Wooden Doors — Our Lady of Mount Carmel Parish; by Ross Pay son, Brooks Institute of Photography, CA, student of Christopher Broughton

13
The Profession…So You Want to Teach

“Choose a job you love, and you will never have to work a day in your life.”

Confucius

 

Teaching is a profession. In saying that, it is clear that there is more involved in teaching than simply telling people what you know or can do. There is also more involved in being hired to teach photography and in keeping the job than simply turning up for work.

There are skills and abilities that have been discussed to this point in the book that will need to be used once a position has been acquired. This chapter is about how you organize the other parts of your background and education to enter the profession. All the skills and knowledge you have gained along with the passion you have for photography will assist in obtaining a position, but there is one thing that is imperative. The key element to the profession is attitude, which can be communicated to others who will be hiring, retaining, tenuring, and/or promoting. Attitude is a life choice that starts with an understanding that the profession of teaching photography is not a way to support the production of art. As stated earlier and often, it is the commitment to the learning of others.

“We look for teaching experience; they need to know how to handle a classroom. Second they need to bring something of genuine uniqueness to the classroom. Uniqueness is not energy…everybody needs to have the energy. They need to bring uniqueness of understanding of learning, exciting ways to work with students in groups and one-on-one situations. We are also looking for a solid background. I am looking for someone who may have an ego, but who is willing to put that ego aside and go to the classroom and allow the students to exceed their expertise. We are looking for person who can revel in the student or graduate's success.”

Bill DuBois

Rochester Institute of Technology

With the right concept and attitude, we can look at those aspects that are important in finding and maintaining a teaching position. Perhaps the most overlooked aspect of the dialectic of being hired and retaining a position is that the same things that you will need to remain, you will in most cases need in being employed. Another way of saying this is that being professional starts before you are one. Part of the attitude that enables the career in teaching photography is an inculcated sense that the level of expectation will change and increase as you advance, but not the basic parts of the career.

The First Teaching Position

For many, particularly those in higher education, the first teaching position comes in the form of a teaching assistant role. It is not uncommon that students enrolled in a graduate program are asked/ told that, as part of their scholarship, they will teach a class, even though they have had no experience in the front of the class. It is often the case that individuals are teaching in a way that mirrors the start of their education. The idea of learning to teach with “on the job” training misses the point that there is more to teaching than a teacher simply telling a group of the students what he or she knows.

Some institutions provide new teachers with in-service training and/or workshops to assist individuals in the transition to their new responsibilities. Also, many institutions provide mentors for new faculty to assist these individuals in making their transition. While mentoring is common, it is very seldom formalized. The most common approach to help new faculty is to assign older, more experienced faculty to answer the new employees' questions. This model is also used in many of the assistantship opportunities.

“Life affords no higher pleasure than that of our mounting difficulties, passing from one step of success to another, forming new wishes and seeing them gratified.”

Samuel Johnson

Within certain situations formalized mentoring takes place. This ranges from sitting through courses that will be taught, either concurrently or a semester ahead, to elaborate seminar/working sessions similar to student teaching in the K-12 arena. The most beneficial methods tend to be those that have the new teachers introduced to the material prior to the first time they see it taught or are involved in presenting the material.

With individuals entering teaching from the professional photographic world, there are many issues that they fail to see. Because there is a need for specific areas of photographic education, often a working professional will be asked to teach a class, even though he or she has not been involved in education for many years. It is quite common for such individuals to be given a class and a faculty handbook, with the administration assuming that everything will run smoothly and that the new teacher will have few questions about what is required in the teaching realm. Because of the program leadership's assumptions about the new faculty member's abilities, the new teacher may be missing critical aspects of learning dynamics.

“The most surprising thing in coming to teaching from the professional world was the speed at which you deliver the course. Having come from the commercial environment, everything was done in double-time, and then coming into the educational environment it was about having to pull back and slowing the delivery down because you are dealing with fresh new minds. You have to plan and execute your courses at the time scale that suits the learners.”

Andrew Moxon

Savannah College of Art and Design, GA

Finding a Position

Ads for photography instructors are found in local newspapers, national listings such as The Chronicle of Higher Education and Photo District News, publications of professional organizations, and online. It seems easy to think that the jobs will simply be advertised and the selection process begins. To the outsider this often seems the case. However, often the process of creating a position on the part of the institution has a lot to do with how the position will be filled and how difficult it will be for you to find the position. While Equal Employment Opportunity (EEO) provisions and similar functions provide that all positions will be open, the fact that a job is advertised does not assure that a position is truly open. This is not to dissuade individuals from utilizing advertisements to find a job, but is a reminder to simply be aware that ads do not necessarily tell the full story of what will be available in an upcoming search. In some cases the ad is there to only meet affirmative action considerations, not to fill the job.

“Education is when you read the fine print. Experience is what you get if you don't.”

Pete Seeger

However, if we assume that an advertised position is open, how should we utilize what has been written in the ad in the way we apply for the job? Perhaps the most useful part of the advertisement is the contact address, so that a complete job description can be acquired. You will want a formal job description; the cost of standard print advertising often precludes the details that will aid you in sensing your fit to the job or the true requirements for the job. Today, however, many online postings of positions include the full job description.

Once you have a complete job description, you should look at whether the job fits your qualifications and interests. Particularly view two portions of the advertisement or job announcement. These are the professional requirements and the teaching requirements. If the position announcement states that a certain degree or certification is required, that should be taken as a strong indication that when the screening takes place, the stated standard will become the basis for acceptable applications. In many situations the key word will be “required” or “desired.” “Required” will be the basis, and “desired” qualifications will be considered only if a suitable pool of candidates with the required qualifications cannot be assembled.

If the advertisement lists specific credentials as a requirement, it must be assumed that certification within an area, such as Adobe Certified Expert (ACE), will be required by the institution in order to be employed. Particularly in public educational situations, certification is mandated by a department of education and cannot be avoided.

“When I hire a new teacher it is not for my job. I am hiring a person for whatever part of the program she or he is supposed to fit into. A good teacher who knows their field in photography, taking pictures, and has passion…even for technologists. We want people with real specialties in areas; we don't expect everyone to know everything…Know what we need.”

Howard Simpkins

Shariden Institute of Technology

and Advanced Learning, Canada

The second important part of a job announcement is the list of courses or areas that will be taught. It must be assumed these areas have been defined because of need within the program. Occasionally a position will be announced that covers the entire breadth of the program. In this situation the program is looking for the best qualified individual that can fill one or more of the listed areas. However, when the position lists only one specialty, this will be critical in the screening process. If, for example, a course in studio lighting is to be taught, then your background, letter of introduction, and portfolio will need to demonstrate and elaborate on your ability to teach in this area. Particularly with the portfolio it will be difficult to gloss over deficiencies.

“Education is not a form of entertainment, but a means of empowering people to take control of their lives.”

Anonymous

Within the ad is a very important piece of information…the name and location of the school. While this may seem self-evident, this is the starting point of a successful job search. One of the assessment points that will need to be made within the application process is the fit between you and the institution. Though a school and/or program may be well known by name, it is still important to research the school and photographic program to assess the fit between your skills and abilities and the goals/needs of the institution. There is more to an institution than just its photographic program, and many other factors may be involved in a successful job match-up. Remember that institutions will be researching you, and you will need to do as much research involving the institutions as you expect from them.

“The most important thing about getting a job is making sure it is the right ‘fit.’ It is not about a paycheck; it is about a community of people. You need to have a shared vision.”

Cara Cole

University of Redlands, CA

The last part of the advertisement that may be important is the wording used. Occasionally within the ad there will be specific language that you want to pay attention to. This wording may be key in writing the letter of application as well as in alerting you to specific academic, economic, or other unique situations at the institution.

Vita and Résumé

For all applications, it should be assumed that you will be required to present a résumé or a vita. Though similar, these are not the same things. The vita, a type of document more common within educational realms, derives its name from the Latin term curriculum vitae (CV), meaning “course of life.” The vita is a complete, chronological listing of your education, experiences, and skills. The vita tends to be a longer document, compared to a résumé. It may or may not include annotations for each entry. The short version of the vita, the résumé, normally includes a description of objectives or the rationale for looking for a type of position. A résumé (derived from the French, meaning “summary”) seldom exceeds two pages, while a vita has no limits: it is as long as it needs to be to list all of the relevant career details.

In creating a vita there are several basic parts that should be included. The first of these is the basic contact information. This would include your name, address, e-mail, Web page, if you have one, and other information that might be required to reach you. It need not include Social Security numbers, information that is illegal to request, such as age or marital status, or other information not requested by the prospective employer.

Particularly for academic positions, your educational background should be listed first. Institutions, degrees, dates of attendance, and major/minor should be listed in chronological order. Since academic preparation is important in the field of teaching, the ordering of educational experiences is appropriate, with the highest degree listed first. Being accurate is, of course, necessary, because for all academic situations, transcripts from listed institutions will be required; there are many examples of individuals losing employment or a chance of employment because of false entries on their vita. The vita for individuals in photographic/imaging education often includes an educational portion covering educational experiences outside degree-conferring institutions. These educational experiences and workshops should be listed separately from formal degree programs.

“Résumé: a written exaggeration of only the good things a person has done in the past, as well as a wish list of the qualities a person would like to have.”

Bo Bennett

Since the position you are applying for puts a premium on academic accomplishments, so should your vita. Beyond a listing of your educational history, the vita needs to list accomplishments that are academic but that go further than just studies and degrees. These include publications, exhibitions, collected works, presentations, workshops, lectures, and research. Exhibitions and collections of work are very important. Exhibitions should be separated into groupings of the type of showing, such as group exhibitions, solo exhibitions, etc. A caveat to putting together this portion of the vita is to remember that those reading it most likely know the difference between an exhibition at a university gallery and “a permanent installation at your mother's apartment.”

In an academic vita, following the list of educational experience will come the listing of work experience. This listing should include the names of your former employers, your job titles, and dates of employment. If there is teaching experience, this should lead in the list of jobs. Academic positions should include the courses taught, research undertaken, and other job responsibilities in each position. Following the list of academic positions should be a chronology of other jobs. All significant experience should be listed, including volunteer, campus, and community positions. For a first teaching position, in lieu of experience, it may be necessary to highlight your skills and areas of training.

Honors, activities, certifications, and licenses for specialized skills may add significantly to the vita. Once again, the importance of each of these determines where and how each will be displayed within the vita. An honor may involve an academic event such as a scholarship. In this case you must choose where in the vita it is most appropriate to list it. It may be better to indicate in the educational portion of the vita that a scholarship has been achieved. An activity such as a visiting scholar position, while an honor, might be more appropriately listed with academic experiences.

“Whatever I did and do always became the extension of my interests. The inter-relationship of all senses and arts is very important to me. I wanted to connect photography with words through books and articles, with music through audio-visuals; in exhibitions, single pictures have to speak their pure language. I want to be open to everything in this world, and I am ever willing to unlearn.”

Ernst Haas

Last, consider including a full listing of interests and references in the vita. Whether to include these is very individualized. Some people wish to present references or interests because they believe that these will either impress the reader or give a fuller view of their abilities; others prefer to wait for the next stage of the application process to present more personal information and to provide references.

While shorter in form, the résumé has the same basic parts as a vita. In addition, it may also include an objective statement. This narrative in the résumé can correlate the reason for applying for a specific job to the cover letter accompanying the application. The résumé should be short, no more than two pages.

In both vita and résumé, there will be opportunity to include only sparse amounts of writing examples, but no matter how limited, the writing must be consistent and correct. Misspellings or mistakes in the names of institutions can have a negative effect on the application process. Your ability to communicate effectively will be first seen in your vita or résumé.

Portfolio

“The screen for the selection process is portfolio driven. If the portfolio is not up to standards then that is the big issue right off the bat.”

Steve Bliss

Savannah College of Art and Design, GA

In all the interviews done for this book, when people were asked what was the first thing that was used in the screening processes they had experienced, their answers came back, “the portfolio.” Photographic programs look to see what kind of work you can do and how your abilities, as expressed in your photography, will fit their educational plan. It is not simply an issue of a type or genre of photographic art…it is an issue of high quality and consistency in the production of photographic art.

In today's world there is the opportunity to present a portfolio as physical prints, as slides, or on CDs. Within the job announcement there is usually an indication of the way a portfolio should be presented. The choice that the institution makes is based on how they perceive the screening process will be handled. While you may have an inclination to send your materials in one form or another, it is best to make sure that your choice will work within the screening potential for the institution.

“Our students want us to be photographers; they need us to be teachers. If you are not a photographer you do not belong in the classroom teaching photography. If you do not love making images, how are you going to instill into others the passion for making images? But at the same time we have to always remember that we are teachers—you have to be more than just a photographer who also teaches to pay the bills.”

Ike Lea

Lansing Community College

Regardless of the method used to present the portfolio, a professional approach should be used in creating the materials. For example, for a portfolio presented on slides or CDs, printed labels look more professional than do Sharpie® markings on the paper slide mounts or the CD face. After all, the application for the position is in the visual arts. Those screening the materials are also photographers and they are used to seeing the high-quality work of their students and their colleagues. If the work submitted in the portfolio does not have a professional quality about it, it likely will not get a favorable viewing.

“There is a proper dignity and proportion to be observed in the performance of every act of life.”

Marcus Antoninus

References

For many positions, your history as defined by the references supporting your application will influence the application process. Since the photographic education community particularly in higher education, is somewhat tight knit, there is a great amount of shared knowledge about the education and the quality of individuals coming from specific programs and academic groups.

References alone do not assure a position. What references can do is provide a more receptive reading of the application. With this in mind, two issues arise with the letter of reference. The first concerns the identity of the writer: it cannot be underestimated how much effect a reference from a well-known person can have on creating a positive view of an application. The second point concerns how the letter expands on the vita or résumé and identifies personal attributes of the applicant. Ideally, a letter of reference will be supportive of other components of the application.

Unless otherwise indicated, it is best to have the references send their letters directly to the institution and have them write directly to the position. A general letter “to whom it may concern” will have no value other than serving as a check-off item that a reference has been included with the application. It should be assumed that the reference writers will be contacted if the application proceeds to a higher level of screening. Therefore, it is recommended that each reference for a position is aware of the application that has been made and the details of the position. It is also possible that inquiries will be made around the normal application process. This informal referencing is more common than human resource personnel will admit. Since these inquiries are hidden from view until after the fact, there is little that can be done to control their effect.

Regardless of the strength of your background, experiences, and references, the presentation of all materials, not just the artwork, needs to be highly professional. The application process and the presentation establish the initial perception of the professional level of each candidate for the position. This means that every part of the application package needs to be polished, including all correspondence. As mentioned previously, the quality of the writing is critical because communications skills will be part of the position, and the first chance to evaluate these skills will be provided by the writing in the application materials.

“To get the job, the work has to be there, the person has to be there, the presentation professional, their correspondence timely… We need to know, ‘is this person a reliable professional person?’”

Barry Andersen

Northern Kentucky University, KY

Positive Language

In any and all interactions with the prospective employer, be positive. Whether in a letter of application, in a vita, or later in an interview, take care to use positive verbiage. In your communications, verbal or written, choose words such as “achievement” or “experience,” because they show the positive nature of the application. While trying to include positive words, it is equally or more important to avoid negative comments such as “mistake” or “never.” While honesty will be important, the positive versus negative tone of communication is important in moving through the screening.

Screening

If there is an unspoken truth about getting a photographic teaching job it is that there are not as many positions as there will be applicants. This makes the selection process a “shopper's market.” It is not unheard of to have hundreds of applications for a single position. This means that there will be a winnowing process taking place to get through the many applications for any given position. Depending on institutional requirements, an institutional-specific screening process will follow. In some situations the human relations department will do preliminary work on the files to assure that the search pool meets legislated and institutional guidelines.

“Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan, ‘Press on,’ will solve the problems of the human race.”

Calvin Coolidge

Whether HR is involved or not, the screening normally must reduce the number of applicants to a manageable group. The screening can either try to exclude or to include files. An exclusionary screening method is more likely with large pools of applicants. This can be as simple as excluding any application that does not list a required degree or certification or is lacking references. While seeming to be unfair to otherwise well-qualified candidates, this is a common method to reduce the size of the applicant pool. At the level of the program, screening may be inclusionary; the applications will be viewed as to which files represent applicants who meet program needs, centering on finding specific qualifications or areas of expertise.

Accepted applications form a short-list for further scrutiny. The shortlist normally will be further reduced to include only those who will be contacted and/or interviewed. This is the point at which references will likely be called. Since getting a teaching position is the fit between the institution and the prospective faculty, this is the critical stage for everyone involved. For many involved in screening, the process is not about finding the perfect individual, but, based on the willingness of the institution undertake risk, it is to assure that the “wrong person” is not hired.

Interviewing

Be prepared, be professional, be relaxed, and be yourself.

Roughly, there are four types of interviews: a formal interview, where you are invited to the institution; a gang interview, which can occur in a situation such as CAA (College Art Association) gatherings; a telephone interview; or an interview that happens because you take it upon yourself to go to the institution without invitation. All one-on-one contact events provide opportunities to use your personality to influence the outcome of a job search, and all are double-edged swords that can give you some advantage or degrade your chances. Regardless of how you arrive at an interview, remember that there is only one opportunity to make a first impression. The interview is the first moment that you start interacting with someone from the institution.

“If there is any one secret to success, it lies in the ability to get the other person's point of view and see things from that person's angle as well as from your own.”

Henry Ford

Looking at the four points that started this section, let us look at some “horror stories” from the annals of interviews to serve as examples that show the downside of certain “approaches.”

Our first example is a reminder of the importance of professional restraint. An individual was relocating to the general area of a well-known photographic program. She had never previously visited the program, and decided to drop in to look around. Knowing that the program had a fairly large number of faculty members, she was sure that there would be a place for her, and that there was an opportunity coming up that she might qualify for. However, during the spontaneous visit, she chose to tell the individual that she met on campus what was “wrong” with the program, because it was not concentrating in her area of interest. This might be called “screening yourself out.”

In our next example, the importance of preparedness and professionalism is obvious. During a formal interview the candidate was asked to prepare and give a guest lecture on any contemporary photographer or topic germane to the History of Photography class. Even knowing about the lecture and having chosen his topic three weeks in advance, the candidate came to the lecture without visuals and put some of the students to sleep. Beyond this, because he was “papering” institutions with his résumé and a general letter of application, he sent the interviewing administrator the same letter for a different position two months later.

Two other examples might suggest that “being yourself” is conditional advice: As part of a formal interview, the chair of the interview committee took the candidate to a reception. At the reception the candidate picked up a date and left the reception and the interviewing committee chair without notice. Another interviewee gave an excuse for her tardiness that she was not good in the morning…the interview time was at 9:00 a.m.

“Never wear a backward baseball cap to an interview unless applying for the job of umpire.”

Dan Zevin

Sometimes, no matter how prepared, relaxed, or professional you are, an interview can be nightmarish: Two candidates, after a CAA gang interview session, were overheard as they packed their portfolios. The first said, “Knowing my abilities, education and record, I will accept a position as a graduate professor in the upper Central Atlantic area.” Understanding exactly what they were actually doing at this session, the second said, “Knowing what I was just through, I'll accept any position anywhere.”

Finally, even a positive interview can “go south”: the finalist for a position was told what the condition of employment was and what the maximum budgeted salary was during the interview. After being offered the position at the maximums, he demanded a third more salary and conditions that would violate the contract.

As we leave the discussion of applying for and getting a position, let us make two points to think about. First, don't “enjoy” the job before the position is officially offered. The interview may have gone well, but that is not a letter of offer. Then, look at being hired as the first step in being retained. The profession is a journey and getting hired is only part of the experience.

“What is your motivation to become a teacher? Good teachers have to be really passionate about teaching, about wanting to empower students to succeed.”

Scott DeBoer

Career Education Corporation

In getting a job, realize that the role you have been hired for, unless requested, will not be to change everything.

Promotion, Tenure, and Retention

“Memo to the Faculty:

Subject: Faculty Responsibilities

The primary responsibility of a faculty member is to teach well.

This involves

1) clearly defined and understood objectives,

2) well thought-out implementation of the objectives, i.e., a well-planned course,

3) clearly defined assignments and projects,

4) logically planned reviews and tests,

5) counseling of students,

6) a grading system that is fair, and equitably applied, and understood by students; i.e., the student should know what is expected of him.”

C.B. Neblette

Rochester Institute of Technology, NY

Once you have committed to a professional position, you have two jobs. The first—teaching—is easier to see. The second job is to do the work that goes into remaining in the position. What will be required to be successful in the second job depends a great deal on the type of institution. For the purpose of this book, let us divide the educational spectrum into four basic institutional types. These are “teaching-only” institutions, professional teaching institutions, fine art institutions, and research institutions.

Public education and some entry-level higher education programs make up the bulk of what is referred to as “teaching-only” institutions. In these institutions your value is determined primarily by your classroom activities and successes. In a professional teaching situation, such as a polytechnic or professional school, your value expands to include professional aplomb. Fine art institutions put added weight on production of your art form and continued production and exhibition. At research institutions, the activities that help advance and retain faculty are considered scholarly. Scholarly activities in a research institution include, but are not limited to, basic/applied research, publishing, lectures/workshops, and exhibitions/collections.

“In a four-year college where teaching takes precedence, the flip side of ‘Publish or Perish’ would be ‘Teach or Terminate.’ The quality of teaching would be paramount for advancement.”

Keith Tripi

The State University of New York, University of Buffalo, NY

In all cases, performance in the classroom and in support of education issues is involved in evaluations (as was discussed in Chapter 9). If teaching is weak, ancillary issues will likely be evaluated where they might not have been important in situations of strong teaching. If performance concerning these other issues shows weakness, retention becomes more difficult.

Support of education activities includes advising and efforts in departmental and institutional committees. In most institutions participation in curricular development and course maintenance is expected. Other non-teaching activities are often considered part of the teacher's role. These might include maintaining laboratories and recruiting, to name just two. These activities may be included in a job description or they may be informal expectations. The unwritten expectations are often used as “reasons” for non-retention. Too often, administration staff, who are principally involved in this part of evaluation for retention, categorize and track these types of activities and see them as important parts of the job.

“We see the body of work: real people skills, ability to communicate, a teaching record, a commitment to teaching and keeping up their own work. Teaching is not for everybody It is not enough if a person is a good photographer…if they don't understand the teaching responsibility and fun of teaching.…If they come in to cash the paycheck and move on to do some freelance or artwork on the side with free time.…If a faculty member does not understand that they are changing careers.”

Howard Simpkins

Shariden Institute of Technology and Advanced Learning, Canada

One of the benefits of teaching and at the same time one of its demands is to remain up-to-date technically and aesthetically. This means that professional development and further learning will be part of being a professional. Depending on the area of teaching, there will be a balance between these two areas. However, neither can be eliminated. Particularly for the newer educator in today's imaging world there is a demand to stay current with changes in the field. While it might not be possible to be the master of all the changes, those changes that impact courses under your purview need to be attended to.

The rapid change of technology means that it is unlikely that most educators will be involved in the development of emerging technologies, but some individuals may be involved in basic or applied research. Nonetheless, you will need to stay abreast of changes in imaging. Within research institutions your contribution may be to the discourse on issues and/or conceptual structures of new directions. For most in education the challenge will be to stay up with changes so that curricula can stay current.

“Time and resources must be available for ongoing professional development, and meaningful annual evaluation systems must recognize and reward faculty who do keep current in their field. Internal annual teaching awards are one way institutions reward and make public their exemplary faculty members.”

Nancy M. Stuart

The Cleveland Institute of Art, OH

By Yannick le Jacq, Princeton Day School, NY, student of Elaine Hohmath-Lemonick

In most institutions there is a formal structure for promotion, tenure, and retention (PTR). This may be in the form of a committee structure used to make recommendations or as a portfolio requirement to be submitted at an appropriate time. The higher the prestige and tighter the budget, the more strenuous the screening will be for PTR. Though retention is the most straightforward, in today's educational systems, tenure is being seen as complicating long-term planning for many institutions. Tenure, where applied as a career-long appointment, ties the institution's hands in terms of budget and development. Where rank affects salary, promotion becomes both a status and a financial issue. If the institution has a requirement for preparation for PTR, this should be kept in mind once you have established your role as teacher.

“Don't be afraid to give your best to what seemingly are small jobs. Every time you conquer one it makes you much stronger. If you do the little jobs well, the big ones will tend to take care of themselves.”

Dale Carnegie

For many PTR screenings, you go through a more rigorous process than you did during the job search. Other than for retention in the early stages of employment, the work to support PTR screening covers a specific time, and those making the evaluative decisions have usually had the opportunity to work with you for some time. While this would suggest that they know what you have done to advance, it is not wise to assume this is the case. From day one it is good to keep files of accomplishments and scholarly output. For most situations, a list of criteria will be provided to you when it is time for PTR screening, but this list is normally also published in faculty handbooks or can be requested. The most common criteria beyond teaching are scholarly activity, service to the profession, service to the institution, and service to the community.

“The biggest mistake you can make is to believe that you are working for someone else. Job security is gone. The driving force of a career must come from the individual. Remember: Jobs are owned by the company, you own your career.”

Earl Nightingale

One of the various areas of the PTR process is scholarly activity. This is considered a standard part of performance in research institutions. However, even in non-research institutions this has weight. In public education and in colleges, professional, and teaching institutions, scholarly activities will carry weight toward professional development. Although it seems to push the limits of what is considered fundamental to the ideas of teaching, the concept of “publish or perish” has its benefit in all areas of education. Good ideas about the field are not the sole domain of the research institutions.

Publish or Perish

Publishing is seen as the big item for most PTR processes because published materials document scholarly activities external to the institution. This provides outside validation of an institution's scholarly activities. In today's environment more than just the printed word qualifies as “publishing.” Various forms of media can be published, including Web-based material, CDs, and broadcast productions. Within fine art institutions and some research institutions, exhibitions are accorded the same status as writing for publication. Publishing codifies education and/or expands discourse in the field. Since communication is important in education, writing and producing take on added importance. In some areas of education, such as history of imaging or aesthetics, publishing can be seen as a requirement.

Within publishing there are several classifications that might be helpful. At the top of this list is authoring books. Depending on the institution, the type of book may be important. Workbooks and application manuals will likely be viewed differently from textbooks and scholarly discussions. Within professional education, industrial titles may be seen as appropriate while not being seen as favorably in a fine art institution. Further, self-published volumes may not receive as much credence as is given books published by an established press. Because of the selection processes and name recognition, within research institutions, often books published by university presses carry extra weight. For most publishers there is an acceptance process that has reviewers and acquisition committee pass judgment on the viability of the project.

“To write what is worth publishing, to find honest people to publish it, and to get sensible people to read it, are the three great difficulties of being an author.”

Charles Caleb Colton

While many in education invest extensive time and effort in writing a thesis or dissertation, the format of these writings may not be acceptable for book publication. Their format is usually designed to serve as an educational document, for an educational purpose. However, part of a thesis or dissertation—the ideas expounded— may become the basis for book-length work.

Art books are particularly suited to photographic endeavors. Here the issue is finding a way to get the book published. Though some publishers will put forward the funding for “coffee table” books or publications of bodies of the works of photographers, this type of publishing project may well need to be funded from personal or grant sources. The cost of a self-published book can be considerable. For this reason, many publishers use their resources to publish the work of established artists.

Periodicals are another publishing avenue for the academic. Here there are several types of magazines and journals looking for contributions. Many periodicals call for submissions either for ongoing topics or for special issues. This may be for images as well as written pieces. However, it should be noted that within the academic profession of photography, more individuals make pictures than write. Thus there is an advantage for the photographic educator who uses the written word as well as images.

The most rigorous and therefore most difficult of formats to be published in are the juried periodicals. In these periodicals a panel of readers familiar with the focus of the periodical review the submitted manuscripts and choose those that will be published. For many PTR processes, published works must also be peer reviewed, subjecting entries in the portfolio to consideration in this type of critical process.

“Publishing a volume of verse is like dropping a rose petal down the Grand Canyon and waiting for an echo.”

Don Marquis

There are also periodicals that use the internal staff to choose articles for publication. Depending on the institutional type and/or the evaluation to be made, publication in these magazines can add substantially to the portfolio. Often these periodicals will return to successful writers and request added topics after successful publication.

In today's publishing world there is also the World Wide Web. At the time of this writing the use of publications on the Web is still being defined for PTR. Particularly for professional institutions and curricula that are heavily oriented toward applied imaging, work produced and published for clients will often be seen as appropriate for PTR consideration, regardless of the method of publication.

Exhibitions are very important in most PTR situations. An ever-increasing number of institutions consider exhibition and acquisition into museum collections on par with publication. Once again, the quality of the venue and method for selection or invitation may be considered.

As mentioned previously, publication is demonstration and documentation of other scholarly output, primarily creative output and research. Funded research or commissioned artwork tends to have very positive impacts on PTR. Once again, writing is involved, but in this case in grant preparation. Gaining grants brings prestige to the institution, not to mention the indirect benefits shared by the institution, and thus the positive result falls on the scholar. In a similar way the institution celebrates and shares in all honors, fellowships, etc. that the scholar can attain.

Being Professional

“It is important to be working, because if you do the work yourself and…the students are struggling, you may have struggled with the same thing, be it technically or conceptually, and you will have empathy with the students and be able to help them more.”

John Martin

Salisbury College, United Kingdom

As a photographic educator you are likely a member of two professions, photography and education. As such, there are multiple activities that support these two professions. Within education there are several national and international organizations that are involved with issues of the profession, depending on the level (primary, secondary, higher education). Within photographic education there are a few national/international professional organizations. Within the fields of photography and the photographic industry there are many avenues to professional involvement. These include groups that are in service to large portions of the photographic community and niche groups.

“No man ever reached to excellence in any one art or profession without having passed through the slow and painful process of study and preparation.”

Horace

Being associated with professional organizations is helpful in PTR, and being active in these organizations is even more important. Activity can be expressed by being involved in the leadership and functions of the professional organization and attending functions of the groups. Being an active participant often serves a dual purpose— benefit to the organization and your professional development.

Further activities, particularly making presentations at conferences and workshops, can also serve multiple purposes. Many conferences publish a “proceedings,” and any papers presented at the conference may well become a part of a published document, assisting in building publishing credits in your portfolio. If a paper is written out but not directly read at the conference, it can still serve as a document that can be later submitted to periodicals.

Beyond the professional development that professional organizations can provide, the networking can also be influential in PTR and your career. As part of many PTR reviews, external comment will be requested and the contacts and professional relationships will also come into play as your career progresses. Your network provides a wealth of potentials for all the activities that you will want to pursue in building your career. From these networks can develop invitations for exhibitions, lectures, workshops, and articles.

“Certain important topics were not touched on—what teachers ought to know and don't; what students ought to learn and won't; why artists try to instruct all other artists and shouldn't; and why none of us, in search of better, ever leaves well enough alone.”

Henry Holms Smith

Indiana University, IN

Service to the Academy

The various parts of the career that are not teaching are often part of the job description but are overlooked by teachers. Various involvements with the institution are expected, and it is difficult if not impossible to build this area up once a path away from it in the institution is chosen. Most of us dislike committee assignments, responsibilities that do not seem part of our “teaching load,” or taking time away from our art to have office hours that only a few students will utilize. However, these activities serve as criteria by which the institution can view you as an interested professional.

Of the internal activities that tend to be viewed most positively are committee work, grantsmanship, recruiting assistance, and public relations. Regardless of the committee assignment, individuals who can have an impact on your PTR will witness your efforts in the committee structure. Of course, some committees are “better” than others (for example, curriculum or campus-wide planning committees), but all committees are important to the institution and thus to the professionalism of the faculty. Advising students is normally required…recruiting is not, but being available to assist the admissions department can be beneficial because it can keep enrollment at positive levels.

Grant writing benefits the institution not only by bringing funds to the institution, helping the program by funding projects, but also by providing prestige and related indirect benefits to the institution. Last, external public relations are very important. The way the institution and the faculty are working needs to be told—not by fabricating, but by ensuring that the positive efforts within the institution are public knowledge.

“Instead of rewarding the hard-working single-year contracted instructors who have struggled and still have strong school spirit, the university is requiring many to reapply for the job they are doing. Who cares about great evaluations? Who cares about a sense of community? This sort of thought process makes it hard for instructors to continue with the upbeat tempo needed to keep a high caliber academic culture.”

Trudy Baker-Tate

Central Missouri State University, MO

Service to the Community

The last area that is often considered in PTR decisions is the nature of the interaction between the faculty member and the community that hosts the institution. Most commonly, this can be judged by considering local volunteer activities and involvement with local civic organizations.

“The education and empowerment of women throughout the world cannot fail to result in a more caring, tolerant, just and peaceful life for all.”

Aung San Suu Kyi