Guidelines for the Preparation of a Teaching Portfolio

A teaching portfolio documents your achievement as a teacher. For this reason you should in a scholarly way reflect on your teaching practice and your contributions to improving the quality of teaching and learning at the university. As a document submitted for the evaluation of teaching, a teaching portfolio makes a case for the quality of your teaching. Please refer to the criteria for teaching awards.

One way of making a portfolio effective is by viewing it as being similar to a research article—one that makes an argument about the quality of your teaching. This means that claims need to be carefully supported and justified with documented evidence. While the evidence itself, including course materials, student feedback, and peer reviews of teaching, should be compiled in appendices, reference to it should be carefully integrated into the portfolio itself. The portfolio should focus on student learning, should indicate a clear development over time, and should be reflective and scholarly in character. Drawing on relevant education literature in order to help support claims would be an advantage.

Length: no more than 15 pages in Times (Roman) 12 single spaced, excluding the appendices. In the case of nominations for teaching awards, portfolios that exceed this length will not be considered.

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Teaching philosophy:

1-2 pp., in which you state your goals as an academic teacher who is an expert in a particular discipline or disciplines, your rationale for these goals, and how your practice as a teacher helps you achieve these goals. In the teaching philosophy you should articulate your values and beliefs about teaching and learning: the 2-3 key principles on which you base your practice as a teacher. The remaining 13 pp. (maximum) of the portfolio develops these ideas by elaborating on:

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Context:

Your disciplinary background; your training; the challenges you have faced as an academic teacher; steps you have taken to reflect on and improve your teaching (solutions to these challenges with reference to your strategies and goals); your achievement as a teacher, including your contribution to the cause of education above and beyond regular teaching and administration;  and your goals for the next five years.

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Evidence:

Reflection on examples from your teaching practice to support your claims relating to your achievements as a teacher, by means of which you demonstrate how you have developed as an academic teacher (the documented evidence itself is compiled in the appendices); annotating documents used as evidence will be helpful for readers as a means of highlighting points that you want to make in the portfolio.

 

Appendices:

It is possible to provide a wide array of evidence relating to your teaching practice in the appendices. The following is minimally required:

A.

Official student feedback: only for the period under consideration.

B.

Peer review reports for the relevant period. 

C.

Relevant course materials, including sample syllabi, assessments, teaching and learning materials.