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Tools for Dossier Success
Tools for Dossier Success demystifies the dossier process from start to finish. Written for faculty members at different points in their academic trajectory, this is a practical, step-by-step guide to planning, creating, and polishing the best possible representation of accumulated evidence and accomplishments in teaching, research, and service. The \"how to\" information offered here is essential for those seeking tenure or promotion from associate professor to professor, senior faculty serving as mentors, and graduate students planning an entrance into academia.
Key features include:
Relevant and useful information for faculty in diverse disciplines and settings
A comprehensive six-step model to ensure the best representation of one’s work
Tips and suggestions to help avoid common pitfalls
Best practice examples from successful tenured faculty
Steps for seeking out assistance from other faculty, mentors, and peers
A balanced review of the \"ups and downs\" of the tenure process
Introduction
1. Defining and Deciphering Dossier Guidelines
2. Preparing Your First Dossier
3. Putting it All Together: The Three Pillars of the Dossier
4. Reviewing Letters: Lessons Learned and Preparing for the Next Dossier
5. Getting the Most from Your Professional Relationships: Mentoring, Peer Review, and Consulting
6. Preparing for the Final Dossier and Choosing Potential External Reviewers
7. Waiting it Out: Being a Scholar of the Process
8. Reflecting: Life Before and After Promotion and Tenure
References
Appendices
Joy J. Burnham is an Associate Professor of Counselor Education in the College of Education at The University of Alabama.
Lisa M. Hooper is an Assistant Professor of Counselor Education in the College of Education at The University of Alabama.
Vivian H. Wright is an Associate Professor of Instructional Technology in the College of Education at The University of Alabama.
eBook
Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults
Schools are heralded by some as unique sites for promoting racial equity. Central to this characterization is the presumption that teachers embrace racial equity and teaching about this topic. In contrast, others have documented the ongoing role of teachers in perpetuating racial inequality in schools. In this article, we employ data from two national data sets to investigate teachers’ explicit and implicit racial bias, comparing them to adults with similar characteristics. We find that both teachers and nonteachers hold pro-White explicit and implicit racial biases. Furthermore, differences between teachers and nonteachers were negligible or insignificant. The findings suggest that if schools are to effectively promote racial equity, teachers should be provided with training to either shift or mitigate the effects of their own racial biases.
Journal Article
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.
Journal Article
Teacher Collaboration in Instructional Teams and Student Achievement
This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement. Teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality. These results support policy efforts to improve student achievement by promoting teacher collaboration about instruction in teams.
Journal Article
Faculty Service Loads and Gender: Are Women Taking Care of the Academic Family?
This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out.
Journal Article
Elementary Teachers’ Knowledge of Foundational Literacy Skills
Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers’ knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.
Journal Article
Connections Between Teachers' Knowledge of Students, Instruction, and Achievement Outcomes
Both scholars and professional standards identify teachers' knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such knowledge relates to instruction and student outcomes. Without this evidence, it is difficult to assess the relevance of this form of teacher knowledge. In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes. Knowledge of student misconceptions proved more difficult to measure, yet still predicted student outcomes in one model.
Journal Article