Developing a Narrative and Portfolio for Personnel Review at UIS

1. Developing a Narrative and Portfolio for Personnel Review at UIS Nathan Steele Chair, Personnel Policies Committee April 2014

2. Session Outcomes and Materials • The purpose of this session is to: • Distinguish between a narrative and portfolio • Discuss components of a personnel file • Explore format and ideas for writing the narrative and developing a portfolio • Stimulate thinking about ways to make the best case

3. Session Outcomes and Materials • Important materials to review: • Faculty Personnel Policies (FPP; available on VCAA’s website; also in A-Z Index) • Faculty Personnel Policy (9.14) • Portfolio Guidelines (Appendix 10 of FPP) • Personnel Calendar • Academic Personnel Calendar 14-15 • Your personnel file (housed in the Provost’s office, PAC 531)

4. How do the UIS Narrative and Portfolio Differ? • At UIS, use of the word “Portfolio” differs from that of most institutions. • This is an important distinction because: • Narrative is submitted to your personnel file and becomes a permanent part of the file. • Portfolio is submitted at the same time but does not become a permanent part of your file. • Elsewhere, a “Portfolio” refers to the entire set of personnel materials (Narrative and supporting documents). • At UIS, “Portfolio” refers to ONLY the supporting documentation. • The Narrative is a separate document that is your formal application for reappointment; and does become part of your permanent file.

5. What’s the Difference?

6. Developing a Narrative • Organization • Table of Contents • Portfolio items in table form permanent record of Portfolio in Personnel File

7. Developing a Narrative • Organization • Page limits for narratives (10, 20, 30) • Sections: • Professional Introduction • Teaching • Scholarship • Service • Each section following the introduction should include: • Philosophy Statement • Methodology and Strategies • Long and short-term goals • References to documenting evidence in the portfolio and personnel file • e.g., “See Portfolio T#3” • Documented evidence should be reference throughout each section.

8. Developing a Narrative • Professional Introduction • Don’t assume everyone knows you. • Provide the professional context of your position, a description of your background, training, and role at UIS. • Summarize new developments since last review • Include only the detail that you believe is critical to your professional review. • Include a curriculum vita as an appendix to your narrative (it is a requirement and an important tool for reviewers) • Clarify and explain disciplinary concepts for broader college and campus audience (avoid jargon!)

9. Statements of Philosophy • Begin by asking yourself some questions: • Why do I engage in teaching/service/scholarship? • What are my expected outcomes? • What is the conceptual framework that I use to approach these areas? • What attitudes or habits demonstrate effective performance in these areas? How do I depict these in my review? • What values do I hope to impart to students, colleagues, community members, and all others that I serve/teach? • What themes pervade my work in these three areas? • How do I integrate these themes into my approach in each of these areas?

10. Methodology and Strategies • Methodology and Strategies are: • The “how” or the techniques that you use to achieve your goals. • Should have a conceptual connection to your philosophy. • Document the impact and/or relevance of these strategies. • Describe the benefits to students, peers, colleagues, campus and/or community. • Tie together strategies from all three areas under review (teaching, scholarship, service) • Don’t forget service! • Don’t simply list your committees • Explain what you do in that role including impacts and benefits. • Respond to previous review comments

11. Exploring Short-term and Long-term Goals • Address what you expect of yourself, both short-term and long-term goals in the areas of review. • Demonstrate your progress and development in terms of your goals. • Address both accomplishments and challenges. • Don’t be afraid to project into the future; you can re-analyze these goals in future reviews.

12. Linking your Narrative and Portfolio • Link activities and analysis outlined in the narrative with evidence/products in portfolio and permanent file. • Use indexing to guide the reader and connect the narrative with the portfolio and permanent file • Don’t forget to include Portfolio Contents in Table of Contents of Narrative for permanent record in Personnel File. • Use both qualitative (quotes, student products) and quantitative evidence (student evaluations, enrollments, advising numbers) • Remember, make it EASY for the reader (don’t overload/overcomplicate; clarify; avoid jargon)

13. UIS Portfolio Guidelines • Found in the FPP • Appendix 10 • Outlines a blend of prescriptive requirements as well as suggestions of options

14. UIS Portfolio Guidelines • These guidelines are used for all tenure-track faculty, for all levels of review. • Designed to be used along with: • Article 3 (Professional Evaluation), • Article 5 (Reappointment) • Article 6 (Tenure) • Article 7 (Promotion) • It is important to be familiar with the language in these areas of the FPP.

15. UIS Portfolio Guidelines • Require the use of both a narrative and a portfolio for personnel review. • Provide suggestions for and examples of what you might include in your documentation for each of the areas of review. • The lists of activities are neither exhaustive, nor prescriptive.

16. UIS Portfolio Guidelines 

17. UIS Portfolio Guidelines

18. UIS Portfolio Guidelines

19. Creating a Portfolio • Organization • Table of Contents • For each section • As well as overall in Table of Contents • Four sections: • Teaching • Scholarship • Service • Curriculum Vita

20. Creating a Portfolio • Organization • Include illustrative examples of your best work, important accomplishments and evidence of your progress. • Balance quality and brevity with full coverage of the breadth of your work • Not complete works, but several demonstrative examples (Guidelines suggest 3-4 Items per category). Choose wisely!

21. Creating a Portfolio • Examples of Evidentiary Material • Teaching • Student evaluation quantitative analysis • Course Materials (Syllabi, Paper/Project Guidelines, Evaluation Frameworks) • Student Products (get students’ permission; ensure anonymity) • Student evaluation comments • Avoid “cherry-picking.” Give full impression. • Supportive Letters • Must be signed for personnel file • Commendations, Awards

22. Creating a Portfolio • Examples of Evidentiary Material • Scholarship • Publications, creative works, handbooks, reports • Conference papers • Publication offers/contracts • Journal rankings • Editorial statements • Grant proposals • Commendations, Awards • Letters of support • Letters/emails of acceptance for publication or presentation • Evidence of formal peer review for products

23. Creating a Portfolio • Examples of Evidentiary Material • Service • Letters from committee chairs/members • Letters of thanks from community organizations • Work products • Conference Programs – indicating service role in conference (e.g., program chair, discussant, etc.) • Training certificates • Professional Service vs. Scholarship • Own original work (scholarship) separate from work by virtue of expertise to support discipline (service). • Look to discipline for clarification – Don’t double list!

24. Creating a Portfolio • Deciding what goes in your Portfolio vs. Personnel File • Your personnel file is an important part of the personnel process, but separate from your portfolio • The distinguishing factor: Personnel file is “permanent” • Your permanent file should be used only for milestones or career landmarks. • Materials that are ever changing, evolving should be placed in your portfolio • Think carefully about which documents you submit to your personnel file • Don’t duplicate the personnel file in the portfolio

25. Putting it all Together – What Works? • Depiction of quality experiences and reflection • Relevance: Demonstrating your work’s impact on students, discipline, campus, and community • Illustrating, Reflecting, and Projecting your professional development and progress at UIS • Effective presentation of materials • Summation at the end of each section • Use your yearly performance reports as a way to keep track of your activities and help you get started on your reappointment review • Do NOT direct the reviewer to your APR. Tie directly to the evidence itself. • Explain the value and qualitative impact of what you do – burden of proof on applicant.

26. Final Tip: • Ask, ASK, ASK!

27. Questions/Comments? Nathan Steele, Personnel Policies Committee Chair nathan.steele@uis.edu