Professional portfolios help faculty document their teaching achievement, as well as their other scholarly activities including research and service. The reflective process of portfolio development can promote better teaching, develop fresh thinking about education, and encourage personal and professional growth. Teaching portfolios provide faculty with an opportunity to reflect on their teaching goals, instructional strategies, methods, and materials, as well as student/teacher relationships. Many materials may be included in a teaching portfolio including professional plan (goals, philosophy, reflections), teaching materials (syllabi, lessons, activities, student materials, presentations), sample student documents and projects, curriculum vitae, course evaluations (students, peers, administrators, self), reflections, video/audio teaching samples, recognitions (awards, publications, letters), and professional development (personal plans, teaching innovations, professional activities, service, research, publications, presentations, grants).
The portfolio includes materials that provide evidence or information that document a specific activity, as well as an interpretation or reflection on the importance or relevance of this material. Electronic portfolios can be organized in many ways. According to the AAHE (American Association for Higher Education), a teaching portfolio should be structured, representative, and selective. Rather than being an archive of all professional work, a portfolio is intended to be comprehensive and representative of the breadth and depth of experience.
What's a digital or electronic portfolio?
How can I develop a student or teacher portfolio?
How can text, photos, diagrams, audio, video and other multimedia elements be integrated into a portfolio?
Teacher Resources | Library of Congress
Explore examples of online portfolios. If you're searching for additional examples, use a search tool such as and include search words such as digital electronic teaching learning video portfolio.