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Norsk versjon - Dokumentasjon av utdanningsfaglig kompetanse

Educational competence must be documented when applying for an academic position at NTNU. Requirements for basic educational competence must be met to apply for employment[1], transfer, promotion and Excellent Teaching Practitioner[2]. In connection with appointments and promotions at NTNU, a teaching portfolio is used as documentation. In the teaching portfolio, the applicant documents his/her competence in planning, implementing, evaluating and developing teaching, assessment and supervision[3].

Teaching portfolio

A teaching portfolio is a systematic collection of a teacher's pedagogical and academic didactic experience and practice[4]. This may include both the competence acquired through courses[5], and the competence acquired through one's own practice[6] of teaching and development in one's own teaching, courses or study programmes.

A teaching portfolio must contain both documentation and a critical reflection on one's own development and experience as a teacher. At NTNU, there are competence requirements for basic educational competence for positions as assistant professor[7] and associate professor[8]. The positions of professor (“dosent”)[9] and professor[10] have additional requirements. A person's teaching portfolio must show how the person meets the relevant requirements for the position for which they are applying.

This guide provides an overview of overarching topics that can be included in the portfolio.

Documentation in the teaching portfolio should reflect the competence and course areas and in what context the portfolio will be used (e.g. application for a position or personal promotion to professor). The most important thing is to provide a clear and systematic presentation of one's educational competence in accordance with the requirements the portfolio will be assessed against.

It is also important to consider readability for the committee.

The scope of the teaching portfolio

The scope of the portfolio will depend on the scope of your educational practice[11], the formal educational competence you have already been awarded, and the competence requirements the portfolio should document. A scope of 2000 – 4000 words is recommended. The scope specified only applies to the folder itself. A bibliography and appendices, including a pedagogical CV, are in addition. If the applicant already has a teaching portfolio, it can be used if it covers all the required areas.

Structuring the portfolio

It is a required that you reflect on and discuss your own pedagogical practice in your teaching portfolio. In this guide, we are based on the criteria for educational competence in NTNU competence matrix  [12].

1. Introduction

A brief introductory text that shows who you are, where you work, and what you teach.

Refer to your pedagogical CV[13], which is attached as an appendix and provides a detailed overview of teaching, development projects, and supervision. Also, write in what context and according to which competence requirements the portfolio will be assessed.

2. Educational competence

2.1 Focus on student learning

In this part of the teaching portfolio, it must be documented how you have worked to facilitate the students' learning through learning activities and forms of assessment. Furthermore, it should show how you have worked to plan and carry out teaching based on learning outcome descriptions. It should be clear why you have done what you have done and what you have achieved for the students' learning. Variation and scope in the teaching should be made visible in accordance with the content of your pedagogical CV.

For professors[14], it is also expected that you have competence beyond planning and carrying out teaching, and that you have broad experience with supervision. This means that the portfolio should document a breadth of several types of teaching activities and show a larger repertoire of teaching methods and that you have experience from several levels (bachelor, master, PhD).

2.2 A professional development as a teacher

In this part of the portfolio, the focus should be on the development of one's own teaching and educational competence over time. You should show how you have tried out and reflected on teaching, learning, and forms of assessment in your own teaching or through systematic development work and educational leadership at the course and study program level. It is important to reflect on how you have worked with the development of your own teaching over time and show how the teaching practice has developed. Furthermore, you can focus on which principles, reflections, practical experiences, and any guidelines have been central to the development.

Under this point, it is necessary to reflect on, evaluate and document one's own development in order to highlight that it is one's own teaching practice that shows the qualitative development over time. It must be reflected on how the teaching has been developed, and for example, what significance the use of student evaluations has had for further development.

2.3 An enquiry-based approach to Teaching

In this part, emphasis will be placed on the principles, reflections and experiences that have been central to one's own development over time. Some choose to write briefly about what they believe is central to the students' learning, based on relevant theory. Show that you are familiar with theories, concepts, and knowledge-based methods for teaching and learning within your own course. Such theories, concepts, or knowledge-based methods are expected to be actively applied both in the description and justification of one's own teaching practice.

For professors[15], it is also expected that you systematically apply recognized theories[16], concepts and knowledge-based methods in the relevant subject area and that it is linked to your own teaching practice.

This requirement can also be reflected in other parts of the portfolio, for example by using a model for lesson planning when documenting how you work.

2.4 A collegial attitude and practice

A collegial approach to teaching can be documented by showing and reflecting on your contribution to collegial collaboration and how it has led to the development of teaching. This can be collective development processes related to the revision of courses and study programmes, or informal interactions with colleagues related to teaching and supervision. Here, emphasis can also be placed on the exchange of teaching and learning resources with colleagues both in own academic environment, nationally and internationally. In the portfolio, you must show how you have collaborated with colleagues in teaching, whether it is joint planning of courses, co-teaching, course revisions, etc. Highlight how this collaboration has significance for teaching and students' learning.

For professors[17], it is also important to highlight how you are a driving force for and actively participate in the development of educational quality in academic communities, in addition to how you collaborate with colleagues in teaching practice.

3. Conclusion

End your pedagogical portfolio by raising your gaze, where you summarize your own educational competence, put it in a larger context and point out what you think is most central. Also point to the future, i.e. how you plan further development of your own educational competence and what specific ambitions you have to contribute to further quality development of education.

4. Attachments

Attachments must consist of documentation that supports the reflection and pedagogical CV.

Pedagogical CV is a mandatory attachment. The appendices must be examples that demonstrate your qualifications as a teacher. As an example: if you include a long course plan, it is necessary that the course plan is commented on in the portfolio; How is it thought about the development of the course and what was your contribution to the development of the course.

The portfolio can contain a maximum of 10 attachments. It is important that the attachments to the portfolio are related to the content of the teaching portfolio. Therefore, make sure to clarify the connection between text and attachments, and refer to the attachments in the text of the portfolio.

Examples of attachments

The following list are examples of attachments that can document your educational competence. Note that this is not an exhaustive list, there may be other types of attachments that better document your educational competence.

• University pedagogical education. Approved education that corresponds to the requirement for basic educational qualifications. Other relevant education or courses may also be relevant. Examples of documentation: Diplomas, course certificates, assignments or reports.
• Experience and development. The applicant's experience with planning, implementation and development of own teaching. Work with learning methods and assessment in courses and study programmes. Examples of documentation: student evaluations, peer reviews, course descriptions, examination questions, guidelines for examiners, etc. for which the applicant has been responsible.
• Leadership in the educational field. The applicant's experiences from committees, boards, networks, roles, positions, functions, etc., related to studies and teaching are relevant. Work with study quality and contributions to the development of teaching and education both at their own university and nationally. Development of course and study programs, projects that you have initiated, led, or participated in, and which have aimed to develop and improve educational quality. Examples of documentation: mandates and role descriptions, documentation of achieved results, development plans, reports.
• Development of teaching materials. The documentation should focus on teaching materials that are designed to help students learn. Examples of documentation: textbooks, learning resources.
• Dissemination of educational competence. Under this section, it may be relevant to mention any publications of a pedagogical or subject didactic nature, or guest lectures on such topics you have held at other institutions. There may also be contributions to conferences related to the development of teaching and education. Examples of documentation: abstracts, posters, webinars, etc.

Endnotes

[1] If you do not have basic pedagogical competence and are offered the position, you will have 2 years to acquire this competence.

[2] Apply for status of an Excellent Teaching Practitioner https://i.ntnu.no/wiki/-/wiki/English/Apply+for+the+status+of+an+excellent+teaching+practitioner

[3] NTNUs guidelines for academic positions https://i.ntnu.no/wiki/-/wiki/English/NTNUs+guidelines+for+academic+positions+

[4] Sandvoll, R., Borch, I. 6 Iversen, A. (2024). Pedagogisk mappe – hva, hvorfor og hvordan? I D.Husebø, L. Ferguson, O.R. Stalheim, I.C. Eriksen, R. Isaksen, A. Mavroudi and P.Walling (Red.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge – fremvekst, grunnlagstenkning og «state of the art» (s. 395 -412). Cappelen Damm Akademisk. https://doi.org/10.23865/cdf.225.ch1

[5] Basic educational competence is generally developed through NTNU Uniped's university pedagogical, research-based development programme with a scope equivalent to 200 hours, in interaction with own teaching practice, or equivalent from other institutions. Documented 100 hours of PedUp or similar before 2019 is approved as equivalent basic educational competence.

[6] Those who have been employed at NTNU since before 2016 can apply to have their basic educational competence assessed through the "Temporary scheme for assessment of educational competence (pdf)"

[7] “Universitetslektor” in Norwegian https://www.ntnu.edu/english-matters/english-titles

[8] «Førstelektor» og «førsteamanuensis» in Norwegian https://www.ntnu.edu/english-matters/english-titles

[9] In addition to the requirements set out for basic educational competence in Chapter 4.2, the following requirements apply to appointment and promotion to the position of “dosent”: 1) quality development in one's own teaching and supervision over time and a high degree of reflection on one's own practice, 2) broad experience with teaching and educational development at different levels and 3) extensive experience with educational leadership and participation in professional communities in higher education

[10] In addition to the requirements set out for basic educational competence in Chapter 4.2, the following requirements apply to appointment and promotion to the position of professor: 1) quality development in one's own teaching and supervision over time and a high degree of reflection on one's own practice, 2) broad experience with supervision, preferably at master's/PhD level and 3) initiate, lead and/or participate in the development of educational quality in professional communities

[11] Teaching as a concept is understood as any activity that contributes to students' learning. Be it planning, carrying out various learning activities, assessing students, evaluating and developing teaching. Supervision is also included as part of this work. In other words, teaching is understood quite broadly. Furthermore, the term "student" is used to refer to all persons to whom the teaching is directed.

[12] NTNUs competence matrix - Knowledge base - NTNU

[13] Pedagogical CV template

[14] https://www.ntnu.edu/english-matters/english-titles

[15] https://www.ntnu.edu/english-matters/english-titles

[16] Use of educational literature

[17] https://www.ntnu.edu/english-matters/english-titles