Teaching Portfolio

teaching portfolio serves as an introduction to your teaching materials and the thinking behind them. At the minimum, it typically includes a statement of teaching philosophy and a sample syllabus. It can also include other course documents, reflections on the syllabus and/or course artifacts, and student feedback on your teaching. For our purposes this semester, your teaching portfolio will include a statement of teaching philosophy, our Clare 110 syllabus (with revisions to readings and assignments as you see fit) and other documents you have created for the course, potentially a new course that you have designed (this isn’t a requirement, but I’m happy to help you think through this if you want to work on it), a syllabus overview/reflection, and a sample artifact overview/reflection. These various components are described below.

Statement of Teaching Philosophy

This handout offers a helpful overview of the teaching philosophy, and you should think of it as the instructions for this part of the assignment. For our purposes, your teaching philosophy should be 1-2 single-spaced pages.

Syllabus Overview/Reflection

This document would appear before a given syllabus in your teaching portfolio, and it should frame our understanding of the syllabus as we look over it. Your overview/reflection should address the following sorts of questions and prompts: how does this syllabus speak to your larger teaching philosophy, particularly in terms of course goals, assignments, and daily activities? What are some of the main activities you work to incorporate into the class? What is the thinking behind the assignments? What aspects of the syllabus have been most effective in terms of student learning and engagement? It would help to explain the thinking behind the syllabus more generally and also to point to specific examples that provide evidence for your thinking. It could help to note how you might change the syllabus in the future as well. Rather than framing this in terms of limitations, it would help to foreground future directions that your pedagogy is heading. This document should be .5-1 single-spaced page.

Artifact Overview/Reflection

Much like the syllabus overview/reflection, this document would appear before a given artifact from the course that you want to highlight (a specific assignment, a specific activity, a handout, etc.) and that frames our understanding of the artifact as we look over it. Your overview/reflection should address the following sorts of questions and prompts: how does this artifact help you work toward the goals of the course? How does it speak to your larger teaching philosophy? What is the thinking behind the artifact? How have you implemented the artifact? How did students respond to and engage with it? How was it effective in working toward specific goals? You might also suggest possibilities for further applications or possibilities with this artifact. This document should be .5-1 single-spaced page.

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