I am excited to continue working on Tweak Your Teach and the rest of my blog in the new year. I’ve just updated the site to include a teaching porfolio section that I will be adding to and growing over the next few weeks. What exactly is a teaching portfolio and what is its purpose?
According to Rutgers University’s Center for Teaching Advancement & Assessment Research, a teaching portfolio is a “flexible document” that details a teacher’s “teaching responsibilities, philosophy, goals and accomplishments.” This traditionally print document contains the breadth and scope of an educator’s experience and includes three major areas:
1. Teaching Responsibilities (What I do)
2. Teaching Philosophy and Statement of Competency (Why I do it)
3. Evidence of Effective Teaching (Proof that I do what I say)
A strong portfolio is dynamic–it changes constantly and includes both specific goals and measurable data indicating those goals have been met. More than proof of concept, a dynamic teaching portfolio shows an educator what he or she has accomplished and what he or she still needs to grow. There are several excellent print guides as well as examples available. One of the most highly recommended is The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions.
However, several comprehensive guides to the portfolio process that don’t cost a penny come from reputable educational institutions like Rutgers. Two of my favorites are A Guide to the Teaching Portfolio by the University of New Hampshire and the very comprehensive and useful guide from the Center for Effective Teaching and Learning at the University of Texas at El Paso.
As I begin this process, I have many great examples to draw from, but find the approach to the standard portfolio to be a bit stale. I am working on ways to make it more dynamic and interactive, drawing from my design skills to further enhance how usable this is as a tool for me and for others. I’ve added a few preliminary elements to the portfolio section, the most recent of which is my teaching philosophy. I’ve truncated this down from two pages to one, but would definitely like to add specific goals to the end. This draft focuses on my self-definition as a “super-teacher.” I began using this term several years ago when I saw a stark difference between those who teach because they cannot do something in their field and those who teach because teaching IS their field. Those are the super-teachers, at least the ones who call teaching their bliss and work towards the betterment of education for all. Check it out in the new teaching portfolio section under “About Me.”
Are you a teacher? What’s your philosophy on teaching? What do you draw inspiration from?