Documenting Teaching

Michael V. Drake Institute for Teaching and Learning

Teaching puts high demands on our attention to plan ahead and to respond in the moment. We submit “evidence of teaching effectiveness” as we cross career thresholds: entering employment as a teacher, being reviewed for renewal, or being promoted. Completing this endorsement provides structure around pursuing best practices when it comes to documenting and reflecting on one’s teaching as a tool for professional growth. This kind of reflection is a powerful tool for generating questions to pursue in a scholarly manner, and for documenting the changes one has incorporated in response to developments in scholarship.

Learning Outcomes
  • Identify standard elements of a teaching portfolio for the job market, annual review, and promotion.
  • Identify, and curate a variety of teaching artifacts and evidence, including peer and student feedback (for example, SEIs)
  • Use information in evidence to reflect on teaching practice and values
  • Engage with peers as part of portfolio creating process.
  • Articulate core teaching values
Participation Requirements
  1. This endorsement is open to all who teach. It is designed specifically for faculty who are preparing for P&T/annual review and for graduate students/postdocs on the academic job market.
  2. Indicate interest in this endorsement by filling out the GET STARTED interest application on the right hand side of this page. 
  3. Complete four workshops (in person or online) that cover the four main areas of teaching portfolio development: teaching statements, peer review of teaching statement, student feedback, and teaching artifacts. These events may be hosted by the Drake Institute or hosted by other units on campus.
  4. Compose a teaching statement that describes the connections between the individual’s core teaching values, methods, and evidence of effectiveness.
  5. Collect and curate evidence supporting teaching effectiveness in two categories:
    1. Observational data (e.g., from peers or students, mid or end of semester, formal or informal)
    2. Artifacts (e.g., syllabus, assignments, lecture notes, rubrics)
  6. Submit statement and artifacts for peer review and incorporate reviewer’s feedback.
  7. Apply for the endorsement, including uploading a portfolio of evidence of teaching development, with a brief summary of steps taken to complete the requirements of the endorsement.  The reflection upon completing the endorsement is what determines whether someone received the endorsement, not an evaluation of the portfolio the participant generated. Portfolios themselves will not be “endorsed” or otherwise evaluated.
Required Hours
Timeline for Completion
1-4 academic terms