Teaching Portfolio

This paper presents the place of teaching portfolios in the teacher appraisal system of the National University of Singapore (NUS). It proposes a framework for constructing teaching portfolios as an important part of teacher appraisal in NUS, as a supplement to components such as student feedback and peer review. It is suggested that for a summative purpose, a teaching portfolio attempts to provide the strengths of a teacher in the following three aspects:

1997

An overview of teaching portfolios is presented so that principals and other school administrators can make informed choices about their use. In its most basic form, a teaching portfolio is a collection of information about a teacher's practice. It becomes a structured documentary history when it is supported by reflective writing, deliberation, and serious conversation. The contents of teaching portfolios can be as varied as the people who construct them. To ensure that they can be evaluated fairly, there should be clear content standards, and a focus on a few key areas of teaching, rather than the entire curriculum. Requirements for a teaching portfolio should be spelled out clearly so that teachers know the portfolio's objectives. Some examples of teaching portfolios are presented. Their design and use emphasizes the necessity of the following steps in portfolio implementation: (1) define the expectations for teacher performance; (2) clarify the purposes for the portfolio; (3) identify the products for the portfolio; (4) develop the guidelines for portfolio construction; and (5) establish the procedures for portfolio evaluation.

1996

A discussion of the use of portfolios for teacher evaluation reviews common uses of portfolios in higher education and offers suggestions for portfolio construction. It is noted that portfolios are frequently used for evaluation of both learner and teacher performance, as a means of documenting an individual's capabilities and skills. Some applications include: student and professional use of collections of work in the fine arts; student use to document learning in subject areas at all educational levels and in teacher education; as a means of assessment, in lieu of traditional comprehensive examinations, at the end of a master's degree program; for assessment of language majors' accomplishment of specific educational objectives; and as an alternative to conventional supervision of teachers. When used by teachers, portfolios promote reflective thinking on teaching practice. Despite initial skepticism, teachers and administrators often find them useful. Use of mentors is strongly recommended to guide teachers in portfolio construction. Other desirable factors include administrative support, collaboration among teachers experienced with portfolios, teacher workshops in their use, communication, availability of a variety of examples of portfolio types, implementation without pressure, and clearly defined guidelines. Six steps in portfolio construction and use are outlined. (MSE)

1991

This literature review And annotated bibliography addresses teaching portfolios, utilized by teachers to improve and demonstrate their knowledge and skills in teaching. The document, organized into three sections, discusses several key issues related to teaching portfolios. The first section on issues in portfolio design and implementation includes: what is a teaching portfolio (or teaching dossier, as it is referred to in some of the higher education literature)?

Nurse Education Today, 1993

The experience gained on teaching practice placement forms an important and integral part of nurse teacher preparation courses. The importance of assessing student teacher performance in such practice settings is readily acknowledged (English National Board (ENB) 1988) and successful student teacher performance during teaching practice experience is considered a prerequisite to granting a licence to practice as a nurse teacher. This article discusses the development and subsequent evaluation of an assessment strategy, incorporating the development of a portfolio, employed on a 2 year degree programme concerned with the preparation of nurse teachers.

Innovative Higher …, 1995

Nurse Education Today, 1993

The experience gained on teaching practice placement forms an important and integral part of nurse teacher preparation courses. The importance of assessing student teacher performance in such practice settings is readily acknowledged (English National Board (ENB) 1988) and successful student teacher performance during teaching practice experience is considered a pre-requisite to granting a licence to practice as a nurse teacher. This article discusses the development and subsequent evaluation of an assessment strategy, incorporating the development of a portfolio, employed on a 2 year degree programme concerned with the preparation of nurse teachers.

2020

Sample Teaching Portfolio Prepared for The Derek Bok Center for Teaching and Learning, Harvard University 3 February 2020

1993

governing boards. Facing an unrelenting budgetary squeeze, they are taking fresh, almost inquisitorial interest, in knowing how faculty members spend their time and about their effectiveness as teachers. In short, the movement to improve and reward teaching and to take it seriously has become a groundswell across the nation. It has enlisted state legislatures, boards of trustees, financial donors, academic administrators, faculty members, parents, and students to press colleges and universities to scrutinize more carefully the classroom performance of each professor. Unfortunately, factual information on teaching performance is at best often skimpy. The typical professor has little solid evidence about what they do in the classroom and how well they do it. True, they probably have student ratings but that's about all, and student ratings alone fall far short of a complete picture of one's classroom performance. They may have a curriculum vitae, but typically that lists publications, honors, research grants, and other scholarly accomplishments and says very little about teaching. Yet in the absence of factual information about teaching, how can it be evaluated? How can it be rewarded? How can it be improved? And how can institutions give the teaching function its proper role and value in the educational process? Is there a way for colleges and universities to respond simultaneously to the movement to take teaching seriously and to the pressures to improve systems of teaching accountability? The answer is yes. A solution can be found by turning to the teaching portfolio. It is an approach increasingly recognized and respected.

1995

This paper provides an overview of a portfolio-based teacher evaluation system at Auburn University (Alabama) designed to promote self-assessment, reflection, and professional growth of preservice teachers. This system was developed and implemented in response to a state mandate that all preservice teachers, prior to recommendation for state certification, pass a comprehensive, exit examination. This portfolio system has been introduced, revised, and expanded gradually over the past two years. Feedback gathered from participants (i.e., interns and university intern supervisors) has helped in the refinement of both the portfolio process and product. A discussion of the phases of development and evolution of the portfolio evaluation system and feedback gathered from participants is provided. As the portfolio system has evolved, so have a number of issues regarding definition and purpose, portfolio components and their selection, evaluation, faculty and administrator support and involvement, and curriculum revision. The college has dealt with many of these issues in developing the portfolio and is still dealing with others as portfolio implemntation and revision continue to raise new questions. An overview of efforts toward these issues is provided. (Contains 36 references.) (Author/SLD)