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The Teaching Portfolio

The Teaching Portfolio. Annalise Sorrentino MD annalise@uab.edu.

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The Teaching Portfolio

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  1. The Teaching Portfolio Annalise Sorrentino MD annalise@uab.edu

  2. “Portfolios have been with us for a very long time. Those of us who grew up in the 1950s or earlier recognize portfolios as reincarnations of the large memory boxes or drawers where our parents collected starred spelling tests, lacy valentines, science fair posters, early attempts at poetry, and (of course) the obligatory set of plaster hands. Each item was selected by our parents because it represented our acquisition of a new skill or our feelings of accomplishment…” Hebert, EA. The Power of Portfolios

  3. What is an Academic Portfolio? • A collection of materials that document and highlight a person’s performance and accomplishments • NOT an exhaustive compilation • Rather, thoughtfully chosen information on activities, and evidence of their influence or effectiveness • Reflective and evidence based

  4. Seeing the Entire Picture

  5. Why do it? • Because you have so much free time on your hands? • For promotion and tenure purposes • For self-reflection and advancement • To share experiences and expertise with others

  6. Why do it? • Because you have so much free time on your hands? • For promotion and tenure purposes • For self-reflection and advancement • To share experiences and expertise with others

  7. Purpose Drives the Content • Why are you doing a portfolio? • Who will be reading it? • What evidence will they expect to find? • What types of evidence will be most convincing?

  8. UASOM Promotion and tenure Tenure-earning Non tenure-earning • Excellence in 2 of 3 • Excellence in 1 of 3

  9. Uasom promotion and tenure proposals • Promotion and Tenure Action Summary Form • SOM P&T Guidelines • Curriculum Vitae • Recommendation Reports • Teaching Portfolio • Research Portfolio • Service Portfolio • Annual Reviews • External LORs • Internal LORs • Reprints

  10. Uasom promotion and tenure proposals • Promotion and Tenure Action Summary Form • SOM P&T Guidelines • Curriculum Vitae • Recommendation Reports • Teaching Portfolio • Research Portfolio • Service Portfolio • Annual Reviews • External LORs • Internal LORs • Reprints

  11. Thorough, yet concise

  12. Getting Started • Describe your teaching responsibilities • Describe your teaching methods • Innovations or curricula development • What do you want your students to say about you and your teaching? • Give examples and explain how you motivate your students

  13. Choosing Items to Include • Material from oneself • Material from others • Products and evidence

  14. Material from Oneself • Philosophy

  15. Teaching Philosophy • Reflective, straight-forward • Well organized • Language and terms that are easily understood • Narrative first person • Create a portrait of your teaching practices, objectives, values and strategies • Describe how it translates into action

  16. Teaching philosophy • Dedication to Lifelong Learning • Maximizing the Learning Environment • Power of Positive Feedback

  17. Teaching philosophy • “In the ever changing world of medicine, the concept of lifelong learning is crucial. What I learned in medical school or residency may or may not be applicable to current medical strategies. So, as I strive to teach trainees, I am also learning myself.” • “I would like to be known as an innovative educator who is passionate and enthusiastic about what I am teaching.”

  18. Material from Oneself • Philosophy • Responsibilities

  19. Material from Oneself • Philosophy • Responsibilities • Innovations and initiatives

  20. Material from Oneself • Philosophy • Responsibilities • Innovations and initiatives • Accomplishments

  21. Material from Oneself • Philosophy • Responsibilities • Innovations and initiatives • Accomplishments • Goals

  22. Excellence in teaching • Leadership in a divisional, departmental, or SOM teaching program • Mentoring, including leadership of a dissertation committee • Leadership in curriculum development at the local or national level • Objective evidence of teaching excellence

  23. Valued, but… • Course lecturer • Hosting a graduate student • Poster judge • Informal trainee advising and counseling • Participation in trainee recruiting • Serving on education, curriculum, or admission committee

  24. Material from Others • Evidence of contributions at a local or national level

  25. Material from Others • Evidence of contributions at a local or national level • Invitations to speak/present

  26. Material from Others • Evidence of contributions at a local or national level • Invitations to speak/present • Evidence of help given to colleagues

  27. Material from Others • Evidence of contributions at a local or national level • Invitations to speak/present • Evidence of help given to colleagues • Honors/awards

  28. Material from Others • Evidence of contributions at a local or national level • Invitations to speak/present • Evidence of help given to colleagues • Honors/awards • Performance reviews

  29. Products and Evidence • Teaching evaluations

  30. Products and Evidence • Teaching evaluations • Student publications

  31. Products and Evidence • Teaching evaluations • Student publications • Objective student data

  32. Format • Narrative • Divided into sections • Cross-referenced with appendices • Maximum 2 pages, single-spaced, 11 pt font • Appendices • The proof

  33. External LOR Should: Should not: • At a rank equal to or higher than what you are applying for • Have recognized achievements in your field of expertise • Address your academic attributes • Have no conflict of interest • Be affiliated with UAB • Be a close personal friend or relative • Have a financial relationship with you • Be a current or recent student or mentor • Be a current or recent co-author or co-investigator

  34. Self-reflection • What are your greatest strengths? • What changes would you like to make? • What accomplishments are you most proud of? • How do you want your students to remember you?

  35. Maintaining your Portfolio • Use the appendix as a filing system • Don’t make work for yourself • Focus on selected areas • Keep revisions thorough and concise • Take advantage of faculty development staff • Entrust a mentor to help guide

  36. Tips • Be specific • Enhance the narrative • Limit the number of student/colleague comments • Have coherence between sections • Revise annually (include the date)

  37. My Personal Experience • Personal • No right or wrong • Reminded me why I love teaching • Dynamic • Renewed sense of pride and accomplishment

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