1. How to Document Your Role in Teaching/Education Shiphra Ginsburg MD, MEd, FRCPC Mount Sinai Hospital Department of Medicine Wilson Centre for Research in Education University of Toronto

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

3. Pathways 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. Usual pathways for promotion require “Achievement in.... Specific requirements for each plank Materials required Required documentation Evaluation of impact Plank 1 Scholarship in research a) Excellence in research in education plus b) Effectiveness in Teaching CV plus 5 best publications 1. research in education 2. teaching dossier Publications, presentations, grants, translation into practice Plank 2 Scholarship in CPA a) Excellence in CPA in education* plus b) Effectiveness in Teaching CV plus (5 best scholarly products and/or publications) 1. CPA in education* 2. teaching dossier Presentations, dissemination, publications, grants Plank 3 Scholarship in research and CPA a) Excellence in Scholarship - a combination of CPA* and research in education plus b) Effectiveness in Teaching CV plus (5 best scholarly products and/or publications) 1. CPA in education* 2. research in education 3. teaching dossier Publications, presentations, dissemination, grants, translation into practice Plank 4 Teaching a) Excellence in Teaching plus b) Effectiveness in scholarship - either in research or in CPA in education* or by a combination of CPA* and research in education) CV1. Teaching dossier 2. research in education and/or 3. CPA in education 1. teaching evaluations (student, peer, other) Student achievement Mentorship 2. publications, presentations, dissemination, grants, translation into practice Plank 5 Excellence in Teaching (single-criterion promotion) a) Excellence in Teaching sustained over many years CV1. Teaching dossierTeaching evaluations (student, peer, other) Student achievement Mentorship

5. Education Scholarship What is it??

6. Educational Scholarship… Draws upon resources, literature, theoretical frameworks or “best practices” in the field Contributes resources to the field in a way that is available to the educational community Is made available for others to assess and build on

7. Education Scholarship is… “Any material, product or resource originally developed to fulfill a specific educational purpose that has been successfully peer-reviewed and is subsequently made public through appropriate dissemination for use by others.” Ref: AAMC MedEdPortal Guide

8. Categories of Educational Scholarship Teaching Curriculum Mentoring/advising Leadership/administration Learner assessment

9. Reminder… Scholarly approach Engagement Evidence of scholarship

10. Common types of evidence of scholarship Peer review of materials (including for accreditation, internal use…) Acceptance of materials in peer-reviewed repository (MedEdPortal, HEAL, etc) Peer-reviewed publication in literature References or citations of product or materials in others’ work Invitations to present work local-external

11. Common types of evidence of scholarship Presentations at meetings  Invited or accepted after peer review List of adopters/institutions where materials have been used (int/ext) Invitations to consult to another division, dept, school, organization  Include tracking of how it’s used Descriptions of how others have built on or adapted

12. Scholarship: Teaching Scholarly approach  Apply principles from education literature to teaching and development of instructional materials

13. Scholarship: Teaching Evidence of engagement  Describe how you used literature or best practices  Reflect on your teaching and critiques and how that’s changed your behaviour  List awards/honours with descriptions of criteria/selection process  Invitations to teach (local-external)

14. Scholarship: Teaching Evidence of scholarship  A product that’s available in a format that peers can review or build on  Presentations, workshops, posters at local/national meetings  Evidence that materials have been used or adopted

15. Scholarship: Learner Assessment Can involve development, implementation, analysis, etc Scholarly approach:  Base evaluation on literature and measurement theory  Describe goal of eval, details of dev’t and design, outcomes measures (reliability, validity), reflective critique

16. Scholarship: Learner Assessment Evidence of engagement  Description of how it relates to literature or best practices  Summary of presentation to stakeholder groups

17. Scholarship: Learner Assessment Evidence of scholarship  Peer-review of methods  Sharing of resources with ed community, including peer-reviewed publication, on-line repository, etc

18. Scholarship: Curriculum Scholarly approach  Document that curric was influenced by literature and best practices  Include description of goals and objectives, what is required to achieve objectives (learner experience, organization, resources…)  Evaluation of effectiveness

19. Scholarship: Curriculum Evidence of engagement  Description of how it relates to literature and best practices  Summary of presentation to stakeholder groups

20. Scholarship: Curriculum Evidence of scholarship  Make curric public in a form that others can use and build on  Peer-reviewed publications, presentations  Evaluation of outcomes, positive and negative – go beyond happy test!  Reflection and critique with plans for next steps

21. Scholarship: Mentoring/Advising Involves a developmental relationship in which an educator provides guidance or counsel to a learner or colleague to facilitate achievement of that person’s goals  Mentoring – sustained, committed  Advising – limited period of time

22. Scholarship: Mentoring/Advising Scholarly approach  Based on literature or best practices  Description of individuals advised, nature of relationships, commitment, etc

23. Scholarship: Mentoring/Advising Evidence of engagement  Participation in PD activities to enhance skills  Description of achievements of mentees  Recognition as an excellent mentor (requests, etc)

24. Scholarship: Mentoring/Advising Evidence of scholarship  Writing a guide informed by literature  Securing peer-reviewed funds for mentorship program or FD  Invitations to consult  Conducting and publishing studies on mentoring

25. Scholarship: Educational Leadership/Administration “Exceptional leaders and administrators can achieve remarkable results through others, and can transform organizations through a vigorous pursuit of excellence”

26. Scholarship: Educational Leadership/Administration Scholarly approach  Transformation or management of a program should be based on lit or bp  Can involve designing improvements to systems/programs and evaluating them…

27. Scholarship: Educational Leadership/Administration Evidence of engagement  Documentation of leader’s effectiveness – evaluation, peer review, comparisons…  Demonstration of attainment of key indicators of change  Self-reflection/critique informed by lit

28. Scholarship: Educational Leadership/Administration Evidence of scholarship  Publications  Lists of adopters of any innovations  Documentation of invited or peer-reviewed presentations on leadership  Awards  Lists of resources obtained – funding, grants, foundational awards…

29. What 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)

30. Why 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