Why should you create a teaching portfolio?
Compiling your teaching artifacts (e.g., assessments, assessment instruments, course design documents, syllabi, student assignments and projects, peer observation reports, teaching awards and certificates, professional certifications, etc.) in a central location allows you an opportunity to review and reflect on your accomplishments. It also allows you to see where there may be gaps or areas that need strengthening. Portfolios that are created for this type of self-assessment are also known as working or developmental portfolios.
Your personal teaching portfolio may also be used to submit for review for employment (an addendum to your CV, for instance) or promotion, depending on your department’s requirements. These portfolios are also called presentation, showcase, or evaluative portfolios.
For more information on different types of teaching portfolios see:
Davis, B. G. (2009). Tools for teaching. John Wiley & Sons, pp. 481-488. Available in the Teaching Resources Lending Library.
How do you create a teaching portfolio?
While there are no standard conventions in what should be included in a teaching portfolio, here are some suggested steps to get you started:
- Clarify your teaching responsibilities.
- Reflect on your teaching goals, philosophy and style. Consider using the Teaching Perspectives Inventory to help guide your thinking.
- Organize your portfolio to support your purpose. Different types of portfolios (e.g. developmental vs. evaluative) may have different requirements.
- Write a teaching philosophy statement. Consider using the online teaching philosophy guide from University of Minnesota.
- Select your best examples of work, connecting it to your statement of philosophy.
- Share and review your draft portfolio with a colleague or instructional designer.
