61. Teaching Portfolios The English Department has established a teaching portfolio process to help you student Evaluations Ideally, you should have at least one set of Senate http://www.as.wvu.edu/~dallen/port.htm

WVU Faculty in 1897 Teaching Portfolios: In the past few years, an increasing number of schools have begun to ask for sample teaching materials from candidates. This usually happens after the first "cut" is made, when Hiring Committees are looking over a "short list" (usually 50+ candidates) to see who they want to interview at the MLA, but it can occur at any stage in the hiring process. As such, even if you are some years away from the job market, you may want to start compiling materials now. The English Department has established a teaching portfolio process to help you with this, and, if a school requests such materials, the Department will send out your portfolio for you, thus establishing the credibility of the file (so schools will know that you didn't just make up all those glowing comments from students included in the typed comments from evaluations). How It Works: Whenever you're in the mood, go see Barbara Simpson and tell her you'd like to open a Teaching Portfolio. She will be happy to start a file for you, and she will duplicate any materials from your "Permanent Record" that you'd like to include in the Teaching Portfolio. Anything else you'd like to include can also be given to her, and she will send out the portfolio to schools that request one. This is your file, and you determine what goes in it. As such, you should probably sit down with it at least once a year and update it, replacing dated materials and selecting the best student and peer evaluations for inclusion. Obviously, the year that you go on the job market, you should put the entire file in a "finalized" form. I will be happy to assist you with this task if you'd like.

62. Harvard GSAS Student Survival Guide In addition, teaching at GSAS is an integral part of many students financial The broader your teaching portfolio, the more qualified you will be for a http://hcs.harvard.edu/~gsc/guide/academics/teaching.html

Resources Academics Life@Harvard Life@Cambridge/Boston ... Academics Teaching Teaching On this Page: Finding a teaching fellow position CUE Course Evaluations Instructional Computing Derek Bok Center for Teaching and Learning Teaching fellows TFs , the Harvard equivalent of teaching assistants, or TAs) are valued members of the Harvard College staff and play an important role in the College educational process. TFs assist in courses under the supervision of those holding formal teaching appointments. Almost all graduate students serve as TFs while at Harvard. Teaching is an essential part of the career preferred by many graduate students, namely, university-level instruction. In addition, teaching at GSAS is an integral part of many students' financial aid package. Your duties as TF may include teaching sections, conducting tutorials, recommending grades, supervising independent study projects and monitoring students' progress toward their degrees. Teaching responsibilities vary from department to department and from course to course. In general, though, you are likely to be responsible for 10-20 students as part of a larger course, hold weekly discussions or laboratory sections, be available to answer questions, grade exams and papers, help assign course grades, and attend TF meetings. As a TF you will receive an Officer's ID card, the same status that faculty hold. With this, you will get some additional library privileges, entrance to the Faculty Club, and the ability to buy blue books not to mention the power to stop anyone riding a bicycle through Harvard Yard!

63. William M. King--Teaching Portfolio teaching portfolio. William M King. Afroamerican Studies Program Thus, myaim and objective in the classroom is to assist the student in learning a http://spot.colorado.edu/~kingwm/Teaching.html

Who Am I? Where Am I? Teaching Philosophy TEACHING PORTFOLIO William M King Afroamerican Studies Program University of Colorado at Boulder TABLE OF CONTENTS Statement of teaching responsibilities, areas covered, kinds of courses taught. Statement of personal educational philosophy, aims and objectives, instructional strategies. Recapitulation of program development efforts and major design criteria. Representative syllabi of courses I have taught or am teaching. ... Proposal for an M.A. Degree in Ethnic Studies or a Ph.D. Degree in Comparative Racial and Ethnic Studies in the Department of Ethnic Studies at the University of Colorado at Boulder (First Draft) Teaching goals for the next three years. Reflective statement and closing comments. Statement of teaching responsibilities, areas covered, kinds of courses taught. Statement of personal educational philosophy, its aims and objectives, and a word on my particular instructional strategies. For a more extended discussion see my essay on my Philosophy of Education Recapitulation of program design efforts and major design criteria Representative syllabi of courses designed and taught by professor William M. King

64. Links To Others' Electronic Teaching Portfolios teaching portfolios by Professors and Graduate Students. Michael Corry s HomePage, Ph.D. Carolyn F. Austin teaching portfolio http://curry.edschool.virginia.edu/class/edlf/589_004/sample.html

Home Course Description Course Outline Student Portfolios ... Resources This page contains links to electronic teaching portfolios created by preservice and inservice teachers as well as professors and graduate students. Please note that these are not in any specific order. Teaching Portfolios by Preservice Teachers Kathleen Fischer (Elementary) Stephanie Selvey (Secondary) Aasha Blakely (Elementary) William J. Gillespie II (Secondary) Kelly's Teaching Portfolio (Secondary) Jim Johnson (Secondary) (Elementary) John Nagy (Elementary) Douglas Kipperman (Secondary) Teaching Portfolios by Professors and Graduate Students Michael Corry's Home Page , Ph.D. Carolyn F. Austin: Teaching Portfolio Paul. L. Schumann's Teaching Portfolio , Ph.D. Barry Davis's Teaching Portfolio , Ph.D. Joseph Braun's Teaching Portfolio , Ed.D. Steven Hall's Teaching Portfolio , Ph.D. Candidate Stephen Garth , Ph.D. Nathan William Scott , Ph.D.

65. Students' Electronic Teaching Portfolios In this course, EDLF 58904, Electronic teaching Portfolios, students are developingtheir own Electronic teaching Portfolios that reflect many of the http://curry.edschool.virginia.edu/class/edlf/589_004/student.html

Home Course Description Course Outline Resources In this course, EDLF 589-04, Electronic Teaching Portfolios, students are developing their own Electronic Teaching Portfolios that reflect many of the Interstate New Teacher Assessment and Support Consortium's (INTASC) Model Standards for Teacher Licensing. Students are using the INTASC standards (1992) as a model framework because they "are tied to the emerging new standards for students and to the conceptions of highly accomplished practice articulated by the National Board for Professional Teaching Standards (NBPTS)." The Portfolios below are works in progress. Enjoy! Christie Belardo Cherie Harris Michael Pincus Lee Goldberg ... Carter Shreves Reference: Council of Chief State School Officers . (1992). Moving Toward Performance-Based Licensing in Teaching. Washington, DC: Author. Home Course Description Course Outline Resources

66. Career Center - PhDs - Teaching Portfolio Candidates are increasingly asked to offer a teaching portfolio that does more teaching small sections and your oneto-one interaction with students. http://career.berkeley.edu/PhDs/PhDportfolio.stm

PhDs - Teaching Portfolio Overview Statement of Teaching Philosophy List of Courses and Sample Syllabi Teaching Evaluations ... Videos Overview Across the country, large research universities and small liberal arts colleges are coming under increasing pressure from key constituencies to improve the quality of teaching offered to undergraduates. One public manifestation of this pressure has been a significant increase in the number of schools that are asking for extensive evidence of teaching experience and prowess in the job search process. Candidates are increasingly asked to offer a teaching portfolio that does more than describe the courses they've taught in the past and are willing to teach in the future. Most schools do not ask for all of the elements described below, but it is useful to have the information organized and in a written form because the substance they contain is likely to be needed in an interview if not beforehand. Statement of Teaching Philosophy Your statement of philosophy is a concise description (no more than a page) of the central ideas behind what and especially how you teach. We've all sat through really bad classes, and had to explain really poor lectures to sections. Think about how you would attempt to solve some of the difficulties and frustrations you've encountered as a TA. If you've been relatively lucky, talk about the ideas/techniques that you've seen yield positive results and how you will apply them in your teaching. Don't simply state how much you lecture versus how many hours of class participation. Rather, talk about how you have been successful in increasing the extent and quality of student participation by...

67. Abcteach -- 5000+ Free Printable Pages And Worksheets Great for new teachers, student teachers , homeschooling and teachers who likecreative ways to teach. Join the popular membership section!! http://www.abcteach.com/

Member Log In Worksheets abctools Membership Popular: Month to Month ABC Activities Rain Forest Teaching Extras ... Portfolios welcome to a b c t each This is the place for kids, parents, student teachers, and teachers. Free Printables: 5000+ free printable pages and worksheets. What's new? Basics A B C Activities, Reading, Reading Comprehension, Math, Writing, Handwriting, Colors, Shapes... Theme Units Animals, Habitats, Holidays, Month to Month, Sports, Countries, States, and more... Research/Reports Research Forms, Report Helpers, Book Report Forms, Maps, Flags, Writing... Reading Comps Reading comprehensions for fictional and informational reading practice. Useful for teaching test-taking skills. Teaching Extras Assignment Sheets, Awards, Bookmarks, Calendars, Center Signs, Certificates, Labels, Classroom and Theme Signs N E W Languages Foreign language documents. Spanish and French.

68. Teaching Portfolio The teaching portfolio is a means for collecting, organizing and presenting make your teaching a more rewarding experience for you and your students. http://www.columbia.edu/cu/gsas/cs/tch-rce/pages/tch-portfolio/

Search DEAN'S OFFICE ACADEMIC PROGRAMS PROSPECTIVE STUDENTS CURRENT STUDENTS ALUMNI Current Students Welcome Academic Affairs Academic Policies:Degree Requirements and Standards Dissertation Office Handbook Mentoring of Ph.D. Students Student Affairs Office of Student Services Orientation 2005 GSAC* Financial Aid Financial Aid Documents Summer 2005 Tuition Credit* Entrance / Exit Interview* Other Resources Teaching Center Teaching Center* Teaching Guidelines* Workshops* Help Line* ... Other Resources* Minority Affairs Office of Minority Affairs Bulletin Bulletin 2004-2005 Rules and Regulations 2005-2006 Other Resources CU Health Services* CU Student Services* ISSO* Career Education* ... University Libraries* * Indicates a link that will leave this site. Teaching Portfolio Teaching Portfolio Teaching Portfolio Online Resources Sample Teaching Portfolios Print Resouces What is a Teaching Portfolio? The Teaching Portfolio is a means for collecting, organizing and presenting information that reflects on teaching activities, accomplishments and effectiveness. It is a valuable information base for facilitating critical reflection on teaching and for building a case for appointment, tenure, promotion and awards. The Teaching Portfolio has become increasingly important as pressure has mounted on universities to improve the quality of teaching. Smaller colleges that have traditionally emphasized teaching are also calling for more concrete documentation of job candidate's commitment to teaching. It is important to keep in mind that although the Teaching Portfolio is a prevalent trend, there are many departments that will not want to see your portfolio. Don't send it unless asked. Rather, make reference to it in your cover letter and CV, so that your prospective department will know it is available. It might also be a good idea to bring a copy or two of your portfolio to any on-campus interviews you have just in case the opportunity arises to present it. Be careful, however, not to push it on people who don't show an interest in reading it.

69. Teaching Program A good way to find out what students think about your teaching is to ask them . Source. Seldin, P. The teaching portfolio. Bolton, MA, 1997. http://www.columbia.edu/cu/tat/9_improving_teaching.html

70. Center For Effective Teaching And Learning The Center for Effective teaching and Learning (CETaL) promotes excellence inteaching, improvement in student learning, support for the community of http://academics.utep.edu/cetal/

Home Director's Welcome About Us Events Resources ... Home The Center for Effective Teaching and Learning ( CETaL ) promotes excellence in teaching, improvement in student learning, support for the community of teachers at UTEP and in the region, and the scholarship of teaching. We value growth, professionalism and excellence. We strive to achieve them in our own professional lives and promote them in the practices of our faculty, graduate students and instructional staff. We work with UTEP's instructors at all ranks to develop teaching materials that clearly communicate to students how to succeed in their courses and to learn class material most effectively. UTEP faculty and instructors find support here for instructional design, development, evaluation and scholarship of teaching. CETaL regularly evaluates its activities in order to improve its offerings for faculty, graduate students and instructional staff. Click on the documents below for more information on our assessment. Workshops Attendance Graphs Improvement and Impact Survey Aggregated Results of Workshop Evaluations Privacy Statement

71. TEACHING PORTFOLIO teaching portfolio social studies, American history, Economics, I haveworked with my students to improve essay writing (click here to view the http://www.mandia.com/kelly/portfolio.htm

The links below will demonstrate my teaching abilities. You will see that I am a highly motivated and organized instructor, I possess high academic standards, encourage students to perform with excellence, and I strive to make the learning experience enjoyable. Please view all the materials below to get the fullest picture of my abilities and examples of my work. MY TEACHING PHILOSOPHY My training and experience have shown me that students learn best when they are active participants in the learning process. Therefore, my approach promotes active student participation in academics. I utilize content to develop skills and challenge students through practices such as cooperative learning and authentic assessment. Students in my classroom are cognizant of the goals that they must achieve through instruments such as rubric grading and clearly defined objectives. Using the social studies curriculum, emphasis is placed upon the development of learning and communication skills, as well as critical thinking. I have worked with my students to improve essay writing (click here to view the essay-writing lesson plan) , which is imperative to communication and to the expression of knowledge. Additionally, I have continued to integrate the latest computer technology with the social studies curriculum through the use of PowerPoint presentations, Internet applications, and word processing. I also train students in HTML programming for the purpose of creating Web-based projects.

72. The Gallery Of Teaching And Learning These exhibitions of multimedia examples of the scholarship of teaching discuss on some of the critical aspects of teaching and student learning. http://gallery.carnegiefoundation.org/

Gallery Home Collections Exhibitions Yvonne Divans Hutchinson King-Drew Medical Magnet School Dennis Jacobs University of Notre Dame Emily Wolk Pio Pico Elementary School A Friend of Their Minds: Capitalizing on the Oral Tradition of My African American Students (2003) An Alternative Approach to General Chemistry: Addressing the Needs of At-Risk Students with Cooperative Learning Strategies (2001) Pio Pico Researchers Participatory Action Research: From Classroom to Community, Transforming Teaching and Learning (2002) Gallery Overview The gallery examples are created by The Knowledge Media Laboratory (KML) of The Carnegie Foundation for the Advancement of Teaching and individual faculty associated with Carnegie programs. This gallery provides examples of ways that faculty can make ideas, insights, and new understandings generated in the course of teaching available so that others can build upon them. Search the Collection Featured Exhibitions These exhibitions of multimedia examples of the scholarship of teaching discuss emerging understandings about the challenges and opportunities of representing scholarly work in new genres.

73. Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powe The process of developing electronic teaching portfolios can document Presentation teachers and students share their portfolios with their peers. http://electronicportfolios.com/portfolios/site2000.html

Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development Dr. Helen Barrett, School of Education University of Alaska Anchorage, 3211 Providence Drive, Anchorage, Alaska 99508 Tel: 907-786-4423 Fax: 907-786-4444 E-mail: afhcb@uaa.alaska.edu Distributed via the Web by permission of AACE. Abstract: Two bodies of literature define the process for developing electronic teaching portfolios to support long-term professional growth: the multimedia development process (Decide/Assess, Design/Plan, Develop, Implement, Evaluate) and the portfolio development process (Collection, Selection, Reflection, Projection/Direction, Presentation). As further defined, the Electronic Portfolio Development Process covers the following stages: Defining the Portfolio Context and Goals, the Working Portfolio, the Reflective Portfolio, the Connected Portfolio, and the Presentation Portfolio. In addition, there are at least five levels of technology for developing electronic portfolios, based on ease of use, including technologies that are appropriate at each level and stage. This combined process creates a foundation for powerful professional development. The process of developing electronic teaching portfolios can document evidence of teacher competencies and guide long-term professional development. The competencies may be locally defined, or linked to national teaching standards. Two primary assumptions in this process are: 1.) a portfolio is not a haphazard collection of artifacts (i.e., a scrapbook) but rather a reflective tool which demonstrates growth over time; and 2.) as we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers.

74. Graduate Students Forum: Preparing The Teaching Portfolio Graduate Students Forum Preparing the teaching portfolio While the requestfor a teaching portfolio would be expected from teachingintensive http://www.historians.org/perspectives/issues/2003/0309/0309for2.cfm

Print View l From the Graduate Students Forum column of the September 2003 Perspectives Graduate Students Forum: Preparing the Teaching Portfolio By Betty A. Dessants A n increasing number of colleges and universities are requiring job candidates to submit teaching portfolios as part of their applications. In one recent "how-to-get-an-academic-job" booklet, the authors pointed out that more than 500 American and Canadian colleges and universities use teaching portfolios in their evaluation of teaching (Lavon Gappa-Levi and Jay Tapp, "On Getting a Job: What You Should Know," in The Program for Instructional Excellence , Florida State University). While the request for a teaching portfolio would be expected from teaching-intensive institutions, a more competitive job market and an interest in effective teaching are making portfolios more common even among research institutions. Creating a teaching portfolio can only work to your advantage as you prepare for the job market. The portfolio is a professional and comprehensive way of presenting an overview of your teaching abilities and potential. It forces you to articulate your teaching goals and strategies, which is, in itself, very useful for a job interview. (And even if you prepare a portfolio and your interviewer doesn't ask for it, you're one step ahead in understanding the process of documenting and evaluating your teaching as you later prepare for tenure after you do land that job!) What goes into a teaching portfolio? As an overview of your teaching experience and potential, the portfolio should present a picture of your teaching profile. It allows you to present your ideas about teaching philosophy, pedagogy, and the integration of research and teaching. It also gives you a showcase to highlight your teaching strengths. At a minimum, most portfolios include a statement of teaching philosophy and goals, course syllabi for courses you have taught and those you would like to teach, and student evaluations. In addition, you might include an overview of your teaching responsibilities (course titles and numbers, enrollments, level, and whether they are required or elective), evaluations by colleagues who have observed your teaching, teaching honors or awards, and documentation of your participation in teaching development activities, perhaps through your department or a campus teaching center.

75. Kathy Schrock's Guide For Educators - Assessment Rubrics One usable method for teachers is to provide a rubric for student use and for A Richer Picture of student Performance Electronic teaching Portfolios http://school.discovery.com/schrockguide/assess.html

postionList = "compscreen,hedthick,admedia,tower,nuiad,interstitial"; OAS_RICH("interstitial"); OAS_RICH("admedia"); OAS_RICH("hedthick"); Web Page Rubrics General Rubrics Builders Articles ... Report Cards Now that we are using the Internet in the classroom to support instruction, it is important the area of assessment be addressed. One usable method for teachers is to provide a rubric for student use and for both formative and summative assessment purposes. Another is to provide some type of graphic organizer. Below you will find a collection of assessment rubrics and graphic organizers that may be helpful to you as you design your own. Let me know if you have one you would like to share! A book dealing with both the theoretical and practical design of rubrics is the ASCD publication, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model Student Web Page Rubrics Rubric for Evaluating WebQuests Rubric for Assessment of School Web Page Rubric for Assessing Student WWW Pages Rubric for Classroom Web Pages ... Rubric for Student Web Pages Subject-Specific and General Rubrics Large Rubric Collections and Information Chicago Public Schools: Rubric Bank Ideas and Rubrics Make Room for Rubrics Required Benchmark Assessment Rubrics (K-12) ... Understanding Rubrics Subject-Specific Rubrics Collaboration Rubric Comparison Rubric Cooperative Learning: Group Participation Rubric Cooperative Learning Rubric: Process ... Year End Project: Research Rubric Rubric Builders, Generators, and Support

76. Teaching Portfolios (Formative) A teaching portfolio is one of the most comprehensive and commonly used labels for from students or written observations from a teaching assistant. http://www.provost.wisc.edu/archives/ccae/MOO/tfoliof.html

Teaching Portfolios Description and Purpose A teaching portfolio is one of the most comprehensive and commonly used labels for assessing someone's teaching. Portfolios 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 improve your teaching Comprehensive Teaching Portfolios I. The reflective statement

77. Teaching Portfolio teaching portfolio. Andreas Münchow Again my teaching style encourages studentparticipation and critical thinking. The set of 9 study guide questions, http://marine.rutgers.edu/ac/portfolio1.html

Teaching Portfolio Teaching philosophy Both during and after intense field work at sea in 1996 I noticed that students involved in the "dirty and wet" hands-on aspects of oceanographic research became much better motivated and more persistent to master abstract and theoretical aspects of science. This observation applies equally to High School, Undergraduate, and Graduate students that all participated in the field work. It led me to formulate my teaching "philosophy" concisely as. Go to Sea Work Hard. Have Fun. Teaching Responsibilities In 1994 the Institute of Marine and Coastal Sciences (IMCS) at Rutgers University (RU) charged me to develop an independent research program and to participate in IMCS educational activities. My class room teaching consist of 1.5 courses per academic year. This "light load" enables me to interact with both graduate and undergraduate students in a one-on-one setting. Most of my research projects include undergraduate student support that facilitates the integration of research and teaching. Two George H. Cook Honors theses (David Huntley, BS97; Penny Cohen, BS99) and several independent studies resulted. I recruit students as a faculty mentor, through most enjoyable Cook College Jr/Sr Colloquia that I teach, through the Honors program, and through the 1998 instituted BS in "Marine Sciences." I had the honor to be the faculty advisor of its first graduate, Jeff Pace, a transfer student from the Coast Guard Academy who graduate in 1999 with Highest Honors.

78. Guidelines For Preparing Teaching Portfolios teaching; 3) products of good teaching (copies of representative student work, Here are some additional online resources for teaching portfolios. http://www-ctd.ucsd.edu/resources/teaching_tips/portfolios.htm

Teaching Tips and Techniques CTD Home Teaching Assistant Resources Teaching Tips and Techniques Guidelines for Preparing Teaching Portfolios Currently many graduate students seeking academic positions have been asked to supply evidence of teaching effectiveness or a statement of a teaching philosophy. As job markets shrink and teaching experience is weighed more heavily in employment decisions, it is important to begin early in your academic career to collect this evidence. One way to do this is to develop a teaching portfolio that conveys to prospective employers your special qualities as a college teacher. A teaching portfolio is a collection of physical evidence that summarizes your major teaching activities and accomplishments. Generally it includes: 1) descriptive material on current and recent teaching responsibilities and practices (statement of teaching goals and philosophy, representative course syllabi); 2) description of steps taken to evaluate and improve your teaching; 3) products of good teaching (copies of representative student work, publications by students on course-related work, etc.); and 4) information from colleagues, student and others (evaluations, comments, letters). Following are practical suggestions to help you get started preparing a portfolio: Begin Collecting Evidence Early And Systematically arrange to have a class you are teaching videotaped, then write an informal critique of the experience

79. Teaching Portfolios teaching Portfolios by Professors and Graduate Students University of Virginia.Contains links to 12 sample portfolios by professor and graduate students http://www.uccs.edu/~teach/teaching_portfolio.htm

WWW Teaching Resources Teaching Portfolios: How to Document Your Teaching: Iowa State University Center for Teaching Excellence An overview of the various types of information that might be included in a teaching portfolio, with selected readings on facets of the process of preparing and evaluating portfolios. How to Produce a Teaching Portfolio: Deliberations on Teaching and Learning in Higher Education The Teaching Portfolio: A Practical Guide To Improved Performance and Promotion/Tenure Decisions, Second Edition. Teaching Portfolios by Professors and Graduate Students: University of Virginia Contains links to 12 sample portfolios by professor and graduate students as part of a course entitled "Electronic Teaching Portfolios." The course emphasizes the use of the world wide web, development of an educational policy statement, and collection of evidence of teaching competency. Resources on the Teaching Portfolio: University of Wyoming A list of books, articles, and conference proceedings on teaching portfolios. Topics include campus use of the portfolio, capturing the scholarship in teaching, and successful use of the teaching portfolio. Teaching Portfolios: Illinois State University A bibliography of books, ERIC documents, and journal articles ranging from faculty portfolio analysis to guidelines for portfolio preparation. Highlights include "The Teaching Portfolio: A Tool for Department Chairpersons to Create a Climate of Teaching Excellence" and "Guide for Nontenured Faculty Members: Annual Evaluations, Promotion and Tenure."

80. National-Louis University Help and Resource Web Site for Online Portfolios, Digital Portfolios, LiveText,student teaching Portfolios. http://www.nl.edu/portfolios/index.cfm

var gMenuControlID=0; var menus_included = 0; var jsPageAuthorMode = 0; var jsSessionPreviewON = 1; var jsDlgLoader = '/portfolios/loader.cfm'; var jsSiteID = 1; var jsSubSiteID = 386; var kurrentPageID = 28800; document.CS_StaticURL = "http://www3.nl.edu/"; document.CS_DynamicURL = "http://www3.nl.edu/"; site map online directory Portfolios In This Section: Beginning Steps FAQ for Adjunct Faculty FAQ for Faculty FAQ for Students ... Portfolios Get Connected: NLU Online Directory MY.NL.EDU - NLU Portal NLU Student E-mail Login To WebCT ... National-Louis University Portfolios Welcome to the NCE Portfolio Support Page What support is available for learning to use LiveText? Please remember: Nothing substitutes for active use of the site. Everyone is encouraged to familiarize themselves with the various features. As with many software programs, individual practice is expected. Once you have registered and logged onto the website, a Help button appears in the upper right corner of the screen. The most recent User Guide on this page will provide you with over 60 pages of detailed support Once familiar with the product, additional requests for troubleshooting may be sent to

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