Teaching Portfolios

Teaching Portfolios

“A portfolio contains documents and materials which collectively suggest the scope and quality of a teacher’s performance.” - Peter Seldin, author of The Teaching Portfolio

The teaching portfolio is an invaluable tool for on-going professional self-development that tells your unique story. Your story begins with your philosophy of teaching, provides your goals for improving your teaching, and evidences the results of such intentions.

A teaching portfolio is a collection of artifacts, such as student learning data, reflections of thinking, and professional development experiences, which provide evidence of a person’s teaching accomplishments. These accomplishments are unique because they are connected to the person’s teaching philosophy, specific courses they teach, and contexts. The word portfolio—used as a verb, rather than a noun—can be thought of as a process of archiving the teacher you are becoming.

Purposes for Having a Portfolio

What would you like your portfolio to do for you?


  • Meet your Quality Faculty Plan requirements for full-time and adjunct instructors at Hawkeye Community College
  • Reflection
  • Documentation of professional development activities
  • Evidence of learning in my classroom
  • A story about how my teaching has evolved over time
  • Examples of teaching success to share during an interview
  • Validation of meeting professional criteria for promotion
  • Sharing with peers in faculty learning community sessions
  • Provide a way to document a legacy upon retirement

Academic Department

  • Transfer of knowledge to benefit new faculty
  • Sharing and peer feedback on collaborative approaches to improving teaching for learning

Academic Dean

  • Evidence of application/growth in professional development
  • Share accomplishments

Committees (Ex. Promotion/Title)

  • Review for evidence of success on promotion criteria

External (Ex. State of Iowa, Department of Education)

  • Accountability measures
  • Evidence of focus on learning vs. teaching


  • Rationale - evidence of history in teaching for learning when seeking grants related to teaching

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