ࡱ> ,/'()*+ bjbjT~T~ @66c!!!!!3!3!3!8k!"3!((((())){~!)))))!!((///)H!(!(/)//z`(P{GH3!+Lj|0-z!))/)))))/)))))))))))))))) : 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 Educators 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 years 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: Year2009-20102008-20092007-20082006-2007Teaching 95%95%95%95%Research3%3%3%3%Service2%2%2%2%Extension0%0%0%0%Clinical0%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 StudyDegreeYearUniversity of FloridaCurriculum and Instruction ReadingPhD2005-PresentUniversity of FloridaElementary Education Reading SpecializationMaster of Education1999University of FloridaElementary EducationBachelors Degree1998Florida Keys Community CollegeGeneralAssociate of Arts1996 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: InstitutionPositionDatesUF/P.K. Yonge DRSUniversity School Instructor Permanent Status Accruing2007-PresentUF/P.K. Yonge DRSUniversity School Instructor Non-Permanent Status Accruing2004-2007 Year TEnure/PERMANENT STATUS Was Awarded by University of Florida N/A Tenure (Permanent Status) criteria We are now asked to embed in your packet in this section a copy of the universitys tenure (permanent status) criteria, the colleges criteria, and your departments applicable discipline-specific clarifications of those criteria. The Universitys 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 the performance of the work which the faculty member has been assigned to do and to the faculty members 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 ones 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 members 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 Universitys tenure and/or promotion nomination packet of information which the faculty member prepares. A copy of the Universitys 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 Chairpersons, Deans or Directors 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 members 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 deans 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 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 candidates 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. 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. 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. 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. Yonges 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 candidates 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 candidates 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 Schools 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. Students Evaluations for those teaching grades 3-12 Peer Evaluations need a minimum of 3 K-12 Student Learning Gains for elementary, middle, and high school grades Parents Evaluations 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. 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 schools 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 StatementsExcellentAbove AverageAverageBelow AveragePoorThis teacher clearly explained what we would learn this year67%29%5%0%0%This teacher clearly explained what I would need to do to earn a good grade in this class62%33%5%0%0%This teacher clearly explained all assignments81%10%10%0%0%This teacher showed respect and concern for students81%14%5%0%0%This teacher was enthusiastic about what was being taught38%52%10%0%0%This teacher encouraged me to be creative and to think critically71%19%10%0%0%This teacher made me interested in what was being taught52%33%14%0%0%This teacher knows a lot about what is being taught86%10%5%0%0%This teacher always spoke loudly and clearly for me to understand67%29%5%0%0%StatementsExcellentAbove AverageAverageBelow AveragePoorThis teacher graded students fairly81%10%0%10%0%This teacher wrote helpful comments on the assignments that were graded62%24%14%0%0%This teacher encourages students to ask questions in class52%38%5%5%0%This teacher challenged us to think and learn76%14%10%0%0%This teacher was organized86%14%0%0%0%This teacher quickly returned graded assignments and tests38%52%5%5%0%This teacher managed students behavior in class71%24%5%0%0%This teacher had consistent classroom rules57%38%5%0%0%This teacher made me feel comfortable seeking help in class81%14%5%0%0%This teacher kept me informed about my grades in class29%57%14%0%0%My overall rating for this teacher is90%5%5%0%0% 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: Three peer evaluators reviewed my classes independently and ranked my performance on the schools 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 Summary 5 = Highly Effective 3 = Satisfactory 1 = Lowest None = Not Applicable 2009-2010 Summary of peer evaluation while observing a lesson54321NoneIdentifies clear lesson and learning objectives100%Organizes context presentation to reflect objectives as well as students characteristics100%Has all materials prepared in advance of the lesson100%33%Uses appropriate graphic organizers effectively67%Demonstrates clarity in the explanation of content100%Has prepared some questions in advance to check for understanding and extend learning100%Shows evidence of established procedures for routine, daily task and needs100%33%Summary of peer evaluation while observing a lesson54321NoneMaintains momentum via smooth transition of activities67%33%Students understand what to do when, with a minimum of repetition of direction67%Is able to engage in more than one action at a time100%Moves throughout the classroom to encourage attention100%33%Anticipates potential problems and resolves minor distractions before they become major disruptions67%Offers all students opportunities to participate and succeed100%Responds to misbehavior at the individual level rather than holding the whole class accountable100%Is friendly and personable while maintaining an appropriate teacher-student role structure100%Gives students responsibility and respect100%Demonstrates effectiveness with a full range of student ability100%33%Provides step-by-step directions, clear examples and guided practice in the activity67%Professional Characteristics - A summary of the evaluator's perception of the teacher's professional characteristics outside of the particular lesson observed.54321NonePlaces priority on showing students that they are caring and supportive100%Is perceived as professional and accessible by students100%Demonstrates interest in the students lives beyond the classroom100%Accepts responsibility for student outcomes100%Maintains a strong, positive belief in his/her own efficacy100%Participates as a collegial, collaborative member of the work environment100%Demonstrates a pattern of reflective practice100% 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 years 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 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 Summary 5=Outstanding 4=Effective 3=Needs Improvement 2=Unsatisfactory 1=No Answer Area of Evaluation2008-20092007-2008Classes = XX Students = XX Percent Response Rate = XXClasses = XX Students = XX Percent Response Rate = XXScale5432154321Your childs relationship with the teacher60%30%10%0%0%92%8%0%0%0%Your relationship with the teacher50%40%10%0%0%83%17%0%0%0%Teacher provides appropriate learning experiences for your child80%10%10%0%0%83%17%0%0%0%Teachers responsiveness to your comments60%30%10%0%0%92%0%0%0%0%Teachers professionalism80%10%10%0%0%83%8%0%0%0%Assignments encourage independent, creative, and critical thinking70%20%10%0%0%92%8%0%0%0% 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 Evaluations 5 = Outstanding 4 = Effective 3 = Satisfactory 2 = Needs Improvement 1 = Unsatisfactory Year2008-20092007-20082006-2007Scale543215432154321Planning and PreparationXXXDirect Services/InterventionXXXAssessment/EvaluationXXXStudent AchievementXXXClassroom ManagementXXXCollaborationXXXStaff DevelopmentXXXProfessional ObligationsXXXResearchXXXServiceXXX 11. GRADUATE FACULTY STATUS None Graduate Committee ACTIVITIES - None 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 students 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 students 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 childrens 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 Activities If 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. Patents and Copyrights If you have nothing to report, type None. 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. 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. 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 Dont 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. Books, Sole Author Title, Publisher, Place of Publication, Date, Inclusive Pages. 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. 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. 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. 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. Refereed Publications Author, Co-author(s), -- Underline Senior Author and Asterisk Graduate Students 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 Lectures, Speeches, Posters, Presented at Professional Conferences - None See 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 NATIONAL Examples: 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 to present at The Florida Educational Technology Conference, Orlando FL. 18. Contracts and Grants (Reverse chronological order) 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- Present RoleTotalDirect CostIndirect CostPrincipal Investigator25,00020,9344,066Co-Principal Investigator15,00012,5602,440Totals40,00033,4946,506 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 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 Internal Grant Funding 2007 - Present RoleTotalDirect CostIndirect CostPrincipal Investigator25,00020,9344,066Co-Principal Investigator15,00012,5602,440Totals40,00033,4946,506 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 2008 Videotaped model lesson on introducing science journaling in the classroom for the collaborative grant Lets Talk Science for University of Florida, Lake Butler, and P.K. Yonge, August 2008 Speaker to Special Education Masters Seminar on teaching with a Masters 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 Lanes 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 Action2007-presentDistrict Reading Contact2007-presentChair, Student Success Team2007-presentCo-chair, PKY Literacy Leadership Team2007-presentChair, Response to Intervention Leadership Team2007-presentMember, Classrooms of the Future Leadership Team2007-presentFacilitator, P.K. Yonge Teacher Scholars Reading Academy2007-presentMember, PKY Leadership Team2006-presentMember, PKY Elementary Leadership Team2006-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: DateLocationWork performedOrganization/Employer July 2008Tampa, FloridaTrainer-20 participants in FL Reading Initiative Summer Reading AcademyNortheast Florida Educational ConsortiumJune 2008Ft. White, FloridaTrainer-20 participants in FL Reading Initiative Summer Reading AcademyNortheast Florida Educational ConsortiumMay 2008Sebring, FloridaTrainer-30 participants in FL Reading Initiative Summer Reading AcademyNortheast Florida Educational ConsortiumEditor of Scholarly Journal, Service on Editorial Advisory Boards, Reviewer for Scholarly Journals Supply 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 International Activities EXTENSION PROGRAMS (IFAS only - PKY type N/A) 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: 2008-2009 Served as a mentor teacher to a beginning teacher, Mentored 90 hours in conjunction with National Board Mentoring 2007-2008 Directing Teacher for four UF Proteach Pre-Interns facilitated their learning and classroom assignments Directing Teacher for two UF College of Education Volunteers in conjunction with Introduction to Education course. Mentored 90 hours in conjunction with National Board Mentoring SERVICE TO SCHOOLS - This would be service to schools other than PKY Examples: DateSchoolLocationYour Activity - (Indicate responsibilities & time spent on these activities)May, 2008Rawlings Elementary SchoolPinellas Park, FLProvided professional development in how to begin the Teacher Inquiry process. Collaborated with Kelly Dolan & Dr. Nancy DanaNovember, 2007Mellon Elementary SchoolPalatka, FLCollaborated 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 day professional development session for 1st & 2nd grade teams. MEMBERSHIP and Activities in the Profession - None Service to Professional Organizations List committees and offices held Example: 1999-2000Chair, 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.  Membership in Professional Organizations Examples: 2007-presentFlorida Literacy Coaches Association2005-presentNational Council of Teachers of Mathematics2004-presentNational Association of Laboratory Schools1999-presentInternational Reading Association  Honors Examples: 2007Outstanding Service Award: Elementary K-6 Online Module2006-2007Top Three Finalist for Teacher of the Year2005National Board Certified Teacher: Early Childhood Generalist Chairs LETTER - Dr. Vandivers 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. Deans 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. 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 didnt ask for them) appear at the end of the packet in the further information category. The bio-sketches should be in alphabetical order. 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. 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. 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