Educator Portfolio: Template

EDUCATOR PORTFOLIO TEMPLATE



YOUR Educational Philosophy and Five-Year Goals as an Educator

Description of Your Educational Contributions

SECTION I: Teaching

SECTION II: Assessment of Learners

SECTION III: Curriculum Development

SECTION IV: Mentoring/Advising

SECTION V: Educational Leadership/Administration

SECTION VI: Scholarly Approach to Education

Section VII: Products of Educational Scholarship

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NAME:

TITLE(S):

PRIMARY EDUCATIONAL ROLE(S):


STATEMENT OF EDUCATIONAL PHILOSOPHY
Insert here, length 1-2 pages

YOUR FIVE-YEAR GOALS AS AN EDUCATOR
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After reviewing the EP Template, list up to 5 carefully considered goals for your development as an educator in the next 5 years, and be sure that your EP, as it evolves over time, addresses these goals. Your professional development goals should be accompanied by learning strategies to help you achieve them.

Date of last update:

1.

2.

3.

4.

5.

(Revise or add goals with each EP update.)


DESCRIPTION OF YOUR EDUCATIONAL CONTRIBUTIONS



SECTION I: TEACHING



Description of Your Teaching Activities In addition to lectures, include teaching that encourages active learning, e.g. interactive lectures, small group sessions, workshops, and clinical precepting.  PLEASE FOLLOW THE EXAMPLE BELOW IN COMPLETING THIS GRID. ACCURATE NUMBERS FOR LEARNERS AND HOURS ARE IMPORTANT.

Teaching Activities Grid

Activity # Year(s) Taught* Title or topic of activity Teaching strategy and context Where taught (local, reg, nat, internat'l) Total teaching hours/yr for this activity Type of learner Number of learners/year for each activity
1              
2              
3              
4              
Grand Total                
*     If your institution requires specific dates, add these.
**  If there is a variable number of learners at an activity, provide an average number.

Example of Teaching Activities Grid


Activity # Year(s) Taught* Title or topic of activity Teaching strategy and context Where taught (local, reg, nat, internat'l) Total teaching hours/yr for this activity Type of learner Number of learners/year for each activity
1 2000- 2009 Lecture on Rashes Repeated lecture in the med student clerkship department 1 hour every 8 weeks= 6 hours per year Medical student 20 learners
2 2007-2009 Workshop on Career Advancement Workshop as part of Faculty Development Program series institution 4 workshops/yr @ 3 hr each =
12 hrs /yr
Faculty affiliated with med school 70 learners
3 1998-2009 Pediatric Inpatient Rotation Family-centered rounds with bedside teaching, teaching at delivery attendance, admissions, department On service about 150 days/yr @ 4 hr/day=
600 hr/yr
Family medicine residents and 4th year medical students 40 learners
4 2007-2009 Educator Portfolio Workshop for Junior Faculty Workshop with interactive small groups national 3 hrs/yr Mid level, junior faculty, fellows 30 learners
Grand Total         621
hrs/yr
  124 learners/yr

For the following narrative responses, you may wish to choose 1-2 focal areas of teaching for more detailed comment:

Describe the importance, creativity, innovation, and impact of the teaching activities included on the grid above (identify by Activity Number).
Evaluation of Your Teaching Provide information below on your teaching evaluations for each course/setting in which you teach (referring to the Activity Numbers from the Teaching Activities Grid, if appropriate).
 

Teaching Evaluation Grid

Activity
number
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:
       
       
       

Example of Teaching Evaluation Grid


Activity
number
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:
2 70 learners Created an evaluation sheet for feedback from learners that included qualitative and quantitative items  
3 40 learners Residency Program sends standard rotation evaluations through institutional online evaluation system
Office of Medical Education sends standard evaluations through in house program
 
4 30 learners, two peers National conference session evaluations plus created my own evaluation – plus/delta form  
 
Summarize this teaching evaluation data:

If available, 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).

What do you do to collect formative feedback on your teaching?


Teaching Awards


Please list any teaching awards that you have received, with dates and sponsoring institution/organization. Indicate if the award is departmental, institutional, regional, national or international, and describe briefly, including the criterion on which the award is based.

Teaching Awards Grid


Name Date Received Sponsoring organization Level of award
Departmental/Institutional/Regional/National/
International
Criterion for award
         
         
         

Example of Teaching Awards Grid


Name Date Received Sponsoring organization Level of award Criterion for award
Aesculapius Teaching award 2005 School of Medicine, Stony Brook University Medical Center Institutional Given to two or three outstanding educators in the SOM based on educator portfolio and supporting letters
APA Teacher of the Year Award 2009 Academic Pediatric Association National Given to one educator every year based on supporting documentation and personal statement
I. Overview of Section I

These questions refer to your teaching activities.
  1. How did the information obtained through your teaching activities and their evaluation change your educational practice?
  2. Describe evidence that your teaching activities have been developed using a scholarly approach. (For ideas, review Glassick’s article, Acad. Med. 2000;75:877–880. See listing of criteria in Section VI.).
  3. Describe any products of educational scholarship that were peer reviewed, presented or published, or adopted for use in other programs as a result of your teaching activities.
  4. Use the space below to share any reflections on teaching activities that are not covered above.


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SECTION II ASSESSMENT OF LEARNERS



Describe on the grid below the learner assessment methods you employ (use Activity Numbers from the Teaching Activities Grid, if appropriate).  You may evaluate learners in a setting where you do not teach (e.g. OSCEs). Each assessment method should be listed only once, not repetitively for each course or conference.


Learner Assessment Grid



Assessment Method Teaching activity number Context of assessment Your role
development of new tool, implementation
of existing tool, analysis / synthesis of results
Number and types  of learners assessed per year In what category of Miller’s Triangle does this assessment  fall?* How did the results of your learner assessments provide evidence of your
teaching effectiveness?
             
             
             
             
* See Example of Grid and Miller’s Triangle below. Other frameworks for assessment may be used, if preferred.

Learner assessment  tools included in Appendix XX:
1
2
3  


Example of Learner Assessment Grid


Assessment Method   Teaching activity number Context of assessment Your role
development of new tool, implementation of existing tool,analysis/
synthesis of results
  Number and types of learners assessed per year In what category of Miller’s Triangle does this assessment fall? How did the results of your learner assessments provide evidence of your teaching effectiveness?
OSCE with an SP dealing with a medico-legal case   Medicine in Contemporary society- Required Longitudinal course across
four years of medical school,
Development of tool Analysis of results 116 medical students Shows how 99% of students passed the "test", suggesting that course met its goals
Direct observation and feedback one on one 3   Implementation 2 students, 1x/mo= 24 students/yr Does With feedback, most students achieve competence in history and physical examination skills at the level expected for a third year medical student

Miller's Triangle

Does: Chart audit, portfolio, direct observation (masked/unmasked), also patient outcomes
Shows how: High fidelity simulation, OSCE
Knows how: Case Presentations, Low fidelity simulations
Knows: Multiple-choice question examination
Miller, GE. Acad Med, 65(supp); Sept 1990
A CAVEAT: Not all learning is amenable to this kind of concrete evaluation. For example, developing professional skills such as taking responsibility, empowering team members, or being sensitive to patient’s cultural values, are important but not easy to demonstrate or document. Evaluations that are restricted to observable or measurable behaviors may overlook important aspects of physician performance that are best evaluated qualitatively.
 
Overview of Section II
  1. How did the information obtained through your learner assessment activities change your educational practice?
  2. Describe evidence that your assessment tools  were developed using a scholarly approach. (For ideas, review Glassick’s article, Acad. Med. 2000;75:877–880. See listing of criteria in Section VI.)
  3. Describe any products of educational scholarship that were peer reviewed, presented or published, or adopted for use in other programs as a result of your learner assessment activities.
  4. Use the space below to share any reflections on teaching activities that are not covered above.


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SECTION III: CURRICULUM DEVELOPMENT



Curriculum Information Grid


Activity
number
Curriculum topic and type (e.g. clerkship module, residency longit experience, fellowship research component) Type and # of learners per yr Is it imple-mented? (Yes/No) Where is it implemented?
(dept, instit, regional, national, international)
Your degree of responsibility (leader or contributor)
           
           
           


Example of Curriculum Information Grid


Activity
number
Curriculum topic and type Type and # of learners per yr Is it imple-mented? Where is it implemented? Your degree of responsibility
1 Seminar series (4x1.5 hr) on academic writing 10 gen peds and adol med fellows/ year Yes Dept Development leader and instructor


GNOME FRAMEWORK FOR QUALITY OF CURRICULAR DESIGN*



Choose one curriculum above as an example of your best effort, and describe this one using the GNOME framework.

Curricular Activity selected (Activity number) ___________________________

The GNOME Framework: Indicators of Quality
  • Goals and Objectives: The goals are appropriate in scope, objectives are specific and measurable
  • Needs assessment of learners: Curricular design uses learner needs assessment to choose and refine goals and objectives and instructional methods, uses learner assessment data to refine needs assessment
  • Teaching /Learning Methods: Curricular design includes variety of methods that address educational goals, are aligned with objectives and meets needs of diverse learners in specific educational settings
  • Learner Assessment and Feedback: Curricular design includes valid reliable feasible and appropriate learner assessment methods. Incorporates formative feedback in design
  • Curriculum/Program Evaluation: Curriculum is evaluated periodically using valid reliable, feasible and appropriate evaluation tools and modified based on the results of such evaluation

GNOME*  Elements Evidence of Quality
Goals/objectives  
Learner needs assessment  
Teaching/learning methods  
Learner evaluation and feedback  
Curriculum/program evaluation  


* GNOME: G = Goals, N = Needs, O = Objectives, M = Methods, E = Evaluation. [Roberts, K B. Educational principles of community-based education. Pediatrics. 1996; 98(6 Pt 2):1259-1263.]
Example of Gnome Framework For Quality of Curricular Design


GNOME*  Elements Evidence of Quality
Goals/objectives I have written educational goals and objectives for the fellowship in area of scientific communications, based on my extensive practice as a writing instructor for faculty and fellows. Selected objectives were basis of seminar curriculum.
Learner needs assessment Fellows participated in selection of focal goals; I selected objectives based on my knowledge of fellows writing needs (personal mentoring of Gen Peds fellows and junior faculty). Discussion by fellows helped to guide focus of each seminar.
Teaching/learning methods Methods include didactic presentation, extensive use of authentic examples with interactive discussion, practice with feedback, and distribution of individual practice materials for post-seminar reinforcement.
Learner evaluation  and feedback All fellows receive mentoring on their written products (abstracts, papers, grant proposals), with extensive feedback from 2-3 or more faculty on evolving documents. Final evaluation is the peer review system itself. An objective system for analyzing learners’ written products in relation to specific seminar objectives is under development.
Curriculum/program evaluation Seminar evaluations, as well as learner comments during and after the class, are carefully reviewed with every iteration to improve the seminar.
Please add additional narrative details or comments if you wish:

  Overview of Section III
  1. How did the information obtained through your curricular development activities change your educational practice?
  2. Describe evidence that your curricular development activities  have been developed using scholarly approach. (For ideas, review Glassick’s article, Acad. Med. 2000;75:877–880. See listing of criteria in Section VI.)
  3. Describe any products of educational scholarship that were peer reviewed, presented or published, or adopted for use in other programs as a result of your curricular development activities.
  4. Use the space below to share any reflections on your curricular development activities that are not covered above.
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SECTION IV: MENTORING AND ADVISING


Description of your Mentoring and Advising Activities

Mentoring and Advising Grid

Name of mentee or advisee Period of
mentoring
advising
Their role/position when you were their mentor/advisor Mentoring Topic Their current position Mentee achievements*
           
           
           
           
           
           
* E.g., papers and grants and well as promotions, leadership positions, and educational awards. Attach a list if needed. <  Example of Mentoring and Advising Grid


Example of Mentoring and Advising Grid


Name of mentee or advisee Period of
mentoring/
advising
Their role/position when you were their mentor/advisor Mentoring Topic Their current position Mentee achievements
Jane Doe 1994-1998 I was faculty advisor during her residency and chief residency Academic Career Development Chief of General Pediatrics, XXX Medical Center One educational grant from the AAMC to assess curricular changes in the residency program
John Smith 1999-2006 I mentored him through the APPD for his future role as a program director Academic Career Development Residency Program Director, xxx Medical Center Full accreditation for past two RRC reviews, Received one commendation
In 1-2 pages, describe your mentoring philosophy and the process by which you typically mentor junior professionals:

List of mentees from whom letters are appended:
1.
2.
3.
4.

Overview of Section IV.
  1. How did the information obtained through your mentoring and advising activities and their evaluation change your educational practice?
  2.  
  3. Describe evidence that your mentoring and advising activities  have been developed using a scholarly approach. (For ideas, review Glassick’s article, Acad. Med. 2000;75:877–880. See listing of criteria in Section VI.)
  4.  
  5. Describe any products of educational scholarship that were peer reviewed, presented or published, or adopted for use in other programs as a result of your mentoring and advising activities.
  6.  
  7. Use the space below to share any reflections on mentoring and advising activities that are not covered above.

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SECTION V: EDUCATIONAL LEADERSHIP AND ADMINISTRATION


Description of Educational Leadership and Administrative Activities Examples of past or present leadership roles in education include fellowship/residency/clerkship director or associate director, site director, continuity clinic director, leader of an education subcommittee/curriculum committee, project director on a training grant, and director of a faculty development program. Document your depth of involvement and your role in such programs using the grid below.


Leadership/Administration Grid


Title of program/course(s) that you have directed Level of program/course or committee
Departmental/Institutional/Regional/National/International
Duration of role  in years
1.    
2.    
3.    
Name of educational committee(s) that you have led    
1.    
2.    
3.     
Name of educational committee(s) on which you have been a member    
1.    
2.     
3.     
 

Example of a Leadership/Administration Grid

Title of program/course(s) that you have directed Level of program/course or committee Duration of role  in years
Associate Program Director, Pediatric Residency Program, XXX Medical Center Departmental Two years ( 1998-2000)
Residency Program Director, Pediatric Residency Program, XXX Medical Center Departmental Three years ( 2001-2004)
Chair, Competency Task force, Social and Community Contexts of Health Care, XXX School of Medicine Institutional 2006- present
Name of educational committee(s) that you have led    
Chair, Resident Education Committee Departmental 2001- present
Chair, Medical School Teaching Award Selection Committee Institutional Two years, 2005, 2006
Name of educational committee(s) on which you have been a member    
Medical Student Education Committee Departmental Five years
APA Education Committee National Six years

Choose ONE program as an example of your best effort and provide the following:

Narrative description of the program and its impact :

Evidence of scholarly approach to this role/task:

Results of evaluation of  your ROLE by outside agencies (e.g., ACGME, LCME, NBME, funding agencies)

List of stakeholders for whom letters are appended (e.g., institutional/departmental leaders, learners, peers, community partners):
1
2
3
4

Professional Reviewer/Moderator Activities* Grid


Activity
number
What was reviewed
/moderated
(Grants, papers, abstracts)
Duration of activity in years Sponsoring organization/institution/agency
       
       
       
       
       
* Include activities at the NATIONAL level only Example of a Professional Reviewer/Moderator Activities Grid


Activity
number
What was reviewed/moderated
(Grants, papers, abstracts)
Duration of activity in years Sponsoring organization/institution/agency
1 PAS workshop abstracts review Four years Pediatric Academic Societies
2 HRSA grant review Two years Health Research and Services Administration, Federal Agency
3 Reviewer, Medical Education Journal One year International journal focused on medical education
Overview of Section V
  1. How did the information obtained through your leadership and administration activities and their evaluation change your educational practice?
  2. Describe evidence that your leadership and administration activities have been developed using a scholarly approach. (For ideas, review Glassick’s article, Acad. Med. 2000;75:877–880. See listing of criteria in Section VI.)
  3. Describe any products of educational scholarship that were peer reviewed, presented or published, or adopted for use in other programs as a result of your leadership and administration activities.
  4. Use the space below to share any reflections on leadership and administration activities that are not covered above.

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NOTE ON SECTIONS VI AND VII

Sections VI and VII on scholarly approach to education and products of educational scholarship are vitally important to promotion as an educator. Although you have included relevant information about your scholarly work under each domain, these two sections allow you to highlight your scholarly approach and compile all products of educational scholarship, so they are easily accessible for peer review.


SECTION VI: SCHOLARLY APPROACH TO EDUCATION


Evidence of a scholarly approach to education
A scholarly approach to education is reflected by
  • how one undertakes one’s own development as an educator
  • evidence of one’s consistent use of accepted principles and standards for planning and designing educational activities

To complete this section for the first time, review your information in Domains I - V above, and consider the primary focus of your educational activities. This area can provide the centerpiece of Section VI.

Focal activity that demonstrates a scholarly approach _________________

Describe this activity in 1-2 pages, providing evidence of:
  • Application of sound principles and systematic planning, such as Glassick’s criteria (see below)
  • Use of “best practices” or an accepted model from literature or recognized experts
  • Use of reflective practice to  improve the project or activity




Glassick's six Standards of Excellence in scholarly work (Acad. Med. 2000;75:877-880) provide a useful structure for systematic description of an educational activity:

1. Clear goals: stated purpose, realistic objectives, important questions
2. Adequate preparation: understanding of literature, appropriate skills, needed resources
3. Appropriate methods: choice of methods that match goals, effective use and flexible application of methods
4. Significant results: goals are achieved, results are important, field is advanced
5. Effective presentation: presentation well organized, forums appropriate, message clear and sound
6. Reflective critique: work critically evaluated, supported with good evidence, evaluation used to improve future studies


Professional Development in Education List in the grid below any conferences, certification or degree programs, or other educational professional development activities that you have attended as a learner (not a teacher). Include ONLY those that have made a significant impact on your philosophy or practice as an educator.

Professional Development in Education Grid


Name of Program Sponsoring organization/
institution
Type of program
Education Degree,
Educational Professional Development Program, Educational Conference of > one day, Educational Workshop
Dates Description of Activity or Program
         
         
         
Choose ONE activity above to describe its impact on your practice as an educator.

Example of Professional Development in Education Grid


Name of Program Sponsoring organization/
institution
Type of program Dates Description of Activity or Program
Educational Scholars Program Academic Pediatric Association Three year educational professional development program culminating in a Certification of Excellence in Educational Scholarship May 2006-May 2009 3 years of didactic and experiential learning activities, including a mentored scholarly project producing a peer reviewed product
Writing Educational Research Articles Pediatric Academic Societies Educational workshop entitled: Educational Scholarship: Writing, Publishing, and Reaping The Rewards May 2, 2009 Didactic and interactive learning activities

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SECTION VII: PRODUCTS OF EDUCATIONAL SCHOLARSHIP



Publications Related to Education Provide list with full references. Do not include clinical or basic science research publications. Include for each item listed:

Article Book Other(specify)______
Peer reviewed Invited Non peer reviewed
  • Full reference
  • Impact factor of journal
  • Citation data (how often the publication has been cited, if available)


Workshops and Peer-reviewed/Invited Presentations on Educational Topics

Provide a list with full references. Do not include presentations whose purpose is to report on or teach about clinical or basic science research; include only presentations about education. Provide data for each item listed on:

Workshop Didactic presentation Poster Other(specify)________
Invited Peer reviewed Non peer reviewed National/international Regional Institutional Departmental
  • Title
  • Where presented
  • Audience

Other educational products
  • Description of product
  • Venue of dissemination
    National/international Regional Institutional Departmental
  • Evidence of dissemination


Educational grants funded
List grants and provide for each item listed:
  • Title
  • Your role
  • Funding source
    National/international Regional Institutional Departmental
  • Total direct costs (all years)
  • Dates of funding
  • Description of project


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