Teaching Portfolios

  Basic Principles Underlying the Use of the Teaching Portfolio in PolyU  

The prime function of PolyU is teaching. This is implicit in the PolyU Mission Statement, is integral to the "Vision 2001" Strategic Plan and has recently been stressed once more by Senior Management. It is important that continuing efforts should be made to assure and enhance the quality of teaching and learning.

Over the past few months Post-TLQPR Action Plans have been put in place to facilitate this assurance and enhancement.

A document has recently been issued by the Senior Management Group outlining suggestions for criteria associated with various levels of teaching performance. That document refers to "Teaching Portfolios". An earlier document, outlining a long-term Post-TLQPR Action Plan, also refers to "Teaching Portfolios" and suggests that staff should be encouraged to use them.

This document is intended to support and encourage the use of Teaching Portfolios. It has been developed as a result of widespread discussion of a draft document with staff from all Faculties on campus, together with feedback received from workshops and discussion sessions held with staff from several departments.

What is a Teaching Portfolio?

A teaching portfolio is a document produced by an individual staff member which presents evidence about that staff member's teaching activities. This evidence is normally arranged into various categories. Teaching portfolios are being used by staff in many settings around the world, for purposes of promotion and job applications, preparation for appraisals, and for the ongoing development of teaching quality.Additional references and materials concerning Teaching Portfolios are available from the EDC.

How is a Teaching Portfolio used in PolyU?

Within PolyU the following guidelines for the development and use of Teaching Portfolios apply.

The Teaching Portfolio is intended primarily for developmental purposes: i.e. it is meant to lead to improvements in teaching and learning.

  • Producing a Teaching Portfolio is optional. Staff are strongly encouraged to use the approach, or something similar, in order to plan and carry out improvements in their teaching. However, this is the decision of the staff member concerned.
  • Staff who develop a Teaching Portfolio are encouraged to present this - or Sections from it - to supplement Student Feedback Questionnaire (SFQ) Reports as evidence of teaching quality.
  • The Teaching Portfolio could usefully consist of three Sections, which are designed to lead to improvements in teaching. These are as follows.

1. Feedback or evidence relating to the effectiveness of teaching

2. Based on that evidence, conclusions about the ways in which teaching could most usefully be developed and enhanced

3. A Personal Action Plan for bringing about that development and enhancement

  • The evidence referred to in (1) above should normally be information or data which is generated in the normal course of teaching. Staff should NOT spend significant additional amounts of time in collecting and assembling evidence solely for the purpose of developing a Teaching Portfolio. The development of a Teaching Portfolio should lead to better quality teaching.

Back to top