Range Elevation Portfolio Workshop October 11, 2005 Julie Glass Office of Faculty Development

Range Elevation Portfolio Workshop

October 11, 2005

Julie Glass

Office of Faculty Development

Two Part Workshop

Part 1: PROCESS

Part 2: PUTTING TOGETHER YOUR PORTFOLIO

Part 1: The Process

The Evidence

• Candidates must prepare a Range Elevation Portfolio. This will be the focus of the 2nd part of this workshop.

The Review Process

Each level of review provides a written recommendation that is forwarded to subsequent levels.

• Department Committee: December 1st

• Department Chair: December 15th

• College Dean: February 15th

• Provost: March 15th

• Timely Notification: April 3rd

Keeping you informed

• Candidates receive copies of the written recommendations from the department committee, chair, and college dean.

Possible Outcomes

• An application for range elevation is either granted or denied. Notification by April 3rd.

If your application is granted

Congratulations!

If your application is denied

• If you are denied, you can appeal pursuant to Sections 12.18 and 10.11 of the CBA. The appeal process will be established as necessary.

• You can write a rebuttal at each stage of review (addressed to that review level) and your letter will be forwarded to the next level of review. The rebuttal should only address what is in the decision letter. It cannot introduce new evidence.

Part 2: Putting Together

Your Portfolio

Due Date: Monday, October 31st

Your Portfolio Shall Include

• Curriculum Vitae (up-to-date c.v. that lists your relevant teaching experience)

• Evidence demonstrating accomplishments in the relevant criteria (coming soon)

• Other information germane to an application (e.g. letters of recommendation…)

General Criteria• Degree (This criteria is met by possession of the Doctorate, or the

normal terminal degree, or, in exceptional cases, the equivalent thereof. Include a copy of your terminal degree or transcript showing completion of the degree.)

• Instructional Achievement

• Professional Achievement (if applicable)

• Service (if applicable)

• External Representation (if applicable)

AND

• “Highest priority shall be accorded to the Instructional Achievement requirement. In accordance with section 12.19 of the CBA, candidates cannot be required to fulfill criteria that are outside their work assignment; however, performance within their work assignment must be exemplary, and the candidate may request to have outside work considered.”

What Counts?

• CBA 12.19: “Criteria for range elevation for temporary faculty (excluding coaches) shall be appropriate to lecturer work assignments.”

• Range Elevation Document: “…Instructional responsibilities also include maintaining currency in the literature and research of the subject area, including instructional methodology.”

Criteria for Specific Ranges

• Range A: Entry-level lecturer rank. Typical candidate possesses at least a master’s degree

• Range B: This range is for a person with a terminal degree or specialized professional expertise or experience or who has an exemplary job performance and long service to the university

Criteria for Specific Ranges cont.

• Range C: An advanced range. A candidate shall have the appropriate terminal degree or specialized professional expertise or experience, teaching experience, and an assignment that generally includes advanced upper division and/or graduate courses.

• Range D: This advanced range would be for an exceptional candidate who has the equivalent degree, experience and expertise of a senior academic scholar and teacher.

The Portfolio

Some Basic Tips from Sue Schaefer

• Appearances Count

• Focus On The Documents

• Explain

• Use Problems Positively

• Ask For Advice

• Don’t Draw Conclusions

Appearances

• Invest in a nice binder & put your name on all sides• Include a table of contents• Organize your materials within the 5 categories (if

applicable): degree, instructional, professional, internal service, external representation

• Use legible font• Use readable tabs, plastic covers, clean materials• Invite your audience to read your materials

Focus On The Documents

• Read and refer to the Range Elevation Policy and Procedures document

• Review last year’s “periodic review” letters

• Be aware of the expectations & criteria (both general and specific)

• Check the deadlines

Explain

• Know your audience; anticipate what they must do

• Be aware that they include your Department Committee, your Chair, your Dean, and the Provost

• Explain what you include to this audience

• Include narratives as necessary for clarification

Write a Cover Letter

• Use department letterhead• State what you’re applying for• Follow the format your readers will use

– Mention your degree– Describe your instructional goals& achievement– Describe your professional goals & achievements (if

applicable)– Describe your contributions, interests, & goals for service

and external representation (if applicable)

Instructional Achievement

• Ability to select appropriate materials

• Ability to present course content effectively

• Ability to make significant demands upon the intelligence and industry of students

So, in your presentation of evidence, refer to these “abilities”.

Evidence shall consist of….

• Impartially administered student evaluations

• Samples of student work evaluated by the candidate

• Course Syllabi

• Examinations

• Supplemental Materials

And may include…

• Reports of classroom visits by other faculty

• Other evidence

Some other ideas for evidence…

• A teaching philosophy• Range of undergraduate courses• Range of graduate courses• Range of formats – large lecture, mid-size

lecture/discussion, seminar, online or partially online • Revisions to frequently taught courses• Letters from colleagues• Summative evaluations from colleagues who visit

your class(es)• Formative evaluation from faculty development

Some other ideas for evidence…

• Unedited summaries of student comments• Letters from students• E-mails with substantive comments from students• Informal feedback on student learning• Innovative & relevant video or web materials • Creative/unique classroom assignments• Blackboard materials• Service learning projects• Thematically linked cluster materials

Some other ideas for evidence…

• Ice breaking activities that create rapport among students

• Designs for group work and projects• Student generated activities and projects• Course goals and requirements• Use of models of students’ best work• Extra credit activities• Visits from former successful students and leaders in

the field

Some other ideas for evidence…

• Sample diagnostic and/or baseline testing• Sample quizzes and exams• Grading rubrics• Comments on lecture notes, reading journals,

and lab assignments• Cumulative course portfolios• Self evaluation activities• Sample comments on student work

Some other ideas for evidence…

• Rules for respectful classrooms• Different testing options• Assignments that test different skills• Use of visual, audio, and written materials• Activities relevant to the diversity of the students• Attention to achievements of women and people of

color in the discipline• Policy on students with disabilities.

Note

• Instructional responsibilities also include maintaining currency in the literature and research of the subject area, including instructional methodology

• If you include materials along these lines (here or elsewhere), consider using the language “currency” in your narrative as clarification

Professional Achievement (if applicable and/or as it applies to

“currency”)

• Begin with a summary of your accomplishments that highlights what you’d like the reviewers to notice

• Tie your professional to your instructional achievement

Service & External Representation (if applicable)

• Summarize of your departmental, college, and university service

• Tie service to instructional achievement• Al Fresco, student clubs, activities for

students….• Document work with local, state, national, or

international organizations• Summarize your community service and its

relevance to your discipline and to our students

Enjoy the process

• See the process as an opportunity for professional reflection

• Take pleasure in all your accomplishments

• Set some goals

• Share the experience with colleagues

• Don’t sweat the small stuff!