21. Lucie Moussu's Teaching Portfolio class portfolio (also done for English 505). online student journals alpha andomega reflection about my teaching experience there (19992002) http://www.moussu.net/TP/

TEACHING PORTFOLIO INTRODUCTION GOALS TEACHING PHILOSOPHY CURRICULUM VITAE ... HOME name: Lucie Moussu school: Purdue University e-mail address: lmoussu@verizon.net personal and work homepage: http://www.moussu.net letter of introduction curriculum vitae: html format .pdf format .doc format teaching philosophy (html) (always in progress) last updated: September 18, 2005 page created: May 16, 2003 back to the top English 108 English 002 back to the top ... homepage used by the students of this class class portfolio (always in progress) self-reflection written at the end of the semester course evaluation summary (PDF format) back to the top homepage used by the students of this class final reflections after this difficult semester class portfolio (always in progress) course evaluation summary (PDF format) student comments on course evaluations back to the top homepage used by the students of this class weekly reflections about this class (on a blog) class portfolio (always in progress) students' weekly and anonymous reflections examples of student papers back to the top homepage used by the students of this class weekly reflections about this class (on a blog) class portfolio students' weekly and anonymous reflections examples of student papers full teacher evaluation * summary (PDF format) students' comments on teacher evaluations back to the top homepage used by the students of this class

22. Teaching Issues: AHA/AAHE Teaching Portfolio Page teaching Portfolios. Thanks to funding from the American Association for Higher Professor Kelly then compared student results in the wired and print http://www.historians.org/teaching/AAHE/aahecover.html

T hanks to funding from the American Association for Higher Education (AAHE) , and the Carnegie Foundation for the Advancement of Teaching the American Historical Association is able to present sample portfolios. The portfolios by William Cutler, Temple University, and T. Mills Kelly, George Mason University, provide models of how a teaching portfolio might be prepared. The Association thanks Professors Cutler and Kelly for sharing their work. Introduction to the History Course Portfolio (from November 1997 Perspectives) by William Cutler History 67, The United States to 1877 A Course Portfolio 1996 and 1997 William Cutler Between the spring semester, 1997 and the spring semester, 2000 Professor Cutler modified his version of History 67, the U.S. History survey to 1877, with the help of a fellowship from the Carnegie Foundation for the Advancement for Teaching. He designed a new, online syllabus and linked it to a set of primary sources housed on many Web sites, including American Memory and Making of America. He also built in a feature allowing students to post work weekly online . To see for yourself how the course changed

23. How To Compile A Teaching Portfolio - NTEU A teaching portfolio ought instead to emphasise distinctive relevant (19)Evidence of research into own teaching or courses or student learning. http://www.nteu.org.au/publications/other/teachingportfolio

This site will work and look better in a browser that supports web standards, but is accessible to any browser or internet device. More information here National Tertiary Education Union Search: Home Publications Other NTEU Publications How to Compile a Teaching Portfolio Introduction What is a Teaching Portfolio Why Compile a Teaching Portfolio? How should the Teaching Portfolio be Structured? ... Some Policy Issues Introduction For some time university policies and practices have been subjected to intense scrutiny. Staff members are broadly able to account for their many activities in a number of ways, both internally to their peers and management and externally, via reports and competitive processes to government, professional societies, industry partnerships and the community. As teaching is a central role of universities it too is scrutinised and teaching staff are expected to demonstrate their teaching expertise. NTEU supports the emphasis that is now placed on teaching skills within universities, including in the context of promotions and appointments. However, the Union is not convinced that professional development resources are always provided in university teaching and learning units designed to assist staff who wish to enhance their teaching skills. Equally the NTEU is concerned that committees of review, such as those dealing with promotion and tenure, do not always deal with evidence of teaching ability in as clear a manner as they do with evidence of research achievements.

24. Developing A Teaching Portfolio The teaching portfolio describes and documents multiple aspects of your teaching evidence of teaching effectiveness summary of student feedback, http://ftad.osu.edu/portfolio/

Developing a Teaching Portfolio This site aims to provide faculty and graduate teaching associates (TAs) with a practical and self-reflective guide to the development of a teaching portfolio. Teaching Portfolio Website Contents Overview Summary of Teaching Responsibilities Philosophy of Teaching Statement Rationale for Course Materials ... Further Assistance Overview What is a portfolio Characteristics Key components Why create one ... References What is a portfolio? As an academic, there are different types of portfolios that you might prepare. These include the course portfolio, the professional (scholar) portfolio, and the teaching portfolio. A course portfolio includes information specific to a particular course. Such a portfolio would include syllabi, course materials, sample assignments, and an explanation for the rationale behind the assignments, and how your teaching methods and your course materials help students learn. A professional portfolio is a collection of documents that you might submit as you go through the promotion and tenure process. This type of portfolio would include all of your work as a scholar, including your research progress, your teaching experience and accomplishments, as well as your record of academic service.

25. Developing A Teaching Portfolio Writing A Philosophy Of Teaching statements (such as “students don’t learn through lecture” or “the only wayto teach is to Successful use of teaching portfolios. Bolton, MAAnker. http://ftad.osu.edu/portfolio/philosophy/Philosophy.html

Developing a Teaching Portfolio This site aims to provide faculty and graduate teaching associates (TAs) with a practical and self-reflective guide to the development of a teaching portfolio. Teaching Portfolio Website Contents Overview Summary of Teaching Responsibilities Philosophy of Teaching Statement Rationale for Course Materials ... Further Assistance Writing a Philosophy of Teaching Statement What is it Purpose Formatting Samples ... References What is a philosophy of teaching statement? A philosophy of teaching statement is a narrative that includes your conception of teaching and learning a description of how you teach justification for why you teach that way The statement can demonstrate that you have been reflective and purposeful about your teaching communicate your goals as an instructor and your corresponding actions in the classroom provide an opportunity to point to and tie together the other sections of your portfolio Top What is the purpose of developing a philosophy of teaching?

26. TRC-Teaching Portfolios The use of the teaching portfolio and student evaluations for summative evaluation.Journal of Higher Education, 65, (5), 555570. *DeFina, A. (1996). http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopmen

Teaching Portfolios What is a Teaching Portfolio What Should be in the Teaching Portfolio Uses of the Teaching Portfolio Guidelines for Developing a Portfolio Program ... Footnotes Grayson H. Walker Teaching Resource Center The University of Tennessee at Chattanooga 401 Hunter HallMail Code 4354 615 McCallie Ave. Chattanooga, TN 37403-2598 (423) 425-4025 (fax) Send ideas for new workshops or comments to: Karen I. Adsit, EdD, Director Last modified April 17, 2002 The University of Tennessee at Chattanooga is an EEO/AA/Title VI/Title IX/Section 504/ADA institution. What is a Teaching Portfolio? In reviewing the literature, several definitions of a teaching portfolio emerge. Some definitions restrict the portfolio to a summary of your accomplishments as a teacher. Other definitions are much broader in scope, suggesting that the portfolio be a comprehensive, self- reflective record of a teacher's strengths and weaknesses. Still others (Edgerton, et al., 1991) claim that a definition for a teaching portfolio simply does not exist. Probably the best advice for establishing a definition (and thus a framework for content selection) is offered by Murray (1995) . He suggests that you must decide how the portfolio is to be used before deciding on the content. If the portfolio is to be used for summative evaluation, such as tenure decisions, then it should probably only contain the best of a teacher's work. If, however, the portfolio is to be used for formative evaluation, then it should be more comprehensive and "needs to contain reflections on difficulties in teaching"

27. Teaching Portfolio 5. Evaluation of teaching. Summary of student evaluations On a scale of 1 (high)to 5 (low), my student evaluations have fallen in the following ranges http://orion.math.iastate.edu/wagner/Teaching_Portfolio.html

TEACHING PORTFOLIO Bruce H. Wagner Department of Mathematics Iowa State University Spring 1998 Table of Contents Teaching Philosophy and Goals Teaching Responsibilities Courses taught Grading Feedback Availability Teaching Methods Class sessions - lecture and discussion Cooperative learning Homework - level of difficulty, projects, group work Exams Uses of technology Course Syllabi and Information Use of the World Wide Web Evaluation of Teaching Teaching Improvement and Future Plans Other Teaching-Related Activities Appendices: A: Sample course syllabi B: Sample assignments C: Sample exams D: Sample in-class exercises and demonstrations E: Recent class experiences F: Student evaluations and comments 1. Teaching Philosophy and Goals I base my teaching on the belief that the only way to learn mathematics is to do mathematics. While the process of reading examples and proofs in textbooks and from lecture notes is valuable, the real learning comes through one's own efforts at solving mathematical problems, either computational, theoretical, or both. This is achieved mostly through class assignments, but also through in-class discussions and exercises. I view my role as a facilitator for this process. I must design the framework in which learning can take place, and then stimulate and nurture the students' development, giving help in terms of knowledge, techniques, and encouragement. My goals in teaching are not just to promote learning of the subject matter. I also try to help the students learn to think logically, learn problem-solving methods and techniques, and improve writing skills (writing clearly and concisely, explaining step-by-step processes, providing valid reasons for logical arguments). In addition, I try to help students see the course material in a holistic context by requiring them to synthesize the various concepts of the course by applying them together.

28. TESH Electronic Portfolio Guidelines teachers know the subjects and how to teach those subjects to students. Portfolios are a strategy designed to make the teaching experience stay put, http://www.tandl.vt.edu/TESH/TESHPortfolioGuide.html

Electronic Portfolio: An electronic portfolio is required for TESH students in fulfilling the requirements for meeting professional teaching standards in content disciplines, the Interstate New Teacher Assessment and Support Consortium (INTASC), and the International Society for Technology in Education (ISTE). The following standards are reflected in the portfolio design and assessment: I. Teachers are committed to all students and their learning. The teacher intern understands how students learn and develop and can provide learning opportunities that support a student's intellectual, social, and personal development. The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. II. Teachers know the subjects and how to teach those subjects to students. The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students. The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.

29. ISTC 301 Student Online Teaching Portfolios of the Online teaching portfolio. Spring 2005ISTC 301 student portfolios teaching, Learning, and the Curriculum Teachers implements curriculum http://www.towson.edu/~pryan/301/studentportfolios.htm

syllabus assignment sheet blog student online teaching portfolios ... online teaching portfolio assessment Teacher candidates engage in technology-rich experiences while developing standards-based Online Teaching Portfolios. The collection shows evidence of students' abilities to incorporate technology concepts and skills into the K-12 content areas. Work samples also demonstrate efficient use of online information resources to meet needs for collaboration, research, productivity and publication. *Note: Cells with Yellow Background are Work-In-Progress National Educational Technology Standards (developed by the International Society for Technology in Education) met by the development of the Online Teaching Portfolio. Language Arts Mathematics Social Studies Science Foreign Language Special Education Elementary Education Kendall-Ann Combs Tracie Olszewski Michelle Blankenship Michelle Russell ... Beverly Burns ISTC 301 students are demonstrating the following ISTE National Educational Technology Standards by developing online teaching portfolios.

30. TEACHING PORTFOLIOS AND STUDENT E-MAIL teaching portfolioS AND student EMAIL The public uses of a portfolio forteaching or for a job application and a portfolio on the web may vary in at http://ase.tufts.edu/cae/occasional_papers/email.htm

TEACHING PORTFOLIOS AND STUDENT E-MAIL On this and other pages of the Center for Academic Excellence (CAE) website, we provide information on various teaching and learning issues. We seek to facilitate and to contribute to an ongoing conversation about these matters. Please share your comments with us. You may e-mail the C.A.E. Director, Dr. Robert J. Beck , or call us at 617-627-3489. Question: "I am working with a TA who is in the process of assembling his teaching portfolio. He would like to include emails he has received from students over the years about his teaching. He asked me whether I thought it necessary for him to get the students' permission first. It seems to me that would be necessary for student *work* (papers, tests, journal entries), but it did not seem necessary for correspondence, especially email, which is such a public forum. What do others think?" Matt Kaplan , Center for Research on Learning and Teaching (CRLT), University of Michigan This hypertext document has been complied by the Center for Academic Excellence. It features answers provided on the POD (Professional and Organizational Development) Network LISTSERV by a range of higher education faculty development experts. The document is intended to provide only a very brief introduction to this intriguing subject.

31. UNSW Learning And Teaching Unit A UNSW teaching portfolio captures in a succinct and compelling way your approach to teaching has been defined as the facilitation of student learning. http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm

Search Site Contacts UNSW Home Learning and Teaching Unit Home Support for teaching ... Your teaching career > Your teaching portfolio Home About us Workshops and events Support for teaching ... UNSW Compendium of Good Practice in Learning and Teaching Developing your teaching portfolio This page is designed to help you through the process of preparing a teaching portfolio for inclusion with applications for promotion, prizes, or other forms of academic career advancement. Its emphasis and structure reflect the proposed UNSW criteria for promotion in relation to "teaching excellence", which were suggested in order to establish clearer standards of achievement for the recognition and reward of high-quality teaching at UNSW. The advice presented here is drawn from the guide to Writing Your UNSW Teaching Portfolio , which can be downloaded as a Word document for your reference. What is a UNSW teaching portfolio? The purpose of a UNSW teaching portfolio Demonstrating excellence in learning and teaching Putting evidence for your teaching portfolio together ... Resources and references What is a UNSW teaching portfolio? A teaching portfolio is a document that systematically presents your learning and teaching activities and achievements within the context of your learning and teaching philosophy, its application, and its outcomes.  A UNSW teaching portfolio is defined as a short document of 10 to 12 pages that presents your argument as to why you are an excellent teacher.  It focuses on:

32. Centre For The Advancement Of Teaching And Learning - Guidelines For Preparing A The teaching and Learning Folio (Folio 1 in the Academic portfolio) should notexceed 3 student Perceptions of teaching instrument developed in UWA http://www.catl.uwa.edu.au/etu/portfolio

Centre for the Advancement of Teaching and Learning CATL Home OSDS Home ETU Home What's On Search UWA UWA Website This Sub-site People UWA Expertise Structure Intranet for Home What's New About ETQ ... Contacts Guidelines for Preparing a Teaching and Learning Folio Download/View this page as a PDF. CONTENTS Creating a portfolio. Selecting Evidence for Teaching and Learning Folio. Table 1. Evidence of excellence in teaching and learning. Table 2. Evidence of leadership in teaching and learning. ... Table 3. Evidence of commitment to high quality education. 1. CREATING A PORTFOLIO The portfolio concept enables you to take responsibility for what items to include or exclude. The recording of competence and effectiveness is at your initiative. The organisation and content of a portfolio depends on the purpose for which it is compiled. Uses of a portfolio include: self-evaluation, reflection and improvement. planning for Staff Development Review discussions. applications for grants, appointments, tenure, promotion, or consultancies. A portfolio for improvement may consist of a personal journal with a large collection of related materials, whereas a portfolio for promotion or tenure application should be a succinct document which contains information from a variety of sources. The following guidelines are for creating portfolios for career advancement e.g. promotion and tenure.

33. English Education Program: Preparing A Teaching Portfolio Your portfolio will serve both as an application for student teaching and, later,as an application for MTU certification. What is a portfolio? http://www.hu.mtu.edu/hu_dept/undergrad/englished/portfolio.html

Preparing a Teaching Portfolio Preparing a Teaching Portfolio All English education students are required to prepare and submit a portfolio of work toe the Department of Education. Your portfolio will serve both as an application for student teaching and, later, as an application for MTU certification. What is a portfolio? The Department of Education defines a portfolio as “a multidimensional collection of educational work and life experiences.” A portfolio should provide evidence of satisfactory professional progress. The Department of Education’s minimal requirements for your portfolio are described on a handout available from Academic Office Building, Rm. 204. The following sections will help you think about how to prepare your portfolio. What might go in your portfolio? In addition to the required elements listed on the Department of Education handout, your portfolio should include any work you have done which demonstrates evidence of “satisfactory professional progress.” Among the things you might include in a teaching portfolio are the following items: Your resume, with teaching/coaching/tutoring experiences emphasizing

34. Teachingportfolio Developing a teaching portfolio will help a graduate student entering the academicjob market and in future years is likely to be helpful as a career http://www.artsci.wustl.edu/~teachcen/WUTC/TA/teach_port.html

The Teaching Portfolio Click here for a pdf version of this handout. What is a Teaching Portfolio? The Teaching Portfolio is an organized collection of materials that reflects why you teach, how you teach, and what you teach. It illustrates and documents your approach to teaching, and it can be a record of your growth as a teacher. Why put together a Teaching Portfolio? Both the term "Teaching Portfolio" and the collection of materials encompassed by the term are becoming increasingly common in higher education. Having a teaching portfolio is an expected part of some academic job applications and a portfolio is likely to become more widely expected. Developing a teaching portfolio will help a graduate student entering the academic job market and in future years is likely to be helpful as a career progresses. What goes into a Portfolio? Ultimately the contents are a personal choice and may be determined by the intended purpose of the portfolio and the career stage of the teacher (or prospective teacher) preparing it. Is it prospective or retrospective? Is it the portfolio of a person seeking a first job, or seeking a next job? Despite this variety it is still possible to offer some general guidelines. The Director of the Teaching Center is available to answer questions, provide guidance, and review materials. Guidelines 1. There are four (4) concepts to be discussed, or shown, in a Teaching Portfolio.

35. Documenting Teaching Effectiveness The Theaching Portfolio Modeled after an artist’s or writer’s portfolio, the teaching portfolio is a Such items might include student ratings (end of course evaluations), http://cstl.syr.edu/cstl/T-L/tch_eff-port.htm

36. Teaching Portfolios (Summative) A teaching portfolio is one of the most comprehensive and commonly used This might include what the instructor hopes to teach students and how best that http://www.provost.wisc.edu/archives/ccae/MOO/tfolio.evidence.html

Teaching Portfolios Description and Purpose: A teaching portfolio is one of the most comprehensive and commonly used labels for assessing someone's teaching. They are often a component of summative evaluations related to tenure or promotion (as in the Humanities Division at the UW), but a variant known as the course portfolio In most cases, portfolios are assembled by the instructor, although collaborative possibilities exist. For example, they can be assembled and discussed with the consultation of a faculty mentor, or as part of a teaching round table. The time required to produce the portfolio initially can be considerable, on the order of 15-20 hours, much of which will be spent on the articulation of the instructor's teaching philosophy, an essential component of all portfolios, regardless of their purpose. To be useful, a portfolio must be kept up to date and reviewed regularly. Otherwise, it becomes just another competitor for space in a file cabinet. Using a portfolio to show evidence of your teaching The use of teaching portfolios in making tenure, promotion, and merit decisions has expanded rapidly in recent years. The Humanities Divisional Committee at the UW, for example, requires that all instructors considered for tenure submit a teaching portfolio as part of the candidate's overall dossier, with fairly specific guidelines for assembly of the materials.

37. CAST Student Portfolios Major student Teacher Please select a portfolio to review. I completed myfinal student teaching under the guidance of Kristi Mattes at Central West http://cast.csufresno.edu/portfolios/scripts/SelectStudent.asp?deptid=2&majorID=

38. Adam Smeets - Teaching Portfolio State Standard Descriptor Loyola student teaching portfolio Rubric. ContentKnowledge. Reflective Statement; Selection The Restoration and http://homepages.luc.edu/~asmeets/portfolio.html

Teaching Portfolio Table of Contents Course Experience Electronic Classroom Lesson Plans ... Writing Samples Documents on this website may appear in the following formats: Adobe PDF via Macromedia FlashPaper The picture located to the right of your screen was taken with two of my students in my British Literature class. It was extremely difficult to walk out of Mather High School on my last day of school because of the energy and determination that many of these students had. As you can tell by the photograph, the students were extremely welcoming with open arms. On my birthday, for example, students brought in a birthday cake, cards, balloons and presents. This was probably the most gratifying experience I have ever had; seeing a classroom go from apathetic to literature to that of a passion and excitement. I fed off of this energy on a daily basis and enjoyed coming to class each day to see their smiles and energy come across in the classroom. Artifacts and Reflections Assessment Reflective Statement Selection Author Study Group Project Sample Student Group Project Essay (Page State Standard Descriptor Loyola Student Teaching Portfolio Rubric Content Knowledge

39. What Is A Teaching Portfolio A teaching portfolio is a factual description of a professor s teaching They go beyond exclusive reliance on student ratings because they include a http://www.utdallas.edu/dept/ta/tabook/portfolio.htm

Back to UTD Home Back to TA Home What is a Teaching Portfolio? A teaching portfolio is a factual description of a professor's teaching accomplishments supposed by relevant data and analyzed by the professor to show the thinking process behind the artifacts. Most portfolios are NOT collections of everything that the professor has done in the way of teaching over his or her entire career. Rather they are selected samples that illustrate how that individual's teaching is carried out in the various venues in which teaching occurs. Edgerton, Hutchings and Quinlan (1991) describe portfolios as follows: Portfolios provide documented evidence of teaching that is connected to the specifics and contexts of what is being taught. They go beyond exclusive reliance on student ratings because they include a range of evidence from a variety of sources such as syllabi, samples of student work, self-reflections, reports on classroom research, and faculty development efforts. In the process of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice which is likely to lead to improvement in practice. In deciding what should go into a portfolio and how it should be evaluated, institutions necessarily must address the question of what is effective teaching and what standards should drive campus teaching practice.

40. CNDLS: Graduate Student Programs Graduate student Programs. teaching portfolios. Simply put, a teaching portfolio (orcourse portfolio) is a “coherent set of material that represents your http://cndls.georgetown.edu/programs/grad_student/portfolios.html

Your browser does not support script Home About Us Calendar Intranet ... Workshops Teaching Portfolios 2) as an evaluative product for personnel decisions such as tenure, promotion, or a teaching award."– "Preparing a Teaching Portfolio," by Fran Mues and Mary Deane Sorcinelli, of the Center for Teaching at the University of Massachusetts Amherst, Spring 2000. If you are interested in developing a portfolio, either on-line or on paper, CNDLS has several resources and examples of portfolios, as well as a step-by-step process that will help you organize your materials. Check out the resources available from the recent workshop on teaching portfolios. Please contact Barbara Craig or Julie D. Smith for more information. Georgetown University cndls@georgetown.edu

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