Transcript DOSSIER WORKSHOP 1st and 2nd Year Retention October 7, 2005 Eileen Barrett Faculty Center for Excellence in Teaching.

DOSSIER WORKSHOP
1st and 2nd Year Retention
October 7, 2005
Eileen Barrett
Faculty Center for Excellence in Teaching
SEVEN BASIC TIPS FROM
SUE SCHAEFER
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START NOW & DON’T STOP
APPEARANCES COUNT
FOCUS ON THE DOCUMENTS
EXPLAIN
USE PROBLEMS POSITIVELY
ASK FOR ADVICE
DON’T DRAW CONCLUSIONS
Two Part Workshop
• Part 1: Tips for Compiling Your
Retention Dossier due November
10th
• Part 2: Strategies for Gathering
Evidence and Developing Your
Dossier for Future PTR Cycles
Part 1: Tips for Compiling
Your Retention Dossier
Due: Thursday
November 10th
I Just Got Here.
Why is My Dossier Due so Early?
Recommendation of AAUP
• 13. 11
The President shall notify a probationary
faculty unit employee who has served
fewer than (2) years of probation of the
final decision on retention no later than
February 15. Collective Bargaining
Agreement (CBA).
Start Now
• Collect and save
things you might want
to include such as
• Letters or emails
about your teaching
• Professional
correspondence
• Materials relevant to
service
APPEARANCES
• Invest in nice binders & put your name on
all sides
• Include an index of all materials in the
dossier
• Organize your materials within the 5
categories: degree, instructional,
professional, internal service, external
service
• Use legible font
• Use readable tabs, plastic covers, clean
materials
• Invite your audience to read your materials
FOCUS ON THE DOCUMENTS
• Read and refer to the Promotion, Tenure, and
Retention (PTR) document
• Review your Personnel Action File (PAF) and
each year’s retention letters
• Be aware of the expectations & criteria (see 4.0
general; see 5.0 retention)
• Know that instructional (1) and professional (2)
achievement have highest priority
• Understand the profile approach (See 1.0
Introductory Statement)
• Check the deadlines
PERSONNEL ACTION FILE (PAF)
• Maintained by The Office
of Academic Affairs
• Designated Custodian:
Provost & Vice President
of Academic Affairs
• Call to schedule an
appoint to review your
PAF
• Warren Hall 945, 8853711
PAF
Working Personnel Action File
(WPAF)
• #1 WPAF
• #2 WPAF (Dossier)
EXPLAIN
• Know your audience; anticipate what they
must do
• Be aware that they include your
Department Committee, your Chair, your
Dean, the Provost, the President (& might
include the College & University
committees)
• Explain what you include to this audience
• WRITE THEIR LETTERS FOR THEM
WRITE A COVER LETTER
• Use department letterhead
• State what you’re applying for
• Follow the format your readers will use
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Mention your degree
Describe your instructional goals& achievement
Describe your professional goals & achievements
Describe your contributions, interests, & goals for
internal and external contributions
WRITE THE LETTER FOR THEM
Use What You Have
• Update your job application letter
• Update last year’s cover letter
• Include or describe your probationary
faculty plan
• Revisit your teaching philosophy
• Put in writing what you said in your job
interview
INDEX, C.V., & DEGREE
• Index should identify everything you
include in the dossier (for your protection)
• Submit a copy to your PAF
• Use Index as a Table of Contents
• Include an up-to-date c.v.
• Include a copy of your terminal degree or
transcript showing completion of the
degree
Instructional achievement
• Include a range of evidence (see PTR
document 4.1.2) of materials
• Include evidence of student learning
• Recognize that instructional achievement
is the first category
• If you have one, begin with a summary or
teaching philosophy that highlights what
you’d like the reviewers to notice
I Just Got Here!
I have no evidence of instructional
achievement.
Course Materials
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Course Syllabi
Sample class plans or assignments
Sample class handouts
If you have been given credit, material
from previous institution
Classroom evaluation
• Informal classroom assessment
techniques
– baseline assessment of student learning
– informal, anonymous questionnaires about
teaching & learning in the course
– Snapshot assessment of daily learning, for
example, the muddy point activity
Invite a Colleague to Visit a Class
Professional Achievement
• Begin with a summary of your
accomplishments that highlights what
you’d like the reviewers to notice
• Tie your professional to your instructional
achievement
• Outline your research agenda
• Refer to PTR section 4.1.3
Internal Contributions & External
Service
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Begin at the department level
Tie service to your interests
Work with a student club
Organize an activity for students
Assist your colleagues with activities
Assist with Al Fresco, 1st year convocation,
Honors ceremony
• Document work with local, state, national, or
international organizations
THINGS TO KEEP IN MIND
Ask for advice
• Consult with your mentors both in and
outside the department
• Ask your chair and dean for advice
• Come to faculty development
• If there is a difference of opinion, defer to
those who are part of the decision making
process
Don’t draw conclusions
• Never say, ‘I deserve retention because . .
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• Let your reviewers draw their own
conclusion
• But make that positive conclusion as easy
for them to draw as possible
Use problems positively
• Address concerns raised in prior retention
letters
• Demonstrate desire to improve by seeking
help & attending faculty development
• Describe how you have solved any
problems; show your new pedagogy
• Stay positive
Enjoy the process
• See the process as an opportunity for
professional reflection
• Take pleasure in all your accomplishments
• Set some professional goals
• Share the experience with colleagues
• Come to the faculty development pizza
party
• Don’t sweat the small stuff!
Part 2: Strategies for Gathering
Evidence and Developing Your
Dossier
For Future PTR Cycles
Start Now & Don’t Stop
• Tenure is a cumulative process; it
recognizes accomplishments & anticipates
your future contributions. Promotion
recognizes accomplishments
• Include an up-to-date and complete c.v.
• Exclude redundant materials; include
recent versions of work
• Use evidence to show your ongoing
development & achievements
Figure Out What Matters
• Talk to everyone
• Learn the department, college, campus
culture
• Attend some faculty socials
• Find your own mentors
• Make appointments to visit your chair and
dean
Figure Out What Doesn’t Matter
• Divide your time equally among
– teaching
– networking
– research, scholarly, or creative activity
Tips for documenting instructional
achievement
--Tie your philosophy to Department, College, or
University mission, & our unique student
population. Emphasize work at CSUEB.
--Explain how your course goals support the goals
and objectives of relevant curriculum
--Mention how your participation in teaching
workshops & other activities informs your
development as an instructor
--Address any concerns from previous reviews
--WRITE WITH YOUR READER IN MIND
EVIDENCE OF MULTIPLE LEVEL &
INTERDISCIPLINARY, & SELFREFLECTIVE TEACHING MIGHT INCLUDE
• RANGE OF UNDERGRADUATE COURSES
• RANGE OF GRADUATE COURSES
• RANGE OF FORMATS—LARGE LECTURE, MID-SIZE
LECTURE/DISCUSSION, SEMINAR, ONLINE OR
PARTIALLY ONLINE
• REVISIONS OF FREQUENTLY TAUGHT COURSES
• THEMATICALLY LINKED CLUSTER MATERIALS
• COLLABORATIVE WORK WITH DEPARTMENTAL,
COLLEGE, AND UNIVERSITY COLLEAGUES
• ATTENDANCE AT DEPARTMENTAL, UNIVERSITY,
SYSTEM OR PROFESSIONAL FACULTY
DEVELOPMENT WORKSHOPS
EVIDENCE OF ADVISING STUDENTS
MIGHT INCLUDE
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RECORDS OF OFFICE HOURS
RECORDS OF ADVISING SESSIONS
SAMPLE EMAIL RESPONSES TO STUDENTS
INDEPENDENT STUDIES, INTERNSHIPS, & THESES
SUPERVISION OF STUDENTS’ PRESENTATIONS OR
PERFORMANCES AT CONFERENCES, FESTIVALS,
GALLERIES, MEETS, etc.
SAMPLE LETTERS OF RECOMMENDATION
WORK WITH STUDENT GROUPS
ASSISTANCE WITH STUDENTS’ CAMPUS
FUNCTIONS
MENTORING OF STUDENTS
EVIDENCE OF CLASSROOM TEACHING
• ICE BREAKING ACTIVITIES THAT CREATE RAPPORT
AMONG STUDENTS
• DESIGNS FOR GROUP WORK AND PROJECTS
• ORGANIZED ROLE PLAYING, DEBATES, &
PERFORMANCES
• STUDENT GENERATED ACTIVITIES & PROJECTS
• GUIDELINES FOR PEER EVALUATIONS
• STUDY GROUPS AMONG STUDENTS
• USE OF BLACKBOARD DISCUSSION GROUPS
EVIDENCE OF CLASSROOM TEACHING
• INSTRUCTIONS & STRATEGIES FOR NOTE TAKING
• OUTLINES OF LECTURES THAT SHOW TIME FOR
REFLECTION AND QUESTIONS
• WRITING TO LEARN ACTIVITIES
• STUDENT PRESENTATIONS
• LAB ASSIGNMENTS & ACTIVITIES
• FIELD TRIPS, MUSEUM VISITS
• PERFORMANCE ACTIVITIES
• RESEARCH ASSIGNMENTS
• COURSE PORTFOLIO PROJECTS
• SELF REFLECTIVE LEARNING JOURNALS
EVIDENCE OF CLASSROOM TEACHING
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SCHEDULE OF GRADED WORK
SAMPLE DIAGNOSTIC OR BASE-LEVEL TESTS
SAMPLE QUIZZES, TESTS
GRADING RUBRICS FOR VARIOUS ASSIGNMENTS
COMMENTS ON LECTURE NOTES, READING
JOURNALS, AND LAB ASSIGNMENTS
CUMULATIVE COURSE PORTFOLIOS
SELF EVALUATION ACTIVITIES
SAMPLE COMMENTS ON STUDENT WORK
SAMPLE STUDENT PROGRESS REPORTS
EVIDENCE OF CLASSROOM TEACHING
• COURSE GOALS AND REQUIREMENTS
• USE OF MODELS OF STUDENTS’ BEST
WORK
• RECOMMENDED READINGS AND
ASSIGNMENTS
• EXTRA CREDIT ACTIVITIES
• ENCOURAGING STUDENTS TO JOIN
PROFESSIONAL ORGANIZATIONS & ATTEND
CONFERENCES
• VISITS FROM FORMER SUCCESSFUL
STUDENTS & LEADERS IN THE FIELD
EVIDENCE OF CLASSROOM TEACHING
• RULES FOR RESPECTFUL CLASSROOMS
• DIFFERENT TESTING OPTIONS
• ASSIGNMENTS THAT TEST DIFFERENT
SKILLS
• USE OF VISUAL, AUDIO, AND WRITTEN
MATERIALS
• ACTIVITIES RELEVANT TO THE DIVERSITY
OF THE STUDENTS
• ATTENTION TO ACHIEVEMENTS OF WOMEN
AND PEOPLE OF COLOR IN THE DISCIPLINE
• POLICY ON STUDENTS WITH DISABILITIES
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 IN
OTHER WAYS
STUDENT EVALUATIONS
Impartially administered student course
evaluations with tabulated results from
Office of Assessment & Testing
unedited summaries of student comments
Unsolicited letters from students
Unsolicited emails with substantive
comments from students
Informal feedback on student learning
Tips for Documenting Professional
Achievement
• Set professional goals
• Balance teaching, networking, and
scholarship/research
Outline your Research Agenda
• Apply for new faculty and other internal
grants
• Revisit your dissertation
• Collaborate with colleagues
• Join a writing circle
• Visit research and sponsored programs
• Get a clear idea of expectations
Internal University Contributions
• Begin with a summary of your
departmental, college, and university
service
• Tie service to pedagogical & professional
interests
• Include evidence when appropriate of your
particular contributions to committees
External Representation
• Summarize your community service
• Show its relevance to your discipline
• Connect your community service to our
students
Sue Schaeffer’s Tips for University
Service
• One Day Wonders
– Al Fresco
– Commencement
– Orientation
– Honors Convocation
– Graduate Recruiting
More from Sue
• Use your skills
Second language fluency-let colleagues know
• Guest lecture, student clubs, international
students, study abroad, translation, greeting
visitors to campus
Music, Art, Technology
• Design logos, or flyers, create web sites
Sue Schaeffer’s Creative Tips for
External Service
• Have your church/temple host a CSUH
student group
• Bring the soccer team you coach to
campus
• Arrange a campus tour for the school your
children attend or that’s in your
neighborhood
• Invite your reading group to a campus
event
Celebrate your accomplishments
with your colleagues!
• Come to the Faculty
Development Pizza
Party
• Nov. 2 & 3,
• from 11:30-1:30