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Office of Academic Affairs May 2010. A tool for organizing a faculty members efforts over a 3- or 6-year period to reach expected levels of performance.

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Presentation on theme: "Office of Academic Affairs May 2010. A tool for organizing a faculty members efforts over a 3- or 6-year period to reach expected levels of performance."— Presentation transcript:

1 Office of Academic Affairs May 2010

2 A tool for organizing a faculty members efforts over a 3- or 6-year period to reach expected levels of performance Described in Section 11.2 A-E of collective bargaining agreement and in guidelines document posted with the agreement Requirement for initial and follow up plans -- recognizes that professionals become more expert as they progress through their careers Requires every tenured and tenure-track faculty member to file an approved PDP

3 Mission and goal statements for University and College Standards document for faculty performance requirements by rank and professional behaviors Responsibilities for teaching and advising; research, scholarship, or creative activity; and service as described on most recent contract Annual Appendix F evaluation / comments from immediate supervisor Workload worksheet documents from 1 st year

4 Appendix F addresses accomplishments for previous year and goals/objectives for next year Appendix F format has been revised to include references to PDP Describe accomplishments relative to previous years Appendix F goals and relative to PDP outcomes (What was accomplished in previous year?) Indicate need for revision of PDP PDP becomes part of personnel file, as does App. F Approval of plan does not limit evaluation by immediate supervisor

5 PDP addresses plans for 3- or 6-year period Provides roadmap for moving faculty member from assistant professor to full professor Available to P&T Committee as part of personnel file P&T Committee considers progress toward PDP outcomes as part of performance decision Approval of plan does not limit evaluation by P&T Committee

6 Timely submission is the responsibility of the faculty member Approval of the plan is the responsibility of immediate supervisor Split appointments must involve all supervisors In-depth discussion between faculty member and supervisors is essential prior to and during plan development Approval does not constitute institutional commitment to provide resources not otherwise available to faculty

7 Based on status relative to FY09 contract: September 1, 2009 (last year) Faculty with 0-2 years of credited service Faculty tenured between July 1, 2004 and July 1, 2008 August 31, 2010 Faculty with 3 years of credited service Faculty tenured between July 1, 1994 and June 30, 2004 August 30, 2011 Faculty with 4-5 years of credited service Faculty tenured prior to July 1, 1994

8 Status per FY09 Contract Sept. 1, 2009 Aug. 31, 2010 Aug. 30, 2011 Tenure-Track, 0-2 yrs service X 3-yr plan Tenure-Track, 3 yrs service X 6-yr plan Tenure-Track, 4-5 yrs service X 6-yr plan Tenured, 7/1/04 to 6/30/08 X 6-yr plan Tenured, 7/1/94 to 6/30/04 X 6-yr plan Tenured, prior to 7/1/94 X 6-yr plan Timeline for Submission and Type of Plan Submitted

9 Faculty hired after January 2009: PDPs due no later than the first class day of the third semester of employment (excluding summer) Second and later rounds of the PDPs: due on first class day of the last semester of the existing plan Non-tenured faculty prepare 3-year plans Tenured faculty prepare 6-year plans

10 Concise (maximum 1,000 words) Outcomes-oriented, based on: mission / strategic initiatives of university and college professional behaviors listed in standards document Appendix F comments and workload worksheets Template provided in Examples document and general directions in guidelines document

11 Immediate supervisor has 20 class days to approve or return with suggested changes If returned for changes, faculty member has 20 class days to revise and resubmit Negotiation process laid out in guidelines document, if faculty member and immediate supervisor do not reach agreement

12 Plans reviewed / revised at request of faculty member or immediate supervisor Material change in institutional standards or Material change in academic programs or Material change in individual assignments, goals If revised, addendum added to original PDP and signed by the faculty member and immediate supervisor Plans also reviewed as part of annual evaluation and requests to update noted on Appendix F Either faculty or dean can indicate need for revision on Appendix F

13 1. Name: 2. Department(s) and College(s): 3. Rank and date appointed to current rank: 4. Tenure Status: 5. Anticipated date(s) of future tenure and/or promotion applications: A. Anticipated date of next promotion, if applicable: B. Anticipated date of tenure application, if applicable:

14 6. Dates for this Professional Development Plan 7. Any unique factors affecting this proposed plan 8. Anticipated distribution of effort over the life of the plan. (Since these percentages reflect the period of the plan, the distribution of effort stated in the annual Appendix F document may be different. ) A. _____ % Teaching and Advising B. _____ % Research, Scholarship or Creative Activity C. _____ % Service (including administrative appointments)

15 9. Proposed Plan including goals in each area: Teaching and advising: Narrative / Context Goal Plan Outcomes Research, Scholarship or Creative Activity: Narrative / Context Goal Plan Outcomes Service (including administrative appointments): Narrative / Context Goal Plan Outcomes

16 Faculty signatureand date Immediate Supervisors Response: ____I approve this professional development plan. Comments: ____This plan requires revision prior to approval. Comments: Immediate Supervisor signature and date VPAA signature and date

17 Action verbs in Goals, Plans and Outcomes (Learn, discover, identify, collaborate, write) Goals: what you want to accomplish/change Plans: list of individual objectives or steps so that goals can be accomplished Outcomes: restatement of goals, but with changes that are measurable (has to include numbers!) Use Blooms Taxonomy to learn more about action verbs / higher-level skills

18 Context: Courses taught, etc. Goal: Reduce the DWF rate in my freshman-level courses Plan: Over the next 3 years, I will: Identify reasons for student failure Use campus resources designed to enhance student success (early alert systems, etc.) Add supplemental instruction activities in each course, particularly in the first half of the semester Collaborate with other instructors to share strategies Identify external resources (teaching / learning conferences, newsletters, etc.) Outcome: Reduce DWF rates by 5% each year (15% overall)

19 Guidelines document -- last document in Collective Bargaining Agreement link on SDBOR website ments/COHE_Agree/agreement.htm OR ments/COHE_Agree/agreement.htm > Board of Regents > Policy and Agreements > University Faculty Collective Bargaining Agreement (see Section 11.2 A-E and guidelines document) Sample plan – file named PDP Example DSU 0809.docx, posted on Academic home page under the Faculty Expectations link For help writing behavioral outcomes: ml ml

20 CAREFULLY read Standards Document, including Attachment B, and follow the advice provided there! Attachment B lists the documentation that MUST accompany portfolio (letters of recommendation, lists of students, etc.) I didnt know you wanted that is not acceptable justification!

21 Organize your portfolio: introductory letter from you, other documents, sections on T,R,S (follow order listed in Attachment B) Documentation must be complete but dont need to include truck-loads; should be well-organized; dont make them search! Do not need to include Appendix F (part of personnel file)

22 Spell out accomplishments relative to the professional behaviors for the higher performance standard (move from basic to high in activities, not in performance standard noted in Appendix F #5) Use language from standards document Carefully explain any anomalies in your personnel file

23 Tenure: senior faculty members contractual right to re-employment from year to year, until such time as the faculty member resigns, retires, is discharged for cause or is terminated because of a reduction in personnel (RIF) Sec. 15 establishes code of conduct and steps of discipline for just cause Sec. 16 establishes procedures for reduction in personnel

24 Tenure applications: assistant professors in tenure-track contracts must meet requirements for tenure as well as minimum requirements for associate professor Essentially, providing a summary of your accomplishments throughout your professional career (with some judicious pruning!)

25 Promotion: Faculty members must meet institutional performance standards for persons holding the rank sought Table 1 lists performance standards by rank (basic or high performance standards) Standards Document narrative provides lists of professional behaviors that must be accomplished for promotion to higher rank Summary of accomplishments since last promotion

26 To prove performance appropriate for next rank, P&T Committee expects that: professional behaviors appropriate for higher rank (accompanied by documentation) ratings of 2-3 on App. F, especially in areas of high performance for rank sought Description of impact, benefit and effort expended in T,R, S activities (impact and benefit to you, students, college, institution) #13c – dean includes youre doing great language

27 Expectation of high performance for everyone except new assistant professors (< 2 year) IDEA surveys (quantitative and qualitative; only quantitative in personnel file) and advising survey results Discussion of impact, benefit and effort expended in teaching activities

28 Demonstrate attitudes and activities that convey an excitement for course materials; inspire learners to excel; relate abstract ideas clearly; actively involve students in learning process Initiate, develop and evaluate programs, courses and teaching materials; develop new ways of conveying information / knowledge; share knowledge and train others; integrate new knowledge and research into learning process

29 Demonstrate professional skills in use of technology as appropriate to discipline (Tablet PC, D2L, etc.) Participate in faculty development efforts and application of this knowledge to own classes Present information to colleagues with goal of improved teaching

30 Three layers of service: To the university (everyones obligation) To the discipline To the community at large P&T Committee are made up of colleagues from across campus. Service activities are one way to get to know those colleagues.

31 Best advice: carefully consider service options and choose wisely (value to yourself, college, university) Try to protect assistant professors, but do need to provide service to university. If you're engaged and committed, you learn things about how the university works." Service is its own reward. I like being a participant and member of my community.

32 From Standards Document: Development of knowledge within professional community Development of professional skills and standing within professional community Cannot be only for the classroom or take place only in classroom

33 Must involve presentation of ones ideas and works to professional peers or learned public Results in new knowledge; improved teaching; leads to publication and presentations, performances or exhibits; Faculty members responsibility to fully describe impact, benefit and effort expended in these activities

34 Promotion to associate professor or higher: High performance: significant research -- exceptional in scope, prestige of venue, impact on audience, profession or institution External recognition of scholarship, research and creative activity

35 To be promoted to full professor, must provide evidence of discipline-specific scholarly publications or creative works in significant venues; research in teaching / learning is not sufficient unless discipline is education or faculty member teaches instructional methods courses in discipline

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