence Evidence Peers & Mentors Yourself Your Students Course Evaluations Letters & Emails Success Stories Products of Learning - Examples of work -Pre/Post scores Syllabi Class Materials Assignments Innovations Reflections on how you improved Letters/observations from supervisors, peers, mentors about your teaching Evaluations of teaching materials from others Teaching improvement activities
Evidence from Yourself: Reflection Think of a time you overcame a difficult communication or training issue. What did you do? Why? (Action/Method) (Philosophy /Belief) This is evidence that You are a reflective practitioner You are committed to improving your teaching You are attentive to student learning
The Teaching Portfolio:What it is, Why you need one, & How to get Started Nancy G. Abney, MA-Tesol Instructor & Program Manager UAB Graduate School Professional Development Program www.uab.edu/profdev nabney@uab.edu
FAQs • Should I include “negative” student comments? • http://www.celt.iastate.edu/teaching/cat.html • What if I don’t have much teaching experience? • Should I send my portfolio unsolicited?