A teaching portfolio is a specific tool designed for documenting and communicating strengths and accomplishments of a particular teacher. It is commonly developed and used by different groups of people (involved in varying fields of education-related activities) with the aim of assessing performance during an educational program (Birks, Hartin, Woods, Emmanuel, & Hitchins, 2016; Kim & Yazdian, 2014). From this perspective, the major objective of any teaching plan is to potentially improve the quality of teaching because it serves as the foundation for reflection on a completed teaching program as well as constructing a comprehensive plan of action for the further professional growth and development (Sinner, Wicks, & Rak, 2015). The specificity of teaching portfolios is the fact that it is commonly used in nursing education (Sidhu, 2015). More than that, it contributes to the possible significant improvement of learning outcomes due to turning the learning process into more efficient, thus making the achievement of learning objectives easier and faster (Dubé & Ducharme, 2014). Because the main objective of the teaching portfolio is to foster personal development and the overall professional performance improvement, it can be constructed in different ways based on the aims of educational initiatives. It means that there are no specific requirements to the structure of the document. Still, in most case, teaching portfolios include such elements as the overview of teaching activities and accomplishments, description and evaluation of knowledge assessment tools, justification for selected techniques and assessment methods, and reflection on the completed work (Sidhu, 2015). Another significant element of the teaching portfolio is a detailed plan of action due to its central objective – enhancing personal development of an individual. At the same time, the main requirement to a teaching plan is the representation of the connection between the practical steps that were taken and active theories commonly used for enhancing the learning process (Herinckx, Munkvold, Winter, & Tanner, 2014; Waltz, Jenkins, & Han, 2014). Based on the specificities of teaching portfolios mentioned above, the document at hand will incorporate the description of different aspects of a teaching plan as well as the reflection on the completed work – practical steps taken to bring the designed teaching plan to life. In particular, it will address different learning and teaching styles, describe and justify topic selection, as well as the choice of assessment tools and teaching styles, identify learning objectives and explain ways to achieve them, assess the effectiveness of the learning and teaching processes from the perspective of cognitive theory in nursing education, and involve the reflective section developed in accordance with Gibbs’ reflective circle approach. Session Content and Plan (Justification) This section of the teaching portfolio aims at describing the foundations of the teaching plan and providing a rationale for selecting them. In particular, it will address the following aspects of the practical steps: the connection between the developed teaching plan and pract