A teaching portfolio is a very important part of applying for jobs in philosophy because the majority of graduate students will not go straight into research positions and most will be at teaching colleges the rest of their careers. This being the case it is really good to have a portfolio to prove one can teach well.
From UC Berkely's career center
Across the country, large research universities and small liberal arts colleges are coming under increasing pressure from key constituencies to improve the quality of teaching offered to undergraduates. One public manifestation of this pressure has been a significant rise in the number of schools that are asking for extensive evidence of teaching experience and prowess in the job search process. Candidates are frequently asked to offer a teaching portfolio that does more than describe the courses they've taught in the past and are willing to teach in the future.
Guidebook to Teaching Portfolios:
A teaching portfolio (or dossier) is a coherent set of material that represents your
teaching practice as related to student learning. “Teaching practice” in its broadest sense
extends beyond the obvious activities that go into teaching a course to include all
activities that enrich student learning.
http://www.umass.edu/cft/publications/teaching%20portfolio.pdf
I suggest these resources:
Vanderbilt's Handbook: http://cft.vanderbilt.edu/teaching-guides/reflecting/teaching-portfolios/
UC berkeley career centerhttps://career.berkeley.edu/PhDs/PhDportfolio.stm
The Center for Teaching University of Massachusetts Amherst: http://www.umass.edu/cft/publications/teaching%20portfolio.pdf
Brown university handbook: http://www.brown.edu/Administration/Sheridan_Center/docs/teach_port.pdf
The teaching portfolio list of documents:
- Statement of Teaching Philosophy
- List of Courses and Sample Syllabi
- Teaching Evaluations
- Letters of Recommendation
- Videos of teaching
- Number of advisees, graduate and undergraduate
- Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning
- Reading lists
- Assignments
- Exams and quizzes, graded and ungraded
- Handouts, problem sets, lecture outlines
- Descriptions and examples of visual materials used
- Descriptions of uses of computers and other technology in teaching
- Summarized student evaluations of teaching, including response rate and relationship to departmental average
- Written comments from students on class evaluations
- Comments from a peer observer or a colleague teaching the same course
- Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work
- Letters from students, preferably unsolicited
- Letters from course head, division head or chairperson
- Statements from alumni
- Materials Demonstrating Student Learning
- Scores on standardized or other tests, before and after instruction
- Students’ lab books or other workbooks
- Students’ papers, essays, or creative works
- Graded work from the best and poorest students, with teacher’s feedback to students
- Instructor’s written feedback on student work
- Activities to Improve Instruction
- Participation in seminars or professional meetings on teaching
- Design of new courses
- Design of interdisciplinary or collaborative courses or teaching projects
- Use of new methods of teaching, assessing learning, grading
- Preparation of a textbook, lab manual, courseware, etc.
- Description of instructional improvement projects developed or carried out
- Contributions to the Teaching Profession and/or Your Institution
- Publications in teaching journals
- Papers delivered on teaching
- Reviews of forthcoming textbooks
- Service on teaching committees
- Assistance to colleagues on teaching matters
- Work on curriculum revision or development
- Honors, Awards, or Recognitions
- Teaching awards from department, college, or university
- Teaching awards from profession
- Invitations based on teaching reputation to consult, give workshops, write articles, etc.
- Requests for advice on teaching by committees or other organized groups
There is another even longer list here: http://www.umass.edu/cft/publications/teaching%20portfolio.pdf
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