DOSSIER WORKSHOP

1st and 2nd Year RetentionDossier Deadline: Nov. 9th, 2006

October 5th & 6th 2006Eileen Barrett

Faculty Development

SEVEN BASIC TIPS FROM SUE SCHAEFER

1. START NOW & DON’T STOP

2. APPEARANCES COUNT

3. FOCUS ON THE DOCUMENTS

4. EXPLAIN

5. USE PROBLEMS POSITIVELY

6. ASK FOR ADVICE

7. DON’T DRAW CONCLUSIONS

Two Part Workshop

• Part 1: Tips for Compiling & Organizing Your Retention Dossier due November 9th

• Part 2: Strategies for Identifying Evidence & Writing Narratives for Future PTR Cycles

Part 1: Tips for Compiling & Organizing

Your Retention Dossier

Due to Your Department ChairThursday

November 9th

I Just Got Here!

Why is My Dossier Due so Early?

Recommendation of AAUP

• 13. 11

The President shall notify a probationary faculty unit employee who has served fewer than (2) years of probation of the final decision on retention no later than February 15. Collective Bargaining Agreement (CBA).

1. START NOW

• Collect and save things you might want to include such as– Letters or emails about

your teaching– Professional

correspondence– Materials relevant to

service

2. APPEARANCES

• Invest in a nice binder & put your name on all sides

• Include an index of all materials in the dossier• Organize your materials within the 5

categories: degree, instructional, professional, internal service, external service

• Use legible font, clean materials• Use readable tabs, use 4.0 numbering• Invite your audience to read your materials

3. FOCUS ON THE DOCUMENTS

• Read and refer to the Promotion, Tenure, and Retention (PTR) document – Be aware of the expectations & criteria (see 4.0

general; see 5.0 retention)– Know that instructional (1) and professional (2)

achievement have highest priority– Understand the profile approach (See 1.0 Introductory

Statement)– Check the deadlines

• Review your Personnel Action File (PAF) and each year’s retention letters

Promotion, Tenure, and Retention Policy and Procedures Document

Explains the policies and proceduresDescribes the criteria for retention, tenure, and

promotionSuggests the kinds of evidence that support

instructional & professional achievement, internal & external service.

Conforms to the Collective Bargaining Agreement (CBA) between Cal State University (CSU) and California Faculty Association (CFA)

Is governed by the Academic Senate and approved by the President

The PTR document is available

• Online at the Senate Office

http://www.csueastbay.edu/senate/documents/PTR%20doc%20as%20amended%20by%2005-06%20FAC%204.pdf

PTR for Librarians is governed by a separate document

Personnel Action File (PAF)

• Maintained by The Office of Academic Affairs

• Designated Custodian: Provost & Vice President of Academic Affairs

• Call to schedule an appointment to review your PAF

• Warren Hall 8th floor (room 815), 885-3714

PAF

Working Personnel Action File (WPAF) =

• #1 WPAF + #2 WPAF (Dossier)

4. EXPLAIN

• Know your audience; anticipate what they must do

• Appreciate that your audience may not be familiar with nuances within your discipline

• Be aware that your audience includes your Department Committee, your Chair, your Dean, the Provost, the President (& might include the College & University committees)

• Explain what you include to this audience

Write an introductory statement or narrative

• Consider using 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– Describe your contributions, interests, & goals for

internal and external contributions

WRITE THE LETTER FOR THEMWRITE THE LETTER FOR THEM

Use what you have

• Revise your job application letter

• Update last year’s cover letter

• Include or describe your probationary faculty plan

• Revisit your teaching philosophy

• Put in writing what you said in your job interview

Index, C.V., Degree

• Index should identify everything you include in the dossier (for your protection)

• Submit a copy to your PAF

• Use Index as a Table of Contents

• Include an up-to-date c.v.

• Include a copy of your terminal degree or transcript showing completion of the degree

Instructional achievement

• Include a range of evidence (see PTR document 4.1.2) of materials

• Include evidence of student learning

• Recognize that instructional achievement is the first category

• Begin with a summary narrative or teaching philosophy that highlights what you’d like the reviewers to notice

I Just Got Here!

What evidence do I have of instructional achievement?

KEEP IT SIMPLE!

No one expects to see much material in your first year.

The following are ideas about material to include, not

requirements

Course Materials

• Course Syllabi

• Sample class plans or assignments

• Sample class handouts

• If you have been given credit, material from previous institution

Classroom evaluation

• Informal classroom assessment techniques– baseline assessment of student learning– informal, anonymous questionnaires about

teaching & learning in the course– Snapshot assessment of daily learning, for

example, the muddy point activity

Invite a Colleague to Visit a Class

Professional Achievement

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

• Tie your professional to your instructional achievement

• Outline your research agenda

• Refer to PTR section 4.1.3

Internal Contributions & External Service

• Begin at the department level• Tie service to your interests• Work with a student club• Organize an activity for students• Assist your colleagues with activities• Assist with Al Fresco, 1st year convocation,

Honors ceremony, Welcome Day• Document work with local, state, national, or

international organizations

THINGS TO KEEP IN MIND

5. USE PROBLEMS POSITIVELY

• Address concerns raised in prior retention letters

• Demonstrate desire to improve by seeking help & attending faculty development

• Describe how you have solved any problems; show your new pedagogy

• Stay positive

6. ASK FOR ADVICE

• Ask your chair and dean for advice

• Consult with mentors within and outside the department

• Come to faculty development

• If there is a difference of opinion, defer to those who are part of the decision making process

7. DON’T DRAW CONCLUSIONS

• Never say, ‘I deserve retention because . . .’

• Let your reviewers draw their own conclusion

• But make that positive conclusion as easy for them to draw as possible

Enjoy the process

• See the process as an opportunity for professional reflection

• Take pleasure in all your accomplishments

• Set some professional goals

• Don’t sweat the small stuff!

Celebrate your accomplishmentswith your colleagues!

• Come to the Faculty Development Pizza Party

• Thurs. & Fri. Nov. 2 & 3rd

• 11:30-1:30• Office of Faculty

Development

Part 2: Strategies for Gathering Evidence & Writing Narratives

For Future PTR Cycles

1. START NOW & DON’T STOP

• Tenure is a cumulative process that recognizes accomplishments & anticipates your future contributions.

• Promotion recognizes accomplishments

Update Your Materials

• Include an up-to-date c.v.

• Each year exclude redundant materials

• Include recent versions of professional work

• Write new narratives to direct the conversation about your dossier

• Use evidence to demonstrate your ongoing development & achievements

Figure Out What Matters

• Talk to your colleagues

• Learn the department, college, campus culture

• Attend some faculty socials

• Find your own mentors

• Make appointments to visit your chair and dean

Balance your commitments

• Divide your time among– teaching– networking – research, scholarly, or creative activity

• Begin to consider appropriate venues for University & External service

Keep a teaching journal that will help you

• Describe your approach & style of teaching

• Tie your course goals to the goals of relevant curriculum

• Tie your narrative to Department, College, or University mission, & our unique student population

• Address any concerns from previous reviews

Narrative on instructional achievement might describe

• Range of courses you teach

• Range of teaching formats—large lecture, mid-size lecture/discussion, seminar, online or partially online

• Course revisions

• Collaborations in teaching

• Faculty development activities

How might you describe faculty-student contact?

Advising & teaching beyond the classroom might include

• Logs of student visits to office hours• Sample email responses to student questions• Independent studies, theses• Supervisions of students’ presentations or

performances at conferences, festivals, galleries, meets, etc.

• Sample letters of recommendations• Work with student groups & students’ campus

functions• Involvement in mentoring programs

How might you describe cooperation among students?

Classroom teaching that engages students might include

• Designs for group work and group projects

• Organized role playing, debates, & performances

• Students’ projects and papers

• Guidelines for assignments

• Use of Blackboard discussion groups

How might you illustrate active learning?

Active learning might include

• Writing to learn activities• Student presentations• Lab assignments & activities• Field trips & museum visits• Performance activities• Research assignments• Course portfolio projects• Self-reflective learning journals

How might you show or describe prompt feedback?

Evidence of feedback

• Schedule of graded work• Sample diagnostic or baseline tests• Sample quizzes, tests, exams• Grading rubrics for assignments• Course portfolios• Self-evaluation activities• Sample comments on students’ work• Sample student progress reports

How might you document time on task?

Evidence of organization

• Teaching – Detailed schedule with deadlines– Stratification of assignments

• Advising– Plans for completing the major

How might you show high expectations?

Evidence of high expectations for learning

• Course goals & requirements

• Models of students’ best work

• Recommended reading & assignments

• Extra credit activities

• Class visits from former successful students and/or leaders in the field

How might you document respect for diversity?

Evidence of an awareness of our diverse students & their diverse learning styles

• Rules for respectful classrooms

• Different testing options

• Assignments that test a range of skills

• Use of visual, audio, and written materials

• Inclusion of diverse curricular material

• Attention to contributions of women and people of color

Peer evaluations

• Summative evaluations from colleagues who visit your class

• Formative evaluation from faculty development

• Letters from colleagues in whose classes you have presented

• Letters from colleagues with whom you have shared syllabi, assignments, or collaborated

Student Evaluations

• Impartially administered student course evaluations with tabulated results from Office of Assessment & Testing

• Unedited summaries of student comments

• Unsolicited letters from students

• Unsolicited emails with substantive comments from students

• Informal feedback on student learning

Tips for Accomplishing Professional Goals

• Balance teaching, networking, scholarship, & service

• Apply for new faculty and other internal grants• Revisit your dissertation• Collaborate with colleagues• Join a writing circle• Visit research and sponsored programs• Get a clear idea of expectations

Internal University Contributions

• Tie service to pedagogical & professional interests

• Begin at the department level

• Discuss service interests with your chair

• Attend some Senate meetings

• Talk to Senate committee chairs

• Run for committees that interest you

Tips for University Service

• One Day Wonders– Al Fresco– Commencement– Orientation– Honors Convocation– Graduate Recruiting

External Representation

• Seek community service relevant to your discipline

• Do service that you enjoy or believe in

• Connect your community service to our students

Suggestions for External Service

• Have your church/temple host a CSUH student group

• Arrange a campus tour for the school your children attend or that’s in your neighborhood

• Invite your reading group to a campus event

Celebrate your accomplishmentswith your colleagues!

• Come to the Faculty Development Pizza Party

• Thursday, Nov. 2 & Friday, Nov. 3rd

• from 11:30-1:30• LI2300