41. Dan Garcia : Online Teaching Portfolio Dan Garcia's Online teaching portfolio. philosophy My teaching effectiveness ratings1997 Snapshot of anonymous student evaluations of my teaching http://www.cs.berkeley.edu/~ddgarcia/teaching/

Dan Garcia's Online Teaching Portfolio A life is not important except in the impact it has on other lives. Jackie Robinson IMAGINATION A mind once stretched by a new idea, never regains its original dimensions. No matter what our attempts to inform, it is our ability to inspire that will turn the tides. Syracuse Cultural Workers PASSION There are many things in life that will catch your eye, but only a few will catch your heart...pursue those. What do you think of the statement, "Those who can, do; those who can't, teach"? Anonymous, Topeka, Kansas Dear Reader: It's nonsense. If you can't explain a subject, you don't know it, and if you can explain it, you do. The ability to explain and impart should be highly prized in society, and that's the reason I have such respect for the teaching profession. In other words, I believe teaching is doing, and of the highest order. Marilyn vos Savant, listed in the Guinness Book of World Records as having the highest IQ in the world. Give a man a fish and you feed him for a day; teach him to use the Net and he won't bother you for weeks. Unknown Internet Maxim Give a man a fish and he eats for a day. Teach a man how to fish, and he pisses away time drinking beer and getting sunburn out in a boat every weekend for the rest of his life.

42. UCD - UCD Centre For Teaching And Learning - UCD Teaching Committees, Awards And This can be indepth reflection on some critical incidents related to your teachingand student learning (see constructing a reflective portfolio entry http://www.ucd.ie/~teaching/award/des.htm

Academic Council Standing Committee on Teaching and Learning / University Teaching Committee The Presidents Teaching Awards/Grants Committee The Presidents Teaching Awards ... Teaching Grants Ceremonies and Forums How to Develop a Teaching Portfolio Portfolio Design/Structure A diverse collection of material in a Teaching Portfolio will make for a rich basis for reflection and improvement, and for choice in putting together a Teaching Profile. Portfolios can be constructed in different ways and one suggested design was presented by Hutchings (1998) for the American Association of Higher Education. Professor Nona Lyons has refined this design to be used for either a course or teaching Portfolio as the following: Design of Teaching, Enactment of Teaching, Results of Teaching. Because self-monitoring and reflection are the hallmarks of professional practice, you may like to see the following questions as the organising principle for the collection of your portfolio material, and as the basis for reflection on your continuing performance in light of good practice in teaching and learning , and good practice in assessment . These questions are not prescriptive and are only a guide for inclusion of information in a portfolio. Note: Those applying for promotions may prefer to organise the Portfolio by the headings used in the UCD Benchmark criteria. (see

43. UCD - Centre For Teaching And Learning - Teaching Portfolio / Profile the teaching philosophy in a teaching portfolio, might include respect I believein student participation in learning and I utilise teaching techniques which http://www.ucd.ie/~teaching/port/dev.htm

Introduction The Scholarship of Teaching Why should you collect a Teaching Portfolio / Profile What is a Teaching Portfolio? ... References Developing a Philosophy of Teaching and Learning Marilyn Oerman (1999) describes the philosophy of teaching as an important document in the teaching portfolio. She maintains the teaching philosophy should guide the design if the course, selection of teaching methods and assignments, structure of the practical experience, evaluation strategies. The philosophy, she states, sets the framework for one's teaching and for the portfolio. Oerman (1999) explains that the teaching philosophy in a teaching portfolio, might include: Assumptions about teaching and learning processes, Beliefs about how students, in the discipline, learning best in the classroom and other contexts, Beliefs about how best to teach students in each setting, Beliefs about the outcomes of learning in the programme, Beliefs about how to foster development of critical thinking, professional values (if appropriate) and other outcomes important in the course, Relationship of teaching methods to the philosophy.

44. The Sheridan Center: Publications: The Teaching Portfolio Article by Hannelore B. RodriguezFarrar, introduces and explain the teaching portfolio concept as Category Reference Education Higher Education teaching portfolio...... by the department within which you teach either from the general nature of the studentresponses. the ideal creation of a teaching portfolio includes extensive http://www.brown.edu/Administration/Sheridan_Center/pubs/teacport.html

The Harriet W. Sheridan Center for Teaching and Learning at Brown University Home The Teaching Portfolio Center Resources The Teaching Portfolio Hannelore B. Rodriguez-Farrar Contents Introduction The Format Procedure Articulate a Personal Teaching Philosophy or Statement About Your Teaching Gather Your Evidence Organize Your Evidence Write Reflective and Summary Statements About the Evidence Share Your Draft with Others and Revise Rewrite Your Curriculum Vitae, and Refer Readers to Your Teaching Portfolio Conclusion Appendix: Sample Teaching Portfolios Notes Bibliography Consulting Services: ITC, PC and Micros Teaching Certificate Programs Faculty Teaching Roundtable Teaching Liaison Network ... Brown Teaching Collaborative Publications The Teaching Exchange Teaching to Variation in Learning Teaching and Persuasive Communication Instructional Assessment in Higher Education ... The Teaching Portfolio On-Line Workshops Cognitive Diversity Syllabus Workshop Brown University Introduction Excellence in teaching has become a stock phrase in most faculty job descriptions; yet how does one demonstrate this to current colleagues and/or future employers? One answer is a Teaching Portfolio which is a description of an instructor's major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of an instructor's teaching proficiency. Over 400 institutions nationwide use Teaching Portfolios in personnel decisions regarding faculty appointments. Demonstrating an effective teaching philosophy is becoming more important at all institutions of higher education; thus, you will revise and update your Teaching Portfolio throughout your career as an instructor.

45. Abcteach.com Includes dozens of free printable activities, research and report help, project and writing ideas, Category Kids and Teens School Time...... portfolios portfolio needs for students and teachers. line forum communities, includingHomeschooling, student Teachers/New is one of the best teaching sites I http://www.abcteach.com/

Our Network Advertise SEARCH: Primary Sites abcTeach abcTeachIt abcBabysit ShapeBooks Flashcards Tell a Friend Directory Sign In Forums Popular: Month to Month ABC Activities Rain Forest Teaching Extras ... Portfolios Forums: General Homeschooling Student Teachers/New Teachers Suggestions ... Ideas welcome to a b c t each This is the place for kids, parents, student teachers, and teachers. Free Printables: This section of abcteach offers over 5000+ free printable pages. 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 Comprehension Reading comprehensions for fictional and informational reading practice. Useful for teaching test-taking skills. Teaching Extras Assignment Sheets, Awards, Bookmarks, Calendars, Center Signs

46. Career Center - PhDs - Teaching Portfolio are increasingly asked to offer a teaching portfolio that does the extent and qualityof student participation by in terms of how your teaching style addresses 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...

47. Leeds School Of Business | University Of Colorado At Boulder : Ph.D. Program: Cu adjustments with respect to the student’s next s classes as you prepare to teachthe course Include at least one workshop on developing a teaching portfolio. http://leeds.colorado.edu/phdprog/current/gpti.cfm

This site uses javascript. Please turn it on. More Information Courses, Registration, Records CU Bookstore CU Student Web Page CU WebMail ... Current Students Current Ph.D. Students Doctoral Program Teaching Requirements All Leeds School of Business doctoral students teach the equivalent of one three-credit-hour class during each of three of their eight academic year semesters in a normal four-year program. Summer teaching does not substitute for this requirement. If a student receives Leeds School funding for a fifth year, then the student must teach an additional three-credit-hour class during that year. Teaching assignments are determined by the division chair in consultation with the division’s doctoral program director. As soon as they arrive on campus, students whose first language is not English must contact Antonia Johnson at antjohnson@aol.com or 303-818-4579 and arrange to have a speech intelligibility assessment. Each student should then discuss the results of the assessment with Antonia and the student’s doctoral director. The doctoral director will then decide whether to require enrollment in one of Antonia Johnson’s “BURST into Clear Talk” Speech Intelligibility Courses. The Leeds School will reimburse the cost of the assessment and, if required, the cost of the course. International students should also consult with the Linda Border at the Graduate Teaching Program regarding other resources that she might recommend to improve their English-speaking skills.

48. Carolyn M. Fay - Teaching Portfolio - Effectiveness Carolyn M. Fay teaching portfolio Effectiveness As I review the ways in which Iwork for and meet my teaching goals, the View Summary of student Evaluations. http://www.carolynfay.com/portfolio/effectiveness/

Evidence of Teaching Effectiveness As I review the ways in which I work for and meet my teaching goals, the following strengths stand out from the courses and workshops I teach and from the leadership positions I have held: View Summary of Student Evaluations A. I convey enthusiasm for my subject matter: I enjoy French language, literature and culture and I seek to spark this interest in others. Students often write that my courses inspire a greater interest in French. Cheryl Krueger, the supervising professor of the RCS courses in French at UVa notes in her classroom observation that "She knows the subject matter beautifully, and radiates a joy in both the material and the act of teaching. Her students in turn are alert, active, and intellectually challenged at all times" ( See report of classroom observation ). I also bring enthusiasm to the workshops I teach, as one participant in a Multimedia workshop writes that I was "professional in appearance and evidenced great preparation, and helpful in answering questions; she showed enthusiasm for the technologies she has used" ( See letter from the Center for the Liberal Arts B. I provide guidance to my colleagues in my positions as course chair, co-director of the language program and as workshop leader: In the teaching workshops I run, I share techniques with fellow teachers that help them improve their teaching in a format that is "lively, well-organized and informative" (

49. TRC-Teaching Portfolios http//web.adelaide.edu.au/AE/teachportfolios.html teaching, which in turn increasesstudent learning The teaching portfolio can promote growth by providing a http://www.utc.edu/Teaching-Resource-Center/PORTFO1.HTM

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 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" (Murray, 1995, p. 169)

50. SAA Bulletin 15(5): Student Affairs--Developing Teaching Skills A basic teaching portfolio might include a cover letter vitae, a statement on yourteaching experience, course/project information, student evaluations, a http://www.saa.org/publications/saabulletin/15-5/SAA16.html

Student Affairs At the Front of the Class: Developing Your Teaching Skills Douglas J. Pippin Learning how to teach is only one of many skills a graduate student learns before entering the professional world. Teaching is a skill that will benefit you even if you are not seeking a position at a college or university, because a number of situations outside the classroom call for the ability to instruct others clearly and effectively. Enhancing one's teaching abilities will only help you in the long run. Getting Teaching Practice Not receiving an assistantship does not mean that you will not be able to get any classroom experience. You could volunteer your time in exchange for the opportunity to teach. The actual teaching you do in a volunteer situation varies with each supervising professor, so make sure you know what is expected of you and what you will get out of the experience before you commit your time. Opportunities exist outside the college setting as well. Many historical sites, parks, and museums have public education programs. You may be able to teach a short course or seminar to the general public. Just getting the word out that you are interested may be enough to open some of these alternative doors. Honing Your Teaching Skills One effective way to develop good teaching skills is to have good role models. If you know professors or individuals who are effective instructors, talk to them about their approach and teaching methods. Whether in a classroom or field setting, the best teachers have usually spent a great deal of time thinking about and preparing for instruction.

51. Grad_teach: Portfolio changes and improvements in your teaching, student assessments of How do you thinkyour teaching specifically meets this problem for your portfolio, you may http://www.upenn.edu/pennteach/tips/portfolio.html

Preparing a Teaching Portfolio by Stephen Winick A teaching portfolio is a collection of artifacts that document the teaching you have done, presented in a visually attractive and easy-to-access way. The documents may include syllabi, handouts, bibliographies, lecture notes, exercises, slides or video presentations, World Wide Web pages, and any number of other possibilities. For the presentation, a binder with color-coded folders is a good place to start, but you may want to be more creative. The purpose of the portfolio is to show off your skills in the best possible light. Consider what teaching skills you have that you are particularly proud of. Think about ways in which you can document those skills and include them in your portfolio. Why do You Need One? Documenting your teaching can be important to you in many ways. It can help you get a job, it can help you keep moving on your career path, and it can help you assess your own personal and professional growth. In addition, a good teaching portfolio can actually make you a better teacher. Getting a Job If teaching is important to you, you should be looking at jobs that stress teaching skills, be they in the academic or the corporate world. In order to get such a job, you will need to present yourself as someone who has done a significant amount of teaching, and as someone who has put time, energy and thought into teaching. A strong portfolio documenting your teaching will help you demonstrate your teaching abilities in the most concrete way possible.

52. The Graduate Student Center THE teaching portfolio SERIES for teaching assistants, grads that will address oCreating engaging discussions o Responding to student complaints about http://www.upenn.edu/gsc/programs/navigating_Fall2002/tafolio.html

GSC Home Penn Home About Us Programs ... Navigating the Dissertation Spring 2002 THE TEACHING PORTFOLIO SERIES for teaching assistants, grads that teach, and grads who want to become great educators Monday, October 7, 5-7 PM Come hear " Pearls of Wisdom " from experienced TAs who will talk about their development as instructors, the lessons they learned and what they wished they had known when they started out. Discussion will address: o Creating engaging discussions o Responding to student complaints about grading o Dealing with the mid-semester slump o Productive student-teacher meeting Ongoing! The Blackboard Workshops - Online technology can enhance learning and teaching - if you know how to use it. Learn how the new version differs from earlier ones. A full roster of sessions led by John Kiser of the Penn Library. Are you NEW to teaching?

53. The Penn State Teacher II Those who teach at Penn State can use the on teaching to Learn Gathering DataStudent Data; Peer Data from Oneself. Creating a teaching portfolio; Striving for http://www.psu.edu/celt/PST/pst.shtml

54. Center For Research On Learning And Teaching The teaching portfolio (2nd ed.). Bolton, MA Anker about teaching quality, exploredalternative teaching methods, made changes to increase student learning http://www.crlt.umich.edu/occ11.html

THE TEACHING PORTFOLIO Matthew Kaplan The teaching portfolio is one of the tools faculty can use to document their scholarly work in teaching. This Occasional Paper contains a discussion of the nature and purpose of the teaching portfolio (and its offshoot, the course portfolio) and suggestions for how individuals and units can use portfolios most effectively. What Is a Teaching Portfolio? A record of accomplishments in teaching Based on the model of the portfolio kept by artists and architects, the teaching portfolio contains evidence of a faculty member's achievements in teaching: "What is a teaching portfolio? It includes documents and materials which collectively suggest the scope and quality of a professor's teaching performance. . . .The portfolio is not an exhaustive compilation of all of the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness" (Seldin, 1997, p. 2). Documentation in context The portfolio should be more than a simple collection of documents. It also should contain reflective statements on the material included and on the faculty member's approach to teaching and student learning. The reflective portions of the portfolio help set the documents in context for the reader; the materials provide evidence to back up the assertions made in the reflective statement.

55. CDTL's Ideas Of Teaching: from external sources such as student feedback, peer notes, projects, etc.), to teachmore effectively Reading Seldin, P. The teaching portfolio A Practical http://www.cdtl.nus.edu.sg/Ideas/iot17.htm

Your browser does not support script Volume February 2003 The Teaching Portfolio Chandrama Acharya Professor C.M. Wang Research Assistant, CDTL Vice-Dean, Faculty of Engineering CDTL Affiliate What is a Teaching Portfolio? Why Have a Teaching Portfolio? A teaching portfolio allows a university teacher to document information not captured by the other sources of teaching appraisals such as student feedback and peer review. It is useful for teachers to keep a systematically updated portfolio as part of the ongoing process of self-review and self-improvement. Another use of the teaching portfolio is as evidence of quality of teaching when applying for tenure, promotions, or new jobs. At NUS, the dossier used for promotions already includes a form of teaching portfolio. Components of a Teaching Portfolio 2. The range of teaching.

56. Joseph A. Braun, Jr., Teaching Portfolio Narrative a means to foster more student to student interaction about I have a print versionof this portfolio as well as videocassettes of examples of my teaching. http://www.coe.ilstu.edu/jabraun/braun/professional/narrat.html

AN ELECTRONIC TEACHING NARRATIVE of Joseph A. Braun, Jr. Professor of Elementary Social Studies Department of Curriculum and Instruction Illinois State University December 28, 2001 What is my philosophy of teaching What are my current teaching responsibilities What instructional strategies do I employ What are the student assignment/projects ... Where can additional data about my teaching be located Philosophy of Teaching I am a teacher educator because I want to change the world. While I realize what I hope to accomplish is limited, I know education is where I can have the greatest impact. I want my students to understand that the professional world they will inhabit, the school, is not immutable. As future teachers they can make a difference and their classrooms can be healthy, supportive environments in which their own students can grow and learn. I wholeheartedly endorse what the Russian educational psychologist L.S.Vygotsky said about learning it is a socially constructed. Thus, my students need opportunities to collaborate with each other, as well as with me, to learn and gain expertise about the act of teaching. To be effective teachers, my students must have the opportunity to take responsibility for becoming life-long learners. This means sharing with others what they learn about teaching and realizing all the things that they have not yet discovered. I want my students to become empowered by their own learning and development as teachers. I create situations where students can take charge for what they learn and how it applies in their classrooms. Finally, I want students to realize that they don't teach subjects but rather people. My goal is to teach the whole person, i.e., the cognitive, affective, and behavioral dimensions of the human being. The film classic

57. CUTL Teaching Portfolio A teaching portfolio should reflect the progression of one's of teaching effectiveness,and teaching development activities why you evaluate student learning as http://www.education.mcgill.ca/cutl/portfolio.html

A teaching portfolio is required of all McGill academic staff in applications for reappointment, tenure and promotion to full professor. ( Handbook of Regulations and Policies for Academic and Librarian Staff ; 2002 edition (PDF file) Chapter 1, Section 4 ; see especially Sections: 4.1.3.3.; 4.3.8.; 4.4.5. - text below). Chapter 1, Section 4.1.33 At the time of consideration for reappointment the staff member shall provide the chair, director, or dean when there are no departments, with the necessary information and documentation to establish that the criteria for reappointment have been met. It is the responsibility of the staff member to use diligence in pursuing his or her claim to reappointment. Evidence of performance in teaching shall be prepared in accordance with Teaching Portfolio Guidelines (Appendix A). Chapter 1, Section 4.3.8 The dossier presented to the statutory selection committee, through the Secretary-General, shall consist of a curriculum vitae, a list of publications, a teaching dossier prepared in accordance with

58. Teaching Program You should structure your teaching portfolio so that it and examinations; faculty/supervisorteaching evaluations; and a summary of student teaching evaluations http://www.columbia.edu/cu/tat/11_job_market.html

1. Introduction 2. Common Teaching Roles 3. Working w/ Faculty 4. Working w/ Students: ... Information Manual 11. Teaching and the Job Market By Ludmilla A. Trigos, Ph.D. In this exceedingly tight academic job market, the expectation from the majority of hiring institutions-Research I or II, liberal arts colleges, public or private institutions, and/or community colleges-is that the top candidates for any position will have some teaching experience. As a graduate student, you should seek out a variety of teaching opportunities (as a teaching assistant, an instructor, a TA supervisor, and/or a guest lecturer) as a means of: Gaining valuable experience in your future profession Determining whether you like teaching or not Diversifying experience and enhancing your marketability because of the range of courses you have taught. For example, if you are a doctoral candidate in English literature, teach both writing/composition courses and literature courses. Whatever your discipline, look for an opportunity to teach something directly related to your field of expertise (i.e., Latin American Politics) as well as a broad, general course (i.e., Introduction to Political Theory). Also, if you have the chance to teach in the core curriculum at Columbia or elsewhere you will greatly enhance your credentials. The ability to teach a rigorous, discussion-oriented course - such as Logic and Rhetoric, Literature Humanities, Contemporary Civilization, Art Humanities, or Music Humanities - will serve you well in your future endeavors as a teacher-scholar.

59. Teaching Portfolio Philosophy, Research, And Practice teaching portfolio Philosophy, Research, and Practice. Advising Study Abroad; Guidingstudent involvement in teaching Evaluation student Evaluation of Faculty http://math.la.asu.edu/~hauk/tport/tport6html/

Next: Contents Contents Teaching Portfolio Philosophy, Research, and Practice Shandy Hauk Date: 09 December 2000 Contents Teaching Philosophy Motivating Students Mathematical intimacy and mathematical autobiography ... About this document ... Shandy Hauk 2000-12-09

60. Teaching Portfolio This portfolio concentrates on my past two years during which I taught at times servesas a safety net for a student who might Efforts to Improve My teaching. http://www.cs.unc.edu/~hedlund/TeachPort.html

Teaching Portfolio Kye S. Hedlund Introduction The idea of a Teaching Portfolio grows out of the concept that teaching is an integral part of academic scholarship and should be documented as such. It includes both work samples of one's teaching (class handouts, student evaluations, etc.) and a reflective commentary explaining the philosophy of teaching, serving in part to put the work samples in a meaningful context. Teaching Portfolios are widely adopted tools for evaluating teaching that are used extensively both within UNC-CH and around the country. In fact, searching the web for "teaching portfolio" can yield over 100,00 hits! This portfolio concentrates on my past two years during which I taught Comp 14 (Introduction to Programming) and Comp 121 (Data Structures). I explain my philosophy of teaching,why I do things the way I do, and give a few examples of putting the ideas into practice. During the majority of my teaching career I adopted a conventional, lecture style approach to my classes. During the past four or five years, my approach to teaching has changed considerably. Many of the points addressed in the following section will show how my teaching has evolved. I also indicate some future goals for my development as an instructor. Teaching Philosophy For me teaching is great fun and hard work. It is trying new approaches and continuously revising to more effectively guide the students. It is constant reassessment, updating, and adjustment of both the content and presentation, searching for a more effective way to challenge my students to achieve their full potential, to encourage them to thoroughly learn fundamental concepts, and to develop their skills at designing, writing and documenting software. It is the joy of seeing the best students excel, seeing the pride of the average student in completing a term project that is longer, more challenging and better crafted than they thought possible, and seeing the satisfaction of the lesser student persevering when they thought they couldn't make it.

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