1. H OW TO D OCUMENT Y OUR R OLE IN T EACHING /E DUCATION Shiphra Ginsburg MD, MEd, FRCPC Mount Sinai Hospital Department of Medicine Wilson Centre for Research in Education

2. O UTLINE Review the pathways for promotion Review the Teaching Dossier Review the concept of scholarship in teaching and education Answer any questions

3. P ATHWAYS FOR PROMOTION Achievement in scholarship (research)Excellence in scholarship (research) Effectiveness in teaching Achievement in scholarship (CPA)Excellence in scholarship (CPA) Effectiveness in teaching Achievement in scholarship (research and CPA) Excellence in scholarship (shown by a combination of research and CPA) Effectiveness in teaching Achievement in teachinga) Excellence in teaching b) Effectiveness in scholarship (either in research or in CPA or shown by a combination of CPA and research) Sustained achievement in teaching (single-criterion promotion) Excellence in teaching sustained over many years

4. F ULL F ORMAL T EACHING D OSSIER R EQUIRED Sustained excellence in teaching CPA in education Research in education Others may use a mini-TD (more later…)

5. W HAT IS A TEACHING DOSSIER ? A teaching dossier (portfolio) is to teaching, what a “…list of publications, grants, and honours are to research and scholarship” (Seldin, 1997)

6. W HY DO I NEED A TD? Captures the complexity of teaching and educational activities Places the responsibility for evaluating teaching in the hands of faculty Prompts reflective practice and ongoing instructional improvement Helps foster a culture of teaching and learning Documents one’s teaching abilities over extended period of time

7. C OMPONENTS OF TD ( REF : DOM WEBSITE ) FULL TD CV Scholar’s Statement Teaching and Education Report Body of contents CV data summary table Teaching & Education report Summary of teaching scores Objective evidence in the form of unsolicited docs Mini-TD CV Scholar’s Statement Teaching and Education Report Teaching Evaluation Scores

8. T EMPLATE FOR S CHOLAR ’ S STATEMENT – 1 Academic career history Background, special training in teaching/education Include initial goals/expectations/objectives Career progress since appointment Progress in areas identified above Research/scholarship related to teaching/education Any scholarly work, research, publications, presentations, consulting work, etc. as related to education

9. S CHOLAR ’ S STATEMENT – 2 Teaching and education accomplishments Highlight and summarize key accomplishments Teaching and other areas of education including program/ curriculum dev’t, leadership, involvement in organizations Impact and relevance of work Good place to describe philosophy of teaching/education* Reflect on teaching effectiveness, impact of programs or scholarly work, etc. Plan for next 5 years Goals and objectives related to teaching/education, areas for development, resources required, fac dev, etc. Summary

10. P HILOSOPHY OF E DUCATION Goal of any educator is to change learner’s knowledge, attitudes and/or behaviors in a predetermined direction Instruction, in turn, is influenced by the values, beliefs, prior experiences, and knowledge of the individual faculty member Each faulty member must be able to articulate her/his philosophy of education

11. P HILOSOPHY OF E DUCATION Identifies one’s aims, values, and beliefs about teaching (a rationale) Highlights key aspects deemed important to your teaching (e.g., specific teaching methods, assessment approaches) Reflective contextual factors (e.g., audience, discipline, purpose) authentic, coherent, and connected presentation

12. B ODY OF THE TD SHOULD HAVE 5 SECTIONS Each in reverse chronological order (most recent on top) Undergraduate education Postgraduate education Graduate education (if relevant) Continuing education Related academic activities

13. E. G., S ECTION 1 – U NDERGRADUATE E DUCATION Undergraduate Education 2010-2011 1. CV Data Summary Table – by activity for the year 2. Teaching & Education Report – by activity for the year 3. Summary of teaching scores – by activity for the year 4. Objective evidence – unsolicited docs Undergraduate Education 2009-2010 1. CV Data Summary Table – by activity for the year 2. Teaching & Education Report – by activity for the year 3. Summary of teaching scores – by activity for the year 4. Objective evidence – unsolicited docs

14. M ORE D ETAIL …UG E DUCATION 2010-2011 1. CV Data Summary Table – by activity for the year Summary of ALL activities e.g., ASCM, PBL, CC4 in clinic 2. Teaching & Education Report – by activity for the year Will report details of activities and hours for ASCM, PBL, clinic… 3. Summary of teaching scores – by activity for the year All evals received from ASCM, PBL, CCs on medicine, etc 4. Objective evidence – unsolicited docs E.g., being named on an internal/external review, special letter of recognition of excellence, thank you letters from students (but not all of them!)

15. W EB CV Organizes everything the “right” way Allocates standardized hours/time for teaching while on clinical duty

16. R ELATED A CADEMIC A CTIVITIES Anything else related to education especially leadership, administration and research/scholarship Consultations, invitations to teach/present externally Presentations at conferences local/external Publications/abstracts on educational research

17. H ELPFUL TIPS Keep every piece of documentation Don’t include every piece of documentation! Specifically DO NOT include Schedules of rounds with your name on it Emails/messages confirming times/dates of talks Copies of talks, presentations, papers

18. H ELPFUL TIPS Be reflective – even include areas in which you want/need to improve Seek to participate in courses that have formal systematic evaluations of teaching as part of your teaching responsibility And/or seek your own input from learners about your teaching Don’t assume that everything will be evaluated Encourage your learners to complete their evaluations

19. H ELPFUL TIPS Actively seek documentation if it has not been provided to you Evaluations from CE events Letters of acknowledgement of significant education administrative activities Letters regarding adopting your teaching materials/research Maintain list of learners taught by year and by course (some of them will be your references for promotion) don’t forget your role in formal mentoring relationships

20. A WARDS find out what awards you may be eligible for hospital department/division university division faculty: undergraduate, postgraduate, continuing education academy find colleagues to support your application and nomination for these awards if you are not successful, get feedback try again!

21. H ELPFUL TIPS Seek assistance, on an ongoing basis, with your hospital’s Teaching Effectiveness Committee representative(s)