Find us on Facebook Find us on LinkedIn Follow us on Twitter Subscribe to our YouTube channel

Teaching portfolio

Why do I need a teaching portfolio?

Teaching portfolios are now considered as the norm for demonstrating the quality of university teaching. The University of Sydney and the Business School value both quality teaching and research. A teaching portfolio is useful for demonstrating reflective quality teaching in performance reviews, promotions, teaching awards and when applying for an academic position.

What is a teaching portfolio?

A teaching portfolio is a concise (500-750 words) reflective document that summarises your approach to teaching and learning in your discipline(s). Teaching should be understood here to incorporate NOT only the wide range of interactions with students at all levels (whether face-to-face or via print, electronic and other media), but also planning and presentation, student assessment and the evaluation and further improvement of teaching. Teaching also involves scholarly activity and leadership, especially at senior levels.

Areas of inclusion in your teaching portfolio

Your approach to learning and teaching in your discipline(s)/ your philosophy of learning and teaching
Everyone has a different approach to this, so every teaching portfolio is unique. Importantly the relationships between your approach to teaching, the way you design learning and teaching experiences (the curriculum) and learning outcomes your students achieved needs to be explored throughout your portfolio. Your teaching portfolio provides evidence of significant endeavours and achievements in learning and teaching and ongoing reflection and evolution of your learning and teaching practice.

How you design curriculum in ways that are associated with quality students learning, e.g. a variety of assessment tasks that support the learning and demonstration of unit/program learning outcomes, provision of timely and meaningful feedback that supports student learning, clear goals, incorporating online learning in ways that encourages active/collaborative/inquiry-based teaching etc.

When discussing research supervision you may wish to include reference to your approach to supervision, the outcomes that you wish your students to achieve.

Teaching performance
Evidence that your approach to learning and teaching/curriculum positively impacts on your students' learning (not just your students' satisfaction). Evidence should come from a range of self, peer and student sources.

Evidence of reflection on these sources to further develop teaching practice needs to be included.

Research-led teaching
Evidence that your curriculum engages students in research-based activities and/or draws on recent research in the field and/or develops knowledge and practice in relation to research methods in the field and/or encourages the use of primary resources and recent materials, and/or involves sharing insights from your own research to stimulate your students' inquiry and imagination.

Student-focused teaching
Evidence that student assessment, student/peer feedback, self-reflection activities, engagement in professional development are drawn upon to enhance students learning experience and outcomes. Include challenges for students in learning in your discipline and how you have sought to address these.

Scholarship in teaching
Evidence of systematic reflection and analysis (drawing upon research in learning and teaching in your discipline or more broadly) to further enhance your learning and teaching.

Evidence of continuing to knowledge in learning and teaching through peer-reviewed research that advances knowledge in learning and teaching within the discipline more broadly.

Leadership in teaching
Evidence of a positive impact of your leadership in learning and teaching beyond your own classroom e.g. In redesign of a curriculum through mentoring or engaging in collaborative peer review with colleagues, in coordinating a team (academic/tutorial staff) resulting in effective learning and teaching in a unit of study/major/program.