Leadership Portfolio

Preparing a Teaching and Learning Leadership Portfolio

A Leadership Portfolio is a reflective record of a faculty member’s involvement in “Instructional Leadership.”

Instructional leadership is working beyond the classroom to mobilize colleagues, students, community members or others to achieve shared goals that add value to our work at VIU and to our community. 

Activities might include: championing a teaching technique and mentoring colleagues; fostering the progress of institutional initiatives from within a faculty; influencing specific change through leaderly roles (Faculty Council on Teaching and Learning Leadership, Chair role, etc.); working with community partners to effect change; or creating new ideas and resources that are used by the institution or the community to advance institutional/community well-being.

Elements of a leadership portfolio

  • An introductory narrative or video that explains the focus and scope of the leadership undertaken, and points to the evidence provided in the following sections. 
    • This narrative should focus on a coherent story of leadership that describes either one successful leadership project (initiation, implementation) OR several related stories or projects that took place over a career
  • A section on evidence you were a key catalyst in projects described. Contents might include:
    • Letters of support from participants in or observers of your leaderly action
    • Documents detailing the progress of your work in your chosen leadership area
  • A section on evidence of impact. Contents might include:
    • Changes in policy, procedure, or behavior/activities in the described area of leaderly action
    • Letters of support from recipients of/participants in results of action

Why create a leadership portfolio?

  • To examine and reflect upon your own leadership activities and their impact, with an eye toward future efforts
  • To document your leadership activities for the Recognition Program

Reflective Process: Growing the Mind of a Scholarly Teacher

Gibbs (1988) gives us an easy cyclical model to consider our thinking. After any teaching or learning experience, think of the experience in three parts.

Learn more about: Reflective Process

Definitions of Reflection

The term ‘reflective practice’ derives from the work of Dewey and Schon. Dewey (1910) wrote that reflective practice refers to ‘the active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it’.

Learn more about: Reflection

Seven Principles for Good Practice in Undergraduate Education

Possible Framework for Portfolio Components 
Arthur W. Chickering and Zelda F. Gamson | Adopted from the March 1987 AAHE Bulletin

Learn more about: Seven Principles for Good Practice

Hosting Your Portfolio

Consider using the VIUBlogs network to get started building your professional practice portfolio.

Read more about the: VIUBlogs tool for building your portfolio

Start Soon! – it is all about getting started – somewhere. Put a plan into place so you have time each month to work on components and demonstrate your learning. A bi-weekly or monthly time also serves as a focused point of reflection on your practice.

Learn more about: How to Get Started with ePortfolio

Steps to Creating an ePortfolio

A list of 7 steps to creating your ePortfolio. (modified from Elements of a Professional Academic ePortfolio, Bauer, 2010)

Learn more about: Steps to Creating an ePortfolio

Organizing your ePortfolio

Your ePortfolio will need to have headings or sections that help organize your artifacts and reflections.  There are endless combinations of headings and subheadings to help structure your ePortfolio.  This is where creativity and personalization come into play.

Learn more about: Organizing Your ePortfolio

Upcoming Session Dates

Check out the CIEL calendar for upcoming dates for this session - Current Offerings