Department of Education

Examples of evidence for teaching portfolios

Below are some examples of the type of evidence that may be included in a teaching portfolio to illustrate competency achievement. These are only suggestions based on practice. They are not intended to be prescriptive nor exhaustive.

Samples which clearly show the developmental process (over time) more strongly show the breadth and depth required to demonstrate each competency.

Competency one

Utilise innovative and/or exemplary teaching strategies and techniques in order to effectively meet the learning needs of individual students, groups and/or classes of students.

  • annotated photographic display (mounted on sheets of A4 paper) that demonstrates an exemplary or innovative teaching/learning strategy with an individual student and/or class of students
  • video clip showing an exemplary or innovative teaching strategy with an individual student and/or class of students (total of 10 minutes duration)
  • selected student work samples that are the product of an exemplary or innovative teaching/learning strategy with an individual student and/or class of students
  • an extract from an innovative instructional resource (eg cover/contents page of a textbook, learning centre cards, set of overhead transparencies on a particular topic)
  • a letter of support from a colleague or group of colleagues that confirms an innovative or exemplary teaching strategy or techniques to meet the learning needs of individual students, groups and/or classes of students.
  • an extract from a unit plan or other planning document that outlines an innovative or exemplary teaching strategy or technique
  • a summary of student reaction to the innovative and/or exemplary teaching strategy or technique (eg results from a student survey, student interviews) and how it enhanced student learning
  • evidence of receipt of an award for teaching excellence presented by employing authorities, community bodies or professional associations
  • formal feedback from the line manager as part of the accountability process.

Competency two

Employ consistent exemplary practice in developing and implementing student assessment and reporting processes.

  • examples of creative and/or inventive assessment tasks (eg letter writing tasks, group tasks, essays, assignment work, project work) planned and implemented to assess student learning that allows for clearly identified student individual needs
  • examples of assessment tasks (eg checklists, rating scales, anecdotal notes, observational notes) modified to meet the particular needs of an individual student and/or group of students
  • examples of self-assessment tasks you have developed to encourage students to become involved in their own assessment
  • selected annotated student work samples showing a progression of student achievement, for example base-line testing, as a result of innovation or exemplary teaching practice
  • examples of high quality written feedback offered to an individual student and/or class of students
  • copies of recording instruments you have developed to assist you to monitor student learning outcomes and to assist with diagnostic analysis and reporting
  • any recording or reporting formats developed to make assessment and reporting practices more efficient and effective
  • copies of assessment sections from unit plans that demonstrate the range of assessment strategies and techniques utilised to make judgements about student learning
  • annotated student work samples illustrating formative assessment strategies
  • copies of tests and examinations developed to assess student learning
  • examples from electronic portfolios as a form of individualised, interactive reporting
  • video of reporting sessions between teachers, parents and/or students
  • video of developing explicit criteria for assessment negotiated with students
  • examples of analysis of student achievement or difficulties.

Competency three

Engage in a variety of self development activities, including a consistently high level of critical reflection on the applicant's own teaching practice and teacher leadership, to sustain a high level of ongoing professional growth.

  • extract from a professional learning journal, diary or learning log that illustrates a high level of critical reflection on teaching practice and/or teacher leadership
  • written feedback or letter of support from a ‘critical friend’ or mentor
  • records of professional development courses/seminars and/or university study aimed at improving particular aspects of professional practice
  • extract from an action research project
  • summary of the results obtained in attempting to gauge student reaction to your teaching (eg via survey, questionnaire, interview or other appropriate method of data collection) or a copy of an instrument used to gauge student reaction to your teaching
  • documentation of participation in a professional association
  • endorsed performance management agreement identifying professional development plan, outcomes and aspirations.

Competency four

Enhance teachers' professional knowledge and skills through employing effective development strategies.

  • copies of written feedback provided to a colleague for a particular purpose (eg observing their teaching)
  • copies of written feedback provided to student teachers and the outcomes achieved as a result
  • copies of completed student teacher evaluation booklets/proforma providing evidence of the type of feedback offered to student teachers, particularly those engaged in an assistant teacher program
  • video clip demonstrating a particular innovative teaching strategy or technique for colleagues
  • video clip implementing a professional development course with a group of colleagues
  • letter of support from a teacher or group of teachers who have observed you in classroom practice
  • copies of written mentoring plans developed jointly with a colleague to promote their development
  • summary of results or evaluation of a professional development session or course provided for teachers
  • outline (eg objectives, content) of a professional development session or course planned and conducted by you
  • extracts from publications, designed to assist teachers to improve their professional effectiveness (eg conference papers, reports, teacher development materials and handouts)
  • outlines (or abstracts) of presentations made for professional associations or contributions to associations concerned with the professional development of teachers
  • print out of online professional discussion group interaction.

Competency five

Provide high-level leadership in the school community through assuming a key role in school development processes including curriculum planning and management, and school policy formulation.

  • a colleague's written verification describing your leadership role
  • extracts from relevant school development planning documents that confirm your leadership role
  • extracts from school policy or curriculum planning documents that verify your leadership role
  • minutes from school development meetings/working parties that confirm leadership in school development initiatives
  • extracts from professional learning journals/diaries that reflect on your leadership role assumed in a school or curriculum development initiative
  • copies of planning materials initiated and developed to assist in coordinating a particular school development project or initiative
  • extracts from assessment and reporting procedures developed as part of a school development initiative
  • extract from a report developed to inform a particular aspect of school planning
  • written material distributed to colleagues to ‘kick start’ a new initiative in the school
  • an extract of research findings from research undertaken to inform school development, policy formulation or curriculum development
  • extracts or copies of action research documents (eg findings, reflections, data collection techniques) that demonstrate an important leadership role in the process.
Examples of evidence for teaching portfolios

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