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The Teaching Portfolio: guidelines and process

CONTEXT:

Following the direction of the UIC Campus report on teaching documentation the LFEC Teaching Documentation Task Force has recommended using multiple approaches to documenting teaching quality. One approach is a student evaluation form, which can be customized for individual instruction sessions. Other approaches include peer evaluation and self-evaluation. A librarian's teaching portfolio integrates self-evaluation, student evaluation and peer evaluation in a reflective way.

Each teaching librarian would develop a personal teaching portfolio to reflect on his or her teaching and to gather assessment information. From the personal portfolio the librarian would select materials to be included in a file (presentation portfolio) needed for documentation or evaluation purposes (e.g. teaching awards, annual reviews, tenure and/or promotion files).

THE TEACHING PORTFOLIO

Definition/purpose:
According to Seldin (1991, 3), a portfolio is "...a factual description of a professor's major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of a professor's teaching performance. It is to teaching what lists of publications, grants and honors are to research and scholarship."

A teaching portfolio is a way to structure self-reflection about one's teaching and curriculum, and it is a way to structure documentation about classes taught, curriculum development, and learning results. Materials are selected from the personal portfolio to submit for evaluation purposes such as annual reviews or promotion and tenure reviews. The portfolio brings together assessment materials from multiple sources and enables the individual to provide a context for the assessment results.

|UIC Library Use of the Teaching Portfolio| Tips on Developing a Portfolio| Bibliography|
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Teaching Documentation Task Force
Last updated: Tuesday, 07-Feb-2006 12:21:49 CST

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