Preparing Materials for the Job Market—-CVs, Resumes, and Teaching Portfolios

Teaching Portfolios: actual evidence of teaching and student learning
-Syllabi, lesson plans, assignments, tests, and assessments
-Student work, test scores, evaluations
-Photos of classroom life
-Letters of recommendation, statements from class observations
-Self assessment and commentaries
-Statement of teaching philosophy or teaching statement

Tips for teaching Statement
-Show don’t say
-Use concrete examples
-Don’t be afraid to talk about mistakes and lessons learned
-Focus on students
-A reflection for yourself on every class you teach will certainly help
-Don’t reiterate your CV lines

“It is also a process for examine teaching and learning in a focused and structured fashion, for sharing these insights with others, and for improving what we do in schools.” (Wolf and Dietz 13)

Teaching portfolio as confession: “As a disciplinary tactic, portfolios may provide an increasingly sophisticated technique of monitoring faculty development toward codified norms of effective teaching.” (Talburt)

“Portfolio development rather than becoming a part of the apparatus of accountability, may better contribute to creating campus cultures in which institutional structures and mission are discussed and renegotiated, and questions of the value and purposes of teaching and learning and the elements that constitute effective teaching remain open.” (Talburt)

Three Kinds of Portfolios
Learning Portfolio
Strengths: is teacher driven and flexible, offers a non-treatening forum for analyzing one’s own practice
Limitations: can be unconnected to professional standards, may not provide a broad view of a teacher’s practice
Assessment Portfolio
Strengths: provides valid and reliable assessment and a comprehensive view of a teacher’s performance and potential
Limitations: reduces teacher ownership and can be time-consuming for teachers to construct
Employment Portforlio
Strengths: advertises a teachers talents and provides information to employers about a teacher’s perspectives and practices
Limitations: provides a view of teacher strengths rather than weaknesses

“It is important to keep in mind, however, that portfolios are a means, not an end. that is, the goal is not to polish portfolios, but to advance teacher and student learning.” (Wolf and Dietz)

Resumes & CVs
Reflective-Reflexive uses of resumes and CVs
-socially constructed, non-objective
-critically analyze power, privilege

“The very mechanics that administrations create for monitoring and developing teaching carry with them resources for faculty to renew their participation in defining the terms under which they teach and work.” (Talburt)

Bibliography
Talburt, Susan. “Teaching Portfolios: Uses Beyond Accountability.” The NEA Higher Education Journal 14. 2 (1998)
Wolf, Kenneth, and Mary Dietz. “Teaching Portfolios: Purposes and Possibilities.” Teacher Education Quarterly (1998): 9-22.

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