Englishms. Schrader's Teaching Portfolio

Posted By admin On 29/12/21

During my student teaching at Charlevoix High School, I taught a 10-12 grade elective speech class. Since the class was small in number, we were able to do a number of different speeches. I taught units on informative speaking, storytelling, future view speeches, demonstration speeches, special occasion speeches, impromptu speeches,. The portfolio is designed to be a final presentation of both breadth and depth of mastery in the discipline. Final portfolios include the following materials: Introductory Statement: The introductory statement is a critical reflection that articulates a vision of how a student’s graduate coursework relates to their future goals.

Dan Punday began his service as Head of the Department of English at Mississippi State University in July, 2016. He has previously served as Head of the Department of English and Philosophy at Purdue University, Calumet. He has published on contemporary literature, digital narrative, and narrative theory. He has recently completed his term as the president of the International Society for the.

What Is a Teaching Portfolio?

  • Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
  • The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
  • Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
  • Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
  • Teaching portfolios capture evidence of one’s entire teaching career, in contrast to what are called course portfolios that capture evidence related to a single course.

Why Assemble a Teaching Portfolio?

Portfolios can serve any of the following purposes.

  • Job applicants for faculty positions can use teaching portfolios to document their teaching effectiveness.
  • Faculty members up for promotion or tenure can also use teaching portfolios to document their teaching effectiveness.
  • Faculty members and teaching assistants can use teaching portfolios to reflect on and refine their teaching skills and philosophies.
  • Faculty members and teaching assistants can use teaching portfolios, particularly ones shared online, to “go public” with their teaching to invite comments from their peers and to share teaching successes so that their peers can build on them. For more on going public with one’s teaching, see the CFT’s Teaching Guide on the Scholarship of Teaching and Learning.

General Guidelines

  • Start now! Many of the possible components of a teaching portfolio (see list below) are difficult, if not impossible, to obtain after you have finished teaching a course. Collecting these components as you go will make assembling your final portfolio much easier.
  • Give a fair and accurate presentation of yourself. Don’t try to present yourself as the absolutely perfect teacher. Highlight the positive, of course, but don’t completely omit the negative.
  • Be selective in which materials you choose to include, though be sure to represent a cross-section of your teaching and not just one aspect of it. A relatively small set of well-chosen documents is more effective than a large, unfiltered collection of all your teaching documents.
  • Make your organization explicit to the reader. Use a table of contents at the beginning and tabs to separate the various components of your portfolio.
  • Make sure every piece of evidence in your portfolio is accompanied by some sort of context and explanation. For instance, if you include a sample lesson plan, make sure to describe the course, the students, and, if you have actually used the lesson plan, a reflection on how well it worked.

Components of a Teaching Portfolio

  1. Your Thoughts About Teaching
    • A reflective “teaching statement” describing your personal teaching philosophy, strategies, and objectives (see Teaching Philosophy).
    • A personal statement describing your teaching goals for the next few years
  2. Documentation of Your Teaching
    • A list of courses taught and/or TAed, with enrollments and a description of your responsibilities
    • Number of advisees, graduate and undergraduate
    • Syllabi
    • Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning
    • Reading lists
    • Assignments
    • Exams and quizzes, graded and ungraded
    • Handouts, problem sets, lecture outlines
    • Descriptions and examples of visual materials used
    • Descriptions of uses of computers and other technology in teaching
    • Videotapes of your teaching
  3. Teaching Effectiveness
    • Summarized student evaluations of teaching, including response rate and relationship to departmental average
    • Written comments from students on class evaluations
    • Comments from a peer observer or a colleague teaching the same course
    • Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work
    • Letters from students, preferably unsolicited
    • Letters from course head, division head or chairperson
    • Statements from alumni
  4. Materials Demonstrating Student Learning
    • Scores on standardized or other tests, before and after instruction
    • Students’ lab books or other workbooks
    • Students’ papers, essays, or creative works
    • Graded work from the best and poorest students, with teacher’s feedback to students
    • Instructor’s written feedback on student work
  5. Activities to Improve Instruction
    • Participation in seminars or professional meetings on teaching
    • Design of new courses
    • Design of interdisciplinary or collaborative courses or teaching projects
    • Use of new methods of teaching, assessing learning, grading
    • Preparation of a textbook, lab manual, courseware, etc.
    • Description of instructional improvement projects developed or carried out
  6. Contributions to the Teaching Profession and/or Your Institution
    • Publications in teaching journals
    • Papers delivered on teaching
    • Reviews of forthcoming textbooks
    • Service on teaching committees
    • Assistance to colleagues on teaching matters
    • Work on curriculum revision or development
  7. Honors, Awards, or Recognitions
    • Teaching awards from department, college, or university
    • Teaching awards from profession
    • Invitations based on teaching reputation to consult, give workshops, write articles, etc.
    • Requests for advice on teaching by committees or other organized groups

Sample Teaching Portfolios

Englishms. Schrader's Teaching Portfolio Allocation

The website from University of Virginia provides sample teaching portfolios from a variety of disciplines. As you look at these portfolios, ask yourself,

  • “What components did the author choose to include and which ones are most effective at describing their teaching?” and
  • “What structural and organizational decisions did the author make as they assembled their portfolio?”

Electronic Teaching Portfolios

How do electronic portfolios differ from print portfolios?

Englishms. Schrader's Teaching Portfolio Assessment

  • Increased Accessibility: Teaching portfolios are intended, in part, to make teaching public. Distributing a portfolio on the web makes it even more accessible to peers and others.
  • Multimedia Documents: Technology allows for inclusion of more than just printed documents. For example, you can include video footage of yourself teaching, an audio voiceover providing context and reflection on the portfolio, or instructional computer programs or code you have written.
  • Nonlinear Thinking: The web facilitates nonlinear relationships between the components of your teaching portfolio. The process of creating a portfolio in this nonlinear environment can help you think about your teaching in new ways. For example, since readers can explore an e-portfolio in many different ways, constructing an e-portfolio gives you an opportunity to consider how different audiences might encounter and understand your work.
  • Copyright and Privacy Issues: While examples of student work can be compelling evidence of your teaching effectiveness, publishing these examples online presents legal copyright and privacy issues. Talk to someone at the VU Compliance Program before doing so.

What Role Do Teaching Portfolios Play on the Job Market?

  • According to an October 11, 2005, search on HigherEdJobs.com, of the 1,000 ads for faculty jobs…
    • 585 include the words “teaching philosophy,”
    • 27 include the words “teaching statement,” and
    • 28 include the words “teaching portfolio.”
  • According to an October 11, 2005, search on Chronicle.com, of the 2,978 ads for faculty/research jobs…
    • 388 include the words “teaching philosophy,”
    • 5 include the words “teaching statement,” and
    • 8 include the words “teaching portfolio.”
  • While these data indicate that teaching portfolios are not frequently requested of job applicants to faculty positions, it is not just the physical document that plays a role. The process of constructing a teaching portfolio—and reflecting on your teaching—will prepare you to…
    • write a meaningful teaching philosophy statement and
    • to discuss your teaching more effectively during interviews.

Other Resources

The following books on teaching portfolios are available for check-out in the Center for Teaching’s library.

  • Seldin, Peter, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd edition, Anker, 2004.
  • Cambridge, Barbara, Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning, American Association for Higher Education, 2001.
  • Hutchings, Pat, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning, American Association for Higher Education, 1998.
  • Murray, John P., Successful Faculty Development and Evaluation: The Complete Teaching Portfolio, ERIC Clearinghouse on Higher Education, 1997.
  • Anderson, Erin, ed., Campus Use of the Teaching Portfolio: Twenty-Five Profiles, American Association for Higher Education, 1993.

The following web sites offer additional resources and strategies for creating effective teaching portfolios:

  • Developing a Teaching Portfolio, from the Center for Instructional Development and Research at the University of Washington
  • Developing a Teaching Portfolio, from the Office of Faculty and TA Development, The Ohio State University
  • The Teaching Portfolio, an Occasional Paper from the University of Michigan’s Center for Research on Learning and Teaching
  • What is a Teaching Portfolio?, from the Office of Instructional Consultation, UCSB.
  • Curating A Teaching Portfolio, from the Center for Teaching Effectiveness at the University of Texas-Austin
  • The Teaching Portfolio, from the Center for Teaching Excellence at Duquesne University
  • Teaching Portfolio Handbook, from Brown University
  • “The Teaching Portfolio,” an article published by the Professional and Organizational Development (POD) Network in Higher Education


This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

6 Steps to A Professional Online Portfolio for Teachers

By Kelly Smith

If you haven’t developed an online space for presenting your professional profile and accomplishments, it’s time to get started.

An online portfolio of your work will help you create a strong personal brand, and can also be used to establish a channel of communication with parents and colleagues—this is especially the case if you create a blog, that acts both as a professional profile and classroom update feed.

In any case, your online portfolio can help you when looking for a job or contemplating a future career move. With teachers needing to be more and more creative with how they engage students, use technology and manage communication with parents and students, creating one is a no-brainer.

If you want to make the most this online portfolio, don’t just put a quick blog together in an afternoon and call it a day. Be sure to include—and exclude—all the right information, choose the right platform and much more.

Use these tips to do exactly that and you just might land your dream teaching job.

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More:How to Foster Virtual Inclusion With a Teacher Blog

Step 1: Choose a Platform

Your first step is selecting the platform where you’d like to host your portfolio. If you plan to use your portfolio for classroom updates and parent communication, is Blogger and Google Sites are great options. All of them are well integrated with other Google tools, making it easy for you to bring the two together; this is especially helpful if you’re a Google Classroom user.

Another popular choice is WordPress where you’ll find seemingly infinite amount of templates, themes, widgets and plugins to make the most of your portfolio. This platform will also allow you more room to grow, as you can add more features and functionality as you learn.

Finally, when choosing your URL, make sure that it’s easy to remember. Ideally, it should include your name to help build your personal presence online.

Step 2: Pick a Template

Now that you’ve got your hosting platform, it’s time to think about the design of your online portfolio. The best tip: keep it clean and simple. It’s best to use a simple template that can be personalized with a custom banner, color palette and other images. Here are a few quick tips to keep in mind while designing:

  • Your students love bright colors, polka dots and crazy designs. While your blog doesn’t need to be void of these fun design features, remember that this should look professional. Add a bit of flair to show your personality, but otherwise keep it clean and classy.
  • Include at least one photo of you teacher and working with students. Note that you will need to get permission to post any photos of students online.
  • You must have legal rights to use every single image in your portfolio. Use websites like Unsplash, StockSnap.io and PixaBay to find royalty-free images that are free to download and use.

More:15 Themes That Will Give You Serious Classroom Envy

English Ms. Schrader's Teaching Portfolio Login

Step 3: Set-Up Clear Navigation

Make sure your portfolio has a clear title at the top, and put your bio information on its own page (see Step 4) or in the right sidebar—the latter is a popular style for teacher bloggers. Ultimately, all visitors should instantly know that they are looking at your online profile.

It’s most important to create a user-friendly navigation system at the top, where all the pages of your website, portfolio or blog are listed. This is especially important if you’re using this portfolio as a classroom blog. When sent to parents or potential employers, both need to be able to easily navigate to the area that matters to them. If they find your portfolio confusing, they’re much more likely to leave.

Step 4: Build Out the Important Pages

An “About Me” page is a must. This is your chance to show off who are you, what you love and why you are an unforgettable teacher. Include a brief biography accompanied by a professional picture. From this page you can link to your online resume or LinkedIn profile for potential employers.

You should also include a section on your bio page or create a separate page that explains your teaching philosophy and a selection of sample annotated lesson plans to help others see your expertise. Don’t share entire lesson plans, just short explanations of your favorites, or the ones your most proud of.

For all materials you created yourself, add a Creative Commons license at the bottom—you’ll be showing an awareness of copyright issues and allow other teachers to use your materials under specific conditions.

Don’t forget to include information about your tech skills and experience with tech in the classroom. As something that schools are using more and more, you want to show that you’re a future ready teacher that’s prepared to engage students with tech.

More:The Characteristics of Every Future Ready Teacher

Step 5: Leave Some Things Out

Schrader

An online portfolio serves as your digital business card. That’s why you should strive to present a consistent picture of your professional persona and leave out any type of information that is either irrelevant or too personal.

English Ms. Schrader's Teaching Portfolio Assessment

Englishms. Schrader

A short piece about your family and personal interests is good, and gives a glimpse into your personality outside of the classroom. Steer away from uploading personal photos of you with friends. This doesn’t present a professional look to parents or potential employers.

Step 6: Keep It Up-to-Date

English Ms. Schrader's Teaching Portfolio Management

This is easily the most challenging part of having an online teaching portfolio. Since you’ve put in so much effort into building it, though, it’s worth updating your online portfolio on a regular basis to show visitors that you’re engaged in the teaching community and are always on the lookout for opportunities that would help you grow as a teaching professional.

There are a few simple ways to do this:

  • Upload images of student work or a lesson you really loved on a weekly or bi-monthly basis.
  • Include a Twitter, Instagram or Facebook feed if they are tied to your teaching. These will automatically live update, so even if you don’t create blog posts often, visitors will still see you’re active in the teaching community online.
  • Allow students to “guest post” on your blog, once a week or once a month. You both agree on a topic and they publish their final piece.

English Ms. Schrader's Teaching Portfolio Allocation

An online portfolio is a great way to develop your professional online presence, allowing you to connect with parents, colleagues and learning communities. As you build your portfolio, strive to create a space that accurately reflects your teaching philosophy and mission. Showcase your work in this way and you’ll be one step ahead of your colleagues.