TU Berlin Outlines Teaching Portfolio Expectations for Academic Applicants

Berlin, Germany — Technical University of Berlin (TU Berlin), one of Europe’s leading technical and research universities, has provided clear guidance on what it expects from applicants’ teaching portfolios as part of professorial and academic hiring processes. The teaching portfolio is a key element in demonstrating teaching competence, pedagogical reflection, and a structured approach to curricular design in higher education recruitment.

Why a Teaching Portfolio Matters

At TU Berlin, a teaching portfolio serves as a comprehensive document that showcases a candidate’s teaching philosophy, practical experience, and continuous development as an educator. It must provide evidence of the applicant’s ability to design, implement, and evaluate effective teaching and learning environments — a crucial factor for academic appointments where teaching excellence is assessed alongside research achievements.

Core Components of an Effective Teaching Portfolio

Candidates are advised to structure their portfolios around several essential elements:

1. Teaching Philosophy and Objectives
A reflective statement outlining core beliefs about teaching and learning, instructional goals, and how these align with student needs and disciplinary expectations.

2. Teaching Experience and Methods
Documentation of courses taught, instructional formats used (such as seminars, labs, or blended learning), innovations in teaching, and examples of effective classroom engagement.

3. Course Materials and Design
Representative samples of syllabi, lecture plans, assignments, assessments, or other teaching materials that demonstrate course structure, learning objectives, and alignment with academic standards.

4. Evidence of Teaching Effectiveness
Data‑driven indicators such as student evaluations, peer observations, awards, or testimonials that support claims of successful teaching practice.

5. Continuous Teaching Development
Evidence of professional development activities such as participation in workshops, certification programs, or reflective practices that advance pedagogical expertise.

Presentation and Reflection

TU Berlin emphasizes that the quality of reflection is as important as the content provided. Candidates should clearly articulate how their teaching practices contribute to student learning and how they will continue to evolve as educators. Portfolios should be well‑organized and tailored to the specific role for which the applicant is applying.

Integrating the Teaching Portfolio with Academic Applications

For professorial positions and other teaching‑focused roles, the teaching portfolio is submitted alongside research statements, CVs, and other application documents. Appointment committees at TU Berlin use the portfolio to gain insight into a candidate’s holistic academic profile, including their ability to contribute to curriculum development and student success.

Support for Applicants

TU Berlin encourages applicants to view the teaching portfolio not only as an evaluative requirement but also as an opportunity to reflect on and articulate their unique pedagogical strengths. Candidates are advised to align portfolio content with the university’s standards for academic excellence and innovative teaching practice.