Faculty Development Portfolio
Hannah Sweet
Portfolio Checklist
Components
- Seneca’s Teaching Standards of Practice
- This section provides space for reflections on teaching practices and examples that illustrate how each teaching standard is met. Where possible, these examples are specific to the faculty member’s profession/expertise. The Core Literacies website provides resources that may inform the context, as well as the gaps for identifiying the areas of development.
- Course Assessment Surveys
- This section of the portfolio contains student feedback summaries.
- Classroom Observations by the Chair
- The faculty member and the Chair engage in pre- and post-observation meetings.
- Pre-observation meeting – the date/time/class is arranged, and the faculty and Chair review the classroom observation guide together.
- Class observations – The Chair uses the classroom observation guide to note his/her observations.
- Post-observation meeting
- The faculty member and the Chair engage in pre- and post-observation meetings.
- Peer Feedback (if applicable)
- Peer feedback is included, if applicable.
- Faculty Reflections
- This section includes reflections on each of the above components:
- Teaching Standards of Practice
- Student Feedback summaries
- Classroom Observations by the Chair
- Peer Feedback, if applicable
- The faculty and Chair discuss, and work collaboratively on, a professional development plan.
- This section includes reflections on each of the above components:
- Appendices
- Course outlines & addendums
- Assignments and/or assessments
- List of completed workshops
- Applicable professional designations
- Curriculum Vitae
- Certificate of Completion of the Faculty Development Program (for full-time probationary faculty)