5/22/2009
How to Demonstrate Excellence in
Teaching Effectiveness in Your
P&T Dossier
Telling the Story of Your
Teaching Tenure
Agenda
• P&T Guidelines
• Teaching Philosophy
• Use
U off E
Evidence
id
• Telling Your Story
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5/22/2009
Tip #1
• Start early.
▫ Make a plan and monitor progress over
weeks/months
▫ The P&T Dossier is NOT a weekend project
P&T Particulars
• Negotiated Contract through UFF (March 2006)
• http://www.unf.edu/facstaff/uff/finalcontract0
606.pdf
• Article 19 (Tenure)
• Article 20 (Promotion; Associate and Full)
• Article 21 (Promotions for Library Faculty)
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P&T Particulars
• The P&T Process
Department
p
P&T
Committee
College
Dean
University
U
e s y
P&T
Committee
Dept
Chair
Faculty
Vote
Provost
(UFF)
Provost
Board of Trustees
President
Tenure
Tip #2
• Have meaningful conversations with
your Chair about P&T.
▫ Pressure your Chair to be honest
▫ Do not accept general statements
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5/22/2009
P&T Guidelines
• Criteria for Tenure & Promotion to Associate
▫ “excellent
excellent in teaching”
teaching AND
▫ “excellent in scholarship” AND
▫ “demonstrate continuing meaningful
contributions in service”
• A positive tenure decision cannot be granted
based on Outstanding Teaching without the
candidate satisfying “Excellence
Excellence in
Scholarship”
• A positive tenure decision cannot be granted
based on Outstanding Scholarship without the
candidate satisfying “Excellence in Teaching”
Your Teaching Philosophy?
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5/22/2009
Models of Learning
• Rather than the delivery of instruction we
should focus on the production of learning
• Rather than focus on what and how
professors teach we must understand how
and what students learn
▫ Barr &Tagg, 1995; “From Teaching to Learning: A
New Paradigm for Undergraduate Education”
Change magazine
Models of Learning
• Rather than the delivery of instruction we
should focus on the production of learning
• Rather than focus on what and how
professors teach we must understand how
and what students learn
▫ Barr &Tagg, 1995; “From Teaching to Learning: A
New Paradigm for Undergraduate Education”
Change magazine
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5/22/2009
Research on Human Learning
Learning Paradigms
• Retention and Transfer
▫
▫
▫
▫
Attention
Interpretation and Elaboration
Retrieval Practice
Structure and Variability
• Deep Reasoning
▫ Significant Questions
▫ Challenge
▫ Explain
•
•
•
•
Critical and Creative Thinking
Individual Differences/Learning Styles
Meta-Cognition
Transformational Learning/Community-based
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Tip #3
• Review and revise regularly.
▫ Use annual reports as a time to reflect and
make plans for improvement
▫ Write, review, and keep a record of your
teaching
gp
philosophy
p y and g
goals
Facilitation of Learning
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5/22/2009
Pedagogy
•
•
•
•
•
•
4
•
•
Class Demonstrations
Lab Work
Active Learning
Inquiry-based
Learning
Problem-based
Learning
Community-based
Learning
Service Learning
Cooperative Learning
• Role-playing
• Think-Pair-Share
Thi k P i Sh
• “Minute” papers
• Case Study
• Project-based Learning
• Interactive Games
• Peer Teaching
• Research Projects
• Study Abroad
Why Use Evidence?
•
•
•
•
•
Natural Curiosity
Concern about Student Learning
Validation of Instructional Efforts
Evidence-based approach
Institutional Effectiveness
▫ National
N ti
lT
Trends
d
▫ General Education
▫ Departments/Disciplines
• It can lead to improved learning!
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Contract Language
• Excellence in teaching is evidenced by a record
of high quality teaching:
▫ evidence of effectiveness in presenting
knowledge and skills
▫ in stimulating students’ critical thinking and/or
creati e abilities
creative
▫ the development or revision of curriculum and
course structure
Evidence in Assessment
Forms of Assessment:
FORMATIVE
AND
SUMMATIVE
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5/22/2009
Formative
• Goal: Provide Feedback for
Ongoing Improvement
• Given During the Teaching Process
• Developmental
• Focused
d on Process
• Requires a Response
FORMATIVE: Some Examples
• One Simple Approach: Ask……….
▫
▫
▫
▫
▫
What do you like best about this class?
What do you like least about this class?
What would you like me to do more of?
What would you like me to do less of?
Other
h comments
• Brookfield’s “Classroom Critical Incident
Questionnaire”
• Follow-up at next class meeting
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Formative Assessment
Pre Midterm
Post Midterm
5
4.5
4
3.5
3
25
2.5
2
1.5
1
Communicates
Effectively
Mastery of
content
Relates
material to
examples
Lectures
organized
course
syullabus
accurate
Exams reflect
material
covered
Tip #4
• Collect evidence early and often.
▫ Each semester, administer surveys or use
other data (e.g., rubrics) to inform your
teaching
▫ Connect assessment to g
goals,, philosoply
p
py
▫ Include evidence in annual reports
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Summative
• Goal:
Overall Conclusion or
Summation of Effectiveness
• Given at the end of a Teaching
Process
• Used for personnel decisions
• Often Made Public (e.g., placed in
dossier)
Blooms Taxonomy
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5/22/2009
Students performed better on Applied items, not
so well on Integration (ηpartial = .17)
90
80
70
60
50
40
30
Knowledge
Applied
Integration
Questtion Accuracy
y
Jeopardy Game May Buffer Poor
Performance on Integration Questions
90
Jeopardy Game
Y
Yes
80
N
No
70
60
50
40
30
Knowledge
Applied
Integration
Question Type
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Evidence for Specific Strategies
Question 1/Exam 3: Multiple Comparisons
100
95
Percent Correct
90
91
85
80
75
76
70
65
60
55
50
Lecture
Debate
Teaching Strategy
Tip #5
• Some evidence is better than no
evidence.
▫ Keep records of everything (student
comments, emails, etc.)
▫ Don
Don’tt wait until your assessment efforts are
perfect to collect data
▫ Ignore implausible explanations for the data
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5/22/2009
RUBRICS
• One or more traits or dimensions
• Definitions
D fi i i
and
d examples
l to clarify
l if the
h
meaning of each trait or dimension
• A scale of values on which to rate each
dimension
• Standards of excellence for specified
performance levels
Herman, Aschbacher, and Winters (1992)
Using Rubrics as Evidence
4.5
Rubric Rating
4.0
3.5
3.0
2.5
2.0
1.5
Blog1
Blog5
1.0
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5/22/2009
Evidence Matrix
Formative
Summative
Process
(Faculty)
Periodic Evaluations/
Questionnaires, Critical
Incident Questionnaire,
Informal Surveys,
Peer Observation,
Consultation
ISQ, Student Satisfaction
Ratings, NSSE
Outcome
(Student)
Knowledge Check,
Essential Skills Quiz,
In-Class &
Out-of-Class Quizzes,
Annotated Word
Journal, Minute Papers
Exams, Critical Thinking
Assessment, DisciplineSpecific Exams
Statement Organization
• Outline your statement
• Organize the statement
▫
▫
▫
▫
▫
Goals and Models (with citations)
Strategies relative to your courses (Revision)
Evidence for effectiveness (use Appendices)
(Repeat)
Summarize
• Review and Revise
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5/22/2009
Tip #6
• Get feedback.
▫ Give your summaries to senior colleagues
(more than one) to receive comments and
suggestions
▫ Ask for specific
p
comments
▫ Look at successful dossiers from your
department and college
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