Think Differently | Act with Purpose | Work
Description: Think Differently Act with Purpose Work Together Applying for Permanence or Promotion Teaching Stream Faculty What You Need To Know Christine McWebb Associate Vice-President, Faculty Planning and Policy Council for Academic Leaders
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slide1. Think Differently | Act with Purpose | Work Together Applying for Permanence or Promotion – Teaching Stream Faculty What You Need To Know Christine McWebb Associate Vice-President, Faculty Planning and Policy Council for Academic Leaders
June 5, 2025<br>
slide2. What should I read to prepare my dossier? Policy 76 – Faculty Appointments
Policy 77 – Tenure and Promotion for Faculty Members
Guidelines for Conflict of Interest Concerning Inappropriate Involvement in Academic Appointment Processes (under Policy 69)
On the Office of Faculty Planning and Policy Website:
Faculty Assessment Guidelines for Teaching Stream Professorships
External Referee Guidelines for Teaching Stream
Additional Resources:
University’s Framework for Teaching Effectiveness
Creating a Teaching Dossier – Centre for Teaching Excellence (CTE)
What is Educational Leadership?<br>
slide3. When do I need to start the application process? Policy 77 , Section 4 and 5 – Important Dates By May 1:
Chairs report the DTPPC membership to the Dean and to the department’s tenured, permanent and probationary faculty.
Chairs invite those who wish to be considered for tenure/permanence of promotion to apply in writing
By June 1:
Candidates for tenure/permanence and promotion must apply to the department Chair not later than June 1 in order that their applications can be considered by the DTPPC and FTPPC during the fall term. By July 1:
For candidates in the Teaching Stream, by July 1 the candidate shall submit a brief supporting an application for permanence or promotion. The brief must include a curriculum vitae, a summary of evidence of the candidate’s contributions in teaching, in service, and in scholarship (where relevant), along with a teaching dossier and other relevant information the candidate feels may be useful to the DTPPC and FTPPC.
The candidate must also submit the names of at least three referees by July 1.<br>
slide4. When do I need to start the application process? Policy 77 , Section 4 and 5 – Important Dates Summer/Fall
Confirmation of referees, DTPPC deliberations and decisions
Early Winter
FTPPC deliberations and decisions
March/April
Final decisions by President
Appeal Process
Spring/Summer<br>
slide5. How will I be assessed for teaching? Please refer to sections 2 and 3 in Policy 77 – Tenure and Promotion for Faculty Members.
Teaching Dossier
As per Policy 77 section 6, the teaching dossier should include the following sections:
Teaching Responsibilities
Statement of Teaching Philosophy
Strategies Used to Teach Effectively
Scholarship, if applicable
Educational Leadership (required for promotion to Professor, Teaching Stream)
Evidence of Teaching Effectiveness
Goals in Future Teaching along with Appendices<br>
slide6. Teaching Dossier – General Guidelines Teaching Responsibilities (1/2 page to 1 page)
Summary paragraph
Typical courses taught and role, including coordination, indication of differences from “standard” teaching model for the department/unit (e.g. team teaching)
Table to summarize (counts of #s (not individual courses) (1/2 page)
Teaching Statement (1/2 page to 1 page)
Philosophy and/or principles of teaching
You may wish to draw from previous FPR reflections
Strategies Used to Teach Effectively (1 to 3 pages)
Narrative (not bullet points)
Connect to University’s Framework for Teaching Effectiveness
Incorporate elements of Design, Implementation, Learning Experience
Where relevant, refer to Professional Development that you have done where it influenced your teaching approaches
Where relevant, include commentary about innovative approaches tried and your analysis of their success
(Optional) Scholarship and Leadership (1 page)
Narrative about such work done in the past
Scholarship of Teaching and Learning (e.g. participation and presentation in on- and off- campus conferences, publications, workshops presented, media presence)
Educational leadership (e.g. leadership positions held, course creation, curriculum development, coordination, creation of resources)
Service activities related to teaching (e.g. curriculum committees, University-level committees on assessment of teaching)
Connect to University’s Framework for Teaching Effectiveness and Educational Leadership<br>
slide7. Teaching Dossier – General Guidelines Evidence of Teaching Effectiveness (1/2 page to 1 page)
Summary of and response to Peer Reviews of Teaching
Summary of and optional response to SCPS data
Teaching awards received
Goals in Future Teaching (1/2 page to 1 page)
Discussion of future goals (e.g. strategies to improve learning, innovative approaches, collaborations, contributions to program/department, expanding range of content and courses taught)
Strategy for achieving these goals which may include future professional development.
Appendices (Suggestion: no more than 10 pages in total)
Representative samples, not exhaustive list
Include most recent Peer Review reports and up to 5 supporting documents that best exemplify earlier content in dossier
Excerpts from relevant teaching materials
Evidence of student learning
Publications
Media presence
Other relevant materials
All materials to be included in package (no links)
The Centre for Teaching Excellence’s website has additional information related to creating a teaching dossier that candidates may find helpful.<br>
slide8. How will I be assessed for service? Section 3 Policy 77:
Candidates for permanence or promotion shall provide information on their service activities in sufficient detail to allow the DTPPC to assess its quantity and quality. Where necessary, the DTPPC should obtain statements from those who have personally observed the candidate's service contributions both internal and external to the University. In the case of those positions with higher than typical assignment of duties for service (i.e., weighting of 40% or more), it is especially important to ensure sufficient evidence to evaluate the quality and quantity of service activity of a tenure/permanence or promotion candidate. Some service activities, such as chairing a curriculum committee or editing a professional society journal, may also provide indirect evidence for scholarship or teaching.
Note - Non-zero weighting in Scholarship:
Teaching Professors with a non-zero weighting in Scholarship shall be assessed as per Policy 77 in this category.<br>
slide9. When should I apply for Permanence? All Assistant Professors, Teaching Stream who are on probationary contracts began their first probationary term in September 2024 and therefore are in year one of their first probationary term. This means that this clause from policy applies: “In exceptional circumstances, for instance where extensive experience was acquired at UW or elsewhere prior to the probationary appointment at UW, an individual may be considered for tenure/permanence earlier than the second year of the second probationary appointment. Such early consideration requires the agreement in advance of the candidate and the DTPPC plus the written agreement of the Dean. If either the DTPPC or the FTPPC recommends against tenure/permanence, early tenure/permanence consideration shall cease and the candidate must wait for tenure / permanence consideration until the final year of the second probationary appointment.”<br>
slide10. When should I apply for Promotion?<br>
slide11. Thank You – Questions?<br>
June 5, 2025<br>
slide2. What should I read to prepare my dossier? Policy 76 – Faculty Appointments
Policy 77 – Tenure and Promotion for Faculty Members
Guidelines for Conflict of Interest Concerning Inappropriate Involvement in Academic Appointment Processes (under Policy 69)
On the Office of Faculty Planning and Policy Website:
Faculty Assessment Guidelines for Teaching Stream Professorships
External Referee Guidelines for Teaching Stream
Additional Resources:
University’s Framework for Teaching Effectiveness
Creating a Teaching Dossier – Centre for Teaching Excellence (CTE)
What is Educational Leadership?<br>
slide3. When do I need to start the application process? Policy 77 , Section 4 and 5 – Important Dates By May 1:
Chairs report the DTPPC membership to the Dean and to the department’s tenured, permanent and probationary faculty.
Chairs invite those who wish to be considered for tenure/permanence of promotion to apply in writing
By June 1:
Candidates for tenure/permanence and promotion must apply to the department Chair not later than June 1 in order that their applications can be considered by the DTPPC and FTPPC during the fall term. By July 1:
For candidates in the Teaching Stream, by July 1 the candidate shall submit a brief supporting an application for permanence or promotion. The brief must include a curriculum vitae, a summary of evidence of the candidate’s contributions in teaching, in service, and in scholarship (where relevant), along with a teaching dossier and other relevant information the candidate feels may be useful to the DTPPC and FTPPC.
The candidate must also submit the names of at least three referees by July 1.<br>
slide4. When do I need to start the application process? Policy 77 , Section 4 and 5 – Important Dates Summer/Fall
Confirmation of referees, DTPPC deliberations and decisions
Early Winter
FTPPC deliberations and decisions
March/April
Final decisions by President
Appeal Process
Spring/Summer<br>
slide5. How will I be assessed for teaching? Please refer to sections 2 and 3 in Policy 77 – Tenure and Promotion for Faculty Members.
Teaching Dossier
As per Policy 77 section 6, the teaching dossier should include the following sections:
Teaching Responsibilities
Statement of Teaching Philosophy
Strategies Used to Teach Effectively
Scholarship, if applicable
Educational Leadership (required for promotion to Professor, Teaching Stream)
Evidence of Teaching Effectiveness
Goals in Future Teaching along with Appendices<br>
slide6. Teaching Dossier – General Guidelines Teaching Responsibilities (1/2 page to 1 page)
Summary paragraph
Typical courses taught and role, including coordination, indication of differences from “standard” teaching model for the department/unit (e.g. team teaching)
Table to summarize (counts of #s (not individual courses) (1/2 page)
Teaching Statement (1/2 page to 1 page)
Philosophy and/or principles of teaching
You may wish to draw from previous FPR reflections
Strategies Used to Teach Effectively (1 to 3 pages)
Narrative (not bullet points)
Connect to University’s Framework for Teaching Effectiveness
Incorporate elements of Design, Implementation, Learning Experience
Where relevant, refer to Professional Development that you have done where it influenced your teaching approaches
Where relevant, include commentary about innovative approaches tried and your analysis of their success
(Optional) Scholarship and Leadership (1 page)
Narrative about such work done in the past
Scholarship of Teaching and Learning (e.g. participation and presentation in on- and off- campus conferences, publications, workshops presented, media presence)
Educational leadership (e.g. leadership positions held, course creation, curriculum development, coordination, creation of resources)
Service activities related to teaching (e.g. curriculum committees, University-level committees on assessment of teaching)
Connect to University’s Framework for Teaching Effectiveness and Educational Leadership<br>
slide7. Teaching Dossier – General Guidelines Evidence of Teaching Effectiveness (1/2 page to 1 page)
Summary of and response to Peer Reviews of Teaching
Summary of and optional response to SCPS data
Teaching awards received
Goals in Future Teaching (1/2 page to 1 page)
Discussion of future goals (e.g. strategies to improve learning, innovative approaches, collaborations, contributions to program/department, expanding range of content and courses taught)
Strategy for achieving these goals which may include future professional development.
Appendices (Suggestion: no more than 10 pages in total)
Representative samples, not exhaustive list
Include most recent Peer Review reports and up to 5 supporting documents that best exemplify earlier content in dossier
Excerpts from relevant teaching materials
Evidence of student learning
Publications
Media presence
Other relevant materials
All materials to be included in package (no links)
The Centre for Teaching Excellence’s website has additional information related to creating a teaching dossier that candidates may find helpful.<br>
slide8. How will I be assessed for service? Section 3 Policy 77:
Candidates for permanence or promotion shall provide information on their service activities in sufficient detail to allow the DTPPC to assess its quantity and quality. Where necessary, the DTPPC should obtain statements from those who have personally observed the candidate's service contributions both internal and external to the University. In the case of those positions with higher than typical assignment of duties for service (i.e., weighting of 40% or more), it is especially important to ensure sufficient evidence to evaluate the quality and quantity of service activity of a tenure/permanence or promotion candidate. Some service activities, such as chairing a curriculum committee or editing a professional society journal, may also provide indirect evidence for scholarship or teaching.
Note - Non-zero weighting in Scholarship:
Teaching Professors with a non-zero weighting in Scholarship shall be assessed as per Policy 77 in this category.<br>
slide9. When should I apply for Permanence? All Assistant Professors, Teaching Stream who are on probationary contracts began their first probationary term in September 2024 and therefore are in year one of their first probationary term. This means that this clause from policy applies: “In exceptional circumstances, for instance where extensive experience was acquired at UW or elsewhere prior to the probationary appointment at UW, an individual may be considered for tenure/permanence earlier than the second year of the second probationary appointment. Such early consideration requires the agreement in advance of the candidate and the DTPPC plus the written agreement of the Dean. If either the DTPPC or the FTPPC recommends against tenure/permanence, early tenure/permanence consideration shall cease and the candidate must wait for tenure / permanence consideration until the final year of the second probationary appointment.”<br>
slide10. When should I apply for Promotion?<br>
slide11. Thank You – Questions?<br>