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2013 – 2014 Meet and Confer Team Faculty Reps Frank Wilson, Academic Faculty Rep, Co-Chair Pat Lokey, Service Faculty Rep Keith Heffner, Occupational Faculty.

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Presentation on theme: "2013 – 2014 Meet and Confer Team Faculty Reps Frank Wilson, Academic Faculty Rep, Co-Chair Pat Lokey, Service Faculty Rep Keith Heffner, Occupational Faculty."— Presentation transcript:

1 2013 – 2014 Meet and Confer Team Faculty Reps Frank Wilson, Academic Faculty Rep, Co-Chair Pat Lokey, Service Faculty Rep Keith Heffner, Occupational Faculty Rep Jim Simpson, FEC Past President

2 Agenda Issue selection process Interest-based negotiation Salary inversion Library and counseling faculty ratio Retain and retrain policy Pay rates and reassign time in Appendix C One Year Only (OYO) faculty usage Evening and summer supervision Salary system plus MFA salary placement Day/evening distinction Peer Assistance and Review Consistency, clarification, and clean up

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4 Current Issue Selection Process Faculty identify issues Each senate picks top 3 college issues E I D G F C A B H Administration identifies issues M&C Team selects issues 5 2 A B 1 M&C faculty reps prioritize issues FEC dialogues & recommends issues to M&C faculty reps

5 Tentative Timeline for Aug 15 – Aug 22: Faculty submit issue recommendations through online survey Aug 23 – Sep 8: Senates prioritize issues by college Sep 9: FEC prioritizes issues from college senates Sep 12: M&C Team admin and faculty exchange issues Sep 15 – Sep 19: Faculty provide feedback on admin and faculty issues via online survey Sep 22: M&C Team prioritizes faculty and admin issues Sep – March: Work issues April - May: Forums and ratification HOME

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7 Interest-Based Negotiation (IBN) IBN is based on the theory that mutually satisfactory outcomes are more likely when the respective interests of negotiating parties are met Four Principles of IBN: Separate the people from the problem Focus on interests not positions Generate options for mutual gain Insist on objective criteria

8 Issue Negotiated Solution Options Experience Evaluate Implementation History / Interests Research Better than BATNA Interest-Based Negotiation Adapted from Sally Klingel, Interest-Based Negotiation Cornell University, ILR School Criteria Communication

9 How Faculty Benefit Faculty are able to engage in dialogue with the administration about complex and challenging issues of importance to faculty (e.g. salary inversion) Issues may be worked over multiple years with forward progress being achieved each year (e.g. 60:40 ratio) Solutions to issues are developed collaboratively giving the team flexibility in crafting solutions that address various interests HOME 3

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11 Background Faculty salary progression is a core component of the strategy to attract and retain faculty From to , steps were awarded in 14 of 15 years and a COLA was awarded in 13 of 15 years ranging from 1% to 6% From to , steps were awarded in 2 of 7 years and a COLA was awarded in 6 of 7 years ranging from 0.5% to 3.0% The decision to award a step and/or COLA is made at the highest level of the organization

12 Background Prior to July 1, 2007, new hires were given salary placement credit for a maximum of 7 years prior teaching/occupational experience After July 1, 2007, new hires were given salary placement credit for a maximum of 13 years of prior teaching/occupational experience The change in the placement policy coupled with the lack of steps in recent years has led to widespread salary inversion affecting more than 400 residential faculty

13 What Salary Inversion Looks Like Hired Fall 2013 Hired Fall 2008

14 Corrected step is Step 6 Hired Fall 2013 Hired Fall 2008 What an Inversion Fix Looks Like

15 What Salary Inversion Looks Like Hired Fall 2013 Hired Fall 2005 Hired Fall 2000

16 What an Inversion Fix Looks Like Corrected step is Step 10 Hired Fall 2013 Hired Fall 2005 Hired Fall 2000

17 Salary Inversion by the Numbers Data from Fall Residential Faculty 934 Faculty step-eligible (i.e. current step below Step 14 or below Step 13, if fewer than 24 professional growth credits) 445 – 514 Faculty affected by salary inversion Approximately 48% - 55% of step-eligible Faculty (n=934) are affected by salary inversion Approximately 67% of Residential Faculty at Step 10 or below (n=649) are affected by salary inversion Approximately 93% of Residential Faculty hired between 2004 and 2006 (n=235) are affected by salary inversion

18 Meet and Confer Work on Salary Inversion 2010 – 2011: Raised issue and researched scope of inversion 2011 – 2012: Formed a task force and identified options; unable to reach consensus on a preferred option; budget concerns 2012 – 2013: Tabled issue temporarily to see if Classification and Compensation Advisory Committee work would solve the issue 2013 – 2014: Based on a Meet and Confer Team recommendation, District identified fixing inversion ($3.6M) as a priority in the February 2014 Governing Board meeting; resolution of the inversion issue is subject to Governing Board approval

19 What Does a Fix Look Like?

20 Preventing Inversion after a Fix Adjust placement policy so that no new faculty hire is placed at a step higher than any current faculty with the same number of years of total experience

21 How Faculty Benefit Faculty affected by salary inversion will receive a salary placement adjustment of 1 – 4 vertical steps, if approved by the Governing Board Salaries of more recently hired Residential Faculty will no longer exceed that of comparably qualified faculty who have been Residential Faculty for a longer period of time, if approved by the Governing Board HOME 2

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23 The Problem In the 2013 – 2014 RFP, a residential/adjunct faculty ratio was introduced requiring that 60% of the instructional load be taught by Residential Faculty Because library and counseling faculty do not generate the same level of instructional load as instructional faculty, a different mechanism was needed to quantify staffing levels for library and counseling faculty

24 Library & Counseling Faculty Ratio Definitions (RFP 1.2 (new)) The counseling faculty ratio (excluding Rio Salado) is defined as follows: The library faculty ratio (excluding Rio Salado) is defined as follows: The FTSE numbers are inclusive of dual enrollment.

25 Residential Faculty Positions Current 5.2. Residential Faculty Positions Residential Faculty authorized positions at any college are based on total instructional load for the most recently completed Fall and Spring semesters in the same academic year. Load is converted to full-time teacher equivalents (FTTE) by dividing total instructional load by 30. Proposed 5.2. Residential Faculty Positions Residential Instructional Faculty authorized positions at any college are based on total instructional load for the most recently completed Fall and Spring semesters in the same academic year. Load is converted to full-time teacher equivalents (FTTE) by dividing total instructional load by 30. Library Faculty and Counseling Faculty authorized positions are based on Fall 45th-day FTSE.

26 Residential Faculty Positions Current At the individual colleges (except Rio Salado), a minimum of 60% of the total instructional load shall be taught by Residential Faculty As a part of its normal deliberations, the College Staffing Advisory Committee will seek to allocate faculty lines with an appropriate balance between departments/divisions to ensure that 60% of the total instructional load at each college is taught by Residential faculty. Proposed At the individual colleges (except Rio Salado), a minimum of 60% of the total instructional load shall be taught by Residential Faculty As a part of its normal deliberations, the College Staffing Advisory Committee will seek to allocate faculty lines with an appropriate balance between departments/divisions to ensure that 60% of the total instructional load at each college is taught by Residential faculty and the library and counseling faculty ratios are achieved.

27 Residential Faculty Positions Current None Proposed At the individual colleges (except Rio Salado), there will be a minimum of one (1) residential Library Faculty and one (1) residential Counseling faculty per 1000 FTSE. The library and counseling faculty ratios (as defined in 1.2.) for the individual colleges (except Rio Salado) will be calculated each Fall semester based on Fall 45 th -day FTSE. During the eight to ten (8 – 10) year implementation phase commencing in Fall 2014, colleges shall increase the number of filled residential library and counseling faculty lines until the 1000:1 ratios are attained. Implementation plan guiding principles identified by the meet and confer team will inform the implementation phase.

28 How Faculty Benefit Establishes minimum staffing levels for Counseling Faculty and Library Faculty Helps ensure new faculty hiring emphasis is not on instructional faculty alone Affirms the importance of Counseling Faculty and Library Faculty as part of the educational experience of students HOME 3

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30 Problem The existing Reduction in Force policy is not workable (3.16.) fails to protect Residential Faculty that don’t have seniority ( ) has a weak commitment to retraining ( ) has a weak commitment to faculty transfer ( ) does not integrate shared governance ( ) is not usable as a cost-cutting tool at a college may result in unintended consequences for faculty at colleges not needing a RIF

31 Solution The proposed Retain and Retrain Policy is workable (3.16.) seeks to retain all Residential Faculty including those without seniority has a strong commitment to retraining has a strong commitment to faculty transfer integrates shared governance is usable as a cost-cutting tool at a college does not adversely affect other colleges

32 RIF Decision Making Process Current Proposed Faculty participation in decision-making process not required ( ) Data considered (limited) enrollment effect on budget impact on workforce any other factor the President deems relevant ( ) All residential faculty that may be affected are involved in the decision-making process (3.6.3.) Data considered (extensive) statement of problem program relation to mission external requirements data related to faculty staffing ratios cost/benefit analysis revenue & expenditure trends other relevant information

33 RIF Scenario #1 College A needs to cut $500,000 from its budget By not filling vacant employee positions and by reducing various non-personnel accounts, College A identifies $300,000 The remaining $200,000 will come from faculty and staff positions that will be eliminated A decision is made to eliminate one Residential Faculty position in the geology discipline(an anticipated $80,000 cost reduction)

34 RIF Scenario #1 (cont.) College A’s geology discipline has 3 Residential faculty and 1 adjunct faculty Albert Anderson – 17 years as Res Fac Alexa Andrus – 15 years as Res Fac Andrew Acosta – 8 years as Res Fac College B has a thriving geology program with 3 Residential Faculty, including the least senior geology faculty districtwide (Bradley Bailey), and 12 adjunct faculty Bradley Bailey – 4 years as Res Fac At College B, 40% of the instructional load is taught by Residential Faculty. If one Residential geology faculty is added, 53% of the instructional load will be taught by Residential Faculty (under-ratio faculty service area) College A 4 College B

35 RIF Scenario #1 (cont.) Under current RIF policy The 1 geology adjunct at College A is terminated The 12 geology adjuncts at College B are terminated Bradley Bailey (least senior) at College B is terminated College A is unable to attain the needed cost savings College B suffers a massive blow to its geology discipline

36 RIF Scenario #1 (cont.) Under proposed Retain and Retrain policy The 1 geology adjunct at College A is terminated The least senior residential geology faculty at College A (Andrew Acosta) is terminated from College A College A attains the needed cost savings Because the geology discipline at College B is an under- ratio faculty service area, Andrew Acosta is transferred to College B as Residential Faculty, displacing four adjuncts College B contributes the displaced adjunct wages ($25,620) to Andrew Acosta’s salary The balance of Andrew Acosta’s salary is funded by the District as a part of the 60:40 funding initiative

37 RIF Scenario #1 Summary Under current RIF policy Under proposed policy College A College B College A College B

38 RIF Scenario #2 College A needs to cut $500,000 from its budget By not filling vacant employee positions and by reducing various non-personnel accounts, College A identifies $300,000 The remaining $200,000 will come from faculty and staff positions that will be eliminated A decision is made to eliminate one Residential Faculty position in the equine science program (an anticipated $80,000 cost reduction)

39 RIF Scenario #2 (cont.) College A’s equine science program has 1 Residential faculty and no adjunct faculty Abe Alavartti – 17 years as Res Fac No other college has an equine science program College A has an under-ratio biology faculty service area (4 Residential Faculty with 45% of the instructional load taught by Residential Faculty) Abe Alavartti has earned 12 upper level/graduate credits in biology coursework

40 RIF Scenario #2 (cont.) Under current RIF policy Abe Alavartti, the only equine science faculty districtwide, is terminated from the equine science discipline at College A College A attains the needed cost savings Abe Alavartti is no longer employed at MCCCD

41 RIF Scenario #2 (cont.) Under proposed Retain and Retrain policy Abe Alavartti, the only equine science faculty districtwide, is terminated from the equine science discipline at College A College A attains the needed cost savings Abe Alavartti receives a 12- month retraining sabbatical to obtain the additional upper level/graduate credits required to become qualified in the under-ratio biology faculty service area Upon becoming qualified in biology, Abe Alavartti becomes Residential Faculty in biology at College A, displacing two adjuncts College A contributes the displaced adjunct wages ($25,620) to Abe Alavartti’s salary The balance of Abe Alavartti’s salary is funded by the District as a part of the 60:40 funding initiative

42 RIF Scenario #2 Summary Under current RIF policy Under proposed policy College A – Equine Science College A - Biology College A – Equine Science College A - Biology

43 RIF Scenario #3 College A needs to cut $500,000 from its budget By not filling vacant employee positions and by reducing various non-personnel accounts, College A identifies $300,000 The remaining $200,000 will come from faculty and staff positions that will be eliminated A decision is made to eliminate one Residential Faculty position in the Spanish program (an anticipated $80,000 cost reduction)

44 RIF Scenario #3 (cont.) College A’s Spanish program has 2 Residential faculty and no adjunct faculty Alejandro Acosta – 17 years as Res Fac Angelina Alvarez – 13 years as Res Fac No other college has an under-ratio Spanish program; however, there are 14 adjunct Spanish faculty districtwide The least senior Residential Spanish Faculty is at College B Benjamin Bertran – 7 years as Res Fac Angelina Alvarez has indicated she is not interested in retraining into any under-ratio faculty service area

45 RIF Scenario #3 (cont.) Under current RIF policy All 14 Spanish adjuncts districtwide are terminated Benjamin Bertran, the least senior Spanish faculty districtwide, is terminated from College B Angelina Alvarez is retained as Spanish faculty at College A College A does not attain the needed cost savings College B and other colleges employing Spanish adjuncts suffer a blow to their Spanish programs

46 RIF Scenario #3 (cont.) Under proposed Retain and Retrain policy Angelina Alvarez, the least senior Residential Spanish Faculty at College A, is terminated from the Spanish discipline at College A College A attains the needed cost savings Angelina Alvarez refuses to retrain into an under-ratio faculty service area Angelina Alvarez is no longer employed by MCCCD

47 RIF Scenario #3 Summary Under current RIF policy Under proposed policy College A Other Colleges College A Other Colleges

48 How Faculty Benefit Faculty are involved in the decision-making process related to any potential reduction in force There is an increased commitment to transfer and retraining for faculty affected by a reduction in force There is increased employment protection for residential faculty without seniority A reduction in force at one college will not have an adverse affect on faculty at other colleges A workable policy provides greater predictability HOME 5

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50 The Problem and Resolution Appendix C contains a variety of hourly pay rates for additional duties ranging from $27/hour to $47/hour. The focus of the discussion was on the $27/hour no- student-contact rate in C.7.1. and the $47/hour service faculty rate in C.4.1. Specifically, the Team discussed whether these rates should be the same. No change was made to C.4.1. but C.7.1. was modified to clarify that when instructional and service faculty are performing designated no-student-contact activities, they are to be paid at the rate of $27/hour

51 Appendix C Pay Rates Current Proposed C.7. FACULTY PAY FOR EDUCATIONAL DEVELOPMENT AND/OR PROFESSIONAL GROWTH PROJECTS (NO STUDENT CONTACT) C.7.1. Faculty (not on prorated extended contracts) employed to complete professional growth projects or to participate in educational development projects (no student involvement) in addition to their base contracts (including time periods that may be before or after the required 195 days of accountability) shall be paid at the rate of twenty-seven dollars ($27.00) per clock hour effective July 1, C.7. FACULTY PAY FOR EDUCATIONAL DEVELOPMENT, PROFESSIONAL GROWTH PROJECTS, OR SUMMER COMMITTEES (NO STUDENT CONTACT) C.7.1. Instructional and service faculty (not on prorated extended contracts) employed to perform work with no student contact (e.g. complete professional growth projects, participate in educational development projects, participate on summer committees such as hiring committees) in addition to their base contracts (including time periods that may be before or after the required 195 days of accountability) shall be paid at the rate of twenty-seven dollars ($27.00) per clock hour effective July 1,

52 How Faculty Benefit Instructional and service faculty are paid at the same hourly rate when participating in designated no-student- contact activities thus ensuring faculty aren’t paid different rates for performing the same work Clarifies the rate at which faculty are to be paid when participating in summer committee work such as hiring committees HOME 2

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54 Problem From the administration’s viewpoint, the existing language did not provide sufficient flexibility to address the various needs for OYO/OSO faculty From the faculty’s viewpoint, the existing language did not sufficiently limit the use of exceptions

55 OYO/OSO Exceptions Current Proposed Exceptions may be made only with the authorization of the Vice Chancellor of Human Resources or designee Exceptions may be made with the authorization of the College President or designee in consultation with the Faculty Senate President or designee. If the Faculty Senate President or designee is unavailable for consultation, the College President will notify the Faculty Senate President of the decision and rationale. The number of OYO/OSO faculty at the college permitted under Section will not exceed 2% of the total number of filled Residential Faculty positions or two (2) positions, whichever is greater, at any time during the academic year. In calculating the permissible number of OYO/OSO positions, standard rounding rules will apply. After six (6) consecutive semesters for the same assignment at the same college have been completed, and if the position is to be continued as a full-time position, the college will post and fill a Residential Faculty position. If the college decides to not post and fill a Residential Faculty position, the college may use adjunct faculty to address the need. Any extension beyond the six (6) consecutive semester limitation must be approved by the Vice Chancellor for Human Resources.

56 How Faculty Benefit The number of OYO/OSO faculty resulting from a policy exception is limited to 2% of filled residential faculty lines or 2 OYO/OSO positions, whichever is greater. The length of time a college may offer an OYO/OSO based on an exception is limited to six (6) semesters Exceptions are approved in consultation with the Faculty Senate President or designee HOME 3

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58 The Problem Lack of clarity surrounding the role and responsibilities of evening supervisors was a cause of conflict There was no policy language related to the role of summer supervisors

59 Evening Supervision Current Proposed C.12.PAY FOR SUPERVISION OF THE EVENING PROGRAM Compensation will be at the rate of two-tenths (0.2) load hour per section, with concurrent sections calculated as a single section... C.12.PAY FOR SUPERVISION OF THE EVENING PROGRAM Compensation will be at the rate of two-tenths (0.2) load hour per section, with concurrent sections calculated as a single section... Supervisors are not compensated for sections they teach in the evening program (as defined in 1.2).

60 Evening Supervision Current Proposed C.12.PAY FOR SUPERVISION OF THE EVENING PROGRAM … Duties include, but are not limited to, scheduling of classes, recruitment, selection and evaluation of Adjunct Faculty, resolution of problems, and supervision of staff. D.3.1. Duties Duties may include, but are not limited to, scheduling of classes, recruitment, selection and evaluation of Adjunct Faculty, resolution of problems, and supervision of staff. Specific duties will be determined in collaboration with the Division/Department Chairperson, Occupational Program Director, or appropriate instructional administrator, as appropriate.

61 Evening Supervision Current Proposed No current languageD.3.2. On-Site Presence Evening supervisors will be available in-person to Faculty, staff, and students in the evening program. The specific on-site days and hours will be determined in consultation with the Department/Division Chair Occupational Program Director, or appropriate instructional administrator, as appropriate, and should be reflective of class meeting times or, in the case of service faculty, evening hours of operation. Hours will be scheduled and posted.

62 Evening Supervision Current Proposed No current languageD Initial Class Meetings Evening supervisors will be available on-site during the initial meetings of classes in accordance with the posted schedule determined in collaboration with the Department/Division Chair. D Subsequent Class Meetings Evening supervisors will be available on-site on a periodic basis through the remainder of the semester in accordance with the posted schedule determined in collaboration with the Department/Division Chair. It is not expected that supervisors will be on campus every week.

63 Evening Supervision Current Proposed No current languageD.3.3. Off Campus Accountability Evening supervisors will be available via and/or phone when the classes they supervise are meeting and will make their contact information available to those they supervise.

64 Summer Supervision Current Proposed No current language C.13. PAY FOR SUPERVISION OF THE SUMMER SESSION Compensation will be at the rate of two-tenths (0.2) load hour per section, with concurrent sections calculated as a single section, not to exceed thirty (30) sections per session. Compensation for Service Faculty will be based on the number of Service Faculty contract hours at the rate of (0.2) load hour per contract hour, not to exceed thirty (30) hours per session per supervisor. Supervisors are not compensated for sections they teach in the summer session (as defined in 1.2). The necessity for summer supervision will be determined by the VPAA, or designee, in consultation with the Department/Division Chair, and if appropriate, the Occupational Program Director.

65 Summer Supervision Current Proposed No current languageD.4. SUMMER SUPERVISORS The necessity for summer supervision in addition to that provided by the Department/Division Chair summer extended hours contract will be determined by the VPAA, or designee, in consultation with the Department/Division Chair, and if appropriate, the Occupational Program Director. Summer supervisors provide supervision during the summer session. Each college will determine the process by which summer supervisors are selected.

66 Summer Supervision Current Proposed No current languageD.4.1. Duties Duties may include, but are not limited to, scheduling of classes, recruitment, selection and evaluation of Adjunct Faculty, resolution of problems, and supervision of staff. Specific duties will be determined in collaboration with the Division/Department Chairperson, Occupational Program Director, or appropriate instructional administrator, as appropriate.

67 Summer Supervision Current Proposed No current languageD.4.2. On-Site Presence Summer supervisors will be available in-person to Faculty, staff, and students in the summer session. The specific on-site days and hours will be determined in consultation with the Department/Division Chair Occupational Program Director, or appropriate instructional administrator, as appropriate, and should be reflective of class meeting times or, in the case of service faculty, summer hours of operation. Hours will be scheduled and posted.

68 Summer Supervision Current Proposed No current languageD Initial Class Meetings Summer supervisors will be available on-site during the initial meetings of classes in accordance with the posted schedule determined in collaboration with the Department/Division Chair. D Subsequent Class Meetings Summer supervisors will be available on-site on a periodic basis through the remainder of the session in accordance with the posted schedule determined in collaboration with the Department/Division Chair. It is not expected that supervisors will be on campus every week.

69 Summer Supervision Current Proposed No current languageD.4.3. Off Campus Accountability Summer supervisors will be available via and/or phone when the classes they supervise are meeting and will make their contact information available to those they supervise.

70 How Faculty Benefit Evening supervisor duties may be adapted to fit the specific needs of the department/division There is greater clarity surrounding expectations of the role of evening supervisor The role of summer supervisor is defined along with associated compensation HOME 3

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72 Salary System + MFA Salary Placement Salary System deferred to 2014 – 2015 negotiation See Salary System Discussion History document on Faculty Association website for more detail on this issue Possibility of some resolution on MFA issue this year but no agreement reached yet HOME 3

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74 One of the Problems Service faculty are not counted in determining the need for department/division clerical support, reassigned time, and extended contract hours HOME

75 Day/Evening Distinction Current Proposed D.1.5. Administrative Reassigned Time, Clerical Support, and Summer Extended Contract Hours D Administrative load reduction, clerical support, and summer extended contract hours will be determined by the number of FTTE in each Department/Division, adjusted as of the forty-fifth (45th) day of the current fall semester. The number of FTTE in the Department/Division will be determined by dividing the total teaching load in the Department/Division by fifteen (15) and rounding up to the nearest whole number. D.1.5. Administrative Reassigned Time, Clerical Support, and Summer Extended Contract Hours D Administrative load reduction, clerical support, and summer extended contract hours will be determined by the number of day FTTE in each Department/Division, adjusted as of the forty-fifth (45th) day of the current fall semester, and the number of residential service faculty. The number of day FTTE in the Department/Division will be determined by dividing the total day teaching load in the Department/Division by fifteen (15) and rounding up to the nearest whole number.

76 Day/Evening Distinction

77 How Faculty Benefit Residential service faculty will be counted in determining the need for department/division reassigned time, clerical support, and extended contract hours Department/Division Chairs of units containing service faculty will receive support comparable to Department/Division Chairs with instructional faculty HOME 2

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79 Peer Assistance and Review Process Probationary Faculty member selects 1 – 2 mentor(s) and creates Peer Assistance and Review Team August Mentor(s) supports Probationary Faculty in development of the Individual Development Plan (IDP) August - March Finalized IDP* submitted to Peer Assistance and Review Committee (PARC) March PARC recommends Renew Renew w/concerns Non-renew April College President renews, renews with concerns, or recommends non-renew May Chancellor decides on all non-renew recommendations May *IDP for mid-year hires will include one semester of evidence.

80 Meaning of Decisions Renew Continue as Probationary Faculty for one more year Renew with concerns Continue as Probationary Faculty for one more year and address identified concerns Non-renew End Residential Faculty employment Recommend for Appointive Status (Year 5 only) Attain appointive status upon completion of five years as Probationary Faculty

81 How Faculty Benefit Provides Probationary Faculty with a rich and rewarding professional growth experience Allows Appointive Faculty to engage in meaningful peer review of Probationary Faculty Provides additional protections for Probationary Faculty being considered for nonrenewal HOME

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83 Clarification, Consistency, Cleanup Each year the Team makes minor edits to add clarity, consistency, and correctness. These edits may be seen in the redlined RFP. HOME


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