Developing a Narrative and Developing a Narrative and Portfolio for Personnel Review at Portfolio for Personnel Review at UISUIS

Nathan SteeleChair, Personnel Policies CommitteeApril 2015

Session Outcomes and Session Outcomes and MaterialsMaterials

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

Session Outcomes and Session Outcomes and MaterialsMaterials

Important materials to review:

◦Faculty Personnel Policies (FPP; available on VCAA’s website; also in A-Z Index) Faculty Personnel Policy (6.14) Portfolio Guidelines (Appendix 10 of FPP)

◦Personnel Calendar Academic Personnel Calendar 14-15

◦Your personnel file (housed in the Provost’s office, PAC 531)

How do the UIS Narrative and How do the UIS Narrative and Portfolio Differ?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.

WhatWhat’’s the Difference?s the Difference?

Developing a NarrativeDeveloping a NarrativeOrganizati

on ◦Table of

Contents◦ Portfolio

items in table form permanent record of Portfolio in Personnel File

Table of Contents

Second Year Review Narrative Page

Introduction 1

Teaching 1

Scholarship 8

Service 9

Curriculum Vita 10

Portfolio

PORT T#1 Quantitative Analysis of 2 Year Teaching Evaluations PORT T#2 Example Syllabi PORT T#3 Anonymized Example of Feedback on Student Paper PORT R#1 Acceptance letter for Peer-Reviewed Publication PORT R#2 Research Paper Award PORT R#3 Grant Application Reviewer’s Comments PORT S#1 Letter of Gratitude from External Agency for Consultation PORT S#2 Letter from Chair of Campus Level Committee for Service PORT S#3 Documentation of Service for Alumni Event

Developing a NarrativeDeveloping a NarrativeOrganization

◦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.

Developing a Narrative 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!)

Statements of PhilosophyStatements of PhilosophyBegin 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?

Methodology and Methodology and StrategiesStrategies

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

Exploring Short-term and Long-Exploring Short-term and Long-term Goalsterm 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.

Linking your Narrative and Linking your Narrative and PortfolioPortfolio

◦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)

UIS Portfolio GuidelinesUIS Portfolio Guidelines

Found in the FPP ◦Appendix 10 ◦Outlines a blend

of prescriptive requirements as well as suggestions of options

UIS Portfolio GuidelinesUIS Portfolio GuidelinesThese 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.

UIS Portfolio GuidelinesUIS 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.

UIS Portfolio GuidelinesUIS Portfolio Guidelines

UIS Portfolio GuidelinesUIS Portfolio Guidelines

UIS Portfolio GuidelinesUIS Portfolio Guidelines

Creating a PortfolioCreating a Portfolio

Organization ◦Table of Contents

For each section As well as overall in Table of Contents

◦Four sections: Teaching Scholarship Service Curriculum Vita

Creating a PortfolioCreating 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!

Creating a PortfolioCreating a PortfolioExamples 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

Creating a PortfolioCreating 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

Creating a PortfolioCreating 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!

Creating a PortfolioCreating a PortfolioDeciding 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

Putting it all Together – What Putting it all Together – What Works? 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 materialsSummation at the end of each sectionUse 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.

Final Tip:Final Tip:

Ask, ASK, ASK!

Questions/Comments?Questions/Comments?

Nathan Steele, Personnel Policies Committee Chairnathan.steele@uis.edu