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PREPARING YOUR TEACHING PORTFOLIO

PREPARING YOUR TEACHING PORTFOLIO. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California. Frequently Asked Questions. What is a “Teaching Portfolio”? What should be included in a Teaching Portfolio? What is the purpose of a Teaching Portfolio?

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PREPARING YOUR TEACHING PORTFOLIO

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  1. PREPARING YOUR TEACHING PORTFOLIO Danielle Mihram, Director Center for Excellence in Teaching University of Southern California

  2. Frequently Asked Questions • What is a “Teaching Portfolio”? • What should be included in a Teaching Portfolio? • What is the purpose of a Teaching Portfolio? • How can TAs (with limited exposure to teaching) create an effective portfolio?

  3. What is a “Teaching Portfolio?” • A skillfully assembled scholarly statement about your teaching. It contains : • A thesis statement (Your statement of your teaching philosophy) • Pieces of evidence • Descriptions and analysis of that evidence • A conclusion

  4. The Statement of Teaching Philosophy • Lays out the portfolio’s thesis and provides the framework for the evidence to follow • It should answer two questions: • What do I expect my students to do intellectually (or physically, or emotionally) as a result of taking the course • How will I help them acquire those abilities?

  5. Pieces of Evidence • Course Objectives • Strategies used to communicate those objectives and to help students attain them • Means used to evaluate students’ progress toward those goals (e.g. sample course assignments, samples of student work) • Efforts taken to evaluate and improve your effectiveness in these areas

  6. What is the purpose of a Teaching portfolio? • To document one’s teaching as it evolved over time • To share one’s expertise (mentoring, legacy of best practices) • To serve as supporting materials (hard evidence, specific data) when applying for teaching positions (particularly in the case of TAs), or for tenure and promotion.

  7. How do I, as a TA, create an Effective Teaching Portfolio? • If a portfolio is too premature a step for now, start thinking about opportunities on which to build • Be aware of “best teaching practices” in your field • A fine portfolio depends on “colleagueship” (Hutchings, 1998): consult peers and colleagues. • Observe the teaching of your professors: develop the habit of reflecting on teaching • If you have not taught as an instructor of record, yet have assisted in a course: start with a course portfolio

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