-Generally makes a minimal contribution to divisional/departmental or Faculty administration. -Has a track record of being ineffective in administration when called upon to perform administrative tasks at departmental level. -Makes minimal contribution to the management of clinical training at sites -Contributes modestly to departmental or divisional administration; or is an established staff member who limits his/her role in administrative tasks to a minimum; or is a new appointee who has, as yet, had limited opportunity to become involved in the administrative arena, but is enthusiastic and willing and has indicated commitment and competence to do so. -Makes a modest contribution to management of clinical training at the sites. -Makes an adequate contribution to divisional/departmental administration. -Delegated tasks are accomplished reliably and independently. -Manages the administration of teaching and assessment at clinical sites. -Makes a good contribution to the management and administration of the clinical sites. -Tracks and gives good reports on student performance in clinical settings. -Effective referral of students who experience academic and other problems. -Contributes to division or departmental administrative structures or to managing components of the clinical programme that require a high degree of human and other resources and academic oversight. -Assists in the establishment of MOUs between university and clinical sites. -Tracks and gives very good reports on student performance in clinical settings. -Manages (problem solving) of academic and other problems experienced by students. -Consistent excellent track record of contributions to divisional, departmental, faculty management and administration structures that require a high degree of human and other resources and academic oversight. -May be managing the full internship component of the training programme. -May be managing the clinical educator staff component. -Excellent track record of managing administrative tasks and performing them effectively and efficiently at clinical sites. -Excellent management of establishment/maintenance of MOUs between university and clinical sites. -Tracks and gives excellent reports on student performance in clinical settings.
OUTLINE FOR AN EXTENDED CURRICULUM VITAE (These guidelines are also to be used when filling out the summary sheet) It is requested that when formatting your CV, please make use of the following formatting guidelines: Font : Arial, Calibri or Times New Roman Font Size: 10 or 11 1 Qualifications, and where and when obtained 2 Positions held and current positions 3 Clinical education and clinical supervision 3.1 Clinical education activities time per year for the past 3 years: List the course(s) and a summary of time spent on clinical education on each of the courses (this could include on site teaching, tutorials, group work, project supervision etc.), Provide an outline of the objectives of particular clinical education activities, education strategies applied, curriculum review (individual or divisional) and teaching aids/guidelines development done for the course, Include student feedback and ratings (formal and informal), and any other external comment, e.g. comments by external examiners or education experts. 3.2 Any other teaching over the past 3 years (lectures/tutorials other than the scheduled clinical education and supervision activities outlined in 3.1). Information should cover the details mentioned under 3.1, as well as whether this teaching was part of the clinical education appointment or an additional contract. 3.4 Clinical and/or other external examining at other academic institutions. 3.5 Local, national or international collaborations on clinical education and supervision programmes, content, materials, assessments, or provision of training opportunities etc. 3.6 Other training experience– e.g. adult/community education (this may also count towards social responsiveness). 4 Enhancement of competence and learning 4.1 Further learning (completed or currently registered) that may include certified short courses, postgraduate diplomas, master’s or PhD degrees; any distinctions/ feedback from these further training activities that may provide insights in level of performance e.g. course feedback or examiner reports. Indicate whether these contributed to clinical or educational insights that could be translated to clinical education and supervision practice. 4.2 Profile of CPD activities (journal clubs, lectures, seminars, workshops etc.) under the following headings: Attended only, attended and presented (indicate title and nature of contribution); invited to present (indicate title and nature of contribution). 4.3 Initiation and organization of CPD/other training opportunities: list and explain specific contribution (this may also count towards social responsiveness). 11