Creating and Maintaining a Teacher’s Portfolio

1. Creating and Maintaining a Teacher’s Portfolio Eva Aagaard, MD University of Colorado Academy of Medical Educators Adapted from Alex Mecaber, MD Shobhina Chheda, MD, MPH & Karen Szauter, MD

2. Paritosh Kaul, MDAssociate Professor of PediatricsUniversity of Colorado School of Medicine

3. Session Objectives • Recognize why the Teacher’s Portfolio is important • Identify the components of the Teacher’s Portfolio at the University of Colorado • Effectively document educational contributions via a Teacher’s Portfolio

4. University of Colorado Faculty • 2001 Survey • 532 responses: • 40% career not progressing satisfactorily • 42% considering leaving academia within 5 years Lowenstein SR, Fernandez G, Crane L. BMC Medical Education 2007

5. Predictors Of “Intent To Leave” • School does not adequately recognize innovative and high quality teaching • My department does not foster and reward teaching excellence • My department lacks an effective program for faculty development • My department has not evaluated my academic progress regularly

6. Recommendations SUGGESTION LOCAL OUTCOME New promotion criteria & matrix Initial response Update 2013 including new pathway Academy of Medical Educators • Revise academic promotion guidelines • Recognize and reward faculty members for jobs they are asked to do

7. Write down all activities that you do that are directly related to teaching and education TASK

8. How Can You Capture?

9. What is a Teacher’s Portfolio? …a set of materials documenting teaching activities in the broadest use of the word “teaching” that includes not only teaching performances and skills but instructional design, mentoring, educational administration and many other areas. • From the Un of Miami document on portfolio prep

10. Curriculum Vitae vs Portfolio • Curriculum Vitae = what you do • Portfolio = evidence of excellence • Simpson D, Fenzel K MedEdPORTAL 2007

12. Why develop a Portfolio? • Self reflection • Follow growth as an teacher • Refinement of skills as an teacher Performance Assessment • Annual review • Advancement, promotion and tenure Stop and Reflect – how might these look different?

13. Developing A Teacher’s Portfolio HOW

14. Essential Elements (CU) • Teaching Philosophy or Statement • Direct Teaching Activities • Classroom • Clinical • Outreach (national presentation,s visiting professorships) • Curriculum Innovation and Scholarship • Educational Administration and Leadership • Can include national service and leadership • Mentoring and Advising • Self-improvement Simpson D, Fincher R, Hafler J, et al Advancing Teachers and Education: Defining the Components and Evidence of Educational Scholarship 2006

16. Draft a Teaching Philosophy TASK • Why do you teach? • What is your teaching style? • Describe specific goals / methods / strategies in your teaching • Describe how your thoughts about teaching have been developed • Discuss the work of others that has informed / influenced your teaching

17. Direct Teaching Any activity that fosters learning, including direct teaching and creation of associated instructional materials. • Lecture • Powerpoints • Clinical teaching • Orientation documents, handouts • Workshop or Symposium • Handouts, slides, worksheets

18. Criteria for Excellence Direct Teaching: • Regularly assumes greater than average share of teaching duties • Consistently receives outstanding teaching evaluations or teaching awards, recognition as an outstanding role model for students

19. Teaching

20. Quantity vs. Quality

21. Teaching Evaluation Grid

22. Teaching Representative Comments: One of the most effective attending physicians I have had. She balances her roles as leader, teacher, mentor and friend with finesse and grace. Her skill at communicating to and teaching every member of the team should be emulated. She is a role model for a ward attending.

23. If Possible… • Provide data on how your teaching evaluations compare to those of your peers • e.g. personal mean score vs. mean scores of other departmental faculty

24. Teaching awards

25. Narrative • How did the information obtained through your teaching activities and their evaluation change your educational practice?

26. TASK: Jot Down Your Core Teaching Activities What information are you missing in your files/ records? Where can you get it?

27. Curriculum Innovation and Scholarship • Curriculum: A longitudinal set that is more than one teaching session or presentation of designed educational activities • Has learning objectives/ goals across set • Includes evaluation

28. Criteria for Excellence • Develops innovative teaching methods such as educational software, videotapes, packaged courses or workshops, etc. • Writing syllabi, textbooks

29. Curriculum Development

31. Curriculum Development Choose 1-2 curricula as examples of your best effort, and describe: • Goals and Objectives • Needs assessment of learners • Teaching /Learning Methods • Learner Assessment and Feedback • Curriculum/Program Evaluation

32. Impact • How did the information obtained change your curriculum, impact your department, school, etc?

33. TASK: Complete Curriculum Section What information do you need to complete the table? Where can you get it?

34. Educational Products What are some examples you can think of? • Syllabi • Instructor’s Manuals • Lab exercises • Cases for PBL or Small Groups • CD-ROMs, Videos • Online Modules • Evaluation Tools

35. Educational Scholarship • Any products that were • peer reviewed • presented or published • adopted for use in other programs • Written and disseminated work • Workshops • Posters/ presentations • Papers • Education grants Get letters from others that use your stuff!

36. Educational Administration & Leadership • Achieving results through others • Transforming organizations demonstrated through • ongoing evaluation • dissemination of results • maximization of resources

37. Criteria for Excellence • Provides educational leadership by assuming an administrative role • Consistent participation in national educational activities

38. Educational Leadership and Administration

39. Alignment/ Understanding • Why did you take on these challenges? • What did you learn or how did you change to facilitate change , growth or improvement?

40. TASK: Complete Educational Leadership & Administration Section What information do you need to complete the table? Where can you get it?

41. Mentoring and Advising MENTOR ADVISOR more limited relationship usually occurs over a shorter time period Serves as a guide • a sustained, committed relationship • both parties obtain reciprocal benefits

42. Criteria for Excellence • Mentoring & Advising: • Trains students, residents, fellows or junior faculty who pursue outstanding academic careers

43. Mentoring and Advising

44. Mentoring for Research

45. What Might Be in Your Narrative to Help Create Shared Understanding?

46. TASK: Complete Mentoring & Advising Section What information do you need to complete the table? Where can you get it?

47. Self-Improvement • Examples anyone??? • Teaching Courses • Workshops • Certificates (AKA Teaching Scholars) • Reflection!

48. Challenges?

49. Tips for making it happen • Keep track…. • Calendar • Paper file folders (keep everything!) • Electronic file folders • Block time.. • Pre-schedule portfolio “maintenance” appointment • Actively plan for your own career • Get at least one mentor!

50. Key Points