Transcript Range Elevation Portfolio Workshop http://www.csueastbay.edu/OAA/docs .html October 19, 2006 Eileen Barrett Three Part Workshop • Part 1: Eligibility & Process • Part 2: Compiling & Organizing Your Portfolio.

Range Elevation
Portfolio Workshop
http://www.csueastbay.edu/OAA/docs
.html
October 19, 2006
Eileen Barrett
Three Part Workshop
• Part 1: Eligibility & Process
• Part 2: Compiling & Organizing Your
Portfolio for Oct. 30th
• Part 3: Identifying Evidence &
Writing Narratives for Future
Application
• Part 1: Eligibility & Process
You are eligible if you have
1. Maxed out on Service Step
Salary Increases (SSI)
and
2. Served 5 years in current
range
The Review Process
Each level of review provides a written
recommendation that is forwarded to
subsequent levels.
• Elected Department Committee of tenured
faculty
• Department Chair
• College Dean
• Provost
Keeping you informed
• Candidates receive copies of the written
recommendations from the department
committee, chair, and college dean as soon as
those letters are generated.
Your rights
• An applicant may request reconsideration,
submit a rebuttal, and request a meeting
with the committee, chair, dean, and/or
Provost.
If your application is granted
Congratulations!
If your application is denied
• If you are denied, you can appeal pursuant to
Sections 12.18 and 10.11 of the CBA. The
appeal process will be established as
necessary.
• Part 2: Compiling &
Organizing Your Portfolio
Due: Monday, October 30th
Submit to your department chair
Your Portfolio Shall Include
• Curriculum Vitae (up-to-date c.v. that lists your relevant
teaching experience)
• Evidence demonstrating accomplishments in
the relevant criteria (coming soon)
• Other information germane to an application
(e.g. letters of recommendation…)
General Criteria
• Exemplary Performance for all duties and
responsibilities in your work assignment
For most of you this means
Evidence of Exemplary Instructional
Achievement
Evidence of currency in your subject area
What Counts?
• CBA 12.19: “Criteria for range elevation for
temporary faculty (excluding coaches) shall be
appropriate to lecturer work assignments.”
• Range Elevation Document: “Since
exemplary instructional achievement requires
maintaining currency in the literature and
research of the subject area, evidence of
currency in the applicant’s subject area must
be included.”
Criteria for Specific Ranges
• Range A: “the degree appropriate to his or her
work assignment”
• Range B: “ the degree appropriate to his or her
work assignment and must demonstrate
exemplary job performance”
Criteria for Specific Ranges cont.
• Range C: “must possess the appropriate
terminal degree or specialized professional
expertise or experience, and must demonstrate
exemplary job performance.”
• Range D: “must possess the appropriate
terminal degree, must demonstrate exemplary
job performance, and must have an assignment
that generally includes upper division and/or
graduate courses.”
Basic Tips
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Appearances Count
Focus On The Documents
Explain
Use Problems Positively
Ask For Advice
Don’t Draw Conclusions
Appearances
• Invest in a nice binder & put your name on all
sides
• Include a table of contents
• Use legible font
• Use readable tabs, plastic covers, clean
materials
• Invite your audience to read your materials
The Portfolio
Focus On The Documents
• Read and refer to the Range Elevation Policy
and Procedures document
• Check your PAF and review last year’s
“periodic review” letters
• Be aware of the expectations & criteria (both
general and specific)
Personnel Action File (PAF)
• Maintained by The Office
of Academic Affairs
• Designated Custodian:
Provost & Vice President
of Academic Affairs
• Call to schedule an
appointment to review
your PAF
• Warren Hall 8th floor
(room 815), 885-3714
PAF
Explain
• Know your audience; anticipate what they
must do
• Be aware that they include your Department
Committee, your Chair, your Dean, and the
Provost
• Explain what you include to this audience
• Include narratives as necessary for clarification
Write an introductory statement or
narrative
• Consider using department letterhead
• State what you’re applying for
• Follow the format your readers will use
– Mention your degree
– Describe your instructional goals& achievement
– Describe how you maintain currency in your field
– When applicable describe your administrative
assignments
WRITE THE LETTER FOR THEM
Instructional Achievement
• Ability to select appropriate materials
• Ability to present course content effectively
• Ability to make significant demands upon the
intelligence and industry of students
So, in your presentation of evidence, refer to
these “abilities”.
Stress evidence of exemplary work.
Evidence shall consist of….
• Impartially administered student evaluations
• Samples of student work evaluated by the
candidate
• Course Syllabi
• Examinations
• Supplemental Materials
Peer evaluations
• Summative evaluations from colleagues
who visit your class
• Formative evaluation from faculty
development
• Letters from colleagues in whose classes
you have presented
• Letters from colleagues with whom you
have shared syllabi, assignments, or
collaborated
Some other ideas for evidence…
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A teaching philosophy
Range of undergraduate courses
Range of graduate courses
Range of formats – large lecture, mid-size
lecture/discussion, seminar, online or partially online
Revisions to frequently taught courses
Letters from colleagues
Summative evaluations from colleagues who visit
your class(es)
Formative evaluation from faculty development
Some other ideas for evidence…
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Unedited summaries of student comments
Letters from students
E-mails with substantive comments from students
Informal feedback on student learning
Innovative & relevant video or web materials
Creative/unique classroom assignments
Blackboard materials
Service learning projects
Thematically linked cluster materials
Currency in the Subject Area
• Instructional responsibilities also include
maintaining currency in the literature and
research of the subject area, including
instructional methodology
• Consider using the language “currency” in
your narrative as clarification
Currency
• Begin with a summary of your
accomplishments that highlights what you’d
like the reviewers to notice
• Tie your professional to your instructional
achievement
Evidence of currency
• Collaborative teaching
• Addressing the needs of our diverse
students
• Research and/or creative activities
• Publications, grants, prizes
• Presentations and/or performances
• Service to professional organizations
Enjoy the process
• See the process as an opportunity for
professional reflection
• Take pleasure in all your accomplishments
• Set some goals
• Share the experience with colleagues
• Don’t sweat the small stuff!
• Part 3: Identifying Evidence &
Writing Narratives for Future
Application
Keep a teaching journal that will help
you
• Describe your approach & style of teaching
• Tie your course goals to the goals of relevant
curriculum
• Tie your narrative to Department, College, or
University mission, & our unique student
population
• Address any concerns from previous reviews
Consider how you practice
the Seven Principles of Good Practice in
Undergraduate Education
• http://www.cord.edu/dept/assessment/sev
enprin.htm
• Developed by Arthur Chickering and Zelda
Gamson (1987)
How might you describe facultystudent contact?
Advising & teaching beyond the classroom
might include
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Logs of student visits to office hours
Sample email responses to student questions
Independent studies, theses
Supervisions of students’ presentations or
performances at conferences, festivals, galleries,
meets, etc.
• Sample letters of recommendations
• Work with student groups & students’ campus
functions
• Involvement in mentoring programs
How might you describe cooperation
among students?
Classroom teaching that engages students might
include
• Designs for group work and group
projects
• Organized role playing, debates, &
performances
• Students’ projects and papers
• Guidelines for assignments
• Use of Blackboard discussion groups
How might you illustrate active
learning?
Active learning might include
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Writing to learn activities
Student presentations
Lab assignments & activities
Field trips & museum visits
Performance activities
Research assignments
Course portfolio projects
Self-reflective learning journals
How might you show or describe
prompt feedback?
Evidence of feedback
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Schedule of graded work
Sample diagnostic or baseline tests
Sample quizzes, tests, exams
Grading rubrics for assignments
Course portfolios
Self-evaluation activities
Sample comments on students’ work
Sample student progress reports
How might you document time on
task?
Evidence of organization
• Teaching
– Detailed schedule with deadlines
– Stratification of assignments
• Advising
– Plans for completing the major
How might you show high
expectations?
Evidence of high expectations for learning
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Course goals & requirements
Models of students’ best work
Recommended reading & assignments
Extra credit activities
Class visits from former successful
students and/or leaders in the field
How might you document respect
for diversity?
Evidence of an awareness of our diverse
students & their diverse learning styles
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Rules for respectful classrooms
Different testing options
Assignments that test a range of skills
Use of visual, audio, and written materials
Inclusion of diverse curricular material
Attention to contributions of women and
people of color
Tips for Remaining Current &
Meeting Your Professional Goals
• Balance teaching, networking, scholarship, &
service
• Revisit your thesis or dissertation for conference
presentations
• Publish about your teaching
• Collaborate with colleagues
• Present at or attend disciplinary conferences on
pedagogy
• Join a writing circle
• Come to faculty development
Exchanges
• The Online Journal for Teaching and
Learning in the CSU
• http://www.exchangesjournal.org/