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, MD Associate Professor of Pediatrics University 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 Revise academic promotion guidelines Recognize and reward faculty members for jobs they are asked to do LOCAL OUTCOME New promotion criteria & matrix – Initial response – Update 2013 including new pathway Academy of Medical Educators

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

8. How Can You Capture? Accomplishments Alignment & Impact QualityQuantity

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. HOW Developing A Teacher’s Portfolio

14. Essential Elements (CU) 1.Teaching Philosophy or Statement 2.Direct Teaching Activities 1.Classroom 2.Clinical 3.Outreach (national presentation,s visiting professorships) 3.Curriculum Innovation and Scholarship 4.Educational Administration and Leadership 1.Can include national service and leadership 5.Mentoring and Advising 6.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 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 TASK

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. Year Taught Title or topic of activity Teaching strategy or context AmountType of learner# learners per year 2009- 14 Inpatient Gen Med Rounds with bedside teaching 4 weeks3 rd yr Medical students residents 40 Teaching

20. Quantity vs. Quality

21. Teaching Evaluation Grid Who and how many evaluated you? (e.g., 25 learners, 2 peers or educational experts) Describe the process for evaluating your teaching List evaluations/ evaluation summaries included in Appendix XX: 40Residency program and School of medicine sends out standardized on line forms 1

22. Year Taught ActivityTeaching Strategy Or Context Type Of Learner Learners Per Year Overall Teaching Effectiveness 5=Best 09-10 10-11 11-12 2009-12Inpatient Gen Med Rounds With Bedside Teaching 3 rd & 4th Yr Medical Students 12 4.84.9 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 NameDate Received Sponsoring Organization Level of award Criterion for award Dr. Generic Award 11/2014 SHMNationalGiven to the outstanding teacher covering challenging topics

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 Topic and Type Type and # of learners Implemented?Where is it implemented? Your degree of responsibility Seminar series (3-1 hour sessions) on discharge summaries 12 PGY 2 residents yesDepartmentDevelopment leader and instructor Curriculum Development

31. 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. Title or program course you have directed RoleDuration in years Outcomes or Achievements Name of Educational Committee you led Name of educational committee on which you have been a member 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 a sustained, committed relationship both parties obtain reciprocal benefits ADVISOR more limited relationship usually occurs over a shorter time period Serves as a guide

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

43. Name of mentee or advisee Period of advising Their position at time of advising Advising topic Current position Advisee achievements Sally Smith2009-12ResidentAcademic career develop- ment Associate Program Director Leading Educational Innovations Project on Quality Improvement Mentoring and Advising

44. Mentoring for Research Student, Resident or Fellow Degree (Date)Thesis TitleMentee’s Publications, Presentations, Awards Mary Ann Jones, RN MS, School of Nursing (1989) Lack of Utility of Orthostatic Vital Signs in Emergency Department Patients Annals Emerg Med, 1991 1989 Emergency Nursing Scientific Assembly, 1989 ENA/Micromedex Best Original Research Award

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

51. Teachers Portfolios are about: – Quantity – Quality – Impact – Alignment

52. Questions