Teaching Portfolio Instructions

 

REQUIRED WITH FACULTY APPLICATIONS INDICATING "TEACHING" AS PRIMARY AREA OF EXCELLENCE

 

Under the heading of teaching, the appointment and promotion standards call for "all candidates [to] present a commonly organized teaching portfolio to enable better evaluation of the quantity and quality of their teaching contributions." Appointment and promotion candidates with teaching (rather than research or clinical service) as their primary area of excellence for appointment or promotion, are required to submit a portfolio using the following outline.

 

Your portfolio can only be a maximum of 25 pages. Note that many successful portfolios have been submitted with an average of only 12-15 pages.

 

Candidates with a Primary Area of Excellence in research or clinical service (including clinical research) may, but are not required to, submit a Teaching Portfolio. While it is optional, submitting a short 4-8 page portfolio can strengthen your application and allow you to expand upon your teaching philosophy, contributions, and any courses or curriculums you created.

 

o             Philosophy of Teaching/Personal Development

The CCLCM and CWRU Appointment and Promotions Committees will read your philosophy to assess the extent to which your teaching is self-reflective, self-critical, and scholarly.

Please answer the following questions:

•          Under what conditions do you think students learn best?

•          How does the answer to the previous question influence your teaching strategies?

•          What teaching choices have you made on that basis?

 

o             Teaching Inventory

Please remember that our appointment and promotion standards define teaching very broadly. These settings may include medical student teaching in lectures, subject committees, small group conferences, clinical science programs, elective programs, family clinic, core and optional clerkships, and ambulatory medicine, as well as undergraduate and graduate courses in the basic science departments and in other schools of the university; graduate medical and postgraduate medical teaching; serving as a student advisor, counselor, or mentor; continuing medical education; and community teaching.

Please provide an inventory of all your contributions, organized by level and learners in the manner listed below:

•         Local; medical students, graduate students, residents and fellows, continuing medical educations, or others

•         Regional; CME, lectures, society meetings, etc.

•         National / International

 

o             Important Teaching Contributions

Please describe your most important teaching contribution under each of the following headings. If you have not made a significant contribution under all of them, please include a most important teaching contribution for all the areas to which you have contributed. You may also submit any materials you have created or utilized that illustrate the contribution.

•          curriculum development

•          teaching materials development

•          teaching administrative leadership

•          participation in the community of educators (workshops, publications, demonstrations, etc.)

o             Evaluations and Awards

Please present evidence, either quantitative or qualitative in nature that would lead evaluators to conclude that your teaching has been effective or that you have grown and evolved your teaching style. You may also include a description of any plans to make your teaching more effective in the future.

Do not include copies of your teaching evaluations, letters from trainees, or teaching scores.

 

 

CCLCM of CWRU Faculty Affairs	July 19, 2019