1. Student Teaching Portfolio Learning Outcomes. Your student teaching experience is a particularlyrich source of material for your portfolio. See the student http://teach.csumb.edu/TeacherCred/Portfolio.html

Program Information Checklist Coursework at a Glance Introduction ... Teacher Internship Program Sudent Teaching and the Portfolio Rationale Portfolios give teacher candidates an opportunity to present their individuality and achievement in visual form. Portfolios are useful in measuring growth over time, attainment of course concepts, understanding and application of methods and procedures and development of both communication and problem-solving skills. They are used to convince the students advisor and exit screening committee that the candidate is ready to enter the teaching profession and a potential employer that the candidate is qualified for a specific job. Portfolios are also used to document growth for new teachers participating in the program. The candidate may select pieces from various courses and their classroom experience that are evidence of this growth. Contents of the portfolio may be arranged in any suitable order, providing that they address the Teacher education Learning Outcomes. Your student teaching experience is a particularly rich source of material for your portfolio. See the Student Guide for more the guidelines regarding the organization and presentation of your portfolio. The Teaching Portfolio is based on The California Standards for the Teaching Profession ,

2. Teaching Portfolio Office of the Provost THE teaching portfolio AT WASHINGTON STATE UNIVERSITY A "teaching portfolio" is a compilation of information about a Examples Advising for the student Advising and Learning Center to find ways to teach more effectively with available http://www.wsu.edu/provost/teaching.htm

Office of the Provost THE TEACHING PORTFOLIO AT WASHINGTON STATE UNIVERSITY Contents INTRODUCTION GENERAL FORMAT OUTLINE OF A TEACHING PORTFOLIO Goals ... BACKGROUND REFERENCES INTRODUCTION A "teaching portfolio" is a compilation of information about a faculty member's teaching, made by that faculty member, often for use in consideration for tenure or promotion. It is not, in itself, an instrument for teaching evaluation, but a vehicle for presenting information which may include results of evaluations and which may itself contribute to evaluation. It can therefore be selective, emphasizing the positiveto serve as a showcase for the faculty member's achievements in teaching, not necessarily a comprehensive or balanced picture of everything. Purposes for the teaching portfolio include: provision of data for personnel decisions, including tenure and promotion; supplying data for aggregate information that might be communicated to, for example, legislative bodies; support of cases for internal or external awards; and, perhaps most importantly, provision to the faculty member of special and significant opportunities for reflection about his or her teaching. There are other possibilities. The very fact that the teaching portfolio is now in place should serve to underscore the increasing emphasis on the value of teaching at WSU and in higher education nationally. At WSU, this emphasis will be expressed in other ways, circumstances permitting.

3. Preparing A Teaching Portfolio A teaching portfolio Main Building 2200 The University of Texas at Austin What is a teaching Preparing. A teaching portfolio. A Guidebook go beyond exclusive reliance on student ratings because they include a range outside of the classroom. I teach five sections of a course http://www.utexas.edu/academic/cte/teachfolio.html

Preparing A Teaching Portfolio A Guidebook Prepared by The Center for Teaching Effectiveness Main Building 2200 The University of Texas at Austin What is a Teaching Portfolio? It is a factual description of a professor's teaching accomplishments supported by relevant data and analyzed by the professor to show the thinking process behind the artifacts. Most portfolios are NOT collections of everything that the professor has done in the way of teaching over his or her entire career. Rather they are selected samples that illustrate how that individual's teaching is carried out in the various venues in which teaching occurs. Edgerton, Hutchings and Quinlan (1991) describe portfolios as follows: Portfolios provide documented evidence of teaching that is connected to the specifics and contexts of what is being taught. They go beyond exclusive reliance on student ratings because they include a range of evidence from a variety of sources such as syllabi, samples of student work, self-reflections, reports on classroom research, and faculty development efforts. In the process of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice which is likely to lead to improvement in practice.

4. Abcteach.com teaching Extras Center Signs - Math - Labels - Theme Signs - portfolios. Forums General - Homeschooling - student portfolios. portfolio needs for students and a b c teach It! http://abcteach.com/

Our Network Advertise SEARCH: Primary Sites abcTeach abcTeachIt abcBabysit ShapeBooks Flashcards Tell a Friend Directory Sign In Forums Popular: Month to Month ABC Activities Rain Forest Teaching Extras ... Portfolios Forums: General Homeschooling Student Teachers/New Teachers Suggestions ... Ideas welcome to a b c t each This is the place for kids, parents, student teachers, and teachers. Free Printables: This section of abcteach offers over 5000+ free printable pages. Basics A B C Activities, Reading, Reading Comprehension, Math, Writing, Handwriting, Colors, Shapes... Theme Units Animals, Habitats, Holidays, Month to Month, Sports, Countries, States, and more... Research/Reports Research Forms, Report Helpers, Book Report Forms, Maps, Flags, Writing... Reading Comprehension Reading comprehensions for fictional and informational reading practice. Useful for teaching test-taking skills. Teaching Extras Assignment Sheets, Awards, Bookmarks, Calendars, Center Signs

5. PHYSICAL EDUCATION TEACHER EDUCATION STUDENT TEACHING PORTFOLIO student teaching portfolio REQUIREMENTS. FOR THOSE APPLYING TO student teach. Deadlines Application and folio materials http://www.uri.edu/hss/physical_education/student%20teaching%20folio%20requireme

6. Teaching Portfolios FAQ Questions Frequently Asked About student Ratings Forms for developing and assessinga faculty teaching portfolio. teach-nology - The Art and Science of http://www.teach-nology.com/prodevelopment/teach_portfolios/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Professional Development Teaching Portfolios Designing a Teaching Portfolio - Getting started guide with bibliography, from Penn State's Center for Excellence in Teaching and Learning. Guidelines - Guidelines for Writing a Teaching Portfolio; very detailed. How to Produce a Teaching Portfolio - Extracts from Peter Seldin's book "The Teaching Portfolio". Multimedia Approach to Profiles and Portfolios: INteractive Guidance (MAPPING) - A project to create a package of computer-based, multimedia, interactive resources that will assist staff developers and lecturers in Higher Education who wish to develop an academic (teaching) portfolio. Funded by the Scottish Higher Education Funding Council. Preparing a Teaching Portfolio - Guidebook prepared by the Center for Teaching Effectiveness of the University of Texas at Austin.

7. Professional Teaching Portfolio: A Catalyst For Rethinking Education Learning to teach like teaching itself- is always the process of becoming; a time of (Copies of the student Professional teaching portfolio Document, scoring rubric, and review http://educ.queensu.ca/projects/action_research/jjohnson.htm

Professional Teaching Portfolio: A Catalyst for Rethinking Education University of Central Florida Paper presented at the International Conference, Self-Study in Teacher Education: Empowering our Future, Herstmonceux Castle, East Sussex, England August 5-8, 1996 Professional Teaching Portfolio: A Catalyst for Rethinking Education INTRODUCTION Background Teaching Portfolio Guidelines A Professional Teaching Portfolio Document was prepared by the Teacher Education Committee as a guide for students as they prepare their Professional Portfolios. The sections selected for the Professional Portfolio were derived from the College of Education Conceptual Model. The sections include: Commitment; Collaboration; Communication Skills; Ethical Standards; Knowledge of Content ; Knowledge of Pedagogy; Reflective Practice; Diversity; and Technology. The Portfolio Guidelines provide suggestions for evidences, and examples of reflections. Students are instructed that the reflections must be more than descriptive statements, and they are given a guide that describes technical, practical and critical reflections (Van Manen, 1977). All students applying for Internship I must submit a portfolio with all sections labeled and four completed sections including the Autobiography, Personal Resume, and a choice of two of the other sections cited above. The purpose is to initiate students into the process of portfolio development and to assure that they will be able to complete all sections prior to application to Internship II. Application for Internship II must include a completed portfolio.

8. Portfolios student portfolios Classroom Uses; The portfolio and for developing and assessinga faculty teaching portfolio. Internet As An Effective Science teaching Tool. http://www.teach-nology.com/currenttrends/alternative_assessment/portfolios/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Current Trends Alternative Assessment Portfolios ... An Introduction to Science Portfolios - Using portfolios as an assessment tool will allow your students to successfully demonstrate their knowledge and understanding of scientific concepts using their own talents and abilities. Authentic Classroom Assessment in Action - 3 "snapshots" of Ms. Rodriguez's fourth-grade class from the beginning, middle, and end of the school year. Following each is a synopsis of how she is using the principles of good authentic assessment. Create Your Own Electronic Portfolio - Using off-the-shelf software. Designing a Teaching Portfolio - Getting Started guide with bibliography, from Penn State's Center for Excellence in Teaching and Learning. Education for the Future - Supports systemic change in schools and districts for increased student learning, assisting schools with systemic reform largely through School Portfolios and Data Analysis.

9. Teaching Portfolio, Jody C Baumgartner Directions Formal evaluation of my teaching by others summarizes several semestersof student evaluations; included the subject material of the course I teach. http://jodyb.net/school/teach.html

School Page Main Page 643 Haven Place Tarpon Springs, FL 34689 Phone: 727.937.7861 Jody Baumgartner Statement of Teaching Philosophy WWW: http://www.jodyb.net THIS document, along with supporting materials, serves as an exposition and critical discussion of my teaching career, reviewing my training and background, experience, my general approach (goals and strategies), and pedagogical techniques. Also included are student teaching evaluations for 1997 through Fall, 2001. Background and Experience My training at Miami University included 3 years as a teaching assistant (1994-97), during which time my duties consisted of leading discussion groups, grading, one-on-one assistance, developing examinations, assisting in various simulations, and an occasional lecture (see Appendix for a listing of the courses I assisted in). Other formal training included participation in a graduate seminar on teaching political science, close work with a senior faculty mentor during my year as a teaching fellow, and several colloquia on various aspects of teaching. I also regularly follow pedagogical developments in various journals and conferences. Informally, my background in the human aspects of management has proven invaluable in classroom leadership, administration, as well as dealing with students one-on-one. As noted above, my first assignment as an instructor was at Miami University, where as a teaching fellow (a one-year position, 1997-98) I had full responsibility for two sections of "Introduction to American Politics." Following this (summer of 1999) I taught the same course on an adjunct basis at St. Petersburg Junior College, and just returned from Beijing, China, teaching for the International College at Beijing (affiliated with the University of Colorado at Denver) which has the distinction of being the only American-style (liberal arts) institution in China (see Appendix for a full listing of courses I have taught).

10. Teaching Portfolio Guidelines As you get opportunities to teach, it is assumed that some items in your portfoliowill be Upon completion of student teaching, your portfolio will be http://grove.ufl.edu/~rolandc/courses/portfolio.html

Teaching Portfolio Guidelines Art Education Program University of Florida August 2000 A teaching portfolio is "a collection of physical evidence that helps document a teacher's performance and professional accomplishments." In many school districts today, the portfolio format has become a primary means of evaluating, improving and rewarding teaching. The teaching portfolio is a useful professional tool not only for current teachers but for prospective teachers as well. It offers opportunities for prospective teachers to: (1) "tell the story" of their development as teachers; and (2) reflect upon their own progress and professional growth. On another level, the portfolio allows others to assess a prospective teacher's teaching skills, knowledge, and understandings. It can also be used by prospective teachers in job interviews as visual evidence of their approach to instruction, their best lessons, their strategies for classroom management, and their involvement in outside professional activities. With these benefits and purposes in mind, your assignment is to create a portfolio that documents your growth, strengths, activities and accomplishments as a prospective art teacher. For those who have yet had the opportunity to teach, your portfolio should reflect your teaching "potential" (i.e., your ability to plan and organize teaching-related materials in an innovative and thorough way). As you get opportunities to teach, it is assumed that some items in your portfolio will be removed and that other items will be added to better document your performance as an art teacher. This portfolio will help you to analyze your growth, and it will allow your instructors to view your progress holistically.

11. The Teaching Center Eads 107 Washington University Http://ascc collection of materials that reflects why you teach, how you teach, what you teach. Havinga teaching portfolio will help a graduate student entering the http://www.artsci.wustl.edu/~teachcen/portfolio3.htm

The Teaching Portfolio What is a Teaching Portfolio? The Teaching Portfolio is simply an organized collection of materials that reflects why you teach, how you teach, what you teach. A Teaching Portfolio illustrates and documents your approach to teaching and it can be a record of your growth as a teacher. Why put together a Teaching Portfolio? Both the term "Teaching Portfolio" and the collection of materials encompassed by the term are becoming increasingly common in higher education. Having a Teaching Portfolio is an expected part of some academic job applications and a Portfolio is likely to become more widely expected. Having a Teaching Portfolio will help a graduate student entering the academic job market and in future years is likely to be helpful as a career progresses. What goes into a Portfolio? Ultimately the contents are a personal choice and may be determined by the intended purpose of the Portfolio and the career stage of the teacher (or prospective teacher) preparing it. Is it prospective or retrospective? Is it the Portfolio of a person seeking a first job, seeking a next job, or seeking tenure? Despite this variety it is still possible to offer some general guidelines. The Director of the Teaching Center is available to answer questions, provide guidance, and review materials.

12. Untitled Document By beginning a teaching portfolio as a graduate student, an individualgains in two very important professional areas. First, it http://www.clt.cornell.edu/campus/teach/grad/gtdw/portfolio.html

TEACHING ASSISTANT SERVICES 420 CCC, Garden Avenue Extension cornell-clt@cornell.edu CLT HOME PAGE GRADUATE TA DEVELOPMENT PROGRAM Graduate Teaching Development Workshops ... BIBLIOGRAPHY The Center for Learning and Teaching 420 CCC, Garden Ave. Ext. Ithaca, NY 14853 cornell-clt@cornell.edu Cornell Universit y GRADUATE TEACHING SUPPORT ... FACULTY TEACHING SUPPORT The Teaching Portfolio: A Tool for Seeking Employment and the Improvement of Practice The idea of a Teaching Portfolio grows out of the conception that teaching is an integral part of academic scholarship, which also includes research, public and professional service. A Teaching Portfolio includes both work samples of one's teaching (teaching plans, videotapes, evaluations, etc.) and reflective commentary on those samples which help explicate their meaning within a specific context. By beginning a teaching portfolio as a graduate student, an individual gains in two very important professional areas. First, it is a very effective and comprehensive way for an individual to document what is unique about one's approach to teaching which can be used during performance evaluations and job hunting. Second, the process of building a portfolio encourages the improvement of practice because it fosters the idea that teaching is scholarly work which requires data collection and reflective analysis and synthesis of that data. The process of building a portfolio can in itself improve one's teaching.

13. Eli M Silk's Student Teaching Portfolio student teaching portfolio Microteach Lesson. TITLE. The Process and Product ofProblem Solving Using Computer Programming The First Phase Analysis. OBJECTIVE. http://www.acad.swarthmore.edu/ed17/esilk1/micro-teach/original.html

14. Eli M Silk's Student Teaching Portfolio student teaching portfolio Microteach Lesson. TITLE. An Introductionto Effective Questioning and Inquiry. OBJECTIVE. The learner can http://www.acad.swarthmore.edu/ed17/esilk1/micro-teach/revised.html

15. Teaching Portfolio Index to be inspired by the subject matter I teach them, to focus on student discovery;provide formative assessment; communicate with back to teaching portfolio index. http://www.life.sci.qut.edu.au/collet/tp/tp_teachphil.html

1.2 - Teaching Philosophy I teach because I want to inspire students to take up research in my discipline, I want to be a better teacher in my discipline so that I can reach more students, I like to teach because my discipline inspires me to do so.................................. As a teacher I see myself as tool for the students. It is the student who must do the work in order to learn. It is the student who must strive to realise their full potential. One way of phrasing the bottom line is that: no student shall fail because of my inadequacy to teach, only if they fail to do the work. I serve as the facilitator of the students' goals, intentions, aspirations, needs and desires. To achieve this I need to actively participate in the students' learning processes. I would like students to be inspired by the subject matter I teach them, to think about the areas we touch on in class, to see the interconnectivity between the artificial framework of boxes in which we place our subject content, and to see the relevance to the real world outside the classroom. What do I see as my role in the classroom?

16. ASU CoE Professional Field Experiences -- Student Teaching To be eligible to student teach, a student of education statement, interviewing tips,portfolio development, and day of the student teaching semester, provides http://www.ed.asu.edu/pfe/student_teach.html

Student Teaching What is student teaching? What are the qualifications to student teach? How are placements made? How are mentors chosen? ... What is the Outstanding Student Teacher Award? About Student Teaching Student Teaching is the capstone field experience of the ASU student's professional preparation for a teaching career. It is a full-time apprenticeship as an ASU student that encourages and supports pre-service teachers as they grow and evolve developmentally to become competent and qualified professionals. This means that a student teacher will be required to register for full-time status at ASU and to be in the field for 15 weeks, 5 days a week, all day. Student teachers work one-to-one with a veteran teacher , who will serve as a mentor. Student teachers will also be assigned to a university supervisor who will observe instruction and provide specific staff development seminars to meet the changing needs of the student teaching semester. About Qualifications to Student Teach Student teachers are ready to student teach after all professional coursework is completed. A student should attend the

17. Teaching Portfolio To complete a teaching portfolio a student would be expected to teach at a leveland in a subject area selected by mutual agreement with the Department Chair http://www.cs.mtu.edu/new/grad/PhDHandbook/node21.html

Next: Master of Science Policies Up: Ph.D. Policies and Procedures Previous: Final Oral Examination Teaching Portfolio Since one major objective of this Ph.D. program is to prepare students for academic careers, provisions will be made to assist students in preparation for careers in academia. Thus, students in the Computer Science Ph.D. program will be encouraged (but not required) to prepare a teaching portfolio during their studies. To complete a teaching portfolio a student would be expected to teach at a level and in a subject area selected by mutual agreement with the Department Chair and the student's Advisor. Prior to the student's teaching assignment, the student, Advisor and Department Chair will determine what training the student should receive in preparation for his/her instructional duties. In addition to teaching experience, a student should prepare a portfolio of written materials which would include at a minimum: a personal teaching philosophy statement and course materials generated while teaching. In addition, a student might include such additional materials as seems appropriate, including, but not limited to: A complete curriculum plan for an undergraduate or graduate program either in Computer Science Detailed notes on some novel approach to teaching a particular course or courses.

18. College Of St. Catherine - CSC Education - Message Board planning to student teach during fall semester 2003. At the portfolio Assessment,students will demonstrate their preparedness for student teaching by sharing http://minerva.stkate.edu/offices/academic/education.nsf/pages/board

College Home Current Students Academic Departments Education Home Page Undergrad Education MAED - inital licensure MAED via distance learning ... Career Development PORTFOLIO ASSESSMENT: All students will participate in a Portfolio Assessment Event one semester prior to student teaching. The Portfolio Assessment Event is scheduled for April 5, 2003 for students planning to student teach during fall semester 2003. At the Portfolio Assessment, students will demonstrate their preparedness for student teaching by sharing evidence of their development in Minnesota Standards of Effective Practice #1, Subject Matter, and #2 Student Learning, #3 Diverse Learners, or #4 Instructional Strategies. PRAXIS I - ADDRESS CHANGE. An incorrect return address is printed on the "Praxis I - CBT Authorization Voucher Form" on page 45 of the Praxis Series 2002-03 Registration Bulletin. If you plan to take the Computerized PPST and (a) wish to pay by check/money order, or (b) are requesting nonstandard testing accommodations, return the completed from with test fee to: Teaching and Learning Division, Educational Testing Service, P.O. Box 6051, Princeton, NJ 08541-6051. PRAXIS II: Tests at a Glance (TAAG)- free at www.teachingandlearning.org

19. Rich Holowczak's Teaching Portfolio The student evaluations do not permit free form comments believer of ``practice whatyou teach.'' I bring A teaching portfolio is a continuous work in progress http://cimic.rutgers.edu/~holowcza/classes/portfolio.html

Teaching Portfolio (On-Line Version) Richard Holowczak Assistant Professor Department of Statistics and Computer Information Systems Baruch College City University of New York 17 Lexington Ave. (Box E-0435) New York, NY 10010 Table of Contents Teaching/Presentation History and Responsibilities Teaching Philosophy Evaluations and Audience Feedback Self Improvement ... Appendicies Teaching/Presentation History and Responsibilities While at Rutgers University, I participated as a teaching assistant, part time lecturer and gave a number of seminars on various topics to fellow students, faculty and professionals from a wide range of disciplines. As an Assistant Professor at Baruch College, I have taught both undergraduate and graduate courses as well as assisted in the development of several additional courses. Teaching Baruch College CIS 9444 Electronic Commerce This is a graduate CIS elective. The goal of the course is to teach the underlying technologies that support E-Commerce including networks, databases, web applications, payment menchanisms and encryption. Legal, ethical and global issues as they realte to EC are also covered. The course includes a hands on component and group projects that are require groups of students to develop a complete on-line store from scratch. Baruch College CIS 9440 Database Management Systems II This is a graduate CIS elective. The goal of the course is to teach advanced database implementation including theoretical foundations of database design. The course includes a hands on component and group projects that are completed using the Oracle database management system and development tools.

20. Faculty Evaluation Guidelines By employing the portfolio method, you can document (1 teach, (3) changes in yourteaching and course student impressions of your teaching and their learning http://www.as.westga.edu/Administration/facultyeval.asp

Faculty Evaluation Guidelines Ban Web Computer Labs Web Mail MyWebCT ... FACULTY EVALUATION GUIDELINES FACULTY EVALUATION/REVIEW GUIDELINES ARTS AND SCIENCES In developing these considerations, we propose that the Teaching Portfolio should be the centerpiece of the teaching portion of the Post-Tenure Review process. In an attempt to link the evaluation experiences from annual review to the post-tenure review, we have also made recommendations for those evaluations to include both the portfolio and an opportunity for faculty to set specific goals and objectives. Each department shall determine its own criteria and process within the following guidelines, which will be approved by the Dean. ANNUAL REVIEW (Faculty Member and Department Chair) In addition to departmental requirements and those in the faculty handbook, the faculty member could show evidence of maintaining a teaching portfolio in each annual review. The faculty member might also outline specific goals and objectives for the upcoming year and identify acceptable percentage ranges for each area. THIRD-YEAR REVIEW (Faculty Member, Department Committee, and Chair)

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