Range Elevation Portfolio Workshop

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Range Elevation Portfolio Workshop

• http//www.csueastbay.edu/OAA/docs.html
• October 19, 2006
• Eileen Barrett

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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

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• Part 1 Eligibility Process

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You are eligible if you have

• 1. Maxed out on Service Step Salary Increases
  (SSI)
• and
• 2. Served 5 years in current range

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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

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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.

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Your rights

• An applicant may request reconsideration, submit
  a rebuttal, and request a meeting with the
  committee, chair, dean, and/or Provost.

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If your application is granted

• Congratulations!

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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.

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• Part 2 Compiling Organizing Your Portfolio
• Due Monday, October 30th
• Submit to your department chair

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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)

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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

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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
  applicants subject area must be included.

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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

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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.

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Basic Tips

• Appearances Count
• Focus On The Documents
• Explain
• Use Problems Positively
• Ask For Advice
• Dont Draw Conclusions

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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

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The Portfolio
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Focus On The Documents

• Read and refer to the Range Elevation Policy and
  Procedures document
• Check your PAF and review last years periodic
  review letters
• Be aware of the expectations criteria (both
  general and specific)

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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

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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

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Write an introductory statement or narrative

• Consider using department letterhead
• State what youre 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

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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.

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Evidence shall consist of.

• Impartially administered student evaluations
• Samples of student work evaluated by the
  candidate
• Course Syllabi
• Examinations
• Supplemental Materials

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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

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Some other ideas for evidence

• 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

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Some other ideas for evidence

• 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

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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

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Currency

• Begin with a summary of your accomplishments that
  highlights what youd like the reviewers to
  notice
• Tie your professional to your instructional
  achievement

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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

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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
• Dont sweat the small stuff!

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• Part 3 Identifying Evidence Writing Narratives
  for Future Application

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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

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Consider how you practice

• the Seven Principles of Good Practice in
  Undergraduate Education
• http//www.cord.edu/dept/assessment/sevenprin.htm
• Developed by Arthur Chickering and Zelda Gamson
  (1987)

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How might you describe faculty-student contact?
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Advising teaching beyond the classroom might
include

• 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

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How might you describe cooperation among students?
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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

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How might you illustrate active learning?
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Active learning might include

• Writing to learn activities
• Student presentations
• Lab assignments activities
• Field trips museum visits
• Performance activities
• Research assignments
• Course portfolio projects
• Self-reflective learning journals

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How might you show or describe prompt feedback?
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Evidence of feedback

• 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

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How might you document time on task?
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Evidence of organization

• Teaching
• Detailed schedule with deadlines
• Stratification of assignments
• Advising
• Plans for completing the major

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How might you show high expectations?
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Evidence of high expectations for learning

• 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

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How might you document respect for diversity?
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Evidence of an awareness of our diverse students
their diverse learning styles

• 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

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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

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Exchanges

• The Online Journal for Teaching and Learning in
  the CSU
• http//www.exchangesjournal.org/