creating and maintaining a teacher’s portfolio eva aagaard, md university of colorado academy of...
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Creating and Maintaining a Teacher’s Portfolio
Eva Aagaard, MDUniversity of Colorado Academy of
Medical Educators
Adapted from Alex Mecaber, MD Shobhina Chheda, MD, MPH & Karen Szauter, MD
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
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
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
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
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
Curriculum Vitae vs Portfolio
• Curriculum Vitae = what you do
• Portfolio = evidence of excellence
• Simpson D, Fenzel K MedEdPORTAL 2007
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?
Essential Elements (CU)
1. Teaching Philosophy or Statement2. Direct Teaching Activities
1. Classroom2. Clinical3. Outreach (national presentation,s visiting professorships)
3. Curriculum Innovation and Scholarship4. Educational Administration and Leadership
1. Can include national service and leadership
5. Mentoring and Advising6. Self-improvement
Simpson D, Fincher R, Hafler J, et al Advancing Teachers and Education: Defining the Components and Evidence of Educational Scholarship 2006
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
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
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
Year Taught
Title or topic of activity
Teaching strategy or context
Amount Type of learner # learners per year
2009-14
Inpatient Gen Med
Rounds with bedside teaching
4 weeks 3rd yr Medical studentsresidents
40
Teaching
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:
40 Residency program and School of medicine sends
out standardized on line forms
1
Year Taught
Activity Teaching Strategy Or Context
Type Of Learner
Learners Per Year
Overall Teaching Effectiveness
5=Best
09-10 10-11 11-12
2009-12 Inpatient Gen Med
Rounds With Bedside Teaching
3rd & 4th Yr Medical Students
12 4.8 4.9 4.9
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.
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
Teaching awards
Name Date Received
Sponsoring Organization
Level of award
Criterion for award
Dr. Generic Award
11/2014 SHM National Given to the outstanding teacher covering challenging topics
Narrative
• How did the information obtained through your teaching activities and their evaluation change your educational practice?
TASK: Jot Down Your Core Teaching Activities
What information are you missing in your files/ records?
Where can you get it?
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
Criteria for Excellence
• Develops innovative teaching methods such as educational software, videotapes, packaged courses or workshops, etc.
• Writing syllabi, textbooks
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
yes Department Development leader and instructor
Curriculum Development
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
Impact• How did the information obtained change
your curriculum, impact your department, school, etc?
TASK: Complete Curriculum Section
What information do you need to complete the table?
Where can you get it?
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
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!
Educational Administration & Leadership
• Achieving results through others• Transforming organizations demonstrated
through – ongoing evaluation– dissemination of results– maximization of resources
Criteria for Excellence
• Provides educational leadership by assuming an administrative role
• Consistent participation in national educational activities
Title or program course you have directed
Role Duration 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
Alignment/ Understanding• Why did you take on these challenges?• What did you learn or how did you change to
facilitate change , growth or improvement?
TASK: Complete Educational Leadership & Administration Section
What information do you need to complete the table?
Where can you get it?
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
Criteria for Excellence
• Mentoring & Advising:– Trains students, residents, fellows or junior faculty
who pursue outstanding academic careers
Name of mentee or advisee
Period of advising
Their position at time of advising
Advising topic
Current position
Adviseeachievements
Sally Smith 2009-12 Resident Academic career develop-ment
Associate Program Director
Leading Educational Innovations Project on Quality Improvement
Mentoring and Advising
Mentoring for Research
Student, Resident or Fellow
Degree (Date) Thesis Title Mentee’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
TASK: Complete Mentoring & Advising Section
What information do you need to complete the table?
Where can you get it?
Self-Improvement
• Examples anyone???– Teaching Courses– Workshops– Certificates (AKA Teaching Scholars)– Reflection!
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!
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