Leading Yourself Towards Promotion

2. Office of Hospital & Interfaculty Relations Leading Yourself Towards Promotion Margaret Steele, HBSc, MD, FRCPC, MEd, DFCPA, CCPE Vice Dean, Hospital & Interfaculty Relations Professional Staff Development Series April 17, 2014

3. Leading Yourself Towards Promotion Objectives: Following this workshop, participants will: • be familiar with the current Conditions of Appointment document • understand the general principles of promotion • describe the opportunities for promotion based on their Academic Role Category (ARC) • be able to develop a promotion dossier, including a teaching dossier • learn about resources to assist them with career development and promotion

4. Introduction • Promotion recognizes the achievements of faculty members and their contributions to the academic mission of the University. • The granting of promotion and/or continuing appointment is on the basis of established record of performance, and not on the basis of potential to establish such a record

5. Leading Yourself Towards Promotion Conditions of Appointment • Physicians are appointed under the Conditions of Appointment: Physicians Appointed in Clinical Departments and Clinical Divisions of Basic Science Departments • To continue as a full time Clinical Academic, faculty members must attain the rank of Associate Professor and be granted a continuing appointment • For details, see http://www.uwo.ca/univsec/mapp/index_faculty.html

6. Leading Yourself Towards Promotion Academic Ranks • Lecturer • Assistant Professor • Associate Professor • Career rank; must get to this rank within 7 years if appointed at the rank of Lecturer\Assistant Professor • Exception: faculty on a CPSO academic certificate appointed before September 2009. • Exception: in some situations, individuals may request an extension • If appointed at the rank of Associate Professor, limited term, the granting of continuing appointment must occur within five years.

7. Leading Yourself Towards Promotion Academic Ranks • Professor • National or international reputation • Length of service is not a criteria for promotion • Adjunct Professor • for physicians who spend less than 10% of their time in academic activities; • a stable rank

8. Leading Yourself Towards Promotion Two Academic Streams

9. Leading Yourself Towards Promotion About the Streams • They are equal streams – Senate and Provost • Senate stream – evidence of excellence in research and teaching, and general contributions. Can emphasize research or teaching if outstanding e.g. national reputation. But…both are necessary • Provost stream – major focus on teaching and/or research plus one or more of: role model, health care leadership or general contributions • Can change streams, with approval of Department Head, Dean and Provost, if desired

10. Leading Yourself Towards Promotion Your Role Category

11. Leading Yourself Towards Promotion Academic Role Categories (ARC) • Expectations and performance indicators are outlined in the Academic Role Categories (ARC) document • The intention of the percentages in the ARC is to indicate what ratio of a physician’s time overall is spent in each category. • It only applies to Full Time Clinical Academics, and excludes Limited Duties Adjunct Professors. • Further information is available online, including the Academic Role Categories document, Frequently Asked Questions, and sample performance indicators. Please see: http://www.schulich.uwo.ca/humanresources/clinicalacademicinfo#ApptInfo

12. Leading Yourself Towards Promotion Academic Role Category breakdown *Up to 20% of any clinical activity involving trainees can be assigned to teaching. Clinical Service Teaching and the role component Teaching should be a minimum if promotion will be on the basis of teaching in the Provost Stream. For a more detailed breakdown, please see the appendix of the Academic Role Categories Document

13. Leading Yourself Towards Promotion Importance of ARC to Promotion • It is important to meet the expectations in these documents regardless of the stream • Promotion committees will look to see that the candidate is doing what they were hired to do • e.g. even if a candidate is in the Provost stream focused on education, if the ARC lists 20% time for research, then they must show that they are meeting this expectation • Promotion and/or granting of continuing appointment is on the basis of an established record of performance and not on the basis of potential to establish such a record

14. Leading Yourself Towards Promotion Career Development & Planning • The objectives of the CDP process are to: • Facilitate a bi-directional, balanced discussion of individual accomplishments, strengths and learning needs in the areas of clinical, teaching, research and administrative work • Identify and clarify career goals and personal plans for the next period • Identify challenges that may impact goals • Identify plans for self-development

15. Leading Yourself Towards Promotion Career Development & Planning • Objectives, continued: • Allows you to track to promotion • To be completed annually with your Chair or delegate until you reach Associate Professor and at least every two years once you are an Associate Professor • For more information: https://www.londonhospitals.ca/departments/medical_affairs/hr_proc/cdp/cdp.php

16. Leading Yourself Towards Promotion Begin Developing Your Promotion Dossier: It is never too early

17. Leading Yourself Towards Promotion Preparing Your Promotion Dossier • Start thinking about potential: • Student reviewers • Peer reviewers • External referees (only for research) • Start developing your candidate’s statement • Check Schulich HR Website for rules/regulations http://www.schulich.uwo.ca/humanresources/promotionguides

18. Leading Yourself Towards Promotion • Teaching • This includes teaching and evaluating undergraduate students, graduate students, postgraduate students, and practicing health care professionals. • Performance in teaching and associated activities may also include but is not limited to: • (i) Initiatives in course design and curriculum development; • (ii) Initiatives designed to improve clinical teaching; • (iii) Development of effective and innovative teaching resources, including computer courseware, and keeping up with technological developments where relevant; • (iv) Administration in relation to effective educational planning and policy making; and • (v) Instructional development -- activities intended to assist the faculty members to improve their teaching

19. Leading Yourself Towards Promotion 1. Teaching • Develop a Teaching Dossier • "The teaching dossier is to education what the list of publications, grants, and university awards is to research.“ (CAUT Guide) • Two parts: • A short synopsis of all contributions to teaching • A larger collection of “the evidence”– the backup material if needed

20. Leading Yourself Towards Promotion 2. Research Performance in this category includes the following: (i) Publication of the results of original research and clinical investigations; (ii) Contribution to the advancement of knowledge through publication of new concepts or techniques, invention of medical apparatus, description of illnesses or critical review of published work; (iii) Presentations at professional and scientific meetings; (iv) Visiting professorships to other universities; NOTE: Publications and presentations related to research and scholarly activities in teaching and education may also be included.

21. Leading Yourself Towards Promotion 2. Research • Keep a careful record of all your activities especially publications and grants • Include collaborative activities • Creativity, quality, & significance for the discipline • External referees are needed if you are going to be promoted on research, regardless of streams

22. Leading Yourself Towards Promotion 3. Role Model Clinical or laboratory practice which contributes to the academic missions of the University. Performance in this category may include but is not limited to the following: (i) Expert/excellent clinical or laboratory practitioner dedicated to provision of quality patient care; (ii) Development of innovative techniques; (iii) Introduction of new techniques to the University medical community; (iv) Improvements in clinical or laboratory practice; and (v) Recognized regular contributor of patients and data to clinical trials

23. Leading Yourself Towards Promotion 4. Health Care Leadership (i) Health care administration which involves policy development & implementation of change (ii) Participation in programs, projects, committees, or consulting roles with impact on health care (iii) Health care communication and patient and/or community education

24. Leading Yourself Towards Promotion 5. General Contributions / Service (i) Major administrative responsibilities; (ii) Editorial duties; (iii) Memberships on boards; (iv) Leadership roles in professional organizations; and (v) Leadership and participation in University committees

25. Leading Yourself Towards Promotion Service - Examples • Administrative Committee Work: • Internal: Hospital, Division, Department, School and/or Faculty / Senate and/or University / Clinical Teachers’ Association, etc. • External: Professional associations, etc. (provided your contribution is related to your role at the University) • OMA/CMA; CDA/ODA • Professional organizations CFPC, RCPSC • Boards • Editorial board • Other leadership roles

26. Leading Yourself Towards Promotion The Teaching Dossier Practical Tips for Documenting Your Teaching Contributions

27. Key Documents for Promotion Dossier • ARC • Curriculum Vitae in Acuity Star • Teaching Dossier in Acuity Star • A Candidate’s Statement • Details your contributions within both the criteria AND within your role category documents

28. Leading Yourself Towards Promotion Why is a Teaching Dossier needed? • Teaching is an important role for all clinical academics regardless of ARC • Key document for promotion • Allows for self-evaluation and improvement • Senate policy at Western

29. Leading Yourself Towards Promotion The Teaching Dossier • Should be submitted by everyone : • List of courses taught since your initial full-time appointment OR your last promotion, which ever is applicable • Outlines for courses in last 2 years – maximum 5 pages each • List of students supervised (at least the numbers) • Summary of student evaluations of teaching (include scale with comparisons) • maximum 3 pages

30. Leading Yourself Towards Promotion The Teaching Dossier • Four Categories of Material: • Description of teaching responsibilities • Scholarship and research on teaching • Evidence of excellence • Educational administration and leadership • Large list of options • NOT expected to do everything, this is a menu to choose from

31. Leading Yourself Towards Promotion Two Parts of the Dossier Synopsis submitted Maximum 35 pages Including 20 pages “Backup” evidence of appendices not submitted

32. Leading Yourself Towards Promotion Categories for Evaluation of Teaching • Teaching • Scholarship and Research in Education • Evidence of Excellence • Educational Administration & Leadership

33. Leading Yourself Towards Promotion 1. Teaching • List of courses and your responsibility (include preparation time and type of teaching – lecture, seminar, PCL, distance education, etc.) • Clinical teaching & supervision • Supervision of graduate students (MSc or Phd), or resident/fellow/medical student research projects • Preparation of teaching materials – handbooks, lecture notes, websites

34. Leading Yourself Towards Promotion 1. Teaching • Academic counseling, mentoring, career planning • Accommodation for special students • Teaching teachers (local, provincial, national, international) • Peer consultation • Innovations in teaching e.g. interprofessional courses • Self-improvement e.g. going to workshops

35. Leading Yourself Towards Promotion 2. Scholarship & Research in Education • Publications – articles (peer-reviewed or not), chapters in books, newsletters • Abstracts of presentations at meetings • Posters • Presentations (invited or not) • Robust review of own teaching • Reviewing a course or program • Research grants & completed studies • Involvement with the Centre for Education Research & Innovation

36. Leading Yourself Towards Promotion 3. Evidence of Excellence • Student evaluations (scale with comparisons, where available) • Evaluation by a curriculum or course committee • Peer review • Unsolicited letters of commendation • Courses taken to improve teaching • Teaching awards • Visiting professorship(s) • Accomplishments of your students

37. Leading Yourself Towards Promotion Example – Student evaluations Ratings: These scores are on a 7-point scale where 7 is the best possible score. They are compared with the average of all teachers in this course.

38. Leading Yourself Towards Promotion 4. Educational Administration & Leadership • Program planning & curriculum development • Educational committees of department, faculty or university • Director of a program • Developing new courses (or reviving a moribund course) • Developing a new evaluation system • Obtaining external funds for educational programs

39. Leading Yourself Towards Promotion 4. Educational Administration & Leadership • Efforts to improve clinical/bedside teaching • External service e.g. national committees on education • Evaluations of courses for which you were chair of the course committee

40. Leading Yourself Towards Promotion Teaching Philosophy • A 1-2 page summary of your personal philosophy of education – an explanation of why you do what you do • It reflects your theories of learning and the roles and responsibilities of the teacher and learners • Make it “punchy” and keep it short • Update it every 5 years or sooner if you change your ideas

41. Leading Yourself Towards Promotion Each Dossier is Unique • Every faculty member’s contribution is unique • What you include in your dossier should reflect your unique contributions • Not all of the criteria or performance indictors will be in each dossier

42. Leading Yourself Towards Promotion For More Information • The Western guide for constructing a dossier http://www.uwo.ca/tsc/resources/selected_teaching_topics/teaching_dossiers/index.html • University of Miami School of Medicine – Sample Portfolios http://edo.med.miami.edu/x52.xm • The Teaching Portfolio/Dossier. Prepared by the Teaching Resource Centre at the University of Guelph http://www.uoguelph.ca/tss/resources/idres/packagetd.html • Teaching Dossier Preparation. Prepared by Gail Riddell at the Centre for Teaching and Academic Growth at the University of British Columbia http://courseweb.edteched.uottawa.ca/FACDEV101/ESG5300/3.Teaching%20Portfolio/Electronic%20Teaching%20Dossier%20Preparation.pdf • Promotion Guides are available on the Schulich HR Website: http://www.schulich.uwo.ca/humanresources/promotionguides

43. Leading Yourself Towards Promotion What Help is Available? • The Faculty Development unit within Education’s Continuing Professional Development (CPD) Program provides • Workshops to enhance skills in teaching, research and administration • New faculty orientation • Assistance with teaching awards • See http://www.schulich.uwo.ca/AWARDS/

44. Leading Yourself Towards Promotion What Help is Available? • Grants – See http://www.schulich.uwo.ca/continuingprofessionaldevelopment • Mini-Fellowship Fund – up to $5,000 with matching funds from Department. • Instructional Innovation and Development Fund – up to $10,000 for faculty and $4000 for a summer student • Faculty Support for Research in Education (FSRE) grants - up to $12,500 with matching funds. • Western’s Teaching Support Centre • Spring and Fall Perspectives etc. • See http://www.uwo.ca/tsc/index.html

45. Leading Yourself Towards Promotion Mentoring A Key to Academic Success

46. Leading Yourself Towards Promotion Mentorship Program Principles & Elements • Policy: A mentorship committee is offered to all faculty who have not yet achieved career rank and\or tenure (but faculty member has option to opt out) • Policy: A mentorship committee is offered to all faculty who have a change in their academic role (but faculty member has option to opt out) IMPORTANT to note that any faculty member can request a mentorship committee • The Schulich Mentorship Program does not exclude other types of mentoring such as peer mentoring, individual mentoring, etc. • See: http://www.schulich.uwo.ca/humanresources/facultymentorship

47. Contact Information Dr. Margaret Steele margaret.steele@schulich.uwo.ca 519-661-2111ext 88867 Laura Fleming laura.fleming@schulich.uwo.ca 519-661-2111 ext 82698