1. Range Elevation Portfolio Workshop http://www.csueastbay.edu/OAA/doc s.html October 19, 2006 Eileen Barrett

2. Three Part Workshop Part 1: Eligibility & Process Part 2: Compiling & Organizing Your Portfolio for Oct. 30th Part 3: Identifying Evidence & Writing Narratives for Future Application

3. Part 1: Eligibility & Process

4. You are eligible if you have 1. Maxed out on Service Step Salary Increases (SSI) and 2. Served 5 years in current range

5. The Review Process Each level of review provides a written recommendation that is forwarded to subsequent levels. Elected Department Committee of tenured faculty Department Chair College Dean Provost

6. Keeping you informed Candidates receive copies of the written recommendations from the department committee, chair, and college dean as soon as those letters are generated.

7. Your rights An applicant may request reconsideration, submit a rebuttal, and request a meeting with the committee, chair, dean, and/or Provost.

8. If your application is granted Congratulations!

9. 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.

10. Part 2: Compiling & Organizing Your Portfolio Due: Monday, October 30 th Submit to your department chair

11. 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…)

12. General Criteria Exemplary Performance for all duties and responsibilities in your work assignment For most of you this means Evidence of Exemplary Instructional Achievement Evidence of currency in your subject area

13. What Counts? CBA 12.19: “Criteria for range elevation for temporary faculty (excluding coaches) shall be appropriate to lecturer work assignments.” Range Elevation Document: “Since exemplary instructional achievement requires maintaining currency in the literature and research of the subject area, evidence of currency in the applicant’s subject area must be included.”

14. Criteria for Specific Ranges Range A: “the degree appropriate to his or her work assignment” Range B: “ the degree appropriate to his or her work assignment and must demonstrate exemplary job performance”

15. Criteria for Specific Ranges cont. Range C: “must possess the appropriate terminal degree or specialized professional expertise or experience, and must demonstrate exemplary job performance.” Range D: “must possess the appropriate terminal degree, must demonstrate exemplary job performance, and must have an assignment that generally includes upper division and/or graduate courses.”

16. Basic Tips Appearances Count Focus On The Documents Explain Use Problems Positively Ask For Advice Don’t Draw Conclusions

17. Appearances Invest in a nice binder & put your name on all sides Include a table of contents Use legible font Use readable tabs, plastic covers, clean materials Invite your audience to read your materials

18. The Portfolio

19. Focus On The Documents Read and refer to the Range Elevation Policy and Procedures document Check your PAF and review last year’s “periodic review” letters Be aware of the expectations & criteria (both general and specific)

20. 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 8 th floor (room 815), 885-3714 PAF

21. 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

22. 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 how you maintain currency in your field –When applicable describe your administrative assignments WRITE THE LETTER FOR THEM

23. 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”. Stress evidence of exemplary work.

24. Evidence shall consist of…. Impartially administered student evaluations Samples of student work evaluated by the candidate Course Syllabi Examinations Supplemental Materials

25. 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

26. 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

27. 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

28. Currency in the Subject Area Instructional responsibilities also include maintaining currency in the literature and research of the subject area, including instructional methodology Consider using the language “currency” in your narrative as clarification

29. 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

30. Evidence of currency Collaborative teaching Addressing the needs of our diverse students Research and/or creative activities Publications, grants, prizes Presentations and/or performances Service to professional organizations

31. 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!

32. Part 3: Identifying Evidence & Writing Narratives for Future Application

33. 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

34. Consider how you practice the Seven Principles of Good Practice in Undergraduate Education http://www.cord.edu/dept/assessment/sev enprin.htmhttp://www.cord.edu/dept/assessment/sev enprin.htm Developed by Arthur Chickering and Zelda Gamson (1987)

35. How might you describe faculty- student contact?

36. 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

37. How might you describe cooperation among students?

38. 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

39. How might you illustrate active learning?

40. 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

41. How might you show or describe prompt feedback?

42. 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

43. How might you document time on task?

44. Evidence of organization Teaching –Detailed schedule with deadlines –Stratification of assignments Advising –Plans for completing the major

45. How might you show high expectations?

46. 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

47. How might you document respect for diversity?

48. 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

49. Tips for Remaining Current & Meeting Your Professional Goals Balance teaching, networking, scholarship, & service Revisit your thesis or dissertation for conference presentations Publish about your teaching Collaborate with colleagues Present at or attend disciplinary conferences on pedagogy Join a writing circle Come to faculty development

50. Exchanges The Online Journal for Teaching and Learning in the CSU http://www.exchangesjournal.org/