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Documenting Your Teaching: Assembling a Teaching Portfolio

A teaching portfolio provides a description and documentation of the scope and quality of a faculty member's teaching performance. The University of Kentucky requires a portfolio as a component of faculty performance review.

While there is no one set format, a portfolio should show evidence of reflection on your teaching and have the following characteristics:

  1. Organized –
    • Logical (e.g., teaching philosophy up front followed by basic material such as course descriptions, syllabi, and student evaluations with additional documentation after this) 
    • Easily Navigable (a table of contents, tabs, clearly marked sections)
  2. Relevant Content –
    • Selective (best documents chosen, not an exhaustive compilation)
    • Complete (required documents and important supplements are included
    • Representative (key aspects of all your teaching responsibilities and practice are addressed)
  3. Well Documented - assertions backed by evidence (e.g., if you espouse critical thinking, include an example of a critical thinking assignment or test question)
  4. Personal and Reflective –
    • Unique (items that set you apart)
    • Growth-Oriented (evidence of willingness to make changes based on experience and to seek enhancement of skills)

Examples of Possible Items to Include (UK requirements in bold):

Material from oneself:

  • List of teaching responsibilities (course titles, descriptions, enrollments)
  • Representative course syllabi

  • Examples of innovative course materials

  • Reflective statement of teaching philosophy

  • Description of steps taken to evaluate and improve one's teaching

Material from others:

  • Student course evaluations

  • Peer evaluations of teaching

  • Recognition of teaching excellence by colleagues (awards)

  • Documentation of professional development activity from a teaching and learning center

  • Letters from students and alumni

Products of good teaching:

  • Record of students who succeed in advanced study or practice in the field

  • Student publications or conference presentations on course-related work

  • Testimonials from students or employers on your influence on career success

  • Data providing evidence of effective teaching (pre/post tests, successive drafts of writing assignments)

  • Examples of student essays, creative works, lab workbooks

 

The Center for the Enhancement of Learning and Teaching (CELT) conducts workshops and provides individual consultations on assembling teaching portfolios. Contact Bill Burke (burke@uky.edu) for information.

 

 

Resources

CELT Library:

Selden, P. (1997). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. Bolton, MA: Anker.

 

Online:

The Ohio State University

University Center for the Advancement of Teaching

http://ucat.osu.edu/read/teaching-portfolio <http://ucat.osu.edu/read/teaching-portfolio>

University of Michigan

Center for Research in Learning and Teaching

http://www.crlt.umich.edu/tstrategies/tstpts.php <http://www.crlt.umich.edu/tstrategies/tstpts.php>

UK Administrative Regulation on Faculty Performance Review

http://www.uky.edu/regs/files/ar/ar3-10.pdf