Teaching Portfolios

What is a teaching portfolio?

  • A document that contains carefully selected and assembled materials and representative artifacts of one’s achievements in teaching [1]
  • A reflection of one’s beliefs, preparation, thoughtfulness, and innovation in teaching

Why create a teaching portfolio?

The teaching portfolio can serve many purposes, some of which include:

  • To document teaching effectiveness
  • To reflect on teaching philosophies [2]
  • An occasion to assess one’s practices, to question one’s methods, and to plan for the future
  • As a formative tool to improve teaching strategies
  • As a supplement to the curricula vitae

Getting started

The best way to get started is to start! Before you begin to assemble your teaching portfolio, consult your department head to better understand the process, expectations, and deadlines.

Though starting a portfolio can be a daunting task, there are many resources and guides available to help you. We invite you to read and consider the information provided in the tabs above. Here at CTLT, we occasionally offer teaching portfolio workshops. You may contact us for an individualized one-on-one consultation anytime.


For more information, please contact Isabeau Iqbal at isabeau.iqbal@ubc.ca or Lucas Wright at lucas.wright@ubc.ca


  1. Zayani, M. (2001). The teaching portfolio: Toward an alternative outcomes assessment. Research and Teaching in Developmental Education, 18(1), 58–64.
  2. Teaching Statements. Center for Teaching. Vanderbilt University.

What Goes Into a Teaching Portfolio?

The contents of your portfolio will be based on the nature of the portfolio, the discipline, and the importance assigned by Faculty and Department to different items [1]. The teaching portfolio is a highly personalized product. The content in your portfolio is a demonstration of the beliefs, values, and approaches you have articulated in your teaching philosophy statement.

For details on what to include in your portfolio, please see the following:

  • Teaching Philosophy Statement
  • Teaching Activities
  • Demonstration of Teaching Effectiveness and Reflections


  1. Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions (4th ed.). San Francisco, CA: Jossey-Bass.

Teaching Philosophy Statement

A teaching philosophy statement is a purposeful and reflective essay about your teaching beliefs and practices [1]. It is an individual narrative that offers concrete examples of the ways in which you enact these beliefs in the classroom. It is typically 1-2 pages in length, written from the first person and in the present tense [2]. It includes any of the following:

  • Your approach to teaching
  • A description of how your teaching facilitates student learning
  • A reflection of why you teach the way you do
  • The goals you have for yourself and for your students
  • How your teaching enacts your beliefs and goals
  • What, for you, constitutes evidence of student learning
  • The ways in which you create an inclusive learning environment

As appropriate, draw from scholarly literature to help ground the approaches you take and beliefs you hold.

To assist you in writing your teaching philosophy statement, you may find the questions below helpful[3]:

Discipline and Teaching Approach
  • Which teaching approach works best for you within the context of your discipline? Why?
  • What are your greatest assets as a teacher? Your greatest shortcomings?
  • How do you change teaching methods and strategies to meet new situations in various learning environments?
Instructor-Student Rapport
  • How would you describe the atmosphere in your classroom (e.g., online, blended, face-to-face, etc.)? How do you think your students would describe it?
  • What is your primary goal with respect to your students?
  • Who are your students and what are their goals?
Teaching Goals and Strategies
  • How does your teaching help students to master concepts and promote their understanding of theory and practice?
  • How do your courses contribute to students' achievements in their university program and in their community?
  • How do you nurture intellects in a setting where grades can be the key student motivator to learning?
  • How do you help students achieve your stated learning outcomes?
  • What steps do you take to encourage higher level learning (such as synthesis, analysis, application, problem-solving, etc.)?
  • What is active learning and how do you use it in the classroom and in assignments?
  • How do you test the learning outcomes? How do you evaluate learning?
Teaching Aspirations
  • How do you begin to define learning in your teaching context?
  • How would you like to grow as a teacher? What steps are you taking towards this?
  • In which ways has your teaching changed in the last five years? Are these changes for the better (for you, for your students)? Explain.
  • What would you like your students to remember about you as a teacher ten years from now?

Additional Resources

Here are some more resources to help you get started in writing and evaluating your teaching philosophy statement.

  • Writing a Philosophy of Teaching Statement. Faculty and TA Development. The Ohio State University.
    • This site provides an in-depth guide to teaching philosophy statements, including the definition of and purposes for a teaching philosophy statement, general formatting suggestions (this section has some very good suggestions), a self-reflective guide, and additional links to sample graduate teaching assistant portfolios.
  • Rubric for Statements of Teaching Philosophy. Center for Research on Learning and Technology. University of Michigan.
    • A rubric for evaluating teaching philosophy statements created by CRLT. The design of the rubric was informed by their experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.
  • Teaching Philosophy Statement Rubric
    • A detailed 5-page rubric (different style than the one above) for evaluating a teaching philosophy statement.
  • 4 Steps to a Memorable Teaching Philosophy, written by James Lang (2010) and featured in the Advice section in the Chronicle of Higher Education.
  • Dr. Steve Wolfman has put together some excellent resources for creating a tenure packet. See here for his advice on preparing for/writing the teaching philosophy statement.

Here are some teaching philosophy statement examples:

  • Christina Hendricks, Professor of Teaching, Department of Philosophy, University of British Columbia, CA
  • Diane Peters, Assistant Professor, Department of Mechanical Engineering, Kettering University, US
  • Greg Martin, Professor, Department of Mathematics, University of British Columbia, CA
  • Katherine Fiori, Associate Professor, Department of Psychology, Adelphi University, US
  • Tim Jensen, Graduate Teaching Associate, Department of English, The Ohio State University, US


Teaching Activities

Now that your philosophical scaffolding is firmly in place, you can build a case and provide evidence about your commitment to teaching. The information below are simply guidelines. You may encounter overlap and should decide what works best for you and consult your Department for templates and requirements.

Teaching Responsibilities

Provide a brief summary of course types and any revisions, together with the rationale for change.


  • Titles and numbers of courses taught, including graduate, undergraduate, and reading courses
  • Actual teaching methods used in the classroom (e.g., collaborative inquiry, problem-based learning, case studies, lecture, small group discussion, problem solving, project-based, student presentations)
  • Number of students in each course. Describe your workload including, where appropriate, the number of teaching assistants assigned to assist you in the course and the nature of their involvement.
  • Details of other teaching activities such as seminars, advising students, supervision of a teaching or research practicum
  • Exemplify teaching practices, such as the design of an unusual course or assignment, ways that course aims were adapted to meet needs of students, how a faculty member makes them accessible to students

In this sample, Dr. Greg Chan outlines his teaching responsibilities in the undergraduate classroom and provides sample syllabi.

Contributions to the Teaching Profession or Your Institution

Other activities taking place outside the classroom context - discuss and provide supportive documentation about any involvement you have had developing and teaching seminars or workshops.


  • Workshops and seminars about teaching that you designed and instructed
  • Curriculum materials - details of published and unpublished curriculum materials, textbooks, workbooks, case studies, class notes, lab manuals
  • Research and professional contributions related to teaching - books, articles, papers in conference proceedings, bibliographies, newsletters
  • Funding related to teaching - internal and external teaching development grants, fellowships
  • Teaching awards from department, college, university, or profession

In this sample, Dr. Christina Hendricks (UBC) provides evidence of her educational leadership.

Supervising and Advising Students

Set the context of your supervisory duties.


  • Documentation of supervision activity includes names of those supervised and the nature and extent of the supervisory activity. It is also useful to indicate the outcome of the supervision (e.g. the thesis title and acceptance date, the citation information of a student publication, or the date and venue of a public performance).
  • Supervision of graduate and undergraduate independent study or directed readings
  • Advisement on program of study, courses, or career and professional advice
  • Supervision which has contributed to publications and conference presentations

In this sample, Dr. Aimee Lee Houde lists the the names of those advised and her extent of supervision (page 3).

Evidence of Student Learning

Discuss any objective indicators of student progress. Describe the various types of learning which took place, such as knowledge, concepts, abilities, performance, skills, or new perspectives.


  • Objective indicators of student progress, where available (proficiency tests, students' standings on nation-wide tests, etc.)
  • Student course and teaching evaluation data, which suggest improvements or produce an overall rating of effectiveness or satisfaction
  • Students’ papers, essays, creative works, or lab books
  • Instructor’s written feedback on student work
  • Feedback from employers of graduates

In this sample, former teaching assistant Fang Liang provides testimonials from her students and supervisor.

Activities Engaged to Improve Teaching and Learning

Focus upon your participation in professional development and efforts to improve the classroom climate. Summarize your attendance in any teaching-related seminars, workshops or conferences, and explain how you used the new information in the classroom.


  • Titles and numbers of courses taught, including graduate, undergraduate, and reading courses. Highlight those courses that you have developed or substantially revised.
  • Actual teaching methods used in the classroom (e.g., collaborative inquiry, problem-based learning, case studies, lecture, small group discussion, problem solving, project-based, student presentations or other critical thinking pedagogies)
  • Details of other teaching activities such as seminars, advising students, supervision of a teaching or research practicum
  • Exemplify teaching practices, such as the design of an unusual course or assignment, ways that course aims were adapted to meet needs of students, how a faculty member makes them accessible to students

In this sample, Dr. Jenélle Dowling summarizes her attendance at professional development activities and how she uses this knowledge in her classroom.

Committee Service

Many departmental, Faculty and University-wide activities do not take place in classrooms but do provide important support for teaching.


  • All activities concerned with teaching that you have undertaken as a member of a faculty, department, or cross-disciplinary committee, subcommittee, ad hoc committee, or task force. If relevant, consider membership in the Senate, Board of Governors, library committees, teaching and scholarship committees, Advisory Boards, teaching awards committees (faculty awards, university awards, special awards e.g. TA teaching) and other committees working on academic policy, curriculum, review, planning and implementation as they pertain to teaching activity
  • Teaching assistant professional training, orientation, or development
  • Attendance at professional training, orientation, or development sessions for faculty, such as orientation sessions for new faculty
  • Involvement in establishing, adjudicating, or administering awards or honours recognizing and celebrating student achievement
  • Observing others teaching as part of formal or informal evaluation and feedback regarding teaching effectiveness

In this sample, Dr. Kyle James Matthews provides a succinct list of his departmental service, college/university service, and national service.

Demonstration of Teaching Effectiveness and Reflections

Assessing and reflecting on your teaching contribute to your effectiveness as a teacher. A significant component of this section is your reflection about your effectiveness based on data gathered from the various sources listed below. Even more importantly, you should demonstrate how you used the feedback in your growth as a teacher. You may wish to include the ways that you monitor and evaluate your own teaching and reflect on what the evidence gathered tells you about your teaching.

Materials to draw from to document your effectiveness and to reflect on your teaching [1]:

  • Summarized student evaluations of teaching, including response rate and relationship to departmental average
  • Unsolicited and solicited letters from students (initiated by the unit)
  • Student-initiated feedback and written comments from students on class evaluations
  • Statements from alumni
  • Letters from course head, division head or chairperson
  • Departmental teaching evaluations (initiated by the unit)
  • Peer evaluations or reviews based on visits to your classroom and/or scrutiny of your course materials. Note: before peer observations are undertaken, your department should be clear about the teaching aims and student learning outcomes that apply to your undergraduate or graduate program.
  • Teaching awards received by your department, institution, and external awards (professional association, national and international teaching awards). Nominations for awards also indicate your reputation as a teacher.

You may wish to make some concluding remarks that tie together the philosophy, approaches, evidence and evaluative sections. At this point, it is also important to detail a plan for future actions, including your motivation and challenges, as well as short and long-term teaching goals.

Additional Resources

The sample teaching portfolios below incorporate reflection and evaluations of teaching effectiveness:

  • Elizabeth Riter , Graduate Teaching Associate, Department of Civil Engineering, Ohio State University, USA
  • Kevin Dunn, Assistant Professor, Department of Chemical Engineering, McMaster University, CA
  • Martin Andresen, Professor, School of Criminology, Simon Fraser University, CA


Teaching Portfolios at UBC

At UBC, a well-constructed teaching portfolio and effective curriculum vitae may be used for merit considerations and in the tenure and promotion process. Candidates in both the professoriate stream and educational leadership stream must provide evidence of scholarly activity and effective teaching. The teaching portfolio allows you to meaningfully expand on, and demonstrate the impact of, initiatives (and other information) you have included in your CV. Please consult with your department head or chair of the tenure and promotion committee to determine exactly what documentation you must supply and in what format.

Additional Resources

Paper vs. Electronic

When it comes to developing your teaching portfolio, you will need to decide on a format: it can be in paper or electronic form – some people do both.

The following are some things to consider:

Electronic Paper
Audience Who is your target reader? Which format is most accessible to your target audience (i.e. most likely to be read)? Which format does your reader expect/want?
Ability to Customize Most software allows you to make a duplicate copy of your portfolio, resave with a different name, and edit as necessary, as well as modifying the ‘look and feel’ (colours, fonts and so on). All relevant documents will need to be resaved with changes and then printed off.
Multimedia Can store pictures, video clips, sound clips, text, images. Can include text and images, as well as physical copies of CDs, DVDs and so on.
Portability Content uploaded directly to the web. Can be viewed from any computer with internet access. As it is a physical document, it is often bulky, consisting of one or more large binders.
Security Variable, depending on the portfolio software: you can invite people to view your portfolio, send a link to your portfolio, make your portfolio public, or keep it private. Portfolio can be viewed by those whom you give it to in hardcopy format.
Ability to demonstrate learning/knowledge construction over time Yes Yes
Feedback Depending on the software used to create the portfolio, others may be able to provide you with feedback and you can choose not to make feedback visible to those who read your portfolio. Feedback cannot be easily incorporated into the portfolio unless you add it as a separate document.
Potential to encourage interaction (collaboration, communication) Easy to share as a hyperlink. You can choose to release smaller parts of it to certain people and allow others to view most or all of the material on your portfolio site; you may even pre-set a time span during which a given part of your portfolio can be viewed. Can be shared by lending the physical copy or printing/photocopying more copies.
Flexibility Yes. Flexibility influenced by choice of software to create portfolio and by ability to use software. Flexible within the constraints of using paper and hardcopy artifacts.
Organizing and cataloguing learning materials Material can be easily organized, catalogued and modified; e-Portfolio software often includes tools for organizing/reorganizing materials. Materials can be organized, catalogued and modified within their source files (Word, PDF) or by reorganizing the paper copy.
Sustainability In addition to keeping your portfolio updated, regular maintenance may be required to ensure hyperlinks are still live and accurate. It is also important to note there are many ways to navigate through your portfolio and that changing one page may have cascading effects elsewhere. Sustainability depends on the frequency of updates to portfolio content. However, there are less challenges in comparison to an electronic version.
source: http://wiki.ubc.ca/Documentation:CTLT_Resources/Selected_TL_Topics_Portfolios