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Teaching PortfolioMy Portfolio

This document should be an expansion of the

teaching duties that you list on your curriculum

vitae. It will provide your audience with the

context for the rest of the items in your

portfolio.

Carla Mercedes Zayas Zayas03/03/2014


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Introduction

This is a project of portfolio that it has like benefit, supporting my knowledge of my

near-futures experiences of teaching, the development I will take in consideration, because I

will assume a commitment not only the institution, myself but also of my students. A teaching

portfolio is becoming the accepted form in which you are expected to demonstrate your

commitment to learning and teaching, document your teaching responsibilities, practices and

expertise, and provide evidence of your performance as a teacher.

Teaching dossiers can serve multiple purposes, and can be used both as a tool and

resource for your own teaching development, and as a means by which others can assess your

teaching. The primary focus of this document is a teaching dossier intended to be used for theevaluation of your teaching for hiring, tenure, promotion, and teaching awards.

As a practicing educator it is highly likely that you have eclectic views on the learning

process. Teaching is an interpersonal blend of art and skill that rests on a substantial body of

my experiences during my career. or me, teaching begins with the learner, the student. The

teaching also should be a social environment with communities to involve the society and the

progress. As a means of evaluating teaching, the teaching dossier emerges from the premise

that there is no single way to define effective teaching. !ithin the context of departmental,

faculty, or disciplinary guidelines or expectations of what constitutes effective teaching, a

dossier allows each instructor to highlight the approaches and strategies that have proven tobe effective for him or her, and that demonstrate an ongoing commitment to teaching

effectiveness and improvement.

"ossiers thereby allow teaching to be evaluated systematically and rigorously while allowing

for flexibility, innovation and contextuali#ation of teaching goals and approaches. This means

that in developing the dossier you must focus on demonstrating the effectiveness of your own

approach by incorporating evidence of your teaching successes throughout the dossier.

The key to creating an effective portfolio is to shape both content and format for a specific

audience. Take care in selecting and organi#ing materials in a way that will be helpful to

readers who, as members of search committees, are often deluged by application materials

from hundreds of applicants.

Whats a teaching Portfolio?


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A portfolio is a compilation of materials that exemplifies your beliefs, skills,

$ualifications, education, training, and experiences. It provides insight into your personality

and work ethic. All in all, it is a representation of your professionalism.

It is a factual description of a professor%s teaching strengths and accomplishments. It

includes documents and materials, which collectively represents the scope, development and$uality of a professor%s teaching performance. Think of the function behind portfolios kept by

architects, designers, artists, etc.-to display their best work and the thought process behind

their work.

The process of putting together a portfolio itself will help you become a more effective

interviewee. &ou will be identifying the skills you have gained through your various

experiences and how they relate to the career you are interested in. 'hoosing the most

relevant experiences and putting them in an easily understood format will help you better

articulate your skills and experiences when asked $uestions about your $ualifications in an

interview. A professional looking portfolio will also show an employer proof of yourorgani#ational, communication, and tangible career related skills.

Self-evaluation and reflection

(eflection is what distinguishes your portfolio from your administration or teaching

file. 'ritical reflection involves analy#ing your own learning and teaching practices that may

contribute to )in* effective teaching, regular evaluation of your approaches to teaching and

learning as well as action research approaches such as drawing on alternative teaching

strategies to help students to learn when familiar methods fail. It is useful if it is used in a

framework, therefore you should look at the theories of learning and identify your own

approach to teaching and learning.


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As a beginner in this part of education, I have to make my own evaluation about how

I%m going to deal with many stuff, +ringing to my mind the impact that I could cause in the

cognitive development of the student if I reach to commit some error, I should take into

account the different kinds of personalities I will get to dealing with.

ome of the learners will be an active and engaged participant in small group, and classdiscussions by analy#ing, constructingcreating, and evaluating information presented within

some the textbook, external readingsresources, student research, and class activities.

And, in the other hand this learner will identify historical landmark events which

contributed to the development of todays testing and assessment environment in schools.

/ow I will encourage this new challenge0

!ith a huge responsibility, as a teacher, I might have a tremendous influence to the

student%s decision, considering what I have done in the past years being a student. I need to

take in consideration how the technological methods that exist today are changing the

performance of classes. The ability to teach well and influence others comes from within.1

22Teaching "ilemmas3 45 powerful solution to almost any classroom challenge by 6athy

7aterson. &ou need to love the idea of be a teacher, you have a commitment as their guide3 so,

I have to find my own style, keep in order what I want my students learn, which purpose I

want my students learn this assignment. I will confront the idea of making mistakes during

my teaching, asking myself8 if i teach something incorrectly0 If I pronounce something wrong

and my students can%t pronounce in other way0

There are many $uestioning inside my mind3 I know I will be confronting them in the

classroom.

28 Golden Rules of Being a Good Teacher by Salha Salim Jeizan, Al

Faisaliah Girls Schools

Al Khobar, Saudi Arabia

It ays that exits 9: rules to be a good teacher, taking in consideration this I will try to

apply some of this8

(espect yourself and your colleagues.

(espect students and parents.

Accept advice and work on it.

Accept your responsibilities and carry them through.

Accept diversity in your students and learn from them.


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+e prepared to improve yourself in your subject.

+e prepared to share and cooperate

+e prepared to give constructive feedback.

+e sincere with yourself and others.

+e imaginative with your students.

+e innovative in your classroom.

6now that you are accountable for all that you say and do.

6now that you are part of a team and that you are special.

Those ones will be part of my own teaching practice from now and on.

Why do I need a Teaching Portfolio?

A teaching portfolio shows everything of your professional side. This portfolio will

contain all experiences I will ac$uire during my teaching practice.

A teaching portfolio is a collection of documents that together 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 Teaching 7ortfolio is a useful tool that can help you

develop, clarify, and reflect on your teaching philosophy, methods, and approaches

present teaching credentials for hiring and promotion in an academic position

document professional development in teaching

identify areas for improvement


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prepare for the interview process

&our portfolio is a collection of documents that tells a story about you, illustrating your

professional growth and teaching achievements. It is a way of promoting yourself that is

dramatically increasing in popularity and which, if used correctly, will work to your

advantage.

This portfolio will contain all experiences I will ac$uire during my teaching practice.

elf-evaluation, reflection and improvement.

7lanning for taff "evelopment (eview discussions.

;vidence of work $uality.

A teaching portfolio can be used as part of the formative assessment of your own

performance, that is, to reflect on what you are trying to achieve and how you might improve

upon it.

A well balanced teaching portfolio statement will incorporate both summative and

formative analysis of my learning and teaching activities.

How should I structure my Teaching Portfolio?

&our teaching portfolio will allow you to capture the prosperity of your teaching and

your students% learning, so that others will appreciate what you have accomplished. It will

give you opportunity to take ownership of your development in teaching and learning,

examine your practices and demonstrate your successes in promoting learning by all students

for example in your ;" or application for a teaching excellence award. !hen you carefully

examine your own practices, those practices are likely to improve.

!hat goes into the teaching portfolio0

A teaching portfolio is a personali#ed process. Therefore, when writing a portfolio, you

should have a teaching philosophy statement which is the


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"ocumentation for current teaching practices, self-reflection on current practices and

plans for future improvement.

;vidence of your performance as a teacher.

The institution where I will teach in might make a difference to the way I compile my

teaching portfolio. irstly, institutional policies and procedures in relation to probation,

promotion and performance management might prescribe the form in which my portfolio

statement is structured. econdly, the mission or values of the institution might also influence

my teaching philosophy and practice. I have to take in consideration those possible situations,

according the institution.

+efore starting to prepare a teaching portfolio statement, you should first check with the

particular institution to determine their policies and procedures in relation to teaching

portfolios.

=y teaching portfolio should emphasi#e my own particular philosophy and practicetoward teaching, as well as demonstrate that I am aware of the institution%s goals and

objectives in relation to teaching and learning.

Teaching philosophy, teaching practice and the way my teaching is evaluated may well

vary considerably between disciplines.

Teaching Responsiilities

As the adultteaching in charge, I will assume a variety of responsibilities, in which Ihave to be preparing to confront them.

ollows professional practices consistent with school and system policies in working

with students, students% records, parents, and colleagues

(esponsibilities of Teachers

"emonstrates communication and interpersonal skills as they relate to interaction with

students, parents, other teachers, administrators, and other school personnel

acilitates home-school communication by such means as holding conferences,

telephoning, and sending written communications

=aintains confidentiality of students and students% records

!orks cooperatively with school administrators, special support personnel,

colleagues, and parents

Treat learners fairly, respectfully, and without bias related to their age, race, gender,sexual orientation, disability, religion, or national origin.


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>ive learners timely, constructive, and accurate feedback and opportunities for

remediation, and submit grades and evaluations within ? weeks of the end of a course or

clerkship.

+e prepared and on time for all activities.

7rovide learners with current material and information and appropriate educational

activities.

Statement of Teaching Philosophy

A statement of teaching philosophy allows you to articulate what you believe your role

and objectives are as a teacher and what learning objectives you set for your students. The

statement should highlight how and why you adopt certain approaches to teaching to achieve

these objectives.Typically your statement of teaching philosophy should be a brief statement about your

views in relation to your assumptions, attitudes and expectations toward your responsibilities

and obligations as a teacher and how this impacts on your approach to teaching.

I will not teach only my point of view about ;nglish classes, I want to share what I have

learned, how I learned it, why they should try to find their purpose for learn this not only as a

subject but also as a daily life.

Many philosophers enjoy the challenge of motivating students to rethink parochial opinions

they have absorbed while growing up.ST!T"#"$T %& T"!'HI$( PHI)%S%PH*+enjamin +ayer

I will teach with an open mind, a reflexive

Why should I include in a Statement of Teaching Philosophy?

@ike a teaching portfolio itself, your statement of teaching philosophy can serve a

number of purposes, including8

A way to clearly articulate your understanding of your role and responsibilities as a

teacher.

A way of demonstrating to your colleagues and university management that your

approach to teaching has a sound philosophical )and where appropriate, theoretical*

foundation.

A way of demonstrating that you appreciate the importance of teaching as part of your

duties and responsibilities and your commitment to it, and showing that you are


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prepared to reflect on your role as a teacher and consider improvements to be part of

your professional development.

=y statement of teaching philosophy is very much part of the formative appraisal of

your role as a teacher.

I don%t want students overthinking about the kind of attitude I will take to teach them. It

is necessary let them know what kind style I have for teaching. I want to give them a

comfortable environment, in which they can be reflexive and evaluate themselves in their own

learning.

Teaching #ethodology+ Strategies+ %,ectives

Taking in consideration de =I;" procedures, is how I will put forward my teaching

process.

The methodologies I will use are8

The communicative approach of teaching ;nglish is a method that overtook older and

more traditional methods such as the grammar-translation method.

I will take in consideration8

4. Audio-lingual methodto help to my students to improve their listening and speaking

pronunciation.

!trategy for this method

ong, Bideos, musical videos where the students must learn by heart lyrics

pronunciation.

>roup projects where the students interchange some personal info about

themselves.

A movie from the linguistics is a mayor priority, documental from reality

experiences in the world.

=y principal objective for my portfolio will be focuses on what my students need to

learn.

- Interact with different situation where the students improve their knowledge and

linguistics skills during the course.

- (ecogni#ed the abilities my students possess to develop some classwork and

homework.


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9. "ommunicative #anguage to develop the communicative approach from y students.

And to encourage my students to take more responsibilities for their own learning.


'ommunication ;nvironment, it means that I will make them repeat almost all I%m saying

about the class.

C. #anguage immersion @anguage immersion puts students in a situation where they

must use a foreign language, whether or not they know it. This creates fluency, but not

accuracy of usage.


@anguage is ac$uired most effectively when it is learned in a meaningful social context. or

young learners, the school curriculum provides a natural basis for foreign language learning,

offering them the opportunity to communicate about what they know and what they want to

know, as well as about their feelings and attitudes.

=ost language immersion schools have four immersion-related goals8

4. to achieve competency in the foreign language )listening, speaking, reading, writing*

9. to master content area skills D concepts

C. to gain a greater understanding and appreciation of other cultures


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Referenceshttp://www.clarke.edu/page.aspx!d"4278

http://resu#es$%&r$teachers.c/ph!l&s&ph'$help/teachers$p&rt%&l!&.aspx

http://ucat.&su.edu/read/teach!(g$p&rt%&l!&

http://tdu.(##u.ac.)a/*each!(g$P&rt%&l!&$+e,el&p#e(t

http://www.ware.k12.ga.us/-a(d&&k/ec&(dar'20Pages/*eacherdut'a(dresp&(.ht#

http://www.teach!(g.ut&r&(t&.ca/t&p!cs/d&cu#e(t!(g$teach!(g/teach!(g$

d&ss!er/reps&(s!!l!t!es.ht#

http://ucat.&su.edu/read/teach!(g$p&rt%&l!&/resp&(s!!l!t!es

http://#sch!rahager#a(.c/teach!(g$ph!l&s&ph'/

http://www.e(a'er.c/teach!(g$ph!l&s&ph'.pd%

http://%acult'.utep.edu/P&rtals/1649/p&rt%&l!&/teach!(gph!l&s&ph'.pd%
http://www.clarke.edu/page.aspx?id=4278http://resumes-for-teachers.com/philosophy-help/teachers-portfolio.aspxhttp://ucat.osu.edu/read/teaching-portfoliohttp://tdu.nmmu.ac.za/Teaching-Portfolio-Developmenthttp://www.ware.k12.ga.us/Handbook/Secondary%20Pages/Teacherdutyandrespon.htmhttp://www.teaching.utoronto.ca/topics/documenting-teaching/teaching-dossier/repsonsibilities.htmhttp://www.teaching.utoronto.ca/topics/documenting-teaching/teaching-dossier/repsonsibilities.htmhttp://ucat.osu.edu/read/teaching-portfolio/responsibilitieshttp://ucat.osu.edu/read/teaching-portfolio/responsibilitieshttp://mschirahagerman.com/teaching-philosophy/http://www.benbayer.com/teaching-philosophy.pdfhttp://faculty.utep.edu/Portals/1649/portfolio/teachingphilosophy.pdfhttp://www.clarke.edu/page.aspx?id=4278http://resumes-for-teachers.com/philosophy-help/teachers-portfolio.aspxhttp://ucat.osu.edu/read/teaching-portfoliohttp://tdu.nmmu.ac.za/Teaching-Portfolio-Developmenthttp://www.ware.k12.ga.us/Handbook/Secondary%20Pages/Teacherdutyandrespon.htmhttp://www.teaching.utoronto.ca/topics/documenting-teaching/teaching-dossier/repsonsibilities.htmhttp://www.teaching.utoronto.ca/topics/documenting-teaching/teaching-dossier/repsonsibilities.htmhttp://ucat.osu.edu/read/teaching-portfolio/responsibilitieshttp://mschirahagerman.com/teaching-philosophy/http://www.benbayer.com/teaching-philosophy.pdfhttp://faculty.utep.edu/Portals/1649/portfolio/teachingphilosophy.pdf


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http://www.pl'#&uth.edu/graduate/%!les/2011/03/+5080&(g!ll&.pd%

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