The Teaching Center
Teaching Portfolio
(Dossier)
John T. Benjamin MD
The UNC Teaching Center
UNC Department of Pediatrics
Katherine Savage, MA
UNC Office of Educational Development
The Teaching Center
Objectives of Session
• Describe the uses of a Teaching Portfolio
• Describe in detail the 3 elements of TP
• Get you started on creating your own TP
» Focus today: Reflective Statement
The Teaching Center
Reasons to Create a
Teaching Portfolio
• Faculty can demonstrate commitment to
teaching, teaching style and achievements in
medical education. Good method of
documentation.
• Also can allow faculty member to express
underlying teaching philosophy.
• If using teaching as area of excellence, way
to document that for promotion.
• It can cause the teacher to reassess teaching
methods.
OED UNC
The Teaching Center
Another Way of Stating:
“Teaching portfolios give expression to the
scholarship of teaching”
OED UNC
The Teaching Center
UNC SOM may not require TP
• Some departments still require TP – no
matter what “area of excellence” being
claimed.
• SOM policy: requires TP only for those
basing promotion on educational scholarship.
The Teaching Center
Two Types of Teaching
Portfolios
• Working (much more complete) – used to
develop and improve practice.
• Summative – what you hand in for promotion
and tenure decisions. Limit total number of
pages to < 20 and can take up to 15 hours to
create.
OED- UNC
The Teaching Center
3 Elements of
Teaching Portfolio
1. Reflective Statement (particularly teaching
philosophy).
2. Documentation of Teaching Activities
3. Evaluation of Teaching (collected annually)
» A. Peers
» B. Learners
OED UNC
The Teaching Center
1. Reflective Statement: Goals
• Orients and is well-organized
• Makes an argument for excellence – even at
national level
• Annotates Evidence Presented
• Describes roles and responsibilities,
students, approach to teaching, philosophy of
teaching, goals, plans for improvement
OED UNC
1. Reflective Statement:
specifics
The Teaching Center
• 1-3 page statement to include:
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Teaching Philosophy and Style
Goals
Teaching roles and responsibilities
Self-Assessment of Success
Areas of needed improvement
Plans for improvement
OED UNC
The Teaching Center
Exercise #1
• Review example provided of good reflective
statement
• Create your own reflective statement using
the outline in previous slide.
.
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2. Teaching Activities
• Chronological list of courses taught (by year):
includes brief description of content, amount
of time spent, # students taught
• Nothing listed here should be listed in CV
also
The Teaching Center
Include Tasks of Teaching
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Course/curriculum design and development
Large groups, small groups, individuals
Advising and Mentoring
Assessing learning: how do you do this?
Improving Instruction
Conducting education research
Educational administration
The Teaching Center
Exercise #2 (do at home)
• Complete your own list as far as you can
remember. Fill in blanks later.
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The Materials of Teaching
• Only for working portfolio, not the summative
portfolio:
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Materials that you have created
Materials used by others
Products of teaching
Other evidence of teaching effectiveness
The Teaching Center
3. Evaluations
A. Either forms with comments based on direct
observations and/or 3-4 letters from
colleagues
B. Learner Evaluations: scored ratings on
various components of teaching: provide a
comparison to other faculty. These should
be summarized data.
The Teaching Center
3. Evaluations
• Include summary of:
» Peer Assessments:
• Qualitative ratings
• Letters from colleagues
» Student assessments
• Ratings of various aspects of teaching
• Summarize ratings and narrative
comments
» Systematic self-assessments if done
OED-UNC
The Teaching Center
Exercise #3 (if time)
• Review OED forms:
» Focus today: Learner and selfassessment; also available Peer forms.
• Determine how you are going to collate this
information, given the UNC system.
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Positive Results of Teaching
• What has happened to your students? Have
they been successful?
• What has happened to those you mentored?
• List Honors received in this section
• Other evidence: invitations to speak on the
subject
OED-UNC
The Teaching Center
UNC Toolbox
• www.med.unc.edu/oed/toolbox/welcome
• Instruments to assess peer, student and self
by clicking on pdf files
The Teaching Center
Do Not Include in TP
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Individual sheets
Patient testimonials
Thank you letters
Power point
presentations
• Copies of awards,
certificates
• Email comments
• Articles from
newspapers, or
non- professional
journals
OED-UNC
The Teaching Center
Summary
• The teaching portfolio is a valuable means of
documenting each faculty member’s
teaching. It should consist of a reflective
statement, a clear-cut description of all
teaching activities, and an evaluation of the
teaching.