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    Sample Assignment Teaching Portfolio

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    Teaching portfolios promote better teaching and document teaching achievements. They are a collection of materials that demonstrate a teacher's qualifications and accomplishments. Preparing a teaching portfolio has several benefits for both teachers and institutions. It provides evidence for promotion and tenure decisions, encourages reflection on teaching practices, and helps teachers improve. Overall, teaching portfolios document teachers' work and are important for academic careers.

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    Sample Assignment Teaching Portfolio

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    460 views4 pages
    Teaching portfolios promote better teaching and document teaching achievements. They are a collection of materials that demonstrate a teacher's qualifications and accomplishments. Preparing a teaching portfolio has several benefits for both teachers and institutions. It provides evidence for promotion and tenure decisions, encourages reflection on teaching practices, and helps teachers improve. Overall, teaching portfolios document teachers' work and are important for academic careers.

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    Sample Assignment Teaching Portfolio

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    Teaching portfolios promote better teaching and document teaching achievements. They are a collection of materials that demonstrate a teacher's qualifications and accomplishments. Preparing a teaching portfolio has several benefits for both teachers and institutions. It provides evidence for promotion and tenure decisions, encourages reflection on teaching practices, and helps teachers improve. Overall, teaching portfolios document teachers' work and are important for academic careers.

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    460 views4 pages

    Sample Assignment Teaching Portfolio

    Uploaded by

    scholarsassist
    Teaching portfolios promote better teaching and document teaching achievements. They are a collection of materials that demonstrate a teacher's qualifications and accomplishments. Preparing a teaching portfolio has several benefits for both teachers and institutions. It provides evidence for promotion and tenure decisions, encourages reflection on teaching practices, and helps teachers improve. Overall, teaching portfolios document teachers' work and are important for academic careers.

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    The key takeaways from the document are that teaching portfolios are an important way for academics to document their teaching achievements and promote better teaching. Teaching portfolios come in various forms including hard copy, digital, and electronic formats. Preparing teaching portfolios has benefits both for individual academics and the institutions that employ them.

    The document discusses different forms of teaching portfolios including hard copy written portfolios, digital teaching portfolios, multimedia portfolios, electronic portfolios (e-portfolios), e-folios, and webfolios.

    According to the document, reasons for preparing a teaching portfolio include using it for personnel promotion decisions, improving teaching performance, transferring tacit knowledge upon retirement, and providing information about teacher performance to external organizations.

    Teaching portfolio offers a means to promote better teaching and to document teaching

    achievement. Discuss the concept of a teaching portfolio and its importance to an


    academic.

    I. Definition
    There are various definitions of what teaching portfolio is. Fry and Ketteridge
    (2003,p.242) define teaching portfolio as a personal record of achievement and professional
    development as a university teacher. Fry and Ketteridge elaborate that it is a carefully
    selected and structured collection of material that may demonstrate a level of attainment, a
    range of skills and activity and/or progression (2003,p. 242).
    Abrami, dApollonia and Rosenfield ( 20) define teaching portfolio as a
    comprehensive collection of descriptive and evaluative information on individual faculty
    teaching, which might include a statement of teaching responsibilities, course syllabi,
    instructor self evaluations, a description of improvement efforts, peer assessments,
    participation in teaching conferences, videotapes of instruction, student exams and essays,
    alumni ratings and so on (p.392-393). Morss and Murray (2005,p.7) provide a short yet
    succinct description of the dual functions of teaching portfolio when they describe it both as a
    collection of the educators works and the evidence of the educators works.
    II. Forms of teaching portfolio
    There are many forms of teaching portfolios. (Seldin,Miller and Seldin (2010,p.6)
    provides an example of a content page of a teaching portfolio.Such a portfolio might include
    the following entries :
    Teaching Portfolio
    Name of Faculty Member
    Department/College
    Date
    Table of Contents
    1.
    Teaching Responsibilities
    2.
    Teaching Philosophy
    3.
    Teaching Methodologies
    4.
    Student Evaluations for Multiple Courses
    5.
    Classroom Observations
    6.
    Review of Teaching Materials
    7.
    Representative Course Syllabi
    8.
    New Instructional Initiatives
    9.
    Evidence of Student Learning
    10.
    Statement by the Head of Department assessing the lecturers teaching contribution to
    the department.
    11.
    Teaching awards.
    12.
    Teaching goals.
    13.
    Appendices.

    The forms of teaching portfolio evolve in tandem with technology. Contemporaneous


    with the hard copy, written ones, teachers and educators are increasingly preparing teaching
    portfolios in digital or electronic form. Teaching portfolios developed and displayed in digital
    format are often called digital teaching portfolios, multimedia portfolios, electronic portfolios
    (e-portfolios), e-folios and webfolios (Ndon 2010, p. 373).
    III. Why the need to prepare teaching portfolio?
    There are many reasons why educators prepare teaching portfolio. For example,
    faculty members are invariably being made accountable to provide some type of evidence of
    the effectiveness of their teaching, teaching portfolio therefore is a way in which to provide
    such evidence (Bernstein, et. al., 2006 as cited in Gurung and Schwartz 2009,p.68).
    Seldin,Miller and Seldin (2010,p.6) list down other reasons why teaching portfolio
    should be prepared by faculty members as follow :

    Portfolios can be used to determine award winners among educators in a learning


    institutions.

    In case of retirement, portfolios serves as written repository of a professors tacit


    knowledge through which the professor transfers his/her experience to faculty
    members who takes over their position.

    Teaching portfolios are like company profile for a learning institution whereby it
    provides data on the teachers performance to persons and organizations operating off
    campus, such as government agencies, boards of trustees, alumni, the general public
    and advocacy groups.

    However, according to Seldin,Miller and Seldin (2010,p.6), there are two most often
    cited reasons for preparing teaching portfolios. The first one is to provide evidence to be used
    by the management in personnel promotion decisions. The ability of a teaching portfolio to
    provide the management with importance information on what individual professors do as
    teachers, why they do it, how they do it and the outcome of what they do, is the central reason
    why the management of a learning institutions require their professors/teachers to prepare
    teaching portfolios. Because the portfolios contain various data, portfolios provide the
    management with solid evidence/material from variety of sources. This material enables the
    management to better recognize and evaluate the effectiveness of faculty members as
    teachers inside and outside of classroom. When portfolios are submitted for personnel
    promotion decisions, the focus should be on evidence that documents the professors best
    work as a teacher and demonstrates that significant student learning (cognitive or affective)
    has taken place. Other factors that should be focused in teaching portfolios when they are
    submitted for personnel promotion decisions are the particular faculty members
    achievements, awards and successes.
    The second most cited reason is to improve teaching performance (Seldin,Miller and
    Seldin 2010,p.6). Teachers and lecturers are hired by institutions with the expectation that
    they will deliver first-class performance.The teaching portfolios will assist the teachers and

    lecturers in this respect. A portfolio is a valuable aid in professional development of teachers


    and lecturers for three important reasons : (1) the level of personal investment in time,energy
    and commitment is high (since teachers/lecturers prepare their own portfolios) and all these
    personal investment/sacrifice is a necessary condition for change; (2) preparation of the
    portfolio moves many teachers/lecturers/professors to reflect on their teaching in an
    insightful,refocused way; and (3) teaching portfolio is based on discipline-based pedagogy
    i.e. the focus in a particular teaching portfolio is on teaching a particular subject to aparticular
    group of students at a particular time in a particular institution(Seldin,Miller and Seldin
    2010,p.8).
    IV. Conclusion
    As discussed above there are many benefits of preparing teaching portfolios both to
    the lecturers/teachers and also to the learning institutions which employ them. On the
    teachers/lecturers part, the portfolios will act like a map which guides them through the up
    and downs of their teaching experience. It will also act like a reservoir of written experience
    which enable them to reflect on what they have done rightly and wrongly. On the institutions
    management part, teaching portfolios will make the task of deciding who merits a promotion
    becomes easier and less arbitrary. As such this short paper submits that teaching portfolios is
    something that cannot be dispensed with by the teaching profession.

    References
    Abrami, P.C., dApollonia, S. & Rosenfield, S.( 2007) The dimensionality of student ratings
    of instructions : An update on what we know and what we do not. In, Perry,R.P. &
    Smart,J.C. (Eds.) The scholarship of teaching and learning in higher education: an
    evidence-based perspective (p. 385-445). The Netherland : Springer
    Fry,H. & Ketteridge, S. (2003) Teaching portfolios. In Fry,H.,Ketteridge,S. &
    Marshall,S.(Eds.) Handbook for teaching and learning in higher education (p.242252). London : Kogan Page Limited
    Gurung, R.A.R. & Schwartz, B.M. (2009) Optimizing teaching and learning: practicing
    pedagogical research. West Sussex : John Wiley & Sons Limited.
    Morss,K. & Murray, R. (2005) Teaching at university: a guide for postgraduates and
    researchers.London : Sage Publication Ltd.
    Ndon,U.T.(2010) Hybrid-context instructional model: the internet and the classrooms: the
    way teachers experience it.USA : Information Age Publishing Inc
    Seldin,P., Miller, J.E. & Seldin, C.A. (2010) The teaching portfolio: a practical guide to
    improved performance and promotion/tenure decisions.San Francisco : John Wiley &
    Sons Inc.

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