The Educator's Portfolio provides documentation of teaching and teaching effectiveness for appointment, promotion and tenure decisions. Each faculty member's portfolio will be different, depending on their work and its context.
Guidelines are recommendations, not rigid requirements.
The portfolio consists of:
- A concise description of your teaching activities and most important teaching contributions as a faculty member. This should be 2 to 4 pages.
- A Checklist of Summary Evaluations that lists types of students/learners taught, and a summary of teaching evaluations from each group of students. This checklist is required only for certain ranks during the appointments process. See individual track pages for details →
If you're seeking promotion or tenure, state whether the evaluating committee should assess your teaching as a central or secondary component of your responsibilities. Indicate the proportion of your FTE devoted to teaching and other education.
Summarize teaching activities and approximate time commitment. Emphasize your activities since appointment to UMMS faculty or your last promotion. Consider separate learner categories if you teach at multiple levels, such as medical students, graduate students, allied health students, residents/fellows, continuing medical education.
List your most important teaching contributions, identified under such headings as:
- Curriculum Design and Development (e.g., new course or revision, course integration).
- Teaching Responsibilities.
- Instructional Materials (e.g., syllabi, web-based materials).
- Educational Administration or Service (e.g., course, sequence or clerkship director; residency program director; advising; curriculum committee membership).
- Educational Scholarship (e.g., presentations or published manuscripts related to education; creative products of educational activity that have been reviewed for quality by peers and made available for others).
- Professional Development in Education (e.g., participation in workshops; fellowship; specific efforts to advance skills in teaching).
The evidence of quality and the impact of your contributions — as displayed through evidence of learning, program improvement, skills development, etc. — is more important than the number of contributions you list.
For each contribution:
- Briefly describe your role.
- Provide evidence of the quality or the impact of your activity. This can include: evaluations by students, peers, and course directors; adoption of your work by other schools; teaching awards; or presentations of your work at meetings.
Teaching Evaluations require a Cover Sheet - the Checklist of Summary Evaluations. For each group of learners you taught and described in your portfolio narrative, include a summary of that student group's evaluations. Summaries should include both written comments, if they're available, and any numerical scale rating of the teaching activity.
The summary should include:
- Type of learner taught (e.g. undergraduates, graduates, medical students, house officers, fellows, continuing medical education learners, etc.).
- Number of learners in the course or activity.
- Years that the learner evaluations were completed. Do not send evaluations used in a previous packet for appointment or promotion. These should be new evaluations.
Examples of materials that you may include for the evaluation summary include:
- Summary of undergraduate or graduate evaluations of a lecture course.
- Summary sheets of labs or courses taught to medical students.
- Summary sheets and numeric ratings from house officers, available from MedHub.
- Summary evaluations of CME lecturers — but only include if this is the main part of your teaching.
- Individual student feedback — but only include if this is related to a major mentoring activity.