Insert your name in header here

2. Brief Description of Job Duties

Briefly describe your job duties using bullets. Let readers know the grades you teach, the subjects you teach (if you teach in middle and high school), the number of students in your class(es), number of classes you teach (if you teach in middle and high school), and your other extra-curricular duties, including sponsoring clubs, and coaching teams.

Examples:

  • Teach 3rd grade (22 students per year on average)
  • Serve as lead teacher for the 3rd grade teachers
  • Responsible for the book club

3. Areas of Specialization

List the areas in which you are certified to teach in Florida, including certification expiration dates. If you are certified to teach in other states, note those areas, the states, and include certification expiration dates.

Examples:

  • State of Florida Professional Educator’s Certificate valid through June 30, 2012
  • Elementary 1-6
  • Reading K-12

4. Assigned Duties

List in reverse chronological order, give percent of time allocated to each type of activity since your initialUF appointment or last promotion, whichever is more recent. Administrative activity should be included as part of service. Do not include this year’s assignments; begin report with the last academic year. Fill in all the correct dates and add columns as needed. Do not change or alter the 4 categories of teaching, research, service and clinical. If you have any administrative duties, they go into the service category. Total must equal 100% in each column.

Example:

Year / 2009-2010 / 2008-2009 / 2007-2008 / 2006-2007
Teaching / 95% / 95% / 95% / 95%
Research / 3% / 3% / 3% / 3%
Service / 2% / 2% / 2% / 2%
Extension / 0% / 0% / 0% / 0%
Clinical / 0% / 0% / 0% / 0%
Total / 100% / 100% / 100% / 100%

5. EDucational Background

List highest degree first and all degrees in reverse chronological order.

Example:

Institution / Field of Study / Degree / Year
University of Florida / Curriculum and Instruction Reading / PhD / 2005-Present
University of Florida / Elementary Education Reading Specialization / Master of Education / 1999
University of Florida / Elementary Education / Bachelors Degree / 1998
Florida Keys Community College / General / Associate of Arts / 1996
  1. Employment

Use reverse chronological order; begin with PKY position(s) and list each PKY title as a separate position. Then list all other professional or academic employment in reverse chronological order.

Example:

Institution / Position / Dates
UF/P.K. Yonge DRS / University School Instructor – Permanent Status Accruing / 2007-Present
UF/P.K. Yonge DRS / University School Instructor – Non-Permanent Status Accruing / 2004-2007
  1. Year TEnure/PERMANENT STATUS Was Awarded by University of Florida– N/A
  1. Tenure (Permanent Status) criteria

We are now asked to embed in your packet in this section a copy of the university’s tenure (permanent status) criteria, the college’s criteria, and your department’s applicable discipline-specific clarifications of those criteria. The University’s criteria are on the college website under Academic Affairs (6C1-7.019). You do not need to insert the college criteria, but will need the PKY criteria. SEE BELOW:

CRITERIA

FOR PERMANENT STATUS AND PROMOTION

(4) Criteria for Tenure and Promotion.

(a) The criteria for promotion or for granting of tenure shall be relevant to theperformance of the work which the faculty member has been assigned to do and to thefaculty member’s duties and responsibilities as a member of the University community. These criteria recognize three (3) broad categories of academic service as follows:

1. Instruction, including regular classroom teaching, direction of theses anddissertations, academic advisement, extension programs, and all preparation for this workincluding study to keep abreast of one’s field.

2. Research or other creative activity including scholarly, peer-reviewedpublications.

3. Professional and public service.

(b) Extension service may be inclusive of the three broad categories ofacademic service described above. Refer to paragraph 6C1-7.010(2) (b) for a detaileddescription of the duties and responsibilities specifically assigned to extension faculty.

(c) The work for which a faculty member is responsible, as well as theexpectation that he or she will abide by the rules and regulations of the University and thelaws of the State and the nation,should be made clear to the faculty member at the timeof employment and shall be reviewed at subsequent intervals at least annually, since thefaculty member’s assignment may vary with the passage of time.

(d) The assignment shall also be specified at the time of recommendation forpromotion and tenure on the University’s tenure and/or promotion nomination packet ofinformation which the faculty member prepares. A copy of the University’s Guidelinesand Information regarding the Tenure, Permanent Status and Promotion Process, whichincludes the nomination packet format and which is incorporated herein by reference,may be obtained in the Chairperson’s, Dean’s or Director’s Office or from the Office ofthe Provost. In most cases, all three types of activities listed in paragraph (4) (a) abovewill be expected, although the ratios required may vary widely. By way of illustration, afaculty member assigned mostly teaching responsibilities will in most cases be expectedto do some research and/or service work. On the other hand, there will be some researchpersonnel who will be assigned no teaching. In most cases, promotion and tenure shouldrequire distinction in at least two of the three categories, one of which should be that ofthe faculty member’s primary responsibility, although merit should certainly be regardedas more important than variety of activity. “Distinction” in the categories listed inparagraph (4) (a) shall be defined by each college. Each college shall disseminateannually in writing its criteria for tenure and promotion to all faculty members. Thecriteria also shall be available from the dean’s office in each college. Reviews ofnominations for promotion and tenure shall include evidence that review letters fromoutside the University have been sought for the evaluation of research and creative orextension service activities. In the case of tenure nominations at least five review lettersfrom outside the university must be presented.

P.K. YONGE DEVELOPMENTAL RESEARCH SCHOOL

COLLEGE OF EDUCATION – UNIVERSITY OF FLORIDA

The performance of candidates for permanent status and/or promotion is evaluated in three areas: (1) teaching or primary assignment, (2) action research and scholarly activities, and (3) professional public service. Of these three areas, teaching is of primary importance if the candidate’s primary assignment is teaching students at P.K. Yonge. The performance of candidates for permanent status and/or promotion is expected to be outstanding in the area of primary assignment and satisfactory in the other two areas.

The Committee applies somewhat different criteria depending on the level of promotion involved and the primary assignment of the candidate.

  1. An individual applying for promotion from instructor to university school assistant professor is expected to document: a) outstanding performance in teaching or area of primary assignment;

b) professional contributions to the instructional program; and c) the development and dissemination functions of a developmental research school.

  1. A candidate applying for promotion from university school assistant professor to university school associate professor is expected to document contributions at the local, state, and regional level.
  2. Candidates applying for promotion from university school associate professor to university school professor are expected to hold a doctorate or the highest degree in their field and document major contributions to the P.K. Yonge’s mission at both a state and national level.

Evidence of quality professional performance is drawn from a variety of sources. A quality teacher is one who can demonstrate and show evidence of the following:

  • commitment to students and their learning
  • content area knowledge including specific content area pedagogical knowledge
  • monitoring of student learning
  • application of systematic instructional methods
  • evidence of professional improvement via reflective practices
  • collaborative work within a learning community
  • Candidates with teaching as their primary assignment must demonstrate outstanding professional performance in each of these areas in order to be considered for permanent status and/or promotion

A variety of evidence is reviewed that relates to the candidate’s action research and scholarly productivity. A candidate must show evidence of participating in action research, defined as a process in which practitioners attempt to study their problems systematically in order to guide, correct and evaluate their decisions and actions

  • Work in action research or scholarly activity may include:
  • the development and evaluation of curriculum materials, participation in grant writing, research projects
  • creative juried projects
  • Scholarly activity also includes but is not limited to papers presented at state, regional, national, and international meetings as well as Impact Statements, articles and monographs appropriate to the candidate’s field and the mission of a developmental research school

Professional public service also receives serious consideration. The candidate will provide documentation of participation in professional public service:

  • Examples of university service include sponsorship of clubs, coaching, committee memberships, and leadership roles
  • It also may include public school improvement activities, as well as clinical supervision of interns and participants, or hosting visitors to the classroom
  • Professional service outside the university includes leadership roles in local, state, regional, national, or international professional organizations, formal assessment of educational materials, juror of competitions, and director of student productions or exhibitions

In summary, the P.K. Yonge Development Research School’s Permanent Status and Promotion Committee views the credentials of individuals recommended for permanent status and/or promotion within the context of their primary assignment, action research and scholarly activities, and service.

9. Teaching, Advising, and INSTRUCTIONAL ACCOMPLISHMENTS

In no more than 750 words, describe your teaching, advising, professional responsibilities and/or instructional accomplishments. Begin with a short narrative explaining your approach to teaching. Move on to describe specific teaching accomplishments. Provide examples wherever possible (e.g., awards, developing new courses, curriculum, coaching etc). Also explain how you use data to improve your teaching and briefly describe the improvements you have made. The point here is to let others outside of PKY know who you are as a teacher. NOTE: If you were videotaped for DOE, LEARN or any UF Professor as an example of Best Practices, include that information in this section.

10. TEACHING EVALUATIONS

Four types of evaluation data will be included in most PKY packets. You will summarize data collected (using a table) under each of the following headings and include the supporting documentation of that data in Section 33 “Further Information”(give specific page numbers) of this packet.

  1. Students’ Evaluations – for those teaching grades 3-12
  2. Peer Evaluations – need a minimum of 3
  3. K-12 Student Learning Gains – for elementary, middle, and high school grades
  4. Parents’ Evaluations
  5. Administrative Evaluations

Begin each section with a summary of pertinent data (typically in a chart). Be sure to include the measures and scale, number of responses, and comparisons with school averages as appropriate. Examples for each section are below. Indicate where supporting documentation is included in Section 33 “Further Information” (give specific page numbers) of this packet.

  1. Student Evaluations- Explain the student evaluation process and then summarize the ratings in a table like the one shown below.

Example:

Students evaluate their teachers each year at PKY. The data has been summarized in the following table and the school’s data printout is in Section 33 “Further Information” (give specific page numbers) of this packet. The data reflect responses gathered from all students present in all class sections on the day of the survey.

Student Evaluation Data Summary

Total Possible Responses = XXX Total Responses=XXX Response Rate = XXX

2009-2010

Statements / Excellent / Above Average / Average / Below Average / Poor
This teacher clearly explained what we would learn this year / 67% / 29% / 5% / 0% / 0%
This teacher clearly explained what I would need to do to earn a good grade in this class / 62% / 33% / 5% / 0% / 0%
This teacher clearly explained all assignments / 81% / 10% / 10% / 0% / 0%
This teacher showed respect and concern for students / 81% / 14% / 5% / 0% / 0%
This teacher was enthusiastic about what was being taught / 38% / 52% / 10% / 0% / 0%
This teacher encouraged me to be creative and to think critically / 71% / 19% / 10% / 0% / 0%
This teacher made me interested in what was being taught / 52% / 33% / 14% / 0% / 0%
This teacher knows a lot about what is being taught / 86% / 10% / 5% / 0% / 0%
This teacher always spoke loudly and clearly for me to understand / 67% / 29% / 5% / 0% / 0%
Statements / Excellent / Above Average / Average / Below Average / Poor
This teacher graded students fairly / 81% / 10% / 0% / 10% / 0%
This teacher wrote helpful comments on the assignments that were graded / 62% / 24% / 14% / 0% / 0%
This teacher encourages students to ask questions in class / 52% / 38% / 5% / 5% / 0%
This teacher challenged us to think and learn / 76% / 14% / 10% / 0% / 0%
This teacher was organized / 86% / 14% / 0% / 0% / 0%
This teacher quickly returned graded assignments and tests / 38% / 52% / 5% / 5% / 0%
This teacher managed students’ behavior in class / 71% / 24% / 5% / 0% / 0%
This teacher had consistent classroom rules / 57% / 38% / 5% / 0% / 0%
This teacher made me feel comfortable seeking help in class / 81% / 14% / 5% / 0% / 0%
This teacher kept me informed about my grades in class / 29% / 57% / 14% / 0% / 0%
My overall rating for this teacher is / 90% / 5% / 5% / 0% / 0%
  1. Peer Evaluations

Applicants for permanent status and promotion at P.K. Yonge must have their classes evaluated by at least 3 evaluators. In this section you are to explain the peer evaluation process and summarize the evaluators’ ratings in a table. You are to use the new Classroom Observation Instrument – See Dr. Vandiver for a copy of this.

Example:

Threepeer evaluators reviewed my classes independently and ranked my performance on the school’s Classroom Observation Instrument. The report addresses such areas as teacher communication, classroom atmosphere, lesson planning, classroom management, sensitivity to diversity, and student assessment. I summarized these evaluations below and included the Classroom ObservationInstrumentin Section 33 “Further Information” (give specific page numbers) of this packet.

Peer Evaluation Data Summary

5=Highly Effective 3= Satisfactory 1 = Lowest None = Not Applicable

2009-2010

Summary of peer evaluation while observing a lesson / 5 / 4 / 3 / 2 / 1 / None
Identifies clear lesson and learning objectives / 100%
Organizes context presentation to reflect objectives as well as students characteristics / 100%
Has all materials prepared in advance of the lesson / 100% / 33%
Uses appropriate graphic organizers effectively / 67%
Demonstrates clarity in the explanation of content / 100%
Has prepared some questions in advance to check for understanding and extend learning / 100%
Shows evidence of established procedures for routine, daily task and needs / 100% / 33%
Summary of peer evaluation while observing a lesson / 5 / 4 / 3 / 2 / 1 / None
Maintains momentum via smooth transition of activities / 67% / 33%
Students understand what to do when, with a minimum of repetition of direction / 67%
Is able to engage in more than one action at a time / 100%
Moves throughout the classroom to encourage attention / 100% / 33%
Anticipates potential problems and resolves minor distractions before they become major disruptions / 67%
Offers all students opportunities to participate and succeed / 100%
Responds to misbehavior at the individual level rather than holding the whole class accountable / 100%
Is friendly and personable while maintaining an appropriate teacher-student role structure / 100%
Gives students responsibility and respect / 100%
Demonstrates effectiveness with a full range of student ability / 100% / 33%
Provides step-by-step directions, clear examples and guided practice in the activity / 67%
Professional Characteristics - A summary of the evaluator's perception of the teacher's professional characteristics outside of the particular lesson observed. / 5 / 4 / 3 / 2 / 1 / None
Places priority on showing students that they are caring and supportive / 100%
Is perceived as professional and accessible by students / 100%
Demonstrates interest in the students’ lives beyond the classroom / 100%
Accepts responsibility for student outcomes / 100%
Maintains a strong, positive belief in his/her own efficacy / 100%
Participates as a collegial, collaborative member of the work environment / 100%
Demonstrates a pattern of reflective practice / 100%

C. K-12 Student Achievement Gains

Based upon studying your own teaching, what data can you provide to show changes in your instructional approach which in turn has lead to what increased student learning? What data-driven instruction have you engaged in to support your instructional practices? Briefly summarize your approach and the data to support it. Use a table or chart where relevant.

Examples:

Based upon studying my own teaching and student data I am provided with areas to make changes in my instructional approach, which in turn leads to increased student learning. I make data-driven instructional decisions and have engaged in a tremendous amount of planning for innovative and differentiated instructional practices to reach all levels of learners. The following are examples of student data where achievement gains have occurred:

2007-2008, 5th grade (22 students)

  • 100% of students made a year’s worth of growth in reading and math based on FCAT scale score measures

2006-2007, 5th grade (22 students)

  • 77% of students scored above grade level benchmark by the end of the year in reading comprehension

2005-2006, 5th grade (30 students)

  • 97% of students scored above grade level benchmark in oral reading fluency (ORF) by the end of the year

2004-2005, 3rd grade (22 students)

  • 100% passing rate on FCAT reading

D. Parent Evaluations

Explain the parent evaluation process and then summarize the evaluators’ rating on the table below.

Example:

P.K. Yonge Parent Evaluation Surveys were mailed home to all parents enrolled in my class(es) during the 2007-08 and 2006-07 school year. Completed Parent Input Formsare in Section 33 “Further Information” (give specific page numbers) of this packet. The results are summarized in the table below:

Parent Evaluation Data Summary

5=Outstanding 4=Effective 3=Needs Improvement 2=Unsatisfactory 1=No Answer

Area of Evaluation / 2008-2009 / 2007-2008
Classes = XX Students = XX Percent Response Rate = XX / Classes = XX Students = XX Percent Response Rate = XX
Scale / 5 / 4 / 3 / 2 / 1 / 5 / 4 / 3 / 2 / 1
Your child’s relationship with the teacher / 60% / 30% / 10% / 0% / 0% / 92% / 8% / 0% / 0% / 0%
Your relationship with the teacher / 50% / 40% / 10% / 0% / 0% / 83% / 17% / 0% / 0% / 0%
Teacher provides appropriate learning experiences for your child / 80% / 10% / 10% / 0% / 0% / 83% / 17% / 0% / 0% / 0%
Teacher’s responsiveness to your comments / 60% / 30% / 10% / 0% / 0% / 92% / 0% / 0% / 0% / 0%
Teacher’s professionalism / 80% / 10% / 10% / 0% / 0% / 83% / 8% / 0% / 0% / 0%
Assignments encourage independent, creative, and critical thinking / 70% / 20% / 10% / 0% / 0% / 92% / 8% / 0% / 0% / 0%
  1. Administrative Evaluations

Explain the Administrative Evaluation process, add a chart to show these evaluations, and provide some commentary on the results.