FIT Program Teaching Portfolio Overview

Teaching Portfolio Directions

Your experience at Guilford Technical Community College (GTCC) will be especially valuable to you, and the ease with which you find a teaching job will be enhanced, if, during the course of your teaching and learning here, you will create a notebook containing evidence that you have mastered the FIT Program competencies.  The portfolio will be subject to a mid-semester review and final evaluation.

This notebook, your teaching portfolio, should contain at least the following items:

  • A list of the FIT Program competencies & an overview of what your duties were while you worked here. These will be signed by your mentors and by the program coordinator when you have demonstrated mastery of the competencies.
  • An essay explaining how your experience here has changed, strengthened, and/or reconfigured your attitudes about community college, your students, and teaching at this level, in general;
  • Assignments you have written, together with samples of graded student responses;
  • Reflections on your college service work-what it has been, what, if anything, you have learned from it, how it might have been improved, etc.;
  • Copies of everything you have done in connection with our seminars, together with explanatory notes providing background and your critical response to these experiences.  Have you developed a PowerPoint presentation or responded to a lesson on Moodle, for example? Have you delivered an individual report on some subject in your discipline?
  • Copies of at least three lesson plans you have written throughout the semesters demonstrating inclusion of employability skills.
  • Finally, but crucially, you will need to include somewhere in your portfolio (Integrate in an appropriate section) some teaching technique, general conceptual approach, lesson plan, unit or topic approach, etc. to augment or improve teaching in your discipline.  To begin, peruse the following list of websites to discover launching points for your ideas.

You should present these materials clearly & attractively & in durable form suitable for copying & inclusion in future job applications.

View the FIT Program Competencies

Click on the links below to continue reading

Reflections

Teaching Journal

As part of your community college teaching experience, you will keep a journal throughout both semesters. The format and inclusiveness of the journal will be left up to the individual.  These will be emailed to the program coordinator on a weekly basis and will be kept confidential.

Community College Experience

Additionally, individuals who are part of the FIT program are expected to write a short essay which identifies approximately five significant differences between the university and the community college and explains why they are significant.  This essay can replace a required weekly journal.

Teaching Associates’ Assignments & Lessons Plans

Each TA will have various assignments over the course of their time in the FIT program.  Two assignments from early in the FIT program follow.  Specific details will be provided prior to the due date.

FIT Lesson Plans Assignment

Associates will come to seminar with lesson plans for a week’s worth of classes.  Other TAs will critique these lesson plans.

FIT “Videotaping” Lesson Assignment

Associates will come to seminar on the “videotaping” day prepared to address the rest of us as though we were an actual class at GTCC. Prior to the videotaping, each will turn in a lesson plan of the planned lesson.

Summer & Weekly seminars

FIT TAs are expected to attend two weeks of seminars over the summer prior to the start of the fall semester.  The dates for those summer seminars will fluctuate on an annual basis.  Summer seminars will cover basic information on the following elements:

  • Learning styles
  • Classroom management strategies
  • Cooperative learning techniques
  • Moodle training and other technologies for use in classroom

Throughout the course of both fall and spring semesters, FIT TAs will prepare for and participate in seminars that are scheduled at a time that considers individuals’ teaching schedules for the semester.  Topics for these seminars are based on the needs of the TAs; however, certain topics are expected to be addressed:

  • Classroom assessment techniques
  • Identified populations consideration (special needs, non-native language, and high school)
  • College resources

College service

As part of your training in GTCC’s Faculty-in-Training Program, you will perform three hours of college service a week during your first semester with us. Service projects are selected by the individual Teaching Associates in coordination with their mentors and department chairs.

If you are a TA in English, this service likely will be fulfilled through tutoring in the GTCC Writing Center, although other service venues are possible. If you are a trainee in a discipline other than English, your service may be fulfilled through your developing online versions of existing courses, tutoring undergraduate students in your department, doing research for the FIT program coordinator, or through work serving other departmental needs at the request of your department head.

In your second semester, college service will be reduced somewhat so that you may assist your mentor or another full time faculty member with an online course.

In the past, associates have chosen such projects as:

  • Tutoring in the GTCC Writing Center
  • Creating online versions of existing courses
  • Helping in selection of textbook for a program
  • Assisting with departmental clubs and organizations
  • Organizing special-interest series for the benefit of GTCC students and faculty

GTCC FIT Program Competencies with Learning Objectives

Competency #1
Demonstrate knowledge of the different mission/goals of the community college system vs. those of the university system.
Competency #2
Develop a class syllabus consistent with the GTCC template and approved by the FIT Program Coordinator.
Competency #3
Reflect on the teaching/learning experiences from both the student’s and the instructor’s perspectives to evaluate the effectiveness of course instruction.
Competency #4
Apply performance based learning principles to lessons.
Competency #5
Integrate employer demanded soft skills into lessons.
Competency #6
Implement planned and designed instructional strategies appropriate to adult learner populations to achieve course competencies, create learning environments that welcome differences, and build connectedness among learners.
Competency #7
Identify cultural differences, ability levels, and backgrounds of various student populations adult learners, students with disabilities, etc.
Competency #8
Demonstrate use of appropriate technology, such as audio visual support (including multimedia stations) and software applications in class.
Competency #9
Demonstrate professionalism.(disciplinary competence, relevant professional organizations, appropriate attire, job search materials).
Competency #10
Design and use various evaluation techniques to assess students’ competencies and redesign learning activities as needed.
Competency #11
Reflect on the influence of the instructor’s classroom persona and adjust persona to achieve a classroom culture of respect and generosity