Old Main Silver amp Sage 300430 PM Preparing the Promotion Dossier Agenda Introductions Preparing for Promotion Reviews The Promotion Review Process The Promotion Dossier Evaluation of Teaching amp Provost Award for Innovations in Teaching ID: 775643
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Slide1
2019 ANNUAL WORKSHOP
Tuesday March 12, 2019Old Main, Silver & Sage3:00-4:30 PM
Preparing the Promotion Dossier
Slide2Agenda
Introductions
Preparing for Promotion Reviews
The Promotion Review Process
The Promotion Dossier
Evaluation of Teaching & Provost Award for Innovations in Teaching
Teacher Course Evaluation Reports (TCEs)
Continuing Status Reviews
Promotion Resources Handout
Slide3Introductions
Andrea Romero
Vice Provost for Faculty Affairs
David Nix
Co-Chair, University P&T Committee
Denise Roe
Member, University P&T Committee
Ingrid
Novodvorsky
Director, Teaching, Learning & Assessment
Office of Instruction and Assessment
Gabriel Rodriguez
Coordinator, Operations
Office of Instruction and Assessment
Slide4The Promotion Review Process
Slide5The Promotion Process Starts Where the Hiring Process Ends
Provide clarity about workload distribution.Use annual reviews to help candidates set goals.Provide a thorough 3rd year review comments and guidance. Help candidates prioritize service commitments.Help limit new teaching preparations and align teaching and research interests.
Specify criteria and expectations for promotion.Be precise on areas needing improvement.Help candidates articulate their goals and needs.Help candidate identify mentors. Help candidate identify awards/opportunities for recognition of work. Keep good records.Identify national/international experts in candidate’s field of work.
Department Heads Should
Slide6The Promotion Process Starts Where the Hiring Process Ends
Review and discuss promotion criteria.Understand workload distributionShare your writing with colleagues.Talk to senior faculty about how they assess impact, national standing, and quality.Solicit peer review and classroom observations
Identify and stay in regular touch with mentorsKeep an eye out for external reviewers.Use annual reviews to Discuss your program of work, Set limits and priorities, andSolicit frank assessments.
Candidates Should
Slide7Birth or AdoptionPersonal Reasons such as personal health or family or partner health and care
Prestigious External Commitments that take time away from researchAdverse Professional Circumstances that are beyond the candidate’s control
Requesting Delays in Reviews
Submit requests
at least one semester before the review.
Slide8External
ReviewerLetters
Department Review
Department Committee
Department Head or Director
College
Review
College Committee
Dean
University
Review
University CommitteeProvost
The Promotion Review Process
Levels of Reviews
Slide9Protect the Process to Ensure Fair Reviews
Follow the Guide to the Promotion Process.Consult with your dean or the Provost’s Office on procedural variations or questions.Base decisions on department and college criteria.Follow formats in Dossier Template
External and internal reviewers cannot be collaborators
.
Use Collaborator Letters
from those who are not independent.
Sign and date committee letters
.
Explain
votes, recusals and abstentions
.
Notify Candidates
about teaching reviews and when forwarding dossiers.
Slide10Selecting External Reviewers
External Reviewers MUST be independent and at or above the rank the candidate is being reviewed for promotion.Only head or committee chair contacts outside reviewers.No more than half can come from candidate’s list.Document the selection process.
Use the required template for requesting letters.Include all solicited letters.Place external reviews before collaborator letters.Submit brief bios of external reviewers, not CVs.Prioritize external letters from experts at peer institutions.
Solicited by the Department Head or the Committee Chair.
Slide11Selecting External Reviewers
University of California, DavisUniversity of California, Los AngelesUniversity of FloridaUniversity of Illinois, Urbana-ChampaignUniversity of IowaUniversity of Maryland, College ParkMichigan State University
University of North Carolina, Chapel HillUniversity of Minnesota, Twin CitiesOhio State UniversityPennsylvania State UniversityUniversity of Texas, AustinTexas A&M UniversityUniversity of WashingtonUniversity of Wisconsin, Madison
List of Peer Institutions
Slide12The Promotion Dossier
Slide13The Promotion Dossier
Section #TitlePrepared BySection 1:Summary Data SheetDept. AdministrationSection 2: Summary of Candidate's Workload of AssignmentDept. Admin, Head/Director & CandidateSection 3:Dept. & College Criteria (not the full guide)Dept. AdministrationSection 4:Curriculum Vitae & List of CollaboratorsCandidateSection 5: Candidate StatementCandidateSection 6: Teaching PortfolioCandidateSection 7:Evaluation of Teaching & Recommendation for Provost AwardDept. CommitteeSection 8:Portfolio to Document Leadership in Service & OutreachCandidateSection 9:Membership in Graduate Interdisciplinary ProgramsCandidate, GIDP Chair & Dept. CommitteeSection 10:Letter from Outside Evaluators & CollaboratorsDept. Administration, Committee Chair & Head/DirectorSection 11:Recommendations (from Internal Reviewers)Dept., College & Univ. Levels
Refer to the
Guide
for tips on preparing dossiers
Slide14Section 2: Workload Assignment
Prepared by the Department HeadThe Workload Assignment should be kept current and accurate.
Use percentages and define meaning
40% teaching, which means ... number of courses
40% research, which means ...
20% service, which means ...
Describe duties, do not praise achievements.
Use the
template provided in the dossier
.
Electronic signatures are acceptable.
Slide15Sections 4 & 5: Documenting and Discussing Your Achievements
Follow the required CV format exactly.
Get models for CVs and Candidate Statements.
Keep records of service and teaching contributions.
Use the Candidate Statement to
Characterize your research and teaching
goals, methods, and results;
Connect
with teaching and service dossiers; and
Thereby demonstrate the impact of your work
.
Slide16Using Your Candidate Statement to Represent Your Teaching
Goals:Learning OutcomesStudent EngagementInterpersonal dynamicsMethods:Curricular design Modes of instructionContextManagement
What do you teach, and who are your students?How do you use active learning strategies? How do you assess their progress?
Assessment and Impact:
In-class student feedback
Peer assessments
TCE reports
Letters from students
Broader contributions
Slide17Section 6: The Teaching Portfolio
The Candidate Statement sets up the Portfolio.
Instructional materials
(such as syllabi, slide presentations, class assignments and curricular reports)
stay at the department-level of the review
.
List all courses taught in period in rank.
List the funded and pending awards and grants.
Document advising and mentoring.
Describe development activities.
Slide18Evaluation of Teaching &TCE Reports
Office of Instruction and Assessment
Slide19Section 7: Evaluating Teaching & TCE Reports Recommendation for Provost Award
A memo with a peer review of the teaching is required,
in addition to the general department letter
.
This memo includes:
a summary of teaching observation(s),
a review of student evaluations and TCE scores with a discussion of comparison to faculty, and
an assessment of the Teaching Portfolio (section 6)
Use
Peer Review of Teaching Protocol
to conduct
at least one
(within 1 year)
teaching observation
.
Summarize TCE reports
and
obtain independent student comments
from your department’s TCE representative.
NEW
Committee’s
summary of TCE scores is included
in this section and not the TCE reports.
Slide20TCE Consultation & Support Services
Assistance to committees and faculty accessing & interpreting TCEs.
Consultation with heads or committees on Using ratings in annual and performance reviews andIdentifying additional TCE questions to assess curricula and student support.
Contact:
Rebecca Pérez
Assistant Director, Instructional Data
Office of Instruction and Assessment
rperez@email.arizona.edu
and 520-626-0536
Slide21What Do TCEs Measure?
Student experiences, perceptions, feelings, self-reflections on their effort and learning, self assessment on performance and expected grade, self efficacy, etc.TCEs can measure students’ perceptions of instructor and course effectiveness in support of their program completion and perceived learning.
What Do TCEs NOT Measure?
Student learning and grades.
Research has found that the gender, ethnicity and sexual orientation of faculty can have a significant impact on student evaluations.
Slide22Section 7: Evaluating Teaching & TCE Reports Recommendation for Provost Award
Committees are encouraged to use their peer review memos to recommend candidates for the
Provost Award for Innovations in Teaching
.
Award criteria:
active learning strategies and other evidence-based instructional practices;
well-structured course syllabi with well-defined learning outcomes;
inclusive teaching strategies and course content to address diverse learning styles and experiences;
involvement in workshops and collaborative reforms of teaching;
strong TCE and student comments;
teaching awards, grants, and other recognized achievements in teaching; and
effective mentoring and advising, including collaborations with students from diverse backgrounds
Slide238: Service and Outreach Portfolio
This section is an
option
for P&T candidates, but all candidates should discuss the impact of their service
.
This section may be
required
for continuing status reviews
that include educational outreach.
In P&T reviews, these materials remain in departments.
What to Include?
Technical reports, research studies, and presentations
Articles for popular publications and instructional materials,
What to include in the dossier to document impact?
Letters from community collaborators noting impact
Letters from research collaborators noting rigor and innovation
News reports on service contributions
Adoptions of programs and materials by other institutions
Slide24Administrator Notifications to Candidates
This is required for candidates under review.The written notifications to the candidate can be included in the dossier.Review the policy in the University Handbook for Appointed Personnel (UHAP) 3.3.02C, for more information.
Candidates are notified by the department head or director and dean
when their dossier has moved forward to the next level of the review.
Slide25Additions to Dossiers?
Up to
February 1
, additions may be made (for example, a major grant or publication).
However, the addition must be requested by an administrator or committee chair.
Additions require re-review at earlier levels.
Candidate must be informed.
Candidate must be given chance to respond if the information is negative (such as poor teaching evaluations).
Slide26Appeals of Promotion Decisions
The Provost’s decision may be appealed, as detailed in UHAP 3.3.02.e and UHAP 4A.3.02.Appeals to the President must be made in writing within 30 days of the Provost’s decision.Access to redacted dossier is provided following the Provost’s Office protocol.
The President’s decision is final,
except
in cases of discrimination or unconstitutional violations of due process.
Slide27Continuing Status Reviews
Slide28Distinctive Aspects of Continuing-Status Reviews
CS reviews consider
position effectiveness
as well as
teaching
,
research
&
service
.
Thus, the job description and allocation of time are even more important.
Work with your supervisor to align your duties with your unit’s guidelines for promotion, and
Make sure to document your contributions to publications and grants.
Finally, develop an assessment plan to demonstrate the impact of your activities.
Slide29Your Job Description Sets Your Baseline
Explain
your contributions in non-technical terms.
Include all job descriptions and note changes.
Often job descriptions include
statements of duties
that are used to assess position effectiveness.
Duties
should be divided into four categories:
Research/Scholarship/Creative Activity,
Outreach/Service,
Teaching/Educational Outreach, and
Position Effectiveness
Slide30Specify your Duties Accurately
If you select “Other Professional Activities,” list and specify the duties.
Workload areas
CALS
CALS
Curator
Librarian
Research/scholarly/creative activity
30%
10%
40%
20%
Extension
50%
70%
Teaching
Service/Outreach
20%
20%
60%
10%
Position Effectiveness
70%
Slide31Use Your Dossier to Document Your Impact
Address non-specialists as well as experts.
Make sure your head or committee chair understands who would be appropriate reviewers.
Use the Candidate Statement and to discuss the progress and impact of your program of work.
Discuss soliciting collaborator letters to document the impacts of your work.
Document your efforts to improve your teaching.
Consider asking graduates and former students for letters.
Use the Service and Outreach Portfolio to document your leadership contributions.
Slide32Using Teaching and Outreach Portfolios to Document ImpactThursday, March 21 8:30-10 amOld Main, Silver & Sage
This workshop focuses on how to use the Teaching and Service Portfolios to document your leadership and impact, the process for conducting peer reviews of teaching, and the Teacher-Course Evaluation (TCE) reports that are used in P&T.
Service portfolios can be especially useful if you
Developed outreach and teaching initiatives,
Have leadership or administrative duties to document, or
Are on the continuing-status track.
Slide33Promotion Opportunities for Faculty not on the Tenure Track Wednesday, March 27, 2:00-3:30Old Main, Silver and Sage
This workshop provides a hands-on opportunity to learn about resources and strategies for engaging in conversations with supervisors about promotion. We will take note of recent revisions and go over the kinds of materials you may want to prepare for a promotion review.
Slide34Questions?
Contact us. We are part of your support team:
Andrea J. Romero, Vice Provost for Faculty Affairs
romeroa@arizona.edu
Asya Roberts, Executive Associate
asya@arizona.edu
, (520) 626-0202
Webpage:
facultyaffairs.arizona.edu