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Portfolio Guidelines

Acceptance criteria for your portfolio are clearly stated in the The Portfolio Evaluation Criteria used by the Faculty Board attached (below). You are encouraged to be creative in meeting these criteria.

The purpose of the portfolio is to document your professional growth as an instructor at UCSB as you fulfilled each of the CCUT requirements during your time here. The CCUT Portfolio consists of six parts:
1. Signature Page
2. Table of Contents
3. Teaching Philosophy Statement
4. Narrative on what you learned as a result of fulfilling each of the CCUT Requirements 1-5.
5. Student ESCI Ratings Summary and Statement
6. Appendices (These may appear at the end of the portfolio or after the narration of each requirement.)

General Portfolio Advice
Try not to exceed 50(double-spaced) pages including appendices. Be specific but succinct in your narratives and be discriminating in what you include in your appendices. All appendix materials should be referred to in the narrative and the purpose of including them made clear. In other words, tell your readers what you want them to see and understand when they read the items in your appendices.

It is strongly suggested that you use your computer’s grammar and spelling checkers as well as having a colleague proofread your portfolio before sending it for draft review to our Instructional Consultants.

Information and Suggestions for Each Section of the Portfolio

1. Signature page:

  • The first signature requested is that of the “graduate advisor.” The person who needs to sign off on the TAships section varies by department. Most often it will be the faculty graduate advisor, however, in some departments it may be the staff graduate assistant. Obtain the signature of whichever of these can vouch for your having completed the TAships you have listed on the Signature Page.
  • For items such as courses that you took, no signature is needed if you supply an informal transcript, a graded paper that was required for the course, or other indicator.
  • For meeting the campus-wide orientation as well as the videotaping and consultation requirements, see the TA Development Program coordinator: Lisa Berry (lisa@id.ucsb.edu).

2. The Table of Contents is meant to help your readers find their way around your portfolio, so please include page numbers (and hyperlink them, if possible). It is also a good idea to give each appendix a title and to include that title and page number in the Table of Contents. In your narration, when referring to various inclusions in the appendices, please include the page numbers.

3. Generally speaking, a Teaching Philosophy Statement (TPS) should be no shorter than a single-spaced page and no longer than two single-spaced pages (2-3 pages double-spaced). It is an introduction to you as an instructor and to your teaching portfolio. You can use it as the conceptual framework for your teaching and your portfolio.

  • Focus your Teaching Philosophy Statement on two or three main ideas, but do not oversimplify so that you create a unidimensional statement.
  • Consider that this Statement introduces who you are as an instructor.
  • Consider that the remainder of your portfolio should support and exemplify ideas presented in the Philosophy Statement.

4. The Narratives: These constitute the main body of the portfolio. For each requirement, provide a page or two in which you describe, give meaning to, and reflect upon various experiences related to each requirement, including Requirement #5, creating the portfolio. The narratives describe your professional development as an instructor. The point is not to describe the various programs or courses of the requirement, but rather to detail what it is you learned as a result of completing the requirements. The entire narration is to be a reflection on your development as an instructor. For example, discussion could include some of the following. (Remember, these are just suggestions).

  • What did you learn as you fulfilled the requirement?
  • How did your experience of fulfilling the requirement relate to your teaching philosophy or the formation or modification of that philosophy?
  • What specific incidents or insights had an impact on to your teaching?

Throughout the narratives, where appropriate, discuss items in the appendices and how they illustrate what you learned or how you made changes in your teaching.  Note that three of the Acceptance Criteria address the narratives.

Ideas and suggestions for the narratives of each requirement (just to get you started):

  1. For Requirement #1 (TA Training), describe how your development as a TA was influenced as a result of completing all items in Requirement #1 as well as by the TA experience itself. Explain how the appendix materials (if any) support your description. Include a rationale for adopting the particular methods and choices of assignments that you have described or included in the appendix. Always be as specific as possible.
  2. Describe how your teaching was affected by the course or program you completed in fulfillment of Requirement #2 (a course or program related to teaching and learning). Explain how appendix materials (if any) illustrate this. You might hone in on one or two main concepts that you applied in your teaching. If you wrote a paper for the course, discuss its significance to your teaching and include it in the appendix.
  3. Describe how you have fulfilled Requirement #3 (the technology requirement) and reflect on what you learned as a result. Refer the reader to specific illustrations, URLs, or aspects of your research paper in the appendices.
  4. Describe your experience in Requirement #4 (teaching your own course) in terms of how it helped you develop professionally as a teacher. What did you learn? What surprised you? How would you teach the course differently in the future? Include a rationale for adopting the particular methods and choices of assignments that you have described. Refer to and include the syllabus, examples of assignments, and any other pertinent course materials in the appendix (including an analysis of student rating of your instruction, unless you provide a separate section for student ratings). Include a letter from your faculty mentor verifying and describing the mentoring relationship. STIA participants can include a copy of the STIA certificate rather than a mentor letter.
  5. Describe your experience in fulfilling Requirement #5. How did creating the CCUT portfolio help you develop professionally as a teacher? What did you learn from doing it? Were there any surprises?
  6. Student Rating of Instruction: Provide an analysis or discussion of student course ratings. What do they mean in terms of your teaching? What do you do well and what areas of your teaching could use improvement? How do the ratings correspond to your teaching philosophy? What generalizations can you draw from student ratings of the courses you have TAed and taught as an Associate? How do the student ratings (ESCI data) support these generalizations?
  • Keep your analysis of your TA ratings and your Associate ratings separate.
  • Consider which ESCI data sheets to include to make your point and do not include more than ten pages of ESCI data. Some CCUT candidates have used charts or graphs to make comparisons between themselves and the campus averages or to highlight their own improvement as a TA or Associate.
  • You can include the students' actual written comments or type out various comments in list form and use to illustrate points you are making in your narrative.
  • If you have TAed for a dozen courses, decide which evaluations you want to discuss. Do you want to compare your first course(s) with your last? Do you want to show a growth process by discussing how ratings of two or three items have improved over the years? Do you want to stress how the most current ratings demonstrate how you have enacted your teaching philosophy?
  • The Office of Instructional Consultation can provide you with a summary of your TA Evaluation Data.  Please email Aisha Wedlaw with your request and for each course you've TAed you will need to provide: course code, course title, year and quarter.

7. Appendices: These are meant to illustrate your teaching abilities and to exemplify assertions and reflections made in the narrations. Include a rationale for adopting the particular methods and choices of assignments that you have described or included in the appendices. Items can include syllabi, sample study sheets, sample lecture notes given to students, and sample assignments. Above all, make these selections meaningful to you and the reader in your narrations. Also be sure to include only professional looking items and number the appendix pages so that you can refer to them in your narrations. Do not include items that you do not discuss, describe, or otherwise refer to in your narrations. Choose appendix items that support the stated impact, significance, or goals of your teaching on student learning.

You can view sample CCUT portfolios by registering and joining the CCUT GauchoSpace site.


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consultation contacts

George Michaelsexecutive director2130 Kerr Hall
work805-893-2378
lisa berrysenior instructional consultant1130 Kerr Hall
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mindy colininstructional consultant1130 Kerr Hall
work805-893-2828
Mary Lou Ramos database and ESCI administrator1130 Kerr Hall
work805-893-3523
Aisha Wedlaw ESCI assistant1124 Kerr Hall
work805-893-4278
Sarah Koepkeoffice manager 1130 Kerr Hall
work805-893-2972
faxfax: 805-893-5915