1. Teaching Portfolios student Ratings Forms FAQ Questions Frequently Asked About student Ratings Forms Summary of Research Findings. The teaching portfolio- Article by Hannelore B http://www.teach-nology.com/prodevelopment/teach_portfolios/

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Professional Development Teaching Portfolios Designing a Teaching Portfolio - Getting started guide with bibliography, from Penn State's Center for Excellence in Teaching and Learning. How to Produce a Teaching Portfolio - Extracts from Peter Seldin's book "The Teaching Portfolio". Multimedia Approach to Profiles and Portfolios: INteractive Guidance (MAPPING) - A project to create a package of computer-based, multimedia, interactive resources that will assist staff developers and lecturers in Higher Education who wish to develop an academic (teaching) portfolio. Funded by the Scottish Higher Education Funding Council. Preparing a Teaching Portfolio - Guidebook prepared by the Center for Teaching Effectiveness of the University of Texas at Austin. Seven Principles of Portfolio Development - Follow-up note to a workshop for Teaching Assistants at Temple University, 1997.

2. Teaching Portfolio A "teaching portfolio" is a compilation of information about a Examples Advising for the student Advising and Learning Center to find ways to teach more effectively with available http://www.wsu.edu/provost/teaching.htm

Office of the Provost THE TEACHING PORTFOLIO AT WASHINGTON STATE UNIVERSITY Contents INTRODUCTION GENERAL FORMAT OUTLINE OF A TEACHING PORTFOLIO Goals ... BACKGROUND REFERENCES INTRODUCTION A "teaching portfolio" is a compilation of information about a faculty member's teaching, made by that faculty member, often for use in consideration for tenure or promotion. It is not, in itself, an instrument for teaching evaluation, but a vehicle for presenting information which may include results of evaluations and which may itself contribute to evaluation. It can therefore be selective, emphasizing the positiveto serve as a showcase for the faculty member's achievements in teaching, not necessarily a comprehensive or balanced picture of everything. Purposes for the teaching portfolio include: provision of data for personnel decisions, including tenure and promotion; supplying data for aggregate information that might be communicated to, for example, legislative bodies; support of cases for internal or external awards; and, perhaps most importantly, provision to the faculty member of special and significant opportunities for reflection about his or her teaching. There are other possibilities. The very fact that the teaching portfolio is now in place should serve to underscore the increasing emphasis on the value of teaching at WSU and in higher education nationally. At WSU, this emphasis will be expressed in other ways, circumstances permitting.

3. The Penn State Teacher II Learning to teach; teaching to Learn student Data. Peer Review. Team teaching a CurriculumDon Thompson. Data from Oneself. Creating a teaching portfolio http://www.psu.edu/celt/PST/pst.shtml

4. Portfolios Principles of portfolio Development Follow-up note to a workshop for teaching Assistants at Temple University, 1997. student portfolios- Administrative uses. http://www.teach-nology.com/currenttrends/alternative_assessment/portfolios/

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Current Trends Alternative Assessment Portfolios ... An Introduction to Science Portfolios - Using portfolios as an assessment tool will allow your students to successfully demonstrate their knowledge and understanding of scientific concepts using their own talents and abilities. Authentic Classroom Assessment in Action - 3 "snapshots" of Ms. Rodriguez's fourth-grade class from the beginning, middle, and end of the school year. Following each is a synopsis of how she is using the principles of good authentic assessment. Create Your Own Electronic Portfolio - Using off-the-shelf software. Designing a Teaching Portfolio - Getting Started guide with bibliography, from Penn State's Center for Excellence in Teaching and Learning. Education for the Future - Supports systemic change in schools and districts for increased student learning, assisting schools with systemic reform largely through School Portfolios and Data Analysis.

5. Teaching With The Web teaching with the Web. is a compilation of ideas for using WWW resources as a language teaching tool. It also offers links to sites that have pedagogical information. trip or build a travel portfolio by visiting several cities as well as teaching materials, resources, and links to student projects FL teach foreign language teaching academic list http://polyglot.lss.wisc.edu/lss/lang/teach.html

If you do not have a frames capable browser, you can access this information but it won't look pretty. Teaching with the Web Links

6. Teaching Portfolios The program also sponsors symposia on teaching and learning topics such as Establishing a teaching portfolio and Evaluating student Learning. http://www.uccs.edu/~teach/teaching_portfolio.htm

WWW Teaching Resources Teaching Portfolios: How to Document Your Teaching: Iowa State University Center for Teaching Excellence An overview of the various types of information that might be included in a teaching portfolio, with selected readings on facets of the process of preparing and evaluating portfolios. How to Produce a Teaching Portfolio: Deliberations on Teaching and Learning in Higher Education The Teaching Portfolio: A Practical Guide To Improved Performance and Promotion/Tenure Decisions, Second Edition. Teaching Portfolios by Professors and Graduate Students: University of Virginia Contains links to 12 sample portfolios by professor and graduate students as part of a course entitled "Electronic Teaching Portfolios." The course emphasizes the use of the world wide web, development of an educational policy statement, and collection of evidence of teaching competency. Resources on the Teaching Portfolio: University of Wyoming A list of books, articles, and conference proceedings on teaching portfolios. Topics include campus use of the portfolio, capturing the scholarship in teaching, and successful use of the teaching portfolio. Teaching Portfolios: Illinois State University A bibliography of books, ERIC documents, and journal articles ranging from faculty portfolio analysis to guidelines for portfolio preparation. Highlights include "The Teaching Portfolio: A Tool for Department Chairpersons to Create a Climate of Teaching Excellence" and "Guide for Nontenured Faculty Members: Annual Evaluations, Promotion and Tenure."

7. Student Teaching Portfolio CSUMB. student teaching Stage I. student teaching Stage II. student teaching Lesson Plans. student teaching portfolio General Policies http://teach.monterey.edu/TeacherCred/Portfolio.html

Program Information Checklist Coursework at a Glance Introduction ... Teacher Internship Program Sudent Teaching and the Portfolio Rationale Portfolios give teacher candidates an opportunity to present their individuality and achievement in visual form. Portfolios are useful in measuring growth over time, attainment of course concepts, understanding and application of methods and procedures and development of both communication and problem-solving skills. They are used to convince the students advisor and exit screening committee that the candidate is ready to enter the teaching profession and a potential employer that the candidate is qualified for a specific job. Portfolios are also used to document growth for new teachers participating in the program. The candidate may select pieces from various courses and their classroom experience that are evidence of this growth. Contents of the portfolio may be arranged in any suitable order, providing that they address the Teacher education Learning Outcomes. Your student teaching experience is a particularly rich source of material for your portfolio. See the Student Guide for more the guidelines regarding the organization and presentation of your portfolio. The Teaching Portfolio is based on The California Standards for the Teaching Profession ,

8. Scott Price's Student Teaching Portfolio Scott Price's student teaching portfolio. Employment Path At the beginning of the semester, all of the student teachers were asked to create "microteach" ten minute lesson plans http://www.grendel.org/hunter/portfolio/empdex.html

If your browser can't do frames, get yourself to a better browser. This portfolio is all but impossible to view without frames.

9. Peer Evaluation Of Teaching teaching portfolio (teaching/ learning philosophy, evidence of achievements and resources used in teaching and learning print resources and student evaluations http://www.flinders.edu.au/teach/evaluate/peer.htm

Teaching for Learning Home Evaluation Evaluation of Teaching at Flinders What can be evaluated? ... Developing a Teaching Portfolio Search the TEACHING FOR LEARNING site Contact: teach@flinders.edu.au Peer Review of Teaching The policy on evaluation of teaching outlines staff obligations regarding student and peer evaluation of teaching. Some questions about teaching are better asked of students and others are better asked of peers. Student evaluations are guided by standard documents processed through the University of Adelaide. Peers, however, are a vital source of information about the quality of planning and preparation for teaching. This web page addresses the following issues: What constitutes Peer Review of Teaching? What can peers evaluate? How should peer review be conducted? Peer Review Issues ... Suggested Procedures for Conducting Peer Review For a guideline for conducting a Formal One-On-One Peer Review, you might consider downloading the MS Word version of the Teaching Review Guide . This is a draft document, currently under revision.

10. STUDENT TEACHING PORTFOLIO student teaching portfolio. OVERVIEW. student teachers will maintain a portfolio similar to that which is kept by and every lesson that they teach.Each plan must include a minimum http://mars.unionky.edu/vlsheets/STUDENT TEACHING PORTFOLIO.htm

STUDENT TEACHING PORTFOLIO OVERVIEW Student teachers will maintain a portfolio similar to that which is kept by first year teachers in Kentucky as part of the Kentucky Teacher Internship Program (KTIP). This portfolio provides a way for you and your College-based supervisor, representing the Union College Teacher Education Program, to document and assess your student teaching experience. The portfolio allows student teachers to document and explain on paper: (a) their actions (e.g. lesson objectives, lesson procedures, and measures planned and implemented to assess student learning, (b) the impact of their actions on student learning (e.g., reflection on instruction and analysis of student learning), (c) suggestions for refinement of the lesson in subsequent lessons to reinforce and extend student understanding, and (d) their strengths and plans for continued professional growth The portfolio also provides a way to discuss collaborative and professional development activities related to Standards VI and VII. The portfolio will be evaluated by the College-based supervisor using the appropriate sections of the KTIP Observation Form (a.k.a. Intern Performance Record).

11. Student Teaching Portfolio Learning Outcomes. Your student teaching experience is a particularly rich source of material for your portfolio. See the student http://teach.csumb.edu/TeacherCred/Portfolio.html

Program Information Checklist Coursework at a Glance Introduction ... Teacher Internship Program Sudent Teaching and the Portfolio Rationale Portfolios give teacher candidates an opportunity to present their individuality and achievement in visual form. Portfolios are useful in measuring growth over time, attainment of course concepts, understanding and application of methods and procedures and development of both communication and problem-solving skills. They are used to convince the students advisor and exit screening committee that the candidate is ready to enter the teaching profession and a potential employer that the candidate is qualified for a specific job. Portfolios are also used to document growth for new teachers participating in the program. The candidate may select pieces from various courses and their classroom experience that are evidence of this growth. Contents of the portfolio may be arranged in any suitable order, providing that they address the Teacher education Learning Outcomes. Your student teaching experience is a particularly rich source of material for your portfolio. See the Student Guide for more the guidelines regarding the organization and presentation of your portfolio. The Teaching Portfolio is based on The California Standards for the Teaching Profession ,

12. Untitled Document By beginning a teaching portfolio as a graduate student, an individual gains in two very important professional areas. First, it http://www.clt.cornell.edu/campus/teach/grad/gtdw/portfolio.html

TEACHING ASSISTANT SERVICES 420 CCC, Garden Avenue Extension cornell-clt@cornell.edu CLT HOME PAGE GRADUATE TA DEVELOPMENT PROGRAM Graduate Teaching Development Workshops ... BIBLIOGRAPHY The Center for Learning and Teaching 420 CCC, Garden Ave. Ext. Ithaca, NY 14853 cornell-clt@cornell.edu Cornell Universit y GRADUATE TEACHING SUPPORT ... FACULTY TEACHING SUPPORT The Teaching Portfolio: A Tool for Seeking Employment and the Improvement of Practice The idea of a Teaching Portfolio grows out of the conception that teaching is an integral part of academic scholarship, which also includes research, public and professional service. A Teaching Portfolio includes both work samples of one's teaching (teaching plans, videotapes, evaluations, etc.) and reflective commentary on those samples which help explicate their meaning within a specific context. By beginning a teaching portfolio as a graduate student, an individual gains in two very important professional areas. First, it is a very effective and comprehensive way for an individual to document what is unique about one's approach to teaching which can be used during performance evaluations and job hunting. Second, the process of building a portfolio encourages the improvement of practice because it fosters the idea that teaching is scholarly work which requires data collection and reflective analysis and synthesis of that data. The process of building a portfolio can in itself improve one's teaching.

13. Teach! Primers Archive use of these resources, we can facilitate deeper student learning and is designed to help the Benildean academician develop a teaching portfolio to complement http://www.csb.dlsu.edu.ph/administration/offices/clcir/hub/sidebar/primers.htm

Teach! Primers These are pamphlets intended to provide easily readable materials on various teaching-related topics. An issue is released each month in print and through email (in PDF) . Vol. 1 No. 7: Rubrics This issue of Teach! deals with rubrics, scoring guides used to evaluate student performance based on a range of criteria and gradations of quality of work or output, rather than just a single numerical score. It offers examples of and testimonies on the effectiveness of rubrics, as well as tips on how to develop your own rubrics. Vol. 1 No. 6: Conducting Classroom Experiments "There are in fact two things, science and opinion; the former begets knowledge, the latter ignorance." - Hippocrates (460 BC - 377 BC) In this issue of Teach!, you are provided a brief discussion of the basics of experimental research and descriptions of the more popular research designs. Vol. 1 No. 5: Learning Styles "If students cannot learn the way we teach them, then we must teach them the way they learn." - Dr. Rita Dunn and Dr. Ken Dunn

14. The Scientist - Teaching To Teach graduate school. Each student, she says, comes away with a teaching portfolio, the capstone of the program. It includes students http://www.the-scientist.com/yr1998/oct/prof_981026.html

The Scientist 12[21]:12, Oct. 26, 1998 Profession Teaching to Teach By Harvey Black Research universities are stepping up their efforts to prepare future faculty Learning to teach is becoming part of the graduate school curriculum at a number of major research universities. Teaching's importance has often gotten a good deal of lip service at such institutions, but now graduate students can formally get instruction in teaching from mentors, attend seminars on pedagogy, and teach at small colleges that have partner relationships with research- oriented universities. Some of these programs are very much home-grown, driven by the efforts of dedicated faculty. For instance, three University of Wisconsin faculty members in life sciences Robert Goodman and Jo Handelsman , both professors of plant pathology, and Alan Attie , professor of biochemistrybegan the Wisconsin Teaching Scholars in the Life Sciences Program two years ago. Another such program, at North Carolina State University, grew out of the efforts of Karen Johnston , professor of physics.

15. TEACHING.html Examples of student improvement. Keep in mind that the above are suggestions of possible inclusions in your teaching portfolio. http://www.irn.pdx.edu/~hakanson/teach.htm

TEACHING PORTFOLIO A teaching portfolio is a 6 to 8 page document that summarizes your work as a teacher. It includes documents and materials which show the scope and quality of a professor's teaching performance. It is to teaching what lists of publications, grants, and honors are to research and scholarship. A typical table of contents for a portfolio prepared for evaluation purposes (promotion and tenure) might include the following: 1. Teaching Responsibilities 2. Statement of Teaching Philosophy 3. Teaching Methods, Strategies, Objectives 4. Student Ratings on Departmental Evaluation Forms 5. Colleague Evaluations From Those Who Have Observed Classroom Teaching or Reviewed Teaching Materials 6. Statement by the Department Chair Assessing the Professor's Teaching Contribution 7. Detailed, Representative Course Syllabi 8. Products of Teaching (Evidence of Student Learning) 9. Classroom Assessment TechniquesAssessment Tools Used to Evaluate Course Objectives 10. Teaching Awards and Recognition

16. Instructions For Applying To Student Teach Spring 2003 following · student teaching Application (with all signatures). · Unofficial current transcript. · Phase 2 portfolio Review Report. http://www.und.edu/dept/steach/instructions.htm

Instructions for Applying to Student Teach Spring 2003 Application Deadline:  Friday, September 27, 2002 A Seven-Step Process Step 1: Pick up a Student Teaching Handbook in the Field Placement Office in the Education   building, Room 105.  See student teaching guidelines and policies (pages 7-22). Step 2: Pick up an unofficial current transcript from the Registrar’s Office (Twamley, 2 nd floor). Step 3:   Complete your Student Teaching Application and Autobiography by following the                directions on-line:  www.und.nodak.edu/dept/steach   (or www.und.edu/dept/ehd/depts.htm Save your Autobiography on disk to make it easier to edit.  List all relevant course titles in each applicable category (do not include course numbers or grades).          Write complete, descriptive paragraphs with a professional appearance.  The autobiography is          Double check to make sure the font is 12 pt Times New Roman or Helvetica and that the printed copy is clear. Step 4: Schedule an appointment with an EHD advisor  (777-3183 or 777-4097)  in the Education Building, Room 105

17. Untitled Document weaknesses * Cooperated with a peer student teacher in a team teaching environment to complete a unit plan * Created a teaching portfolio that includes case http://www.englishjob.co.kr/fire_esl/content.asp?id=304

18. Licensure Portfolio other information that the student would like to feature about his or her teaching. If you could choose only one piece or section of your portfolio that you http://www.middlebury.edu/depts/teach/Student/portfolio.htm

WebMail BannerWeb People Finder Site Map ... Contact Us Licensure Portfolio In order to be recommended for teacher licensure in Vermont, the student must submit a teacher licensure portfolio. The portfolio must demonstrate ability to plan and teach lessons; to plan, implement and evaluate instruction over time; to use of a variety of assessments for modifying instruction and assessing learning; to plan and implement accommodations for students with special needs; to work as a team member and advocate for students and families; and to analyze and reflect on practice and plan for evolution as an educator. Specifically, the required "entries" for the portfolio are based on Vermont’s Results Oriented Program Approval Process — Revised (ROPA-R), Part IV At the end of the professional semester, the student will present their licensure portfolio for review to the Teacher Education Portfolio Review Committee. The Portfolio Review Committee is comprised of the cooperating teacher, college supervisor, liberal arts mentor and, when possible, the Director of Teacher Education. See below. Professional Semester Portfolio Review Committee Members : Cooperating Teacher, Teacher Education Supervisor, Liberal Arts Mentor, and, when available, the Director of Teacher Education

19. Required Elements The portfolio will include a narrative describing the fellow s philosophy of teaching and future teaching goals quizzes and examinations, and student evaluations http://www.tltc.ttu.edu/teach/required_elements.html

TEACH Program Summary of Program Requirements TEACH fellows will be expected to hold teaching appointments for both the fall and spring semester. If a change in their teaching status occurs, fellows will not receive a stipend for that particular semester. Exceptions will be considered on a case-by-case basis. Fellows who are not teaching will not be videotaped for that semester nor will an SGID (Small Group Instructional Diagnosis with students) be conducted. However, fellows who wish to receive a certificate must complete all other program requirements. Videotaping Two videotaped consultations (based on discussion sections, laboratory sections, or course s the fellow is teaching for a full semester) are required for program completion. The first videotaped consultation should be completed in the fall semester, the second in the spring semester. Public speaking engagements, talks in colloquia, or single lectures given in place of a faculty member may not be used to complete the videotaped consultation requirement. Each videotaped class is subsequently discussed in a confidential session with a consultant.

20. Preparing A Teaching Portfolio such as syllabi, samples of student work, self of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice http://www.utexas.edu/academic/cte/teachfolio.html

Preparing A Teaching Portfolio A Guidebook Prepared by The Center for Teaching Effectiveness Main Building 2200 The University of Texas at Austin What is a Teaching Portfolio? It is a factual description of a professor's teaching accomplishments supported by relevant data and analyzed by the professor to show the thinking process behind the artifacts. Most portfolios are NOT collections of everything that the professor has done in the way of teaching over his or her entire career. Rather they are selected samples that illustrate how that individual's teaching is carried out in the various venues in which teaching occurs. Edgerton, Hutchings and Quinlan (1991) describe portfolios as follows: Portfolios provide documented evidence of teaching that is connected to the specifics and contexts of what is being taught. They go beyond exclusive reliance on student ratings because they include a range of evidence from a variety of sources such as syllabi, samples of student work, self-reflections, reports on classroom research, and faculty development efforts. In the process of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice which is likely to lead to improvement in practice.

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