Recommended Teaching Portfolio Contents

Recommended Teaching Portfolio Contents

Below is a list of elements that might be included or summarized in your teaching portfolio. Items marked with a * should be part of most portfolios. Particularly lengthy items should be placed in an accompanying appendix and described only briefly in the main document. Including a table of contents helps organize content.

Roles, Responsibilities, and Goals

  • A statement describing your teaching roles and responsibilities*
  • A teaching philosophy statements (a 2–4 page narrative that outlines your teaching goals and strategies, summarizes your teaching experience, and describes efforts you have made to further your craft as a teacher)*
  • A list of courses taught, with enrollments and comments regarding whether the course is new, team-taught, etc.*
  • Number of graduate and undergraduate advisees*

Representative Course Materials

  • Syllabi*
  • Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning*
  • Reading lists
  • Assignments
  • Exams and quizzes (graded and ungraded)
  • Handouts, problem sets, lecture outlines
  • Descriptions and examples of visual materials used
  • Descriptions of technology used in teaching

Materials Showing the Extent of Student Learning

  • Scores on standardized or other tests, before and after instruction*
  • Students’ lab books or other workbooks*
  • Students’ papers, essays, or creative works*
  • Graded work from the best and poorest students*
  • Examples of your written feedback on student work*

Evaluations of Teaching

  • Summarized student evaluations of teaching, including response rate and relationship to the departmental average*
  • Results of student exit interviews*
  • Comments from a peer observer or a colleague teaching the same course*
  • Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work*
  • Letters from students, preferably unsolicited
  • Letter from division head or chairperson
  • Letter from an external reviewer who has seen other elements of your documentation
  • Statements from alumni
  • Statements from employers

Contributions to Your Institution or Profession

  • Service on teaching committees
  • Development of student apprentice/internship programs
  • Assistance to colleagues on teaching matters
  • Reviews of forthcoming textbooks
  • Publications in teaching journals
  • Work on curriculum revision or development
  • Obtaining funds/equipment for teaching labs, programs
  • Participation in training programs for teaching assistants

Activities to Improve Instruction

  • Participation in seminars or professional meetings about teaching
  • Design of new courses
  • Design of interdisciplinary or collaborative courses or teaching projects
  • Use of new methods of teaching, assessing learning, grading
  • Preparation of a textbook, lab manual, courseware, etc.
  • Description of instructional improvement projects developed or carried out.

Honors or Recognitions

  • Teaching awards from the department, college, or university
  • Teaching awards from your profession
  • Invitations based on teaching reputation to consult, give workshops, write articles, etc.
  • Requests for advice about teaching by committees or other organized groups

Other ideas for entries

(adapted from the University of Minnesota Center for Teaching and Learning)

Teaching Materials Paired with Reflections

  • A syllabus you’ve used; reflection on what your goals were, how well the syllabus worked, and changes you might make.
  • Student evaluations are represented graphically or quantitatively; reflection suggesting how you might use this data to support your improvement.
  • Class material you created; reflection as to why you produced it, how well it worked toward your goals, how you might change it, or why retain it.
  • A journal of your teaching or someone else’s teaching in a particular class; reflection on your own journal, each other’s journals, or a dialogue between the two of you about what you see in these journals.
  • Descriptive information about a specific context in which you worked: courses taught, class sizes and attributes, the institution’s expectations, your expectations; reflection on how your teaching took these things into account and what you think of the results.
  • Information about your wider involvement in teacher development such as other programs in which you’ve participated, teaching materials you’ve developed, involvement in curriculum development; reflection on why you chose to do these particular things, what you got from them, and how you might apply them.

2-3 Page Autobiographical Statements

  • Inquire into, diagnose, make sense of, and actively experiment with the toughest aspects of your teaching experience.
  • Explain how teaching has affected you. How have you responded in different teaching contexts? What has interested and motivated you about teaching? What challenges and rewards have you found or do you anticipate finding in teaching?
  • Describe and assess your learning style-what is your own process, what makes you succeed or fail as a learner?
  • Sketch your competence as a scholar teaching in a particular content area – how do you connect scholarship and teaching?