Applying to the UTMB Academy of Master Teachers (AMT)

1. Applying to the UTMB Academy of Master Teachers (AMT) Presented by the AMT Mentoring and Consultation Team

2. Objectives for this workshop To review.. • honors & responsibilities of AMT membership • application process • nuts & bolts for building your EP • tricky concepts • Glassick’s criteria for educational scholarship and how these guide portfolio development

3. What is the AMT? An honorary service organization What is a Master Teacher? document on AMT website (handout) • Am I a likely candidate at this point in my career? • rubric: applying AMT standards to an application (handout) • EP template (handout) You may be asking…

4. Honors of membership • Recognition by peers as a Master Teacher • Recognition by UT System as a Distinguished Teaching Professor • Opportunities for professorships Responsibilities of membership • Attend AMT anchor events • Serve on an AMT Team • Help other faculty become master educators

5. “I heard it is lot of work”

6. “I heard it is lot of fun” Truly interprofessional Networking wine parties hats Lively conversations

7. OK… You have decided you are ready to apply

8. Elements of the Application • Letter of support from Chair • Curriculum Vita (CV) • Educator Portfolio (EP) • Section 1 required. • Philosophy statement • Preparation statement • The ‘tables’ – one for each activity • Sections 2 and 3 optional • Supporting documents Two complete sets in binders: white, 1-1.5”, with a Table of Contents EP also emailed. • Application Deadline: Fri. Sept 5th, noon

9. The AMTis here to assist you in preparingyour application • Application Workshops • Application Consultant • EP overview: • emedia.utmb.edu/educatorportfolio • Sample EP’sutmb.edu/amt  educator portfolio • Rubric: matching your application to the AMT Standards

10. Working with yourApplication Consultant • Expect to meet at least twice • Establish reasonable timeline for targets • Discuss what aspects of your career to highlight and how to organize EP • Seek feedback also on CV • Seek feedback on near-completed application

11. …building an Education Portfolio

12. Educator Portfolio • Presents personal philosophies which guide your work as an educator • Shows evidence that you have adequately prepared yourself for your educator roles • Presents your best work • Shows evidence of your personal reflection on your career as an educator

13. EVIDENCE of the QUANTITY and QUALITY of your work as an educator • Competency: evidence of your competency as an educator • Process: the process by which you became a master educator • Growth: your growth as an educator • Products: what is enduring?

14. Portfolio Structure The Portfolio Template Download from AMT website www.utmb.edu.amt Duplicate the ‘table’ for every activity Will be read by everyone on the selection team Supporting Documents (e.g. evaluation data, copies of letters, sample of enduring materials– anything which supports your statements in ‘the tables’) Will be read by a few on the selection panel who will present your work

15. Portfolio Structure Three Sections I. Teaching, Assessment, Mentoring & Advising (Required for AMT Selection) II. Enduring Educational Materials (Optional) III. Educational Leadership Elements (Optional)

16. Portfolio Structure Three elements per section • Description of goals or philosophies that guide your work • Description of preparation for your roles • Description of each relevant activity in that section(separate table for each)

17. Portfolio Structure I. Teaching, Assessment, Mentoring & Advising • Goals or philosophy • Description of preparation • Description of each activity II. Enduring Educational Materials • Goals or philosophy • Description of preparation • Description of each activity III. Educational Leadership Elements • Goals or philosophy • Description of preparation • Description of each activity

18. Goals/Philosophy Statements Describe … WHY you do what you do WHAT you try to accomplish HOW you know when you’re successful HOW you think about learning/learners Use a format that’s “natural” to you (story, narrative, essay, even poetry)

19. Preparation How did you learn to teach, to prepare enduring educational materials, and/or to be an educational leader? How do you keep up-to-date about the best methods? Possibilities: a mentor, using feedback, reading books and articles about education, attending workshops about teaching

20. Teaching • Lectures • Small Group Facilitation • Workshops • Clinical Teaching • Online teaching • Assessment • Item Writing • Running OSCEs • Development of a new tool • Advising • Student Advisor over a period of time • Advisor for Student Club/Society • Mentoring • Mentoring a graduate student • Mentoring other faculty Section ITeaching, Assessment, Mentoring and Advising duration: highlight last 5 years

21. Section ITeaching, Assessment, Mentoring and AdvisingEVIDENCE OF QUALITY “Outcomes, accomplishments, and other indicators of quality…” • Teaching awards • Learner evaluations of your teaching(quantitative, qualitative) • Learner performance on assessments • Accomplishments of advisees, mentees • Peer evaluations of your work • Invitations to teach again

22. “She teaches a lot, so why wasn’t she accepted?” Every case is different, but the answer could be • Lack of evidence of quality • No evidence of dissemination with the community of educators One is not a Master Teacher simply by teaching a lot.

23. Review articles • Textbooks • Published educational materials Section IIEnduring Materials duration: over your entire career

24. Section IIEnduring MaterialsEVIDENCE OF QUALITY “Outcomes, accomplishments, and other indicators of quality…” • Learner evaluations of materials • Peer review • Use and evaluation by other educators • Use and evaluation by learners outside your own learners

25. What is NOT Enduring Material: • scientific publication (e.g. research article) • published articles about the work or about the process (these go under Dissemination in Sections I or II) (e.g. an article about your teaching; or educational research publication) • materials produced only for a course or used once or twice(e.g. syllabus, Powerpoint presentation)

26. Local or national leadership in education-related activity • Course Director • Clerkship Director • Chair or member of educational committee, local or national • Program chair, or organizer of an educational meeting • Council member/leadership group for educational organization Section IIIEducational Leadership duration: highlight last 5 years

27. Section IIIEducational LeadershipEVIDENCE OF QUALITY “Outcomes, accomplishments, and other indicators of quality…” Quality of Educational Leadership • Curriculum changes accomplished? did anyone notice or care or comment? • Learner graduation, certification rate changes • Creation of new component • Invited/elected service in regional, national, international education group • Leadership awards

28. SUPPORTING DOCUMENTSWhat will be useful for reviewers vs. frivolous DO INCLUDE • evidence of quality (e.g. learner evaluations; commendations, thanks) • samples of work (course outline; published articles- or at least first page; description of a workshop) DON’T INCLUDE • anything of no added value (i.e. is completely redundant to what it in the ‘tables’) • minutia (minutes of a committee meeting; every assignment in a course) Remember: only a few will read all this; and will present your work to the selection panel

29. Tricky Concepts • ‘Evidence of Quality’ • ‘Enduring Material’-- what is or is not • ‘Teaching vs. Leadership’ • ‘Dissemination among the community of educators’

30. “dissemination among the community of educators” “Dissemination”sharing, presenting, distributing,discussing your work “Community of educators” other health professions educators (locally, nationally, internationally)

31. Common Errors for AMT Applications • MIS-PLACED on EP (e.g. should be under Leadership, but showed up under Teaching) • INAPPROPRIATELY INCLUDED on EPe.g., a syllabus listed as enduring materials • DOUBLE-DIPPING on EP– activity listed in more than one section • SIGNIFICANT OMISSIONS on EPYou choose what you want to highlight in your portfolio, so if you chose not to include in EP, it won’t be considered by the AMT selection panel. If an important teaching activity, enduring material or leadership activity is not listed in the EP, even if shows on your CV, or the reviewer knows this about you from personal association, it will not be considered by the selection team. • Too many acronyms not understood by faculty outside your school or department or discipline. Selection team is very interprofessional. • NOT FOLLOWING THE RULES (attend to all communications from the AMT) • Chair letter should not be sent directly to AMT • Not following requested order of portfolio pieces • LATE

32. Glassicket al.’s criteria for what constitutes Scholarship • Clear, realistic goals • Adequate preparation • Appropriate methods • Meaningful results • Effective presentation of results • Reflective critique Glassick CE, Huber MR, Maeroff GI. Scholarship Assessed – Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass, 1997.

33. Glassick et al.’s criteria for Scholarshipapplied to Portfolio

34. AMT website www.utmb.edu/amt

35. Application Deadline: Fri. Sept 5th, noon A summer to reflect…but it takes longer than you plan.

36. Application Deadline: Fri. Sept 5th, noon