As the Director of Portland Church of the Nazarene Child Development Center (PCNCDC) I am writing to you in support of Ms. Brittni Wilcox and her employment through PCNCDC. Brittni has been apart of this team for over a year now and has worked in many different capacities. She has worked in the toddler classroom (1-2 year olds) as an assistant teacher. In this role she helped with feeding, cleaning, changing diapers, and interacting with the children. From this role, she moved into a lead teacher position in our two-year-old classroom and that is where she currently is. In this role she does lesson plans, creates age appropriate activities, communicates with parents, helps with potty training, changes diapers, feeds children, keeps a clean and organized classroom, and maintains relationships with the children in her classroom. Brittni is kind, patient, and compassionate to the children in her classroom as well as others that are in the center. She is always looking for ways to improve and uses what she has learned through school and applies it to her classroom. I would consider her to be an asset to PCNCDC.
Mary Cook - Student Teaching Host at Portland St. Patrick School
Brittni Wilcox has been assisting in a second/third grade classroom from September to November 2016. She has worked with individual students, small groups of students, and also whole class. Miss Wilcox is outstanding in her ability to motivate students using a cheerful and positive approach. Brittni gives much thought in her lesson development and demonstrates great flexibility in adapting them to a student's level of understanding. Both students and staff have enjoyed Brittni because of her sincere caring and creative qualities. Brittni always eagerly took on extra responsibilities and completed tasks competently and efficiently. She is a driven, organized teacher and will certainly make an outstanding teacher. I highly recommend Miss Wilcox without reservation.
Kerri Hafner - Student Teaching Host at Pewamo St. Joseph School
I am pleased to write this letter of recommendation for Ms. Brittni Wilcox. As a Ferris State University education student, Brittni spent 40 hours in my 3rd grade classroom in the Fall 2018 Semester. She willingly took on any task that I put before her. Her positive rapport with students and strong work ethic was evident whenever she was at our school. It is my belief that Brittni displays strong leadership skills in the classroom. I am certain that she will be a strong asset to any staff that she works with. Brittni is confident, knowledgeable and has skills of a seasoned teacher. I believe that she will grow and become even more effective as a teacher with further opportunities in a classroom.
Jeff Bean - Professor at Ferris State University
It is my pleasure to recommend to you Miss Brittni Wilcox. I have know Brittni for two years as both an advisee and as a student in my Pre-methods class. In that time, I have come to know her as a highly intelligent, well organized and creative individual. I absolutely believe that she is more than worthy of your consideration. In her course work, Brittni doesn’t just get the facts, but she is constantly expanding perspectives, creating new and unique connections pushing not just herself, but other students way out of the box. She doesn’t just accept things as dogma, she explores the possibilities of any theory or practice and then uses the additional rubric of practicality, will this benefit the students in my room? That kind of intelligence will serve her well in the ever-changing world of education. As she gathers all this information, she is constantly organized in how she manages it. Because of that, she has been able to handle some pretty hectic semester schedules and makes sure everything gets done on time and is done to a high standard. If I wanted to check if something had been covered in a previous class, it was Brittni that I went to because she would have the information on it. Her creativity not only allowed her an expanded perspective for academics, she is able to see the whole child when dealing with students so she is able to address their learning styles and individual needs within the context of any given lesson. Her creativity allows her to think on her feet and get kids to where they need to be from where they are. Add to this a wonderful ability to collaborate and a useful sense of humor and you have a perfect candidate for your consideration.
Ms. Rockey- Student Teaching Host at Oakwood Elementary
I am writing this letter as a note of recommendation for Ms. Brittni Wilcox. In my professional opinion, Ms. Wilcox would be an asset to any teaching position.
Ms. Wilcox is currently completing her Student Teaching internship in my classroom. She is already not only a competent teacher, but she has excelled in every area of teaching and has been a true asset to my classroom. Ms. Wilcox has determination, empathy, motivation, and organizational skills that led her to be successful with each of the students, coworkers, and parents she interacts with. Ms. Wilcox showed great initiative in her placement when she not only completed her first semester’s 80 hours of observation in my classroom, but also volunteered her time to sit in on meetings, parent teacher conferences, and professional development to help her gain knowledge of our district and other teaching responsibilities. After this initiative she also showcased her organizational skills by setting up lessons plans for her student teaching, observing other teachers, and following up to confirm upcoming plans with University Coordinators, our school principal, and coworkers. Ms. Wilcox was empathetic with students and worked hard to provide lessons that met the needs of all of her students. She understands the need to support students who may be struggling, challenge students that are high achieving, and correlate all lessons so they are aligned to our district’s programs as well as the State Standards. Finally, Ms. Wilcox is motivated to be prepared for lessons, continues to seek feedback in her teaching practices, and shows flexibility in scheduling. Ms. Wilcox demonstrated her ability to use both formative and summative assessments and also took part in collaboration of organizing data gathered from this in a classroom setting, as well as a school collection of data during our MTSS meetings.
The professionalism and motivation that Ms. Wilcox shows would be an asset to any district. As Ms. Wilcox continues to grow professionally, so will the multitude of children that are influenced by her. It is my recommendation to hire Ms. Brittni Wilcox for your available teaching position. Please let me know if you need any further information regarding Ms. Wilcox.
- March 4, 2012 To whom it may concern: I had the pleasure of working with Ms. Annie Anderson during her fall 2011 student teaching placement. During that time, Annie demonstrated the qualities necessary to be a successful teacher and a valuable colleague.
- She is well-prepared for kindergarten, with an understanding of how words are formed. She can write all of the letters and numbers legibly. also understands basic math concept can count to 100. is an outgoing child, with many friends. She is pleasant to be around and quite polite and mature, especially for a 5-year-old.
- A letter of recommendation from my mentor teacher during the 2018-19 school year. Reference: Ami Liebsch A letter of recommendation from my mentor teacher during the 2017-18 school year.
- I want to take a moment to thank you for visiting my professional teaching portfolio. I have included a variety of valuable information that I believe represents who I am as an educator in today's society. I currently work at Michigan State University as a Training Coordinator and Administrative Assistant for IPF - Contracts.
What Is a Teaching Portfolio?
- Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
- The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
- Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
- Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
- Teaching portfolios capture evidence of one’s entire teaching career, in contrast to what are called course portfolios that capture evidence related to a single course.
For more on how to secure a letter that captures your abilities in the classroom, access Teaching Portfolio. Even if you chose to waive your right to see your letters, you can ask either your dissertation chair or your department's faculty placement advisor to review the letters in your file and ensure that all the bases have been covered.
Why Assemble a Teaching Portfolio?
Portfolios can serve any of the following purposes.
- Job applicants for faculty positions can use teaching portfolios to document their teaching effectiveness.
- Faculty members up for promotion or tenure can also use teaching portfolios to document their teaching effectiveness.
- Faculty members and teaching assistants can use teaching portfolios to reflect on and refine their teaching skills and philosophies.
- Faculty members and teaching assistants can use teaching portfolios, particularly ones shared online, to “go public” with their teaching to invite comments from their peers and to share teaching successes so that their peers can build on them. For more on going public with one’s teaching, see the CFT’s Teaching Guide on the Scholarship of Teaching and Learning.
- Start now! Many of the possible components of a teaching portfolio (see list below) are difficult, if not impossible, to obtain after you have finished teaching a course. Collecting these components as you go will make assembling your final portfolio much easier.
- Give a fair and accurate presentation of yourself. Don’t try to present yourself as the absolutely perfect teacher. Highlight the positive, of course, but don’t completely omit the negative.
- Be selective in which materials you choose to include, though be sure to represent a cross-section of your teaching and not just one aspect of it. A relatively small set of well-chosen documents is more effective than a large, unfiltered collection of all your teaching documents.
- Make your organization explicit to the reader. Use a table of contents at the beginning and tabs to separate the various components of your portfolio.
- Make sure every piece of evidence in your portfolio is accompanied by some sort of context and explanation. For instance, if you include a sample lesson plan, make sure to describe the course, the students, and, if you have actually used the lesson plan, a reflection on how well it worked.
Components of a Teaching Portfolio
- Your Thoughts About Teaching
- A reflective “teaching statement” describing your personal teaching philosophy, strategies, and objectives (see Teaching Philosophy).
- A personal statement describing your teaching goals for the next few years
- Documentation of Your Teaching
- A list of courses taught and/or TAed, with enrollments and a description of your responsibilities
- Number of advisees, graduate and undergraduate
- Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning
- Reading lists
- Exams and quizzes, graded and ungraded
- Handouts, problem sets, lecture outlines
- Descriptions and examples of visual materials used
- Descriptions of uses of computers and other technology in teaching
- Videotapes of your teaching
- Teaching Effectiveness
- Summarized student evaluations of teaching, including response rate and relationship to departmental average
- Written comments from students on class evaluations
- Comments from a peer observer or a colleague teaching the same course
- Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work
- Letters from students, preferably unsolicited
- Letters from course head, division head or chairperson
- Statements from alumni
- Materials Demonstrating Student Learning
- Scores on standardized or other tests, before and after instruction
- Students’ lab books or other workbooks
- Students’ papers, essays, or creative works
- Graded work from the best and poorest students, with teacher’s feedback to students
- Instructor’s written feedback on student work
- Activities to Improve Instruction
- Participation in seminars or professional meetings on teaching
- Design of new courses
- Design of interdisciplinary or collaborative courses or teaching projects
- Use of new methods of teaching, assessing learning, grading
- Preparation of a textbook, lab manual, courseware, etc.
- Description of instructional improvement projects developed or carried out
- Contributions to the Teaching Profession and/or Your Institution
- Publications in teaching journals
- Papers delivered on teaching
- Reviews of forthcoming textbooks
- Service on teaching committees
- Assistance to colleagues on teaching matters
- Work on curriculum revision or development
- Honors, Awards, or Recognitions
- Teaching awards from department, college, or university
- Teaching awards from profession
- Invitations based on teaching reputation to consult, give workshops, write articles, etc.
- Requests for advice on teaching by committees or other organized groups
Sample Teaching Portfolios
The website from University of Virginia provides sample teaching portfolios from a variety of disciplines. As you look at these portfolios, ask yourself,
Letters Of Recommendationms. Schrader's Teaching Portfolios
- “What components did the author choose to include and which ones are most effective at describing their teaching?” and
- “What structural and organizational decisions did the author make as they assembled their portfolio?”
Electronic Teaching Portfolios
How do electronic portfolios differ from print portfolios?
Letters Of Recommendationms. Schrader's Teaching Portfolio Allocation
- Increased Accessibility: Teaching portfolios are intended, in part, to make teaching public. Distributing a portfolio on the web makes it even more accessible to peers and others.
- Multimedia Documents: Technology allows for inclusion of more than just printed documents. For example, you can include video footage of yourself teaching, an audio voiceover providing context and reflection on the portfolio, or instructional computer programs or code you have written.
- Nonlinear Thinking: The web facilitates nonlinear relationships between the components of your teaching portfolio. The process of creating a portfolio in this nonlinear environment can help you think about your teaching in new ways. For example, since readers can explore an e-portfolio in many different ways, constructing an e-portfolio gives you an opportunity to consider how different audiences might encounter and understand your work.
- Copyright and Privacy Issues: While examples of student work can be compelling evidence of your teaching effectiveness, publishing these examples online presents legal copyright and privacy issues. Talk to someone at the VU Compliance Program before doing so.
What Role Do Teaching Portfolios Play on the Job Market?
- According to an October 11, 2005, search on HigherEdJobs.com, of the 1,000 ads for faculty jobs…
- 585 include the words “teaching philosophy,”
- 27 include the words “teaching statement,” and
- 28 include the words “teaching portfolio.”
- According to an October 11, 2005, search on Chronicle.com, of the 2,978 ads for faculty/research jobs…
- 388 include the words “teaching philosophy,”
- 5 include the words “teaching statement,” and
- 8 include the words “teaching portfolio.”
- While these data indicate that teaching portfolios are not frequently requested of job applicants to faculty positions, it is not just the physical document that plays a role. The process of constructing a teaching portfolio—and reflecting on your teaching—will prepare you to…
- write a meaningful teaching philosophy statement and
- to discuss your teaching more effectively during interviews.
The following books on teaching portfolios are available for check-out in the Center for Teaching’s library.
- Seldin, Peter, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd edition, Anker, 2004.
- Cambridge, Barbara, Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning, American Association for Higher Education, 2001.
- Hutchings, Pat, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning, American Association for Higher Education, 1998.
- Murray, John P., Successful Faculty Development and Evaluation: The Complete Teaching Portfolio, ERIC Clearinghouse on Higher Education, 1997.
- Anderson, Erin, ed., Campus Use of the Teaching Portfolio: Twenty-Five Profiles, American Association for Higher Education, 1993.
The following web sites offer additional resources and strategies for creating effective teaching portfolios:
- Developing a Teaching Portfolio, from the Center for Instructional Development and Research at the University of Washington
- Developing a Teaching Portfolio, from the Office of Faculty and TA Development, The Ohio State University
- The Teaching Portfolio, an Occasional Paper from the University of Michigan’s Center for Research on Learning and Teaching
- What is a Teaching Portfolio?, from the Office of Instructional Consultation, UCSB.
- Curating A Teaching Portfolio, from the Center for Teaching Effectiveness at the University of Texas-Austin
- The Teaching Portfolio, from the Center for Teaching Excellence at Duquesne University
- Teaching Portfolio Handbook, from Brown University
- “The Teaching Portfolio,” an article published by the Professional and Organizational Development (POD) Network in Higher Education
Letters Of Recommendationms. Schrader's Teaching Portfolio Organizer
This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.