Transcript DOSSIER WORKSHOP 1st and 2nd Year Retention Dossier Deadline: Nov. 9th, 2006 October 5th & 6th 2006 Eileen Barrett Faculty Development.

DOSSIER WORKSHOP
1st and 2nd Year Retention
Dossier Deadline: Nov. 9th, 2006
October 5th & 6th 2006
Eileen Barrett
Faculty Development
SEVEN BASIC TIPS FROM
SUE SCHAEFER
1.
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7.
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 &
Organizing Your Retention
Dossier due November 9th
• Part 2: Strategies for Identifying
Evidence & Writing Narratives for
Future PTR Cycles
Part 1: Tips for Compiling &
Organizing
Your Retention Dossier
Due to Your Department Chair
Thursday
November 9th
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).
1. 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
2. APPEARANCES
• Invest in a nice binder & 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, clean materials
• Use readable tabs, use 4.0 numbering
• Invite your audience to read your materials
3. FOCUS ON THE DOCUMENTS
• Read and refer to the Promotion, Tenure, and
Retention (PTR) document
– 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
• Review your Personnel Action File (PAF) and
each year’s retention letters
Promotion, Tenure, and Retention
Policy and Procedures Document
Explains the policies and procedures
Describes the criteria for retention, tenure, and
promotion
Suggests the kinds of evidence that support
instructional & professional achievement,
internal & external service.
Conforms to the Collective Bargaining Agreement
(CBA) between Cal State University (CSU) and
California Faculty Association (CFA)
Is governed by the Academic Senate and
approved by the President
The PTR document is available
• Online at the Senate Office
http://www.csueastbay.edu/senate/document
s/PTR%20doc%20as%20amended%20by
%2005-06%20FAC%204.pdf
PTR for Librarians is governed by a
separate document
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
Working Personnel Action File
(WPAF) =
• #1 WPAF
+
#2 WPAF (Dossier)
4. EXPLAIN
• Know your audience; anticipate what they must
do
• Appreciate that your audience may not be
familiar with nuances within your discipline
• Be aware that your audience includes 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 an introductory statement or
narrative
• Consider using 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
• Revise 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
• Begin with a summary narrative or
teaching philosophy that highlights what
you’d like the reviewers to notice
I Just Got Here!
What evidence do I have of
instructional achievement?
KEEP IT SIMPLE!
No one expects to see much
material in your first year.
The following are ideas about
material to include, not
requirements
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, Welcome Day
• Document work with local, state, national, or
international organizations
THINGS TO KEEP IN MIND
5. 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
6. ASK FOR ADVICE
• Ask your chair and dean for advice
• Consult with mentors within and outside
the department
• Come to faculty development
• If there is a difference of opinion, defer to
those who are part of the decision making
process
7. DON’T DRAW CONCLUSIONS
• Never say, ‘I deserve retention because . .
.’
• Let your reviewers draw their own
conclusion
• But make that positive conclusion as easy
for them to draw as possible
Enjoy the process
• See the process as an opportunity for
professional reflection
• Take pleasure in all your accomplishments
• Set some professional goals
• Don’t sweat the small stuff!
Celebrate your accomplishments
with your colleagues!
• Come to the
Faculty
Development Pizza
Party
• Thurs. & Fri. Nov. 2
& 3rd
• 11:30-1:30
• Office of Faculty
Development
Part 2: Strategies for Gathering
Evidence & Writing Narratives
For Future PTR Cycles
1. START NOW & DON’T STOP
• Tenure is a cumulative process
that recognizes
accomplishments & anticipates
your future contributions.
• Promotion recognizes
accomplishments
Update Your Materials
• Include an up-to-date c.v.
• Each year exclude redundant materials
• Include recent versions of professional
work
• Write new narratives to direct the
conversation about your dossier
• Use evidence to demonstrate your
ongoing development & achievements
Figure Out What Matters
• Talk to your colleagues
• Learn the department, college, campus
culture
• Attend some faculty socials
• Find your own mentors
• Make appointments to visit your chair and
dean
Balance your commitments
• Divide your time among
– teaching
– networking
– research, scholarly, or creative activity
• Begin to consider appropriate venues for
University & External service
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
Narrative on instructional achievement might
describe
• Range of courses you teach
• Range of teaching formats—large lecture,
mid-size lecture/discussion, seminar,
online or partially online
• Course revisions
• Collaborations in teaching
• Faculty development activities
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
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
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 Accomplishing Professional
Goals
• Balance teaching, networking, scholarship, &
service
• 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
• Tie service to pedagogical & professional
interests
• Begin at the department level
• Discuss service interests with your chair
• Attend some Senate meetings
• Talk to Senate committee chairs
• Run for committees that interest you
Tips for University Service
• One Day Wonders
– Al Fresco
– Commencement
– Orientation
– Honors Convocation
– Graduate Recruiting
External Representation
• Seek community service relevant to your
discipline
• Do service that you enjoy or believe in
• Connect your community service to our
students
Suggestions for External Service
• Have your church/temple host a CSUH
student group
• 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
• Thursday, Nov. 2 &
Friday, Nov. 3rd
• from 11:30-1:30
• LI2300