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 1 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) 2 5/22/2009 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 3 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? 4 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 5 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 6 5/22/2009 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 7 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! 8 5/22/2009 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 9 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 10 5/22/2009 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 11 5/22/2009 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 12 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 13 5/22/2009 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 14 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 15 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 16 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 17