pky guidelines for promotioneducation.ufl.edu/administration/files/2011/01/pky... · web view2....

Insert your name in header here

2. BRIEF DESCRIPTION OF JOB DUTIESBriefly 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 SPECIALIZATIONList 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 initial UF 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 BACKGROUNDList highest degree first and all degrees in reverse chronological order.

Example:Institution Field of Study Degree Year

University of Florida Curriculum and Instruction Reading PhD2005-Presen

t

University of Florida Elementary Education Reading Specialization Master of Education 1999

University of Florida Elementary Education Bachelors Degree 1998Florida Keys Community College General Associate of Arts 1996


6. EMPLOYMENTUse 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

7. YEAR TENURE/PERMANENT STATUS WAS AWARDED BY UNIVERSITY OF FLORIDA – N/A

8. 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:

CRITERIAFOR PERMANENT STATUS AND PROMOTION

(4) Criteria for Tenure and Promotion.

(a) The criteria for promotion or for granting of tenure shall be relevant to the performance of the work which the faculty member has been assigned to do and to the faculty 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 and dissertations, academic advisement, extension programs, and all preparation for this work including study to keep abreast of one’s field.

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

3. Professional and public service.

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

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


(d) The assignment shall also be specified at the time of recommendation for promotion and tenure on the University’s tenure and/or promotion nomination packet of information which the faculty member prepares. A copy of the University’s Guidelines and Information regarding the Tenure, Permanent Status and Promotion Process, which includes 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 of the Provost. In most cases, all three types of activities listed in paragraph (4) (a) above will be expected, although the ratios required may vary widely. By way of illustration, a faculty member assigned mostly teaching responsibilities will in most cases be expected to do some research and/or service work. On the other hand, there will be some research personnel who will be assigned no teaching. In most cases, promotion and tenure should require distinction in at least two of the three categories, one of which should be that of the faculty member’s primary responsibility, although merit should certainly be regarded as more important than variety of activity. “Distinction” in the categories listed in paragraph (4) (a) shall be defined by each college. Each college shall disseminate annually in writing its criteria for tenure and promotion to all faculty members. The criteria also shall be available from the dean’s office in each college. Reviews of nominations for promotion and tenure shall include evidence that review letters from outside the University have been sought for the evaluation of research and creative or extension service activities. In the case of tenure nominations at least five review letters from outside the university must be presented.

P.K. YONGE DEVELOPMENTAL RESEARCH SCHOOLCOLLEGE 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.

2. 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.

3. 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 EVALUATIONSFour 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.

A. Students’ Evaluations – for those teaching grades 3-12B. Peer Evaluations – need a minimum of 3C. K-12 Student Learning Gains – for elementary, middle, and high school gradesD. Parents’ EvaluationsE. 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.

A. 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 SummaryTotal 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%

A. Peer EvaluationsApplicants 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:Three peer 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 Observation Instrument in Section 33 “Further Information” (give specific page numbers) of this packet.

Peer Evaluation Data Summary5 = Highly Effective 3 = Satisfactory 1 = Lowest None = Not Applicable

2009-2010Summary 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 NoneMaintains 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 GainsBased 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, 5 th 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, 3 rd 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 Forms are in Section 33 “Further Information” (give specific page numbers) of this packet. The results are summarized in the table below:

Parent Evaluation Data Summary5=Outstanding 4=Effective 3=Needs Improvement 2=Unsatisfactory 1=No Answer

Area of Evaluation2008-2009 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 1Your 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%

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

Example:Principals or assistant principals observe teaching on a systematic basis. The forms used are P.K. Yonge Performance Appraisal Instrument for Teachers which include ten areas of evaluation. Copies of the Principals’ Evaluations are included in Section 33 “Further Information” (give specific page numbers) of this packet.


Administrative Evaluations5 = Outstanding 4 = Effective 3 = Satisfactory 2 = Needs Improvement 1 = Unsatisfactory

Year 2008-2009 2007-2008 2006-2007Scale 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Planning and Preparation X X X Direct Services/Intervention X X X Assessment/Evaluation X X X Student Achievement X X X Classroom Management X X X Collaboration X X X Staff Development X X X Professional Obligations X X X Research X X X Service X X X

11. GRADUATE FACULTY STATUS – None

12. GRADUATE COMMITTEE ACTIVITIES - None

13. CONTRIBUTION TO DISCIPLINE/RESEARCH NARRATIVE (ALL FACULTY) In no more than 750 words explain your research /creative contribution. Explain your inquiry or research program. Briefly describe formal classroom-based inquiry you have conducted, your data (findings), and how the data/findings changed your practice. If you have reported your findings in workshops or publications, list those presentations and publications in the appropriate sections of your packet (#15 or #16). Two examples are included from PKY faculty to assist with your thinking.Example 1: Working at P.K. Yonge has opened my eyes on how data and research truly impact instruction and learning. My research efforts at P.K. Yonge focused around improving the effectiveness of my own student data. As I grew as a teacher my research interests began to expand as well. I began to focus on the research of the entire school along with other classrooms and schools in need. I have completed two formal teacher inquiry projects and informal research into my student’s data in my classroom.

In my beginning year as a teacher, I had a student in my class with Aspergers Syndrome. In order to prepare him for upper elementary school, where he would be expected to perform on a more independent level, I knew I needed to teach him how to manage himself more effectively in a classroom. I was spending a lot of time trying to keep this special needs student on task with simple daily routines, which took away from the time that could be spent on instruction. This brought on my first teacher inquiry project, which focused on this particular student’s behavior during morning routines and establishing an environment where he could succeed. I researched studies on self-management skills and my inquiry student and I collaborated to develop ways to enable him to perform routines more independently. The student became successful throughout this inquiry and was able to keep himself on task by using the strategies we implemented. Because of the success of this inquiry, I still keep in touch with this family and this student still uses the skills I taught him four years later.


As my teaching career continued, I began to notice that when it was time to report progress to stakeholders, I was sending home a report card with letter grades, curriculum based measurement scores, individual profiles of progress, and anecdotal records. This was an awful lot of information and data that we were expecting parents to sift through. I became interested in how parents took in all of this information and if they fully understood what was being reported to them particularly when the data would not always match the letter grades. I wondered if parents looked more at letter grades or curriculum based measurement scores and what I could do to help make this reporting progress more clear.

These wonderings sparked my second teacher inquiry project which focused on comparisons of reporting student progress using a traditional grading system (letter grades) versus alternative methods of communicating student progress to stakeholders. I was concerned that the perceptions of letter grades were varied and were not accurately conveying true student development. I researched the history of the use of letter grades at my school. Then I gathered data from all stakeholders in order to better understand perceptions of letter grades. Additionally, I researched alternative methods of communicating student progress and also reviewed current literature regarding traditional v. alternative grading systems.

My results did not yield a clear answer on a best way to report student progress, which left me still wondering about the most effective way to communicate this information to all stakeholders. Most adults are familiar with letter grades as being the primary form of reporting progress, but I believe that letter grades are not always the most accurate way to show specific needs or areas of growth. I am still working on providing the most effective way to report progress.

I do informal research in my classes. This involves looking at a variety of assessment data per individual student and the overall class. Data I gather is: (a) Gates Vocabulary, (b) Gates Comprehension, (c) DIBELS, (d) Scholastic Reading Inventory, (e) FCAT, (f) Fox in the Box, (g) Rigby, (h) homework, (i) unit tests and quizzes, (j) student evaluations, and (k) social interactions. I take all of this data and research the best strategies and curriculum support I need to implement in order for each student to reach their potential in my classroom. Since I began sifting through student data and in turn, differentiating my instruction based on what the data is showing, I have seen an increase in student learning. I also feel more confident knowing that I am teaching the students exactly what they need and not just a standard lesson.

Example 2: My research efforts have been focused around improving Preschool instruction in North Florida. As a part of my position on the Reach project Raising Expectations for All Students, I am a mentor/ consultant involved with creating preschool centers of excellence. The purpose of this federally funded grant through NEFEC is to create model pre-k classrooms that will become demonstration sites for the current voluntary pre-kindergarten reform effort, and for local preschool programs. REACH provides intensive, ongoing, site-based professional development to assist fourteen participating preschool teachers as they develop age-appropriate, high quality preschool programs dedicated to facilitating children’s acquisition of essential early literacy skills.

The Early Reading First project measures student outcomes in language in literacy using the following assessments: (a) DIEBELS, (b) PALS-Pre-K, and(c) Peabody Picture Vocabulary Test-III. In addition, teacher language and literacy practices are monitored using the Early Language and Literacy Classroom Observation (ELLCO). For three consecutive years, results of these assessments indicate that the students participating NEFEC REACH classrooms are making positive strives in the areas of both


language and literacy development. Pre-K teachers involved with REACH are increasing practices that encourage the development of language and literacy for their students.

Through mentoring Pre-K teachers, not only have I been successful in raising the bar when it comes to early childhood education, I have increased my own knowledge base. My teaching practices have expanded through the work I have accomplished on this project.

14. CREATIVE WORKS OR ACTIVITIESIf you have nothing to report, type None. You may list curriculum development, student productions, video instruction, and other material in this section. Create a subheading for PowerPoint presentations, if applicable. Create a subheading for publications developed in support of web-based communication and teaching, such as Webinars, if applicable.

15. PATENTS AND COPYRIGHTSIf you have nothing to report, type None.

16. PUBLICATIONS See the UF Guidelines/instructions - it asks for very specific information and categorization. Read instructions carefully and be sure to use only the categories in the Guidelines. If there is a category for which you do not have any information, type None. List presentations under headings (Reverse Chronological Order)

Indicate inclusive page numbers for every publication. If a publication is in press, indicate the number of manuscript pages.

For each in-press article, include a letter of acceptance at the end of the packet in Section 33 “Further Information” (give specific page numbers) of this packet.

O Key acceptance letters to their appropriate in-press articles by typing at the top of the letter: “This letter refers to the third article listed in the publications section on page__ of this packet.”

O If the article title listed in the acceptance letter is different from the title listed in the publication list, note and explain the difference on the top of the acceptance letter: “This article was submitted with the title Deans Don’t Know Squat but, at the suggestion of the editor, I changed the title to Helping the Needy: Educating Up the Organization.

SEE UF Guidelines on page 17 #4 for more information on in-press and submitted manuscripts and where to document this information.

Follow APA or a similar academic style consistently and exactly.

Underline primary author(s). (If the authorship is equal, indicate that with a double asterisk (**) note at the bottom of the page.)

Asterisk items written with graduate students and put a note explaining that asterisk at the bottom of each page on which an asterisk appears.


Do not list the same item twice in your papers unless there is a very good reason for doing so and explain the reason by the second notation.

Type None in every category and subcategory for which you have no entries. Do not remove blank subcategories.

a. Books, Sole Author – Title, Publisher, Place of Publication, Date, Inclusive Pages.

b. Books, Co-authored – Co-author(s), -- Underline Senior Author [or double asterisk (**) and note if all authors are equal] -- Title, Publisher, Place of Publication, Date, Inclusive Pages.

c. Books, Edited – Editor, Co-editor(s), -- Underline Senior Author [or double asterisk (**) and note if all authors are equal] -- Title, Publisher, Place of Publication, Date, Inclusive Pages.

d. Books, Contributor of Chapters – Editor, Co-editor(s), -- Underline Senior Author [or double asterisk (**) and note if all authors are equal] -- Title, Publisher, Place of Publication, Date, Inclusive Pages.

e. Monographs – Author, Co-author(s), Title, Series of Volume (if applicable), Publisher, Place of Publication, Date, and Inclusive Pages. Be careful what you put into this category. Monographs are not pamphlets or how-to manuals. They are long (extended essays or book-length), scholarly publications, on a specific and limited subject. Publishers usually identify monographs as monographs on the publication.

f. Refereed Publications – Author, Co-author(s), -- Underline Senior Author and Asterisk Graduate Student’s Name -- Title, Name of Journal, Publication, etc., Volume, Date, Inclusive Pages. Paper is considered to be refereed if it appears in a journal (or proceedings) whose papers are published only after review and acceptance by one or more independent professional expert(s) of national or international standing.

g. Non-Refereed Publications

h. Bibliographies

i. Abstracts

j. Reviews

k. Miscellaneous

17. LECTURES, SPEECHES, POSTERS, PRESENTED AT PROFESSIONAL CONFERENCES - NoneSee the UF Guidelines/instructions -- it asks for very specific information and categorization. Read those instructions carefully. You should list the presentations under the following headings.


Type None in every category and subcategory for which you have no entries. Do not remove blank subcategories.

INTERNATIONAL

NATIONALExamples:Pennypacker, A. & Klosterman, M. (2008, March). Using Scoring Guides to Assess

Process Skills Across the Curriculum. Lecture presented at the annual National Science Teachers Association National Conference on Science Education, Boston MA.

Dean, N. & Ramirez, M. (March, 2006) Research in Action: Powerful Professional Development: Poster Presentation at the Annual Conference of the National Association of Laboratory Schools, New York, NY

Jones, J., MacDonald, M. & Ramirez, M. (March, 2006) Digital Portfolios: National Association of Laboratory Schools, New York, NY

STATE Example:Pennypacker, A. & Ramirez, M. (July, 2008). Integrating Social Studies into the 90 Minute

Reading Block, Just Read, Florida! Annual Conference, Orlando, FL

REGIONAL (INVITED) Examples:Pennypacker, A. (2008, March). Integrating Social Studies into the Reading Block.

Workshop given at P.K. Yonge Saturday Series, Gainesville, FL.

Pennypacker, A. (2008, April). Integrating Content and Writing into the Reading Block.Lecture presented at 3-5 Research in Action Day at P.K. Yonge, Gainesville, FL.

Pennypacker A. & Ramirez M. (2007, April). Reconciling the tension between letter grades and other forms of assessment. Action Research Project accepted to be presented at The 3rd Annual Inquiry Innovation and Showcase, Gainesville, FL.

Pennypacker, A & Boyer, J. (2005, June). Digital Autobiographies. Lecture accepted topresent at The Florida Educational Technology Conference, Orlando FL.

18. CONTRACTS AND GRANTS (Reverse chronological order)

a. Funded Externally - Provide a list to include the effective dates, name of the external funding agency and the role of the nominee, i.e.: P.I., co-P.I., or Investigator. Include funding received while at other institutions, if applicable. Following the list of individual external grants, summarize this information in the table below. Include all subcategories; if there are no data for the category, put “None”.

Example:Sadler, T.D., Koroly, M.J., & Oliver, B. (2007-2008. The Smallwood Science Scholarship


Program: Broadening opportunities for success in the sciences. Funding Agency: Francis C. & William P. Smallwood Foundation. $25,000. Role: PI

Duran, R., Dunn, B., Guillette, L., Emihovich, C. Julian, D., Sadler, T., & Koroly, M.J. (2008-2009). Science for life: Enhancing undergrad and pre-collegiate student experiences in the life sciences. Funding Agnecy: Howard Hughes Medical Institute. $15,000. Role: Co-PI

Summary of External Grant Funding 2007- PresentRole Total Direct Cost Indirect Cost

Principal Investigator 25,000 20,934 4,066Co-Principal Investigator 15,000 12,560 2,440

Totals 40,000 33,494 6,506

b. Funded Internally – Provide a list to include the effective dates, name of the internal funding agency and the role of the nominee, i.e.: P.I., co-P.I., or Investigator. Following the list of individual internal grants, summarize this information in the table below.

Sadler, T.D., Koroly, M.J., & Oliver, B. (2007-2008. The Smallwood Science ScholarshipProgram: Broadening opportunities for success in the sciences. Funding Agency: Francis C. & William P. Smallwood Foundation. $25,000. Role: PI

Duran, R., Dunn, B., Guillette, L., Emihovich, C. Julian, D., Sadler, T., & Koroly, M.J. (2008-2009). Science for life: Enhancing undergrad and pre-collegiate student experiences in the life sciences. Funding Agnecy: Howard Hughes Medical Institute. $15,000. Role: Co-PI

Summary of Internal Grant Funding 2007 - PresentRole Total Direct Cost Indirect Cost

Principal Investigator 25,000 20,934 4,066Co-Principal Investigator 15,000 12,560 2,440

Totals 40,000 33,494 6,506

c. Submitted – Pending Decision – Provide a list in reverse chronological order; include the date of submission and any other relevant information as in a. above, including if this is a resubmission.

d. Submitted - But Not Funded – Provide a list in reverse chronologic order. This list should include the date of submission, amount of proposal, name of agency, proposed role of nominee. Indicate any resubmissions.

Example: Teacher Leadership Grant, $5000, November, 2006: National Council of Teachers of

Mathematics

19. UNIVERSITY GOVERNANCE AND SERVICE (Reverse chronological order) Remember to type None under all subheadings where you have nothing to report.

a. University Service


b. College Service Examples:Speaker to University of Florida Special Education Masters’ student seminar on Response to

Intervention, October 2008Videotaped model lesson on introducing science journaling in the classroom for the

collaborative grant Let’s Talk Science for University of Florida, Lake Butler, and P.K. Yonge, August 2008

Speaker to Special Education Master’s Seminar on teaching with a Master’s degree in Special Education from The University of Florida, February 2008.

Videotaped model lessons in science inquiry for the collaborative grant Lets Talk Science for University of Florida, Lake Butler, and P.K. Yonge, 2008

Observed and Interviewed by PROTEACH student doing research for their High Honors Project, April 2008

Videotaped and Interviewed my Summer Adventures in Literacy Classroom for Dr. Holly Lane’s Learn Website Project, June 2008

Videotaped and Interviewed my Summer Adventures in Literacy Classroom for T.O. Sterrit, June 2008.

c. School Service Example:Professional Development Coordinator for Research in Action 2007-presentDistrict Reading Contact 2007-presentChair, Student Success Team 2007-presentCo-chair, PKY Literacy Leadership Team 2007-presentChair, Response to Intervention Leadership Team 2007-presentMember, Classrooms of the Future Leadership Team 2007-presentFacilitator, P.K. Yonge Teacher Scholars Reading Academy 2007-presentMember, PKY Leadership Team 2006-presentMember, PKY Elementary Leadership Team 2006-present

20. CONSULTATIONS OUTSIDE THE UNIVERSITY (Reverse chronological order) Consultations are not part of your assigned duties. If you have nothing to report, type None.

Examples:Date Location Work performed Organization/Employer

July 2008 Tampa, Florida

Trainer-20 participants in FL Reading Initiative Summer Reading Academy

Northeast Florida Educational Consortium

June 2008

Ft. White, Florida



May 2008 Sebring, Florida




21. EDITOR OF SCHOLARLY JOURNAL, SERVICE ON EDITORIAL ADVISORY BOARDS, REVIEWER FOR SCHOLARLY JOURNALSSupply name of journal, dates of service, and amount of reviewing/editing done. If you have nothing to report, type None.a. Editor

b. Editorial Boards

c. Reviewer for Scholarly Journals

d. Book Manuscripts Reviewed

22. INTERNATIONAL ACTIVITIES

23. EXTENSION PROGRAMS (IFAS only - PKY type N/A)

24. CLINICAL SERVICE –Use this section to describe supervision of interns and/or tutors. The evaluation of clinical service should include a commentary by the department chair on assignment and performance. If this does not apply, type None.Examples:

2008-2009o Served as a mentor teacher to a beginning teacher, o Mentored 90 hours in conjunction with National Board Mentoring

2007-2008 o Directing Teacher for four UF Proteach Pre-Interns – facilitated their learning

and classroom assignmentso Directing Teacher for two UF College of Education Volunteers in

conjunction with Introduction to Education course.o Mentored 90 hours in conjunction with National Board Mentoring

25. SERVICE TO SCHOOLS - This would be service to schools other than PKYExamples:

Date School Location Your Activity - (Indicate responsibilities & time spent on these activities)

May, 2008Rawlings Elementary School

Pinellas Park, FL

Provided professional development in how to begin the Teacher Inquiry process. Collaborated with Kelly Dolan & Dr. Nancy Dana

November, 2007

Mellon Elementary School

Palatka, FL

Collaborated with Reading Coach on developing a professional development session to help 1st & 2nd grade teachers incorporate Word Study as instructional routine in their classrooms. Provided a ½ day professional development session for 1st & 2nd grade teams.


26. MEMBERSHIP AND ACTIVITIES IN THE PROFESSION - None

A. Service to Professional Organizations List committees and offices heldExample:

1999-2000

Chair, Alachua County Teachers of English, J. T. Smith writing award. Tasks included organizing a committee of six teachers, reading and ranking 326 essays, and presenting awards at the Teachers of English banquet, Doubletree Hotel, Gainesville, FL. May 6, 2003.

B. Membership in Professional OrganizationsExamples:

2007-present Florida Literacy Coaches Association2005-present National Council of Teachers of Mathematics2004-present National Association of Laboratory Schools1999-present International Reading Association

27. HONORS EXAMPLES:2007 Outstanding Service Award: Elementary K-6 Online Module2006-2007 Top Three Finalist for Teacher of the Year2005 National Board Certified Teacher: Early Childhood Generalist

28. CHAIR’S LETTER - Dr. Vandiver’s letter goes here. That letter is usually two pages long. It is a good idea to insert two placeholder pages here that Dr. Vandiver will replace with her letter.

29. DEAN’S LETTER - Dean Emihovich will insert a letter here that is usually two pages long. It is a good idea to insert two placeholder pages here that Dean Emihovich will replace with her letter.

30. BIO-SKETCHES OF INDIVIDUALS WRITING SOLICITED LETTERS OF EVALUATION - Dr. Vandiver will ask outside evaluators to submit a vita or an academic biography with their evaluation letters. She may ask you to prepare a brief sketch for each person who submits such a letter. Any other letters (called “unsolicited letters” because the Director didn’t ask for them) appear at the end of the packet in the “further information” category. The bio-sketches should be in alphabetical order.

26. LETTERS OF EVALUATIONS - Dr. Vandiver will also include a copy of the letter soliciting these evaluations. The Director will insert the evaluation letters here. They must be included in the pagination of the packet and appear in the same order as the bio-sketches.

27. COPIES OF ANNUAL LETTERS OF EVALUATION – THIS STATEMENT GOES HERE:“Annual letters of evaluation are not issued. Instead, P.K. Yonge instructors are evaluated annually by their administrators. The evaluation forms used are the P.K. Yonge Performance Appraisal Instrument for Teachers. Copies of these evaluations are included in this Section. “


33. FURTHER INFORMATION - Don’t fill this section just to thicken your packet. Include only material that will strengthen your case. Begin the section with a table of contents that lists all material you include. The word “UNSOLICITED” NEEDS TO BE TYPED AT THE TOP OF THE PAGE FOR EACH LETTER THAT IS UNSOLICITED.

Example:Table of ContentsTitle Page(s)

Summary of Students' Survey Comments 40Summary of Parents' Survey Comments 40Sample of Parent Evaluation Survey Form 41Classroom Observation Reports 42-47Unsolicited parent email from Belinda Foster 48Unsolicited parent email from Paul Losch 49Unsolicited parent email from Kiersten Simmons 50

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