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 2019 ANNUAL WORKSHOP Tuesday March 12, 2019  2019 ANNUAL WORKSHOP Tuesday March 12, 2019

2019 ANNUAL WORKSHOP Tuesday March 12, 2019 - PowerPoint Presentation

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2019 ANNUAL WORKSHOP Tuesday March 12, 2019 - PPT Presentation

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

teaching amp promotion review teaching amp promotion review reviews service candidate tce document process letters reports candidates impact dossier

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Slide1

2019 ANNUAL WORKSHOP

Tuesday March 12, 2019Old Main, Silver & Sage3:00-4:30 PM

Preparing the Promotion Dossier

Slide2

Agenda

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

Slide3

Introductions

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

Slide4

The Promotion Review Process

Slide5

The 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

Slide6

The 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

Slide7

Birth 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.

Slide8

External

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

Slide9

Protect 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.

Slide10

Selecting 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.

Slide11

Selecting 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

Slide12

The Promotion Dossier

Slide13

The 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

Slide14

Section 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.

Slide15

Sections 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

.

Slide16

Using 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

Slide17

Section 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.

Slide18

Evaluation of Teaching &TCE Reports

Office of Instruction and Assessment

Slide19

Section 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.

Slide20

TCE 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

Slide21

What 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.

Slide22

Section 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

Slide23

8: 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

Slide24

Administrator 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.

Slide25

Additions 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).

Slide26

Appeals 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.

Slide27

Continuing Status Reviews

Slide28

Distinctive 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.

Slide29

Your 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

Slide30

Specify 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%

Slide31

Use 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.

Slide32

Using 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.

Slide33

Promotion 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.

Slide34

Questions?

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