february 28, 2008the teaching center, washington university the teaching citation program &...

February 28, 2008 The Teaching Center, Washington University

The Teaching Citation Program & Creating a Teaching Portfolio

Beth Fisher, Ph.D.Assistant DirectorThe Teaching CenterWashington University Eads Hall 105Phone: 314-935-6810http://teachingcenter.wustl.edu


The Teaching Citation

Completing the Citation can help you Gain teaching experience Present your teaching expertise on the

academic job market Learn and develop relevant and

effective teaching strategies Compile a teaching portfolio


Requirements

1. Fulfill departmental teaching requirements

2. Fulfill Graduate School of Arts & Sciences

teaching requirements

3. Attend 5 teaching workshops

4. Complete 3 teaching experiences

5. Write a teaching philosophy statement


Five Teaching Workshops

Three of the five required must be delivered

by The Teaching Center One of these three must be for an

interdisciplinary audience

(e.g., GSS co-sponsored workshops)

Workshops should cover a breadth of topics Recommended: complete the workshop

requirement over several years


Five Teaching Workshops

Workshops are approved by the

Asst. Director of The Teaching Center Exception: non-WU workshops may

qualify, with prior approval of the Director

of Graduate Studies


Three Teaching Experiences

Must involve teaching groups of students More than grading, office hours

Generally a semester-long commitment

(TAship or instructorship) Must show proficiency in at least two

different teaching methods Approved by Director of Graduate Studies

or Asst. Director of The Teaching Center


Three Teaching Experiences

Each teaching experience must be observed and

evaluated in writing by a faculty member or the

Asst. Director of the Teaching Center Student evaluations commenting on your

effectiveness should also be submitted Click here for links to a Basic Checklist for the

Evaluation of Teaching and a Sample Student

Evaluation


The Teaching Philosophy Statement

A 1-2 page statement answering What do you teach? How do you teach? Why do you teach? How do you measure your teaching effectiveness?

Approved by Director of Graduate Study and

the Asst. Director of Teaching Center


Questions?


Creating a Teaching Portfolio

Definition and Purpose Know Your Audience Major Components

Teaching Philosophy Statement Examples and Evidence

Organizational and Presentational Tips Using Feedback to Improve


What is a Teaching Portfolio?

A collection of documents that provide a record of The ideas and objectives that inform your teaching The courses you teach or are prepared to teach The methods you use Your effectiveness as a teacher How you assess and improve your teaching

A work-in-progress Both forward- and backward-looking SELECTIVE, rather than comprehensive


Why Create a Teaching Portfolio?

To develop, clarify, and reflect on your teaching

philosophy, methods, and approaches To present teaching expertise and experience for

hiring and promotion To document professional development in teaching To identify areas for improvement To help you prepare for the interview process


Timing

BEGIN compiling a teaching portfolio during

your first year of graduate school

UPDATE it for the academic job market


Know Your Audience

What are the most important teaching

issues and challenges in your field? Discuss with faculty advisors and peers Read articles on teaching Attend seminars and panel-discussions at

conferences


Know Your Audience

What do the job description and the

institutions’ Web site suggest about teaching

at that institution? Why does a search committee ask for a

teaching philosophy statement or teaching

portfolio? What do they want to know?


Teaching Philosophy Statement

A brief, concise, and specific description of the

ideas, objectives, and approaches that inform your

teaching A tool to help you develop a sense of your teaching

approach and style NOT a rehashing of your CV or a narrative account

of the history of your teaching experience NOT an article on pedagogy


Questions to Answer

1. Why do you teach?

2. What do you teach? Topics Goals for student learning

3. How do you teach? Methods and strategies

4. How do you measure your teaching effectiveness?

How do you know if you are meeting your goals?


Style Guidelines

Limit statement to 1-2 pages, single-spaced Use specific language and examples

Avoid clichés such as “student-centered teaching”

Use the first-person Use the present tense whenever possible

Exceptions: when discussing courses taught

or courses planned

Avoid technical jargon


“Pre-Writing” Strategies

Write a letter to a friend or relative on the joys and

challenges of teaching Make a list of the qualities of an effective teacher “Free-write” on a memorable experience in the

classroom Develop your “dream course”

What would be your topic? What would you want your students to learn? How would your research interests inform your approach?


“Pre-Writing” Strategies

Begin with concrete details What sets you apart as a teacher? How would an observer describe your teaching? What are the specific skills and knowledge that students

should gain in the classroom? What should happen in the classroom? Why? What are the teaching methods that you see as most

effective? Why? How would your research interests influence your

approach to teaching an introductory course?


Portfolio: Examples and Evidence

Sample Syllabi Courses Taught (note if TA or course instructor) Courses Planned (tailor for specific applications)

Sample Assignments and Assessments Essay questions, exams, research assignments Comments on student work


Examples and Evidence

Evidence of Teaching Effectiveness Evaluations by faculty members or other observers Evaluations by students Teaching awards Videotape of a class

Evidence of Professional Development Teaching Workshops, Seminars, Publications on Teaching


Organizational Tools Title page Table of contents Introduction or summary of contents Tab-separated sections Brief summary of content in each section

Most important: a summary that reflects on

evaluations and how you have used them to improve

your effectiveness


Presentational Tips

Edit all documents to correct mechanical errors and

improve clarity Copy documents on high-quality paper Create a cover Bind at copy shop Consider adding a copyright symbol Make additional copies if invited for an on-campus

interview On CV: “Teaching Portfolio available upon request”


Using Feedback to Improve

Show the philosophy statement and portfolio

to faculty members and peers whose opinion

you trust Ask for honest feedback: how would a search

committee view this portfolio?

Address areas that you can improve now, as

well as those you want to address in the future


Key Concepts

1. Know your audience

2. Take the time to write and revise an effective

teaching philosophy statement

3. Be selective: provide examples and evidence

to illustrate goals and methods summarized in

statement

4. Ask for and use feedback to improve


Teaching Philosophy Statements

For a selection of graduate students’ Teaching Philosophy Statements, see http://www.ctl.uga.edu/teach_asst/ta_mentors/philosophy/index.html#06


For Additional Ideas and Assistance

Schedule a teaching

consultation: Beth Fisher,

Ph.D.

Assistant Director

Eads Hall, Rm. 113

[email protected]

314-935-5921

Visit The Teaching Center Web

site:

http://teachingcenter.wustl.edu

february 28, 2008the teaching center, washington university the teaching citation program &...

Documents

teaching effectiveness

teaching portfoliodefinition

teaching workshopscomplete

teaching experienceswrite

evaluation of teaching

teaching centerexception

teaching experiencepresent

improvethe teaching