Why Teaching Portfolios
Teaching portfolios are essential for obtaining jobs in our fields as well as providing information on program assessment for agencies such as the SACS accreditation review. All faculty in the English Department construct teaching portfolios each year. These portfolios are reviewed by various committees. For the purposes of Lower Division Studies, GTA, VI, and Lecturer teaching portfolios will be constructed based on the information below and discussed in the Mentoring Sessions. Members of the Lower Division Committee will assess portfolios in the spring. We recognize that teaching portfolios will vary as a result of experience and courses taught, as well as personal style, but all must include the following information.
We encourage you to turn in your portfolio in an electronic format (PDF or hosted online). However, please note:
All graded student projects (see #8 under Portfolio Contents) must be turned shared via Onedrive or turned in in hard copy. All student feedback must be completely private due to FERPA laws. If you respond to student work by video or audio, you will need to provide a transcript of that feedback. Our suggestion is that you use GSU Sites are your home for an online portfolio. Alternatively, if you already have a website or blog that you use, you may select that option. Please keep in mind that, just as in the case of many job search materials, any materials posted online will be in the public domain.
- Table of Contents/Easily Navigable Links
- Current Curriculum Vitae (CV)
- Teaching Philosophy (about two pages). Discuss your goals and philosophy of teaching. Your philosophy should show your awareness of major concepts and trends in the field as well as your particular contribution in the classroom.
- Teaching Reflection (one to two pages). Write a reflective page about your teaching experience over the past year. Discuss what you think worked with particular classes and what you will try next time you teach the courses. Make sure to include reflections on the sessions you attended during the GTA training meetings.
- Syllabus. Include syllabi for each course taught this year. Order the syllabi by spring of the previous academic year, then the summer of previous year, then the fall of the current year.
- Assignment sheets/links to instructions for every major assignment for each course taught. Include the handouts or electronic instructions given to students for each assignment in the courses you taught. You may include low-stakes assignments at your discretion.
- Rubrics, if used.
- Examples of a high, medium, and low-level graded paper with instructor feedback for at least two of your major assignments for each semester (not course taught). This means six papers/projects per semester need to be provided with grades, rubrics (if used), and instructor feedback.
When to Submit Teaching Portfolios
Portfolios for 2019 are due by Friday, February 7, 2020 at 5:00p.m. Both electronic and hard copy portfolios as well as graded student work should be put in Meagan Malone’s mailbox on the 23rd floor of 25 Park Place or emailed to firstname.lastname@example.org.