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
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
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