18 Collecting Evidence
As noted in Chapter II: The Portfolio Process, it can be helpful to have collected all the evidence you have access to early on in your portfolio process. Then, when you get to this stage, you can intentionally select examples that best demonstrate the narrative and accomplishments you have chosen to highlight throughout Part A of your portfolio.
It is critical to curate Part B carefully. Including all available materials, rather than selecting the most relevant and illustrative ones, can overwhelm reviewers and dilute the impact of your narrative. Instead, aim to provide clear, relevant examples that reinforce your key claims. Reviewers appreciate portfolios that are thoughtfully constructed, focused, and easy to navigate.
Below is a comprehensive list of types of evidence that may be appropriate for your teaching portfolio, keeping in mind that selecting meaningful, illustrative examples is a more effective approach than including everything.
Course and curriculum development
Course materials, such as course outlines, discussion/debate guidelines, assessments, or evaluation frameworks. Ideally, select materials from the same course so that alignment in your course design can be seen.- Sample student work, such as authentic assessments, papers, essays, lab books, workbooks, publications, presentations, or othercreative work. Ensure you have students’ permission to share their work.
- Written feedback on student work (e.g., feedback on successive drafts of student writing).
- Examples of contributions to interdisciplinary or collaborative courses or programs, including curriculum maps, reflections on the interdisciplinary process, or letters from collaborators.
- Work samples from a curriculum revision or development initiative, including revised course descriptions, course-level learning outcomes, and program-level learning outcomes.
Student feedback
Recall that SPS B2 prohibits the use of anonymous student comments obtained via end-of-term course surveys from being included in Part A of your teaching portfolio.- Reflection on formative student feedback: In addition to the data you are required to present in Part A.v. Evidence of Teaching Effectiveness of your portfolio, you may choose to collect feedback mid-way through your course to refine your teaching throughout the semester. This is a developmental, student-centred approach that would be worth highlighting with written reflection.
- Letters from former students: Given that anonymous student comments cannot be included in Part A – Executive Summary or the Departmental Teaching Evaluation Report of the overall dossier (as per SPS B2), you may wish to represent the student voice by soliciting reference letters from former students.
- Indicators of student learning, such as samples of work before and after the introduction of a teaching strategy (with student permission).
- A concise reflection addressing outlier ratings in end-of-term student course experience surveys, if applicable.
Letters of support
Letters can be from your Chair, Dean, colleagues, or former students (note that letters from current students are not permitted).- Consider inviting peer review from a colleague if this is not already facilitated within your department.
- Feedback from educational developers who have observed your teaching (e.g. via the MacPherson Institute’s teaching refinement or observation services) – make sure these are done consistent with department policy/norms.
Self-directed professional development
An Equity, Diversity, Inclusion, Accessibility, and Decolonization (EDIAD) statement.- List or reflection on professional development activities completed, such as workshops, courses, and certifications.
- Copies of teaching certificates earned.
- Reflection or feedback on use of new methods of teaching, assessing, facilitating, or grading.
- Evidence of using innovative technologies or digital pedagogies, including course material samples or reflections on implementation and impact.
- Work samples from seminars or facilitated workshops related to teaching and learning.
- Excerpt from a textbook, Open Educational Resource, or e-learning materials developed for a course.
- Evidence of mentoring other educators, graduate students, or teaching assistants, including letters, correspondence, or feedback provided (with mentees’ permission), or a reflection on your coaching approach.
Contributions to institution or profession
Letters of thanks or a written reflection on your participation in regional, provincial, national, or international initiatives/events related to teaching and learning.- Scholarly publications related to teaching and learning.
- Work samples from coordinating student internships, placements, or community engagement programs.
- Evidence of forging partnerships with other higher educational institutions, organizations, or communities that aim to enhance teaching and learning experiences.
Honours or recognitions
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Teaching awards from a department, Faculty, school, university, or professional organization.
- Invitations received to consult, give workshops, and write articles.
- Invitations to contribute to or advise external committees or other organized groups.
If you’re interested in exploring additional types of evidence, refer to the Evidence to Look for in a Teaching Portfolio section in Chapter VII: Teaching Portfolio Assessment (For Chairs, Peers, and Reviewers). This section includes a table of suggested evidence types, adapted from the Career Framework for University Teaching, to guide reviewers on what they might expect to see in a teaching portfolio.
