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Developing a Teaching Portfolio

Developing a Teaching Portfolio. David Mossley Subject Centre for Philosophical and Religious Studies. Overview. Why have a teaching portfolio? What should it contain? What format should it have? How should it be used? How should it be maintained? A first go at writing one …

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Developing a Teaching Portfolio

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  1. Developing a Teaching Portfolio David Mossley Subject Centre for Philosophical and Religious Studies

  2. Overview • Why have a teaching portfolio? • What should it contain? • What format should it have? • How should it be used? • How should it be maintained? • A first go at writing one … • Based on material by George MacDonald Ross – PRS website (forthcoming)

  3. Why have a teaching portfolio? • Bad reason: • Requirement of employment … BUT: • Being a professional does mean having some evidence of practice and CPD in all other spheres (Dearing, 1997) • Almost universal requirement to demonstrate teaching qualification in HE • Good reasons: • Ambition of being a better lecturer • Evidence for career progression and development

  4. What should a teaching portfolio include? (1) • The basics: • A statement of your teaching philosophy • A statement on the linkage between your teaching and your research • A statement of the training you have undergone as a lecturer and tutor • Your employment history

  5. What should a teaching portfolio include? (2) • Additionally: • If your teaching has been observed by a colleague, you should include the report • If you have published anything to do with teaching, or given presentations or workshops, give a brief description • Give the details of any grants for teaching-related projects and specify the outcomes • Specify any distinctions or awards you may have received for excellence in teaching.

  6. What should a teaching portfolio include? (3) • Finally: • Outline any plans you have for improving your teaching in the short, medium, or long term. • When you next re-visit the portfolio, assess how far you have fulfilled these plans, and revise your plans for the future.

  7. Format • If institutionally determined, use that, otherwise … • Whatever works for you • Sections as above • Manageable length (for you) • Extractable information • Appendices of factual information (events, courses, detailed student feedback etc) • Or just most recent information (with archive) • Printed master copy!

  8. Use • Reflection on your own teaching – being a self-regulating professional • Resource for promotions and awards • Internal review processes: • Institutional regular reviews (variable with institutional) • Peer observation exercises – focuses on teacher as performer

  9. Maintenance • Seems more burdensome than it is! • Start with your first teaching (short document to begin … ) • Update regularly as things occur or change • Use other documentation – integrate with c.v.

  10. Making a start • Spend ten minutes noting down your own thoughts on a teaching philosophy • With your neighbours discuss what are the most important features for such a statement • Share your thoughts with the rest of the group • Repeat the process for linking teaching and research …

  11. Thanks for taking part • Dr David Mossley • Centre Manager • Subject Centre for PRSDept of Theology and RSUniversity of LeedsLS2 9JT • 0113 343 6745 • david@prs.heacademy.ac.uk • http://prs.heacademy.ac.uk

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