Categories of Teaching Accomplishment and Documentation of Achievement in an Educator's Portfolio

There are five categories of Teaching Accomplishment:

1. Direct Teaching
2. Curriculum Development, Instructional Design and Assessment of Learner Performance
3. Advising and Mentorship
4. Educational Administration and Leadership
5. Educational Research
   

1. Direct Teaching

Please use template provided

Description: Faculty members who perform with distinction as teachers show unusual ability in presenting and reinforcing information, stimulating thinking, and in triggering discussion and synthesis. They consistently perform distinctly better than peers do across a range of teaching activities.

Documentation: A one- to two-page description of the candidate's direct teaching activities over the past five years along with a tabular summary of the candidate's teaching evaluations from pertinent teaching activities in these same years is the most important documentation in this category. For faculty teaching in courses, the candidate's teaching ratings (E*Value scores) should be compared to the course mean. Clinical teachers should likewise compare their teaching ratings (E*Value scores) to all faculty participating in the specific teaching activity, if possible. Systematic peer reviews and educational consultant reports are also pertinent. Teaching awards and honors should be listed along with a brief description, if not evident from the title, of the criteria used to select award recipients. Testimonials and letters from individual students will not be accepted.

Please give ratings only in the categories on the template (Overall teaching effectiveness or Teaching skills/Interest in teaching/Overall rating). An "N" (Number of ratings) for each rating must be supplied. UME and GME ratings should be separated if possible.

Students' comments will not be accepted. However, the department chair is encouraged to use students' comments in his/her letter of support.

2. Curriculum Development, Instructional Design and Assessment of Learner Performance

Please use template provided

Description: Faculty members who perform with distinction in this category are typically responsible for the development of new or substantially revised courses or clerkships. They demonstrate the ability to recognize unmet curricular needs and to bring a new curricular element from idea to reality. They include appropriate evaluation approaches to assess the impact of their innovation.

Documentation: A one- to two-page description of the candidate's innovative curricular projects in the past five years constitutes the central element documenting excellence in this category. The description of what the candidate did, how it was done, and how its effectiveness was assessed, should include discussion of:

• the educational objectives in measurable terms
• selection of teaching methods consistent with objectives and learners
• preparation of instructional materials, handouts and supplemental resources
• evaluation approaches (written exams, OSCE, oral exams, ratings of performance, chart review)

If your innovation has become a part of the curriculum, please include course E*Value ratings and comparative data.

3. Advising and Mentorship

Description: Faculty members performing with distinction expend unusual effort as mentors and advisors and by virtue of this effort and the effectiveness of their efforts are sought out by students as formal advisors, informal mentors, collaborators on research and other projects and as career advisors.

Documentation: A one- to two-page description of the advising and mentoring activities over the past five years and a list of students advised provides the basis of candidacy in this category. For advisor/mentors who undertake collaborative projects with students, the project and its outcome (publication, presentation) should be described. Remedial work with students with academic and personal problems may be included in this category. Identify 3 to 5 students on whom you believe you have had the greatest impact, describe your work with them as a mentor/advisor with each and what you believe the impact of that mentoring was. Advisee input will be requested by the selection committee - please do not request letters from students.

Please include contact information for the students

Examples of Documentation in Advising and Mentorship:

4. Educational Administration and Leadership

Please use template provided

Description: Faculty members in this category serve with distinction as course directors, curriculum coordinators, members of committees involved with the planning and/or evaluation of education. Their courses and clerkships are particularly well-run; they are effective in providing guidance and opportunities for growth to more junior faculty and they participate actively and effectively in curricular activities beyond their own course or clerkship.

Documentation: A one- to two-page description of the candidate's leadership roles in courses, clerkships, residency programs and committees related to medical education constitutes the central documentation of excellence in this category. The outcomes of these leadership activities should be documented by specific E*Value data (for course, clerkship, etc) and comparative data when possible. The candidate should list three individuals (colleagues, faculty supervisors and subordinates, committee chairs) able to discuss from direct experience the candidate's leadership and administrative qualities including effective course management, provision of timely and constructive feedback to faculty subordinates, and the ability to synthesize committee ideas into action.

Please include contact information for the faculty member.

5. Educational Research

Description: Candidates achieving distinction in this category are generating new knowledge and having an impact on medical education regionally or nationally. The central activities of educational research are:

• creation of enduring educational materials that are adopted beyond UCSF
• publication and presentations of peer-reviewed work regionally/nationally
• receipt of grants or contracts based on peer review of written proposals.

Faculty performing with distinction in this category are likely to be active in regional and national organizations focussing on medical student education.

Documentation: Candidates should provide a one- to two-page description of their scholarship and creative work and its impact. The products of creative work (papers, CD-ROM, Web-based curricula) should be listed and described. Where appropriate, documentation of the impact of innovations (e.g. curricula adopted elsewhere) should be included. Papers published and presentations given within the past five years should be listed, as should grants and contracts received. The nature of the candidate's service to or leadership of regional or national professional organizations related to medical education should be described.

Examples of Documentation in Educational Research:

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