41. Preparing To Teach With Technology Further, a number of our student teachers are developing electronic portfolios to present samples of their teaching. These experiences http://www.glef.org/php/article.php?id=Art_813&key=039

42. APS Observer Teaching Tips The Course Portfolio In P. Hutchings, (Ed.). The course portfolio How faculty can examine their teaching to advance practice and student learning. (pp http://www.psychologicalscience.org/observer/0401/tips.html

43. Writing Portfolios: What Teachers Learn From Student Self-Assessment this paper, I will discuss the ways student selfassessment has informed my own teaching in the method I have used, a writing portfolio organized by http://www.evergreen.edu/washcenter/resources/acl/e2.html

Writing Portfolios: What Teachers Learn from Student Self-Assessment Kim Johnson-Bogart Examples from students' self-reflective essays, created to organize and explain their selections for end-of-term writing portfolios, reveal how much students learn from such reflection. Careful attention to students' reflections invites instructors to change their approach so that it encourages the process of learning that students describe. Rationale In asking students to create portfolios organized by reflective essays, I hoped to gain the opportunity to see inside their thinking, to learn how they think about writing and learning, how they see themselves as participants in the writing/thinking process in general and in a disciplinary discourse in particular, and how these perceptions develop or change over the course of the quarter. These meta-issues ground and inform what students write, but they often remain invisible because they are not consciously addressed by students in their writing. By asking students to make their understandings conscious and explicit, I hoped to gain insights into the way students learn in interaction with my pedagogy, and to make those insights available to both them and me as learners. Method On the first day of the course, as I talk through the syllabus, I introduce students to the portfolio project which will synthesize the course. I explain that we will talk about the portfolio shortly after mid-quarter. I tell them that focusing on the writing tasks at hand will more than adequately prepare them for this project, and that it is crucial that they save everything they write in a folder. Although it is important for students to know about the portfolio project from the outset, I defer discussing the portfolio any further at this time because I do not want the portfolio to become an end product towards which students are self-consciously aiming their efforts for a grade. Instead, I want the portfolio to grow out of their attention to writing and its relation to learning.

44. Teachingportfolio Developing a teaching portfolio will help a graduate student entering the academic job market and in future years is likely to be helpful as a career progresses http://www.artsci.wustl.edu/~teachcen/WUTC/TA/teach_port.html

The Teaching Portfolio Click here for a pdf version of this handout. What is a Teaching Portfolio? The Teaching Portfolio is an organized collection of materials that reflects why you teach, how you teach, and what you teach. It illustrates and documents your approach to teaching, and it can be a record of your growth as a teacher. Why put together a Teaching Portfolio? Both the term "Teaching Portfolio" and the collection of materials encompassed by the term are becoming increasingly common in higher education. Having a teaching portfolio is an expected part of some academic job applications and a portfolio is likely to become more widely expected. Developing a teaching portfolio will help a graduate student entering the academic job market and in future years is likely to be helpful as a career progresses. What goes into a Portfolio? Ultimately the contents are a personal choice and may be determined by the intended purpose of the portfolio and the career stage of the teacher (or prospective teacher) preparing it. Is it prospective or retrospective? Is it the portfolio of a person seeking a first job, or seeking a next job? Despite this variety it is still possible to offer some general guidelines. The Director of the Teaching Center is available to answer questions, provide guidance, and review materials. Guidelines 1. There are four (4) concepts to be discussed, or shown, in a Teaching Portfolio.

45. The Teaching Portfolio understanding student learning to improving laboratory teaching. Chapter 9, authored by Seldin, Annis, Zubizarreta is titled, Using the teaching portfolio to http://socsci.uwosh.edu/Teaching/portfolio.htm

Return to Teaching Main Page Return to Workshops Page January 2000 The Teaching PortfolioDeveloping One's Teaching Expertise University of Wisconsin Oshkosh Pre-Conference Workshop Annual National Institute on the Teaching of Psychology I. Brief Introductions and Overview II. Nature and Structure of a Teaching Portfolio III. Participant Writing and Discussion. o Teaching philosophy, (b) strategies, (c) goals and (d) the rewards of teaching. They will consider what it is they do well as a teacher and with what, perhaps after many years, they still struggle. Where has their teaching become better and where is there room for improvement? o The personal characteristics which enhance and contribute to their good teaching, and those which detract from their classroom goals. o Expertise in their various subject matters, and their depth and breath as a teacher. o Use of instructional materials (e.g., syllabi, assignment descriptions), exams, writing assignments and feedback, technology and innovations in teaching. o Teaching across the curriculum (e.g., writing, ethics, science, critical thinking).

46. Teaching Portfolio The idea of a teaching portfolio grows out of the concept that It includes both work samples of one s teaching (class handouts, student evaluations, etc 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.

47. Joseph A. Braun, Jr., Teaching Portfolio Narrative a means to foster more student to student interaction about I have a print version of 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

48. OISD | Teaching Assistant Support | Handbook For Graduate TAs Evaluating student Performance Measurement and Judgement Final Examinations Assigning Fianl Grades OISD GTA Support Departmental Support teaching portfolio. http://www.isd.uga.edu/teaching_assistant/ta-handbook.html

Site Map: ABOUT OISD Mission History Office Location Staff Directory CLASSROOM SUPPORT Classroom Technology Support Classroom Technology Consultation Classroom Technology Descriptions Instructional Media and Equipment Loan Classroom Technology FAQ New Faculty Junior Faculty Senior Faculty Emeriti Scholars Program All Faculty Governor's Teaching Fellows Mentoring at UGA Publications GRANT PROGRAMS Learning Technologies Grants Sara Moss Fellowships MEDIA CATALOG Portfolio Requests OISD Cable TV Funding TEACHING ASSISTANT SUPPORT TA Policies TA Orientation GRSC TSE/SPEAK Test Teaching Resources TA Handbook Teaching Portfolio Teaching Awards TA Mentor Program GRSC Assistantships TEACHING RESOURCES Academic Honesty Assessment Difficult Classroom Issues Discussion Strategies Large Class Issues Learning Styles Motivating Students Multiple Intelligences New Teachers in the Classroom Plagiarism Teaching with Technology

49. FIPSE Grant Database Each student completes a teaching portfolio that describes in detail the student s philosophy as well as accomplishments related to teaching. http://www.fipse.aed.org/grantshow.cfm?grantNumber=P116B951522

50. Teaching Portfolio - Paul L. Schumann the next section of this portfolio, I examine my teaching responsibilities, including an examination of the courses I teach and the kinds of students who take http://krypton.mankato.msus.edu/~schumann/www/research/tportf2.html

Teaching Portfolio Paul L. Schumann, Ph.D. Professor Department of Management College of Business Mankato State University Purpose My personal goal is to be an outstanding teacher. The purpose of this teaching portfolio is help me achieve my goal. In particular, this teaching portfolio is meant to examine the following issues: Am I in fact teaching the content I intend to teach? Is this the appropriate content to meet the needs of my students? Am I using the most effective methods to teach the content? In the next section of this Portfolio, I examine my teaching responsibilities, including an examination of the courses I teach and the kinds of students who take my courses. In the third section, I discuss my teaching philosophy, including a discussion of what I do in my classes and why I teach the way that I do. In the fourth section, I examine my teaching effectiveness, including an examination of the methods I use to assess my teaching. Finally, in the fifth section, I describe my instructional improvement efforts. Teaching Responsibilities I am a Professor in the Management Department of the College of Business at Mankato State University, in Mankato, Minnesota. At MSU, I have taught the following courses in recent years:

51. CUTL Teaching Portfolio teaching methods are used, why student learning is in a particular way, and directions and plans for teaching. the interpretation of the rest of the portfolio. http://www.education.mcgill.ca/cutl/portfolio.html

Workshop on Developing your Teaching Portfolio-PowerPoint Presentation This presentation was tailored specifically to graduate students. 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 ; 2003 edition Teaching Portfolio Guidelines located in Appendix A (see page 21). For additional pertinent information see Chapter 1, Section 4 ; 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).

52. Secondary Or K-12 Education Major With Baccalaureate Degree: Checklist Begin to save all materials, as you will be making a student teaching portfolio as part of your admission process to student teaching. http://www.thecoo.edu/academic/education/EDU_checklist_K12.html

University of Sioux Falls 1101 W. 22nd St. Sioux Falls, SD 57105 Checklist for the Secondary or K-12 Education Major who has a Baccalaureate Degree 1. Consult with the Admissions Department and the Education Dept. Chair for a transcript analysis. 2. If you are unsure of your decision to become a teacher, it is recommended that you register for paraprofessional for interim as soon as possible. Deadline for registering for paraprofessional is November 10. Begin to save all materials, as you will be making a student teaching portfolio as part of your admission process to student teaching. 3. Complete the coursework in Edu. 201 and Edu. 202. These (or the equivalent from another college) are required before you can apply to the teacher education program. 4. After the above coursework is completed fill out an application to the teacher education program. This should be done as soon as possible. Get application blanks in the Education Office. You must have a 2.6 GPA overall to enter the Teacher Education Program, and a 2.6 in your major.

53. DOCUMENTING YOUR TEACHING: MAKING A TEACHING PORTFOLIO Graduate students who teach at Tulane often have in mind the and the other qualifications included in the curriculum vitae, teaching portfolios can provide http://www.tulane.edu/~tep/teach/portfolio.html

Documenting Your Teaching: Making A Teaching Portfolio Just as important, a teacher can use the portfolio as a kind of professional journal for documenting and reflecting on the techniques and assignments she or he develops from semester to semester. Used in this way, a portfolio becomes a powerful memory aid that enhances the ability to assess and innovate upon the teaching experience. One appealing aspect of the portfolio is its individual character; no two portfolios are identical, as each attests to the philosophies and style of its creator. Thus, none of the items listed below are absolutely necessary; you can pick and choose from the guidelines offered here, and concentrate on building a portfolio that emphasizes your special strengths as a teacher. What follows is a list of the types of materials that you might want to begin compiling for use in your portfolio, and a few articles for further reading. A portfolio can include: A statement of your teaching philosophy: typically, a brief paragraph that explains your beliefs about teaching, your most important goals as a teacher, and the specific teaching principles that you try to put into practice Syllabi of courses you have taught Syllabi of courses you would like to teach Written assignments you have created Reflective written statements to accompany assignments, noting how they actually went in practice and ideas you have for improving them in the future

54. The Teaching Portfolios Site of teaching and learning into her philosophy. Stephen Levy, former Graduate student in Computer Science, explains his inclusion of patents in his portfolio. http://www.usask.ca/tlc/teaching_portfolios/parts_of_portfolios.html

@import url(../style_portfolios.css); /* style sheet for near-compliant (non-NN4.7) browsers */ Teaching Portfolios at the University of Saskatchewan The Parts of a Portfolio Your teaching responsibilities Statement of teaching philosophy Sample philosophy of teaching statements Evidence of your accomplishments Your Teaching Responsibilities Your portfolio should include a statement describing the teaching for which you have been responsible in the past. Here are two samples of such descriptions: Linda Ferguson, Nursing Vicki Adams, Veterinary Medicine See also: Teaching Responsibilities Worksheet [PDF file] Boyer's Paradigm of Four Scholarships [PDF file] top Statement of Teaching Philosophy The "Reflective Statement of Teaching Philosophy" is an important element of the portfolio. Many teachers, however, find it difficult to write that statement. It is not easy for them to reflect on and articulate what they do in the classroom and why they do it. Don't let the term "philosophy" mislead you. This very concrete section provides the foundation for your approach to teaching and the opportunity for you to introduce the evidence you have compiled. Be clear, concise and convincing. Structure your statement to demonstrate that you reflect on what you do and learn from it. Consider using headings as visible signs of organization. Remember that the teaching portfolio is a scholarly project. As James Lang and Kenneth Bain have said:

55. Center For Teaching And Learning It is a good idea to break down the portfolio into several course content, presentation, changes and improvements in your teaching, student assessments of your http://www.ctl.sas.upenn.edu/strat/winick.html

Preparing a Teaching Portfolio by Stephen Winick from the SAS Center for Teaching and Learning at the University of Pennsylvania 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.

56. Learning To Teach With "Guide To Field Experiences And Portfolio Development", I Learning to teach with Guide to Field Experiences and portfolio Development , Interactive student CDROM, and PowerWeb/OLC Card. http://www.edu-books.com/Learning_to_Teach_with_Guide_to_Field_Experiences_and_P

Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card by Authors: Richard I. Arends , Richard Arends Released: 15 May, 2003 ISBN: 0072878509 Paperback Sales Rank: List price: Our price: Book > Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card > Customer Reviews: Learning to Teach with "Guide to Field Experiences and Portfolio Development", Interactive Student CD-ROM, and PowerWeb/OLC Card > Related Products Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, Seventh Edition Learning to Teach Test Better, Teach Better: The Instructional Role of Assessment So Each May Learn: Integrating Learning Styles and Multiple Intelligences ... edu books

57. Learning To Teach, With Free "Manual For Planning, Observation, And Portfolio" A Learning to teach, with Free Manual for Planning, Observation, and portfolio and Free Interactive student CDROM. Learning to teach http://www.edu-books.com/Learning_to_Teach_with_Free_Manual_for_Planning_Observa

Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM by Authors: Richard I. Arends Released: 18 May, 2001 ISBN: 0072508353 Paperback Sales Rank: List price: Our price: Book > Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM > Customer Reviews: Learning to Teach, with Free "Manual for Planning, Observation, and Portfolio" and Free Interactive Student CD-ROM > Related Products Using Literature With Young Children National Educational Technology Standards for Students: Connecting Curriculum and Technology Early Childhood Education: A Constructivist Perspective The Differentiated Classroom: Responding to the Needs of All Learners ... edu books

58. Teaching Portfolio teaching portfolio. My experience includes teaching and assisting with different courses in firstyear writing, ESL Required writing course for ESL students. http://www.rpi.edu/~sunht/teach/

Experiences Teaching Research Webfolio Toolkits My Garden Portoflio Philosophy Teaching Portfolio My experience includes teaching and assisting with different courses in first-year writing, ESL writing, technical writing, Web design and development, and computer-mediated communication. One third of them were taught in networked computer labs, and one was a distance course. Classes Taught Introduction to Technical Communication A Course in Reading and Writing Writing from Sources Introduction to College Composition and Communication Classes Assisted Communication and Information Technology Advanced Content Development for WWW Summer Workshops Computer Graphics in Advertising Computer Programming in HTML Classes Taught (originally titled as Expository Writing) Fall 2000, Spring 2001, Spring 2002 Rensselaer Polytechnic Institute Required writing course for ESL students. Employed theories of contexting and genre to teach students to develop effective written, visual, and oral communication strategies in an American context. Introduced issues of usability and accessibility with a document design project. The last two classes were taught in computer labs. *Course Website: WRIT 1110 Introduction to Technical Communication Fall 1999, Winter 2000, Spring 2000

59. Searle Center For Teaching Excellence Discover how to tailor your portfolio for different educational we can sometimes forget that teaching is not is a practice aimed at helping students to learn. http://teach.northwestern.edu/prog_students_GSWS.html

Scholars Program Workshop Series Certificate Program 2002-2003 GRADUATE STUDENT WORKSHOP SERIES 2002-2003 WORKSHOP DESCRIPTIONS REGISTRATION INFORMATION The Searle Center Graduate Student Workshop Series for the development of excellence in learning and teaching is designed specifically for graduate students at Northwestern University. These are highly interactive workshop programs integrating the latest research and theory on student learning with the practices of the best teachers. Please click on the workshop title for a description. FALL 2003: WINTER 2004: SPRING 2004: Marketing Your Teaching: Building a Distinctive Portfolio October 15, 2003 Interactive Discussions: ... December 3, 2003 Each workshop described below will be held on Wednesdays or Thursdays from 3-5:45 PM, Evanston Campus, Location TBA. Registration is required since space is limited. 2003-2004 WORKSHOP DESCRIPTIONS Marketing Your Teaching: Building a Distinctive Portfolio Wednesday, October 15th, 2003 It’s never too early to start preparing for the job market. Teaching portfolios are often a required part of job applications. Learn how to create an effective teaching philosophy. Discover what you need to begin putting your portfolio together, and the long-term benefits of doing so. In this workshop, participants will: Explore the short- and long-term purposes of developing a teaching portfolio Critically evaluate the elements of a teaching philosophy Identify the key components and structure of a teaching portfolio

60. Carl Burch: Teaching Portfolio teaching portfolio. Contents Spring 1996 15211 A, B (CMU) Led recitation, helped students, graded papers. student evaluations. I http://ozark.hendrix.edu/~burch/csbsju/cs/

Teaching portfolio Contents: Courses (with Web page links) Student evaluations Educational software Assignments Written material Courses Links are to Web pages built for the various courses. Spring 2004: CSci 210 Layers of architecture, languages, and applications Core 101 First-Year Symposium Fall 2003: CSci 150 Introduction to the science of computing Core 100 First-Year Symposium Spring 2003: CSci 210 Layers of architecture, languages, and applications CSci 340 Programming languages Fall 2002: CSci 150 Introduction to the science of computing CSci 210 Layers of architecture, languages, and applications Summer 2002: Computer science core (PGSS) Machine learning elective (PGSS) Computer science team projects - Un-Mouse, fingerprint authentication (PGSS) Spring 2002: CSci 160 Problem Solving, Programming, and Computers Fall 2001: CSci 160 Problem Solving, Programming, and Computers CSci 350 Operating systems Summer 2001: Computer science core (PGSS) Machine learning elective (PGSS) Spring 2001: CSci 150 Introduction to the science of computing CSci 340 Programming languages CSci 341 Compiler theory January 2001: CSci 276 Artificial intelligence Fall 2000: CSci 150 Introduction to the science of computing Summer 2000: Computer science core (PGSS) Summer 1999: Computer science core (PGSS) Spring 1999: 15-251 Great theoretical ideas (CMU) Led recitation, helped management, graded papers

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