Your Teaching Portfolio has two key goals: (1) to promote better teaching (reflection, awareness) and (2) to document
teaching achievements. What you create for this course is just the beginning. Our hope is that you will continue to build upon
this throughout your time at Texas A&M-Commerce and make extensive use of this when you enter the job market and make
your way towards tenure in your fabulous careers. Or elsewhere, should university-level teaching not be your goal.
In any case, generating an effective Teaching Portfolio will likely lead to improved teaching, be that in the Writing Center,
Writing Program, community center, K-12 classrooms, or anywhere else the formal teaching may occur.
For this course, your Teaching Portfolio need not include all the elements important to the Teaching Portfolio you take on the
job market and use to illustrate your teaching prowess. You’ll add other elements later, like syllabi, student evaluations,
teacher observations, and the like. As you ready this for the job market or other venues, the portfolio will, necessarily, change
in other ways. You’ll probably remove the voices of others, for example, except as they serve to further demonstrate your
teaching achievements. It may be useful to think of this phase of your portfolio as focusing on the first goal (to promote
better teaching) and later versions as focusing more on the latter (documenting teaching achievements). For now, your
Teaching Portfolio should include the following:
5. Marked Paper
Several times over the course of the semester, we will respond to student papers and discuss our choices together. For this
item, you should include a paper with your written feedback. Be sure to remove the student’s name!
Carter and Adkins, English 675 * Spring 2009