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The Teaching Portfolio described herein is primarily for the purpose of promotion evaluation rather than for development purposes, summative rather than formative, to emphasize core materials designed for valid peer-review comparisons rather than a flexible range of materials geared toward professional development. It is to be concise in its focus, selective in documentation, and economical in format.  Its primary purpose is to provide materials explicitly representative of the candidate’s teaching goals, strengths, and accomplishments (as distinct from evidence of scholarship in the discipline and various kinds of service activity) in a form that can be peer reviewed by both the department and by internal evaluators. Faculty are encouraged to provide a range of materials of their own choosing, that may include several years of formal student/trainee and/or course/teaching evaluations that demonstrate their effectiveness in the classroom and/or clinic and impact on student/trainee development. Letters from former student/trainees may also be solicited. The Chair or Dean is to include the Portfolio among the materials sent to each internal evaluator.  The Portfolio, as a required component of the promotion dossier, reflects the university’s expectation of excellence in teaching and marks the value it places on teaching as a significant career activity for faculty.  The Teaching Portfolio is to be explicitly reviewed by the Department Chair (see Item 1).

The Teaching Portfolio consists of two parts: the candidate’s statement about teaching and an appendix that selectively documents course materials and evidences of innovative teaching developments and other supporting materials.  For convenience and effectiveness of peer review, the entire Portfolio should be in the range of 20 pages, with the candidate’s statement in the range of 3 pages.

Teaching Statement

Candidate’s Statement. It should include the following descriptions:

1. the candidate’s teaching philosophy; the range of undergraduate and graduate courses taught; the relationship to and impact of these courses on the academic programs or units of the candidate’s affiliation; innovations in teaching (including both traditional modalities and/or applications of information technology that enhance the quality of the classroom experience); and specific reference to any scholarly productivity in relation to teaching and learning (books, articles, software development, conference presentations, invited lectures, etc.).

• Appendix.  The materials in the Appendix should be selective, representing the candidate’s best and most important teaching accomplishments.  So it is important to be focused and economical in decisions about what documentation to include.  The appendix should be organized clearly and coherently, and might include such materials as:

1. samples of syllabi, assignments, tests, student research resources (documentation of website and/or other IT modalities if applicable);
2. evidences of student learning or other measures of success (e.g., test scores, retention in the program, honors projects and student research accomplishments, job placements and outstanding instances of career achievement, etc.);
3. documentation of teaching and learning innovations (e.g., development of new teaching techniques, of significant interactive learning strategies, of creative and effective applications of information technology that enhance learning, also evidences of pedagogical influence in the discipline or profession);
4. external funding awarded for teaching-and-learning development activities.