This list is meant as a set of helpful pointers: it is not a set of obligatory items for every portfolio. As a document submitted for teaching evaluation, a Teaching Portfolio makes a case for the quality of teaching. You can make the portfolio effective by viewing it as a "research article" that makes a claim on the quality of your teaching supported by persuasive justification with documented evidence.

Length: no more than 20 pages in Times (Roman) 12 single space, excluding the appendices.

1. Quality of teaching I: Direct impact on student learning (inside and outside the classroom)
   
   
   1. Learning outcomes and their value. Identify the most important learning outcomes which you expect your students to achieve through your teaching.
      
      
   2. Instructional methodologies employed in your modules to bring about these outcomes, their effectiveness and efficiency.
      
      
   3. Other means used to accomplish these goals: module syllabus, teaching materials, learning tasks, assessment tasks, and so on, specifying how these goals were accomplished.
      
      
   4. Spread of modules taught or co-taught in terms of topics, levels, and class size.
      
      
   5. Other channels of direct impact (e.g. supervision, tutorials), and what you accomplished through them.
      
   
   [Items (a) and (b) are what 'teaching philosophy' refers to.]
   
   
   
2. Quality of teaching II: Indirect impact on student learning
   
   
   1. Contributions to curriculum development at the level of modules and/or programs, with a discussion of their value in terms of learning outcomes.
      
      
   2. Contributions to the development of published or unpublished instructional materials, with a discussion of their value and use by others.
      
      
   3. Contributions the improvement of teaching (within and/or outside NUS) in terms of talks, workshops, articles, books, etc., with a discussion of their impact on the teaching community and/or educational system. If published, an indication of the standing of the journals/publishers.
      
      
      
3. Efforts at ongoing self-improvement
   
   
   1. Responses to student feedback including negative ones.
      
      
   2. Efforts at systematic self-evaluation, by seeking feedback from students beyond the official one, comments from peers, 'research' on one's teaching, etc.
      
      
   3. Changes in one's teaching on the basis of such self-evaluation, and future plans. (For instance, did you find any aspect of teaching particularly challenging in the past year? How do you intend to face it?).
      
      
   4. Attendance at teaching workshops/seminars and/or conferences.
      
      
   5. Evidence of improvement.
      
      
      
4. Teaching awards and other recognition, records of students who succeed in advanced study in the field, etc.

Appendices:

1. All official student feedback for the relevant period,
   
   
2. Peer Reviews for the relevant period.
   
   
3. (i) At least one, not more than 2, detailed module folders providing clear evidence for the claims stated in 1 - 4 where relevant, and/or (ii) key examples of teaching-learning materials and/or assessment tasks not included in the module folders.

For more information on the Teaching portfolio, visit http://www.cdtl.nus.edu.sg/cdtlhome/portfolio.htm