Creating a Course Portfolio Office of Faculty and Instructional Development and the College of Education Qatar University

Creating a Creating a Course Course

PortfolioPortfolio Office of Faculty and Instructional Office of Faculty and Instructional

Development Development and the and the

College of EducationCollege of EducationQatar UniversityQatar University

04/19/23 2

Workshop Objectives Understand the elements and organization Understand the elements and organization

of an effective course portfolioof an effective course portfolio Identify artifacts appropriate for inclusion Identify artifacts appropriate for inclusion

in a course portfolioin a course portfolio Effectively communicate a learning Effectively communicate a learning

philosophyphilosophy Write a meaningful and thorough course Write a meaningful and thorough course

refectionrefection Self-evaluate a course portfolio prior to Self-evaluate a course portfolio prior to

submissionsubmission

04/19/23 3

Course Portfolio

What is it? What is it?

Why should I make Why should I make one?one?

How do I make How do I make one?one?

04/19/23 4

A well-constructed A well-constructed portfolio is…portfolio is…

your lawyeryour brag book

your mirror your ladder

04/19/23 5

A sub-standard portfolio is A sub-standard portfolio is simply a waste of your time.simply a waste of your time.

04/19/23 6

Course Portfolio DefinitionCourse Portfolio Definition

A way to ensure that A way to ensure that quality teachingquality teaching is is recognized, valued, and rewarded. recognized, valued, and rewarded.

A comprehensive yet efficient means of A comprehensive yet efficient means of documenting the intellectual workdocumenting the intellectual work of teaching a of teaching a particular course. particular course.

A way of presenting teaching as a A way of presenting teaching as a form of form of scholarshipscholarship, utilizing the accountability through , utilizing the accountability through peer review that already exists in higher peer review that already exists in higher education. education.

A means for conveying one’s work to appropriate A means for conveying one’s work to appropriate publics, including publics, including promotion and tenurepromotion and tenure committees.committees.

04/19/23 7

Broadly defined, a teaching portfolio is " . . . a Broadly defined, a teaching portfolio is " . . . a factual description of a professor's strengths factual description of a professor's strengths and accomplishments. It includes documents and accomplishments. It includes documents and materials which collectively suggest the and materials which collectively suggest the scope and quality of a professor's teaching scope and quality of a professor's teaching performance" (Seldin, 1993, p. 2). performance" (Seldin, 1993, p. 2).

Portfolios at their best are more than Portfolios at their best are more than collections of teaching artifacts…; they include collections of teaching artifacts…; they include analysis and reflection; they put forward an analysis and reflection; they put forward an argument, make a case, summarize and explain argument, make a case, summarize and explain an inquiry into teaching and learning. (Cerbin, an inquiry into teaching and learning. (Cerbin, 2001).2001).

04/19/23 8

Why should I make a Why should I make a portfolio?portfolio?

The University requires it. The University requires it.

Teaching Performance = 60% of your faculty Teaching Performance = 60% of your faculty evaluationevaluation

Course portfolio is a significant part of that 60%Course portfolio is a significant part of that 60%

It is an effective tool for self-reflection It is an effective tool for self-reflection and professional growth. and professional growth.

““The role of reflection has been described The role of reflection has been described repeatedly in studies of teacher effectiveness.” repeatedly in studies of teacher effectiveness.” (Stronge, 2002, p.20).(Stronge, 2002, p.20).

04/19/23 9

Are you a good teacher? Are you a good teacher?

Prove it to yourself, and

prove it to others.

04/19/23 10

Table of ContentsTable of Contents

Course Syllabus Course Syllabus Learning philosophyLearning philosophy Samples of Teacher Samples of Teacher

ActivitiesActivities Samples of Student Samples of Student

ActivitiesActivities Course EnvironmentCourse Environment ReflectionReflection

04/19/23 11

Required Elements of a Required Elements of a Course SyllabusCourse Syllabus

Course InformationCourse Information Faculty InformationFaculty Information Course DescriptionCourse Description Course ObjectivesCourse Objectives Student Learning Student Learning

OutcomesOutcomes Content Distribution Content Distribution

Delivery MethodsDelivery Methods Learning Resources and Learning Resources and

MediaMedia

Assessment Policy and Assessment Policy and ToolsTools

Learning Activities Learning Activities and Tasksand Tasks

RegulationsRegulations References and References and

Additional ResourcesAdditional Resources AppendicesAppendices - Course Matrix- Course Matrix - Evaluation Criteria - Evaluation Criteria

(Rubrics)(Rubrics)

04/19/23 12

Look carefully at…Look carefully at…

Course Course DescriptionDescription

Course Course ObjectivesObjectives

Student Learning Student Learning OutcomesOutcomes

Learning Learning ActivitiesActivities

Evaluation Evaluation Criteria (Rubrics)Criteria (Rubrics)

Course MatrixCourse Matrix

04/19/23 13

Course Description: Course Description: Foundations of Educational Foundations of Educational

LeadershipLeadership This course is designed as a survey This course is designed as a survey

course in educational leadership. course in educational leadership. Topics of study include creating and Topics of study include creating and sustaining a sustaining a school visionschool vision; promoting a ; promoting a positive school culturepositive school culture, providing an , providing an effective instructional program for all effective instructional program for all studentsstudents; supporting ; supporting staff staff developmentdevelopment; managing the ; managing the organization, and providing organization, and providing ethical ethical leadership. leadership.

04/19/23 14

Objectives: FoundationsObjectives: Foundations Promote a positive school or organizational Promote a positive school or organizational cultureculture, ,

providing an effective instructional program, applying best providing an effective instructional program, applying best practice to learning, and designing comprehensive practice to learning, and designing comprehensive professional professional growth plans for staffgrowth plans for staff..

Promote the Promote the success of all learnerssuccess of all learners by understanding, by understanding, responding to, and influencing the larger political, social, responding to, and influencing the larger political, social, economic, legal, and cultural context.economic, legal, and cultural context.

Create, articulate, implement, and sustain a school or Create, articulate, implement, and sustain a school or organizational organizational vision,vision, with the support of the community, with the support of the community, that supports learning. that supports learning.

Manage the operations and resources of an organization in Manage the operations and resources of an organization in a way that promotes a safe, efficient, and a way that promotes a safe, efficient, and effective learning effective learning environmentenvironment..

Promote the Promote the success of all learnerssuccess of all learners by collaboration with by collaboration with families and other community members, responding to families and other community members, responding to diverse diverse community interestscommunity interests and needs, and mobilizing and needs, and mobilizing community resources.community resources.

Promote the Promote the success of learnerssuccess of learners by acting with by acting with integrity, integrity, fairly, and in an ethical manner.fairly, and in an ethical manner.

04/19/23 15

Learning OutcomesLearning Outcomes Use relevant knowledge and theories to Use relevant knowledge and theories to develop a develop a

school visionschool vision that would promote the success of all that would promote the success of all students and describe how the community would be students and describe how the community would be involved in the development, articulation, involved in the development, articulation, implementation, and stewardship of the vision.implementation, and stewardship of the vision.

Design plans for managing the organization and Design plans for managing the organization and operations of a school or educational organization operations of a school or educational organization that would support a safe, efficient, and that would support a safe, efficient, and effective effective learning environmentlearning environment. .

Design plans for collaborating with families and the Design plans for collaborating with families and the community and for mobilizing resources to respond community and for mobilizing resources to respond to to community interestscommunity interests and needs. and needs.

Evaluate case study scenarios and make Evaluate case study scenarios and make recommendations for how a leader should act with recommendations for how a leader should act with integrity, fairness, and ethically to promote the integrity, fairness, and ethically to promote the success of studentssuccess of students. .

04/19/23 16

SyllabusSyllabus

““When students know what is expected of When students know what is expected of them, they have a better chance of them, they have a better chance of success.”success.”

The syllabus that follows was developed by The syllabus that follows was developed by the department. It contains a course the department. It contains a course description, learning outcomes, learning description, learning outcomes, learning goals, and regulations. To strengthen the goals, and regulations. To strengthen the organization of the class, I have added organization of the class, I have added instructor information, a content instructor information, a content distribution chart, and a course matrix, and distribution chart, and a course matrix, and included rubrics for key class assignments. included rubrics for key class assignments.

04/19/23 17

Learning PhilosophyLearning Philosophy

There is no “wrong way” to do a There is no “wrong way” to do a learning philosophy, but there are learning philosophy, but there are “better ways.”“better ways.”

Decide what you think the key Decide what you think the key questions, are and then answer questions, are and then answer them. them.

04/19/23 18

One set of questionsOne set of questions::

How learning happen? (What does it How learning happen? (What does it mean “to learn?”mean “to learn?”

What is important to learn?What is important to learn?

What conditions best support learning?What conditions best support learning?

What can I do as a teacher to support What can I do as a teacher to support learning?learning?

04/19/23 19

Learning PhilosophyLearning Philosophy

Be careful what you write; integrity Be careful what you write; integrity demands that you teach that way. demands that you teach that way.

04/19/23 20

Teacher MaterialsTeacher Materials

Quality (not quantity)Quality (not quantity)

VarietyVariety

InnovationInnovation

ProfessionalismProfessionalism

04/19/23 21


Tie the sections together as often Tie the sections together as often as possible.as possible.

“ “ I believe students have different I believe students have different strengths and learn in multiple ways.”strengths and learn in multiple ways.”

The following selection represent The following selection represent multiple ways of presenting content so multiple ways of presenting content so that students have multiple ways to that students have multiple ways to learn. learn.

04/19/23 22


Examples of Multiple Modes of Examples of Multiple Modes of Class InstructionClass Instruction PowerPointPowerPoint Lecture notes setLecture notes set Project description and scoring Project description and scoring

rubricrubric Small group assignmentSmall group assignment Most effective transparenciesMost effective transparencies Instructions for gameInstructions for game Problem-based learning assignment Problem-based learning assignment

04/19/23 23


Always be specific in your narrative. Always be specific in your narrative. Don’t expect the evaluator to guess Don’t expect the evaluator to guess why you included the artifact.why you included the artifact.

The following activity demonstrates an The following activity demonstrates an innovation I added to the class. innovation I added to the class. Previously, students used the computer Previously, students used the computer to access language exercises. In this to access language exercises. In this activity, students use the computer to activity, students use the computer to develop an original language exercise develop an original language exercise to share with their peers. to share with their peers.

04/19/23 24


Tie it together. Choose teacher Tie it together. Choose teacher materials that clearly link to course materials that clearly link to course goals and learning outcomes and goals and learning outcomes and state that connection clearly. state that connection clearly.

04/19/23 25


ArtifactArtifact Course Course ObjectiveObjective

Learning Learning OutcomeOutcome

Lecture notes Lecture notes and PowerPoint and PowerPoint handout on handout on visionvision

Know how to Know how to create and create and realize a school realize a school vision.vision.

Design a school Design a school vision and vision and describe how it describe how it may be realized.may be realized.

Case study Case study project project instructions and instructions and scoring rubricscoring rubric

Understand how Understand how to operate a to operate a school and solve school and solve problems.problems.

Investigate Investigate authentic case authentic case studies .studies .

04/19/23 26


The narrative is key.The narrative is key.

1.1. In pairs, write a narrative to In pairs, write a narrative to include with a description of include with a description of the activity we just completed. the activity we just completed.

2.2. Discuss your narrative with Discuss your narrative with other members of the group. other members of the group. Get feedback. Get feedback.

04/19/23 27

Examples of Narratives for Examples of Narratives for Teacher ProductsTeacher Products

“ “ VarietyVariety is important in teaching to keep is important in teaching to keep student motivation high. Variety also student motivation high. Variety also increases the chance you will meet the increases the chance you will meet the needs of different kinds of learners in the needs of different kinds of learners in the classroom. The artifacts included in this classroom. The artifacts included in this section illustrate some of the varied means section illustrate some of the varied means of instruction I use.”of instruction I use.”

1.1. Lecture: Lecture notes and transparencies Lecture: Lecture notes and transparencies on the anatomy of the heart.on the anatomy of the heart.

2.2. Small group work: Assignment description Small group work: Assignment description and scoring rubric for taking and charting and scoring rubric for taking and charting blood pressures of classmates. blood pressures of classmates.

3.3. Etc.Etc.

04/19/23 28

FeedbackFeedback

““Had you thought about….?”Had you thought about….?” ““What did you mean by….?What did you mean by….? ““Can you clarify….”Can you clarify….” ““Would this have more impact if…”Would this have more impact if…” ““What if you…?”What if you…?” ““I’m not clear about…”I’m not clear about…” ““I don’t understand why you…”I don’t understand why you…”

04/19/23 29

FeedbackFeedback

SpecificSpecific InformationInformation Non-Non-

threateningthreatening

04/19/23 30

FeedbackFeedback

NONO

GoodGood

Needs Needs ImprovementImprovement

Doesn’t workDoesn’t work

YESYES

Clearly expressedClearly expressed

Clarify, pleaseClarify, please

Your purpose is Your purpose is unclear. Add more unclear. Add more description.description.

04/19/23 31

Examples of Narratives for Examples of Narratives for Teacher ProductsTeacher Products

“ “ InnovationInnovation ensures that the latest ensures that the latest research and resources are included in a research and resources are included in a class. They also increase student interest class. They also increase student interest and motivation. The .”and motivation. The .”

1.1. Lecture: Lecture notes and transparencies Lecture: Lecture notes and transparencies on the anatomy of the heart.on the anatomy of the heart.

2.2. Small group work: Assignment description Small group work: Assignment description and scoring rubric for taking and charting and scoring rubric for taking and charting blood pressures of classmates. blood pressures of classmates.

3.3. Etc.Etc.

04/19/23 32

AssignmentAssignment

Select teacher products.Select teacher products.

Order them, and make an intro page Order them, and make an intro page with a short narrative and list of with a short narrative and list of products. products.

OROR Order them, provide a list, and give a Order them, provide a list, and give a

narrative introduction to each narrative introduction to each product. product.

04/19/23 33

Student ProductsStudent Products

Show various kinds (projects, tests, Show various kinds (projects, tests, class notes, worksheets, essays, etc.)class notes, worksheets, essays, etc.)

Pictures of projects can have impact Pictures of projects can have impact valuevalue

The more and the richer feedback The more and the richer feedback represented the betterrepresented the better

Include samples from different levels Include samples from different levels of student successof student success

EXPLAIN your choicesEXPLAIN your choices

04/19/23 34

Student ProductsStudent Products

““Brain-based learning theory tells us that Brain-based learning theory tells us that students need frequent, specific, and non-students need frequent, specific, and non-threatening feedback for maximum learning.” threatening feedback for maximum learning.”

The following samples show three levels of The following samples show three levels of student success on the same assignment student success on the same assignment (students A, B, and C). The scoring rubric I (students A, B, and C). The scoring rubric I used proved to be very helpful, clearly used proved to be very helpful, clearly identifying levels of success. Samples four and identifying levels of success. Samples four and five show the improvement of students B and five show the improvement of students B and C after re-teaching. C after re-teaching.

04/19/23 35

Course EnvironmentCourse Environment Recall what you said in your learning Recall what you said in your learning

philosophy and prove it. philosophy and prove it. Evidence may include such things as:Evidence may include such things as:

Email conversationsEmail conversations Office visits logOffice visits log Descriptions of problems encountered and the Descriptions of problems encountered and the

solutionssolutions Feedback on student papersFeedback on student papers Notes from students or parentsNotes from students or parents Descriptions of motivational or inspirational Descriptions of motivational or inspirational

activities activities Student evaluationsStudent evaluations Peer evaluationsPeer evaluations

04/19/23 36

ReflectionReflection

Assessments are especially Assessments are especially important. Include at least one important. Include at least one assessment analysis and discuss the assessment analysis and discuss the findings. findings.

04/19/23 37


Example: Example:

Percentage Students Demonstrating Mastery

0

20

40

60

80

100

Obj 1 Obj 2 Obj 3 Obj 4 Obj 5

04/19/23 38


The most important part of the The most important part of the portfolio.portfolio.

Clearly answer:Clearly answer: What worked? Why?What worked? Why? What didn’t work? Why? What will you do What didn’t work? Why? What will you do

differently next time?differently next time? What have you learned?What have you learned? What innovative ideas do you have for the What innovative ideas do you have for the

next time you teach the course? next time you teach the course? Has your learning philosophy changed? Has your learning philosophy changed?

Explain. Explain.

04/19/23 39

Finish with a Self-Finish with a Self-EvaluationEvaluation

Be thoroughBe thorough Be honestBe honest Be positiveBe positive End on a high noteEnd on a high note

Documents

Creating a Course Portfolio Office of Faculty and Instructional Development and the College of Education Qatar University