Teaching PortfolioTeaching Portfolio(Dossier)(Dossier)

John T. Benjamin MDThe UNC Teaching Center

UNC Department of Pediatrics

Katherine Savage, MAUNC Office of Educational Development

The Teaching CenterThe Teaching Center

Objectives of SessionObjectives 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

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Reasons to Create a Reasons to Create a Teaching PortfolioTeaching 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.

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Another Way of Stating:Another Way of Stating:

“Teaching portfolios give expression to the scholarship of teaching”

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UNC SOM may not require TPUNC 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.

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Two Types of Teaching Two Types of Teaching PortfoliosPortfolios

• 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

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3 Elements of 3 Elements of Teaching PortfolioTeaching Portfolio

1. Reflective Statement (particularly teaching philosophy).

2. Documentation of Teaching Activities

3. Evaluation of Teaching (collected annually)» A. Peers» B. Learners

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1. Reflective Statement: Goals1. 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

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1. Reflective Statement: 1. Reflective Statement: specificsspecifics

• 1-3 page statement to include:

» Teaching Philosophy and Style » Goals» Teaching roles and responsibilities » Self-Assessment of Success» Areas of needed improvement» Plans for improvement

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Exercise #1Exercise #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 Activities2. 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

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Include Tasks of TeachingInclude Tasks of Teaching

• 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

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Exercise #2 (do at home)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 TeachingThe Materials of Teaching

• Only for working portfolio, not the summative portfolio:

» Materials that you have created» Materials used by others» Products of teaching» Other evidence of teaching effectiveness

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3. Evaluations3. 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.

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3. Evaluations3. 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

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Exercise #3 (if time)Exercise #3 (if time)

• Review OED forms:» Focus today: Learner and self-

assessment; also available Peer forms. • Determine how you are going to collate this

information, given the UNC system.

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Positive Results of TeachingPositive 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

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UNC ToolboxUNC Toolbox

• www.med.unc.edu/oed/toolbox/welcome

• Instruments to assess peer, student and self by clicking on pdf files

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Do Not Include in TPDo Not Include in TP

• 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

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Summary 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.

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