Teaching Portfolios Instructor College Reading Club October 27, 2005 Patricia B. Yocum "Bringing the „Invisible‟ into Focus: Teaching Portfolios for the Instruction Librarian" by Jane P. Tuttle LOEX 1999 pp. 141-149 Basic Assumptions Re the Instruction Librarian Teaching is the primary role Little training for it in graduate school Must learn, refine craft on the job Teaching may be underappreciated or even invisible to others (administrators & teaching faculty) Teaching portfolio can help: Improve teaching Document contributions The Teaching Portfolio Collection of materials which document performance By 1999 used in 400+ colleges & universities in US and Canada Captures all professional activity with “direct support for student learning” Regularly updated What a Portfolio Contains Several reflective, narrative sections Teaching responsibilities Teaching philosophy Teaching strategies Supporting documentation Student papers Evaluations from students, peers Developing a Portfolio Mentor Provides guidance Helps keep process on track Is invaluable Initial process takes ~ 15 hours Portfolio held in notebook or binder Keep up-to-date especially comments part Parts of a Portfolio Teaching responsibilities Philosophy Methods and strategies Effectiveness Improvement Future goals Appendices Supporting material Value of a Portfolio Process focuses librarian‟s efforts Improves teaching w benefits to librarian and students Captures all aspects of teaching Assessment Can be shared Promotes understanding and respect among classroom faculty of librarian‟s teaching role "Creating the developmental teaching portfolio: a great tool for self-assessment experience at the University of Arizona Library" Ann Lally and Ninfa Almance Teejo. College & Research Libraries News v. 59 no10, Nov. 1998, pp. 776-778 Context Basic premise: “The new academic library will be a teaching library” Paper resulted from participation in doctoral research project Project Create a developmental teaching portfolio Involved 10 librarians meet 2 hrs/monthly x‟s 8 months work with researcher for guidance and help Types of Portfolios Summative Teacher‟s best work Used for assessing job performance Developmental Components help librarian self-assess I.D. areas for improvement Librarians chose this type Portfolio Components CV Teaching philosophy Statement of teaching responsibilities Sample of teaching artifcats/indices Written reflection Curriculum Vitae Provides framework for reflecting on current duties Forces annual updates Encourages comprehensive, long term view Helps formulate future direction Teaching Philosophy Reflects beliefs re education and its connection w librarianship Concerns how we teach and how it intersects w student learning Considers issues and complexities affecting our teaching Teaching Artifacts/Indices Lesson plans Assignments Observation reports Evaluations from faculty, students Conference presentations Articles authored Written Reflection Ties all together Helps assess abililites and experiences May prompt questions such as: How did I perform as a teacher? What were the students like What went great? Not so great? Why? What do artifacts say about the expereince? Is my philosophy reflected in how I teach? Results What changes are in order What is needed to implement them What steps are next In summary A process for growth A for continual assessment and improvement Questions for Discussion Would the time required to create a portfolio be worth the investment? Is a developmental portfolio realistic for UM Library instruction? Will having portfolios gain us standing with the teaching faculty at UM?