An Evaluative Teaching Portfolio is one that you present to someone else to provide them with evidence for a decision about your teaching. It may be based on materials from your Developmental Teaching Portfolio, but it is often briefer and more selective.
Contents of an Evaluative Teaching Portfolio typically include
- Letters from the Department Chair and peer evaluators should be included in the evaluative teaching portfolio. The letter from the Chair should give a sense of the candidate's contributions to education by referring to:
- The depth, breadth, and innovation of the candidate's teaching.
- Evidence of the candidate's commitment to undergraduate and graduate students.
- Evidence of the candidate's commitment to departmental and university efforts in education.
- Evidence of the candidate's contributions to teaching and/or education in his/her discipline or profession.
- A discussion of the relationship between the candidate's research scholarship and teaching.
- For senior faculty, any indication of the lasting effects of the candidate's teaching on students.
- A letter from the peer evaluators should giving a sense of the candidate's contribution to education by summarizing:
- Representative course materials (e.g., course syllabi)
- Student evaluations
- Examples of excellence in teaching (e.g., new instructional materials, innovative teaching techniques, honors received, etc.)
- If able, comments on aspects 1a-f listed above
- Listing of courses taught and other teaching activity (e.g., Masters and Ph.D. committees, curricular and programmatic work).
- Reflective self-statement by the candidate
- Briefly present your philosophy of teaching and learning, and explain how you put this philosophy into practice (using evidence such as a syllabus, an assignment sequence, or other documents from your teaching).
- Show changes in content and method that you have made, explaining why you made the changes and how you assess the outcomes of making the change.
- Other material and analyses at the discretion of the faculty member.
Attention to brevity is very important for the evaluation portfolio. It will not receive the attention it deserves, if it is not brief.
When the time comes to prepare the portfolio for promotion, tenure, and/or merit pay increase, the junior faculty member should again work closely with a mentor who has had previous experience in portfolio preparation and/or review at the College-level.
2.8.96
Faculty Council on Instructional Quality
University of Washington
More Information on Teaching Portfolios
