This is the third in a series of portfolio development workshops at the University of the Western Cape (UWC). We focus on making sure that the teacher/lecture gathers appropriate evidence and makes sure the evidence collected corresponds to the philosophy statement and portfolio outlines.

1. Faculty of the Natural Sciences
Portfolio Development Series
Workshop III 2013
18 June 2013
Rita Kizito

2. 1st
5th
9th
2nd
3rd
7th
4th
6th
8th
Image from: http://graphicriver.net/item/double-helix-dna-strand/65979
Your students- who are they and what
are their learning needs?
What is your teaching philosophy?
What informs it ?
Curriculum
design and
development
Assessment - how do you know
that your planned learning goals
for students are being met?
Contribution and participation in
institutional T&L activities
Scholarship - what
scholarly works have
informed your
teaching?
Professionalization - teaching & learning
workshops presented or attended.
Infusion of
technologies
Evaluation of teaching &
learning
The Architecture of Proficient Teaching
UWC REQUIREMENTS FOR COMPILING A TEACHING PORTFOLIO

3. So far we have explored…
 The UWC requirements
 How to construct a teaching
philosophy.

4. On completion of today’s workshop,
you should be able to:
• Develop a strategy for selecting evidence
that will go into your teaching portfolio or
answer the question:
“What kinds of supporting documents
should I include in my portfolio?”

5. The portfolio: a dynamic document
• The document will evolve over the course of your
career.
• Many ways of presentation e.g.
 Select one methodology or approach .
 Showcase the most significant contributions
thorough the years.
 Emphasize most recent work.
 Emphasize development -start with a challenge –
outline steps taken to overcome challenge – give
evidence of successfully overcoming the challenge.
 Any others ?

6. Activity I
 Share about one supporting document you
have brought to the workshop.
a)What aspect of teaching /learning does
the document showcase ?
b)Is there a demonstration of some form
of impact on student learning?

7. Carnegie Mellon model

8. Unpacking the model
1. Your own teaching. Are you engaged in on-going
reflection about your teaching?
2. Your students. What are some of the techniques you
use to inspire, motivate, and create an environment
where learning can occur?
3. Your colleagues, department and institution. Is
your teaching informed by your departmental curricular
goals and by the institution’s teaching & learning
mission?
4. Your discipline or teaching in general. Which
sources of scholarship are informing your teaching ? Are
they disciplinary or are you using specific pedagogies?

9. Activity II
 Work in pairs to use the model to organise
the kinds of documents you are going to
include in your portfolio. [you can use
colour codes]
 Your own teaching (no colour)
 Students ( yellow)
 Colleagues/department/institution ( red)
 Discipline or teaching in general (green)

10. Homework
 Continue preparing your portfolio.
 Remember the main elements:
An index/ table of contents
Your teaching philosophy statement
Supportive evidence.

11. Works Cited
Guidelines for Teaching Portfolios,
Eberly Center for teaching excellence
Source:
http://www.cmu.edu/teaching/resourc
es/DocumentingYourTeaching/Teachi
ngPortfolios/TeachingPortfolios.pdf

12. Ikamva site
Workshop material and course will be
available on Ikamva on 1 July 2013.
https://ikamva.uwc.ac.za/portal/site/a7521b
2a-63b4-4a66-8e54-4efc4b999749