It should be easy to read and understand and well organized. Don't overload it with documents but stick to highlights and relevant examples of your teaching career. Make sure it is up to date and that the pages are clean and neat. It should be bound in a neat and professional looking binder. Simply having prepared a portfolio and bringing it to the interview sends a positive message. You are demonstrating your commitment, your planning and preparation skills and your organizational ability.
All these are key competencies for a successful teacher. Put it in front of you when you sit down for the interview and make sure it is easily accessible. Be very familiar with your teacher portfolio so that you can access any relevant documents quickly and easily. Don't wait for the interviewer to ask to see your portfolio. Be ready to show examples of your work whenever something in your portfolio is relevant to what you are discussing. You are providing proof of what you are telling the interviewer in your answers.
You will create more interest by using your portfolio effectively during the interview. It is far more inspiring for the interviewer to be shown examples of lesson plans and photographs of classroom layout than just to be told about it. It creates better rapport as you transform a question and answer session into a discussion with your show and tell. Where the teaching portfolio provides a total picture of you as a teacher, the resume provides a total picture of your teaching qualifications.
All items should be focused on that. The teaching philosophy must be completely original and written entirely by you. Copying and pasting any portion of a teaching philosophy from another source is plagiarism. When someone reads your teaching philosophy, they should learn three things: how well you can write, how well-informed you are about your profession, and how well you can intellectually integrate educational theory and practice.
Thus, you must write and think carefully about this. Some readers may not be interested in your educational philosophy. Some readers may turn to that first. Securing letters of recommendation is a time-consuming process,but it is well worth the investment of time. At least three letters of recommendation should be included in your teaching portfolio. Those letters should be from people who are qualified to speak to your potential as a teacher. Field experience instructors and on-campus instructors are some of the best choices.
Students, parents of students, and former supervisors in other positions you have held might also be good choices under certain circumstances. Plan in plenty of time to request the letters and expect some delays in receiving them. It may take from a few days to a few weeks for someone to write and send your letter. Start asking for letters many weeks in advance. All items added should be appropriate to your teaching level.
Graphics, font size, ink and paper should reflect either an elementary or secondary focus. Too many or the wrong kind of graphics for your grade level can be a distraction and reduce the overall effect of your portfolio. This includes the way youshowcase your letters of recommendation. Keep things simple. Build a professional teaching portfolio one step at a time.
Marine Biology. Electrical Engineering. If the student evaluation form allows students to write additional comments, include selected comments to support the numeric data. You can summarize student comments by category or you may choose to select items from the evaluation form that can be linked to your goals for student learning as described in your teaching statement and include representative student comments that support these items.
Stay away from "personality" indicators she's cool, he's nice. Instead, choose items that relate directly to your goals for teaching and student learning i.
It's important to let your reader know that these are "representative" comments; as a caveat you might note that all evaluations are available "upon request. Once student evaluations are available to you, make a copy of the raw data and the summary sheets and file them away by semester.
If your student evaluations are not available to you at the end of the semester, make sure you ask your department secretary for a copy. Even if the portfolio is for your own developmental purposes, formally organizing it can help make it easier to use for later reflections. If your portfolio is to be evaluated by others, the following organizational material can make the portfolio easier for your readers to follow:.
The portfolio is a living collection of documents and materials, which change over time depending on your teaching experiences. As you progress through your academic career, new items will be added, while other items will be discarded. Once each year, when you update the research and service sections of your curriculum vita, do the same for the teaching portfolio. Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
Portfolios can serve any of the following purposes. Job applicants for faculty positions can use teaching portfolios to document their teaching effectiveness. Faculty members up for promotion or tenure can also use teaching portfolios to document their teaching effectiveness. Faculty members and teaching assistants can use teaching portfolios to reflect on and refine their teaching skills and philosophies.
General Guidelines Start now! Many of the possible components of a teaching portfolio see list below are difficult, if not impossible, to obtain after you have finished teaching a course.
Collecting these components as you go will make assembling your final portfolio much easier. Give a fair and accurate presentation of yourself.
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