1. Promotion & Tenure at CSCC THE NEW PROCESS

2. Four-Tier System (no change)  Instructor  Assistant Professor  Associate Professor  Professor  Most faculty start at Instructor level.  Four years in each rank is required.  Instructors must apply for and receive tenure in the fourth year to continue at CSCC.* * Extension due to extenuating circumstances can be applied for.

3. Expectations at Instructor Rank  Special emphasis is placed on Teaching and Learning Activities.  Significantly more than one-third of total effort is allocated to teaching, assessment, and advising duties.  Professional and Service Activities are often learning-focused (e.g., professional development activities and involvement in service activities that enable the Instructor to learn more about college resources, issues, and initiatives).  By the third year, to demonstrate growth and exceed expectations, the candidate should be engaging in behaviors expected of the next rank.

4. Expectations at Assistant Professor Rank  Assistant Professors continue doing exemplary work in Teaching and Learning Activities.  Professional Activities often involve professional development for growth, but this may be joined by productive activities, such as presentations, involvement in disciplinary professional organizations, scholarship, etc.  Service Activities should reflect active participation, and while short-term commitments may be continued, a significant number of activities may be long- term.  By the third year, the candidate should be engaging in behaviors expected of the next rank.

5. Expectations at Associate Professor Rank  Associate Professors have an ongoing commitment to excellence in Teaching and Learning Activities, and these activities often benefit faculty and students beyond the faculty member’s own classroom. Significant contributions may be made in course revision, conversion, creation, etc.  Professional activities often consist of both input and output, continuing development of self while contributing to the development of other professionals.  Service involves active participation and significant contributions to committees, task forces, etc. The candidate takes responsibility for moving the groups forward, demonstrating leadership not solely in position but in meaningful contributions within the groups.  By the third year, the candidate should be engaging in behaviors expected of the next rank.

6. Expectations at Professor Rank  Professors are expected to teach and assess effectively. They are leaders in their disciplines, guiding and shaping programs and providing direction.  Professors engage in professional development, and they share their expertise with others through presentations, scholarly works, performances, etc.  In Service, Professors lead, heading committees, taking on special projects and roles, filling committee positions for which Professors are required, and playing leadership roles in furthering the college’s mission.

7. What is leadership?  Leadership is a skill, not a role.  Academic leaders promote the mission of the college by guiding, informing, investigating, writing, developing, creating, assessing, advising, consulting, collaborating, mentoring, representing, training, and organizing.  Leaders are actively involved in the growth and development of curriculum, departments, the college, and the profession.  Leaders feel an individual responsibility to contribute.  Leaders influence the goals, objectives, and strategies being developed and implemented.

8. Components of the P&T Process 1. Peer Review Team (PRT) 2. Faculty Observations 3. Student Evaluations 4. Annual Faculty Performance Appraisal 5. Professional Development Reports 6. Committee Contributions Reports

9. Peer Review Teams  Purpose: To mentor and review performance  Composition: Two faculty senior to the candidate, from the candidate’s department or a related department, if possible. Chairs may suggest, but not appoint. It is the candidate’s responsibility to ensure a team is assembled.  Term: One year—after that, the same team may be retained or new members may be chosen  Duties:  To communicate, formally and informally, to discuss classroom performance, professional development, and service opportunities  To answer questions  To perform classroom observations as requested  To provide feedback on appraisals (before and after submission)  To provide portfolio advice and review prior to submission

10. Faculty Observations  Purpose: Feedback on teaching  Observers: Chairperson or PRT members or other colleagues  Duties: Observers should schedule in advance, provide report within two weeks, and meet for discussion if desired by either party. A signed copy goes to the chair.  Timeline:  Year 1: Observed first semester by chairperson or members of the PRT for two consecutive meetings of the same class; observed second semester by chairperson or members of the PRT  Years 2–4: Observed twice per year by chair or members of the PRT  Year 5 until reaching the rank of Professor: Observed once a year by chairperson or members of the PRT  After reaching the rank of Professor: Observed as appropriate or at faculty member’s request  These timelines represent the minimum number of observations to be included in the portfolio. Faculty or chairpersons may increase these numbers as appropriate.

11. Student Evaluations  No longer a section of the portfolio, but reflections are required in new yearly appraisal form.  Results may be discussed with chair or PRT and may be used in appraisal comments.  Faculty should read, reflect, and make changes based on feedback.  Timeline: Evaluations are administered after 60% of the course has been completed. Faculty members may have as many classes evaluate them as they would like, but the following minimums apply:  Year 1: All classes each semester  Years 2–4: Two classes each semester  Year 5 until Professor: One class each semester  Professors: As needed

12. Annual Faculty Performance Appraisals Purpose:  To make record of the specific accomplishments of a faculty member in a given year  To ensure that chairpersons and Peer Review Teams are cognizant of the full breadth and depth of a faculty member’s activities and contributions  To provide an opportunity for each faculty member to review his or her work over the past year, to reflect on its significance to both the individual and the college, and to plan for the work of the next year  When combined with the appraisals from consecutive years in the portfolio, to document whether the faculty member has demonstrated the continuity and growth that ensure promotion and tenure

13. Writing the Appraisal Things to Remember: 1. Audience: Chair, PRT, administrators, and faculty across the college 2. Readability: Boldface or bullet and explain 3. Significance: Explanations of specific contributions, their time, their value, their impact, and why you consider them important 4. Validity: Accuracy of reporting, no exaggeration or misinformation

14. Chair and PRT Appraisal Comments Purpose:  To highlight accomplishments indicating sustained performance consistently exceeding expectations and professional growth  To assess the faculty member’s progress toward the next promotion and/or tenure and to suggest ways to strengthen weak areas  To discuss general work qualities, such as collegiality, leadership, initiative, work ethic, reliability, completion of assigned tasks, response to student concerns, etc.  To provide constructive advice for development of the skills, attitudes, and behaviors necessary for teaching success as well as the achievement of promotion and tenure  To evaluate the accuracy of the faculty member’s presentation of his or her contributions and accomplishments  To provide information for future promotion and tenure decisions

15. Professional Development Reports (new/old) Definition/Purpose: To record attendance at and share impressions of conferences, workshops, webinars, and other professional development activities—documentation of learning activities for the portfolio Timing: Forms should be filled out soon after each experience and used as a resource when compiling the year-end Annual Faculty Performance Appraisal.

16. Committee Contributions Reports (new) Definition/Purpose: To record attendance at and share individual contributions— documentation of service activities for the portfolio Timing: Forms should be filled out at the end of spring semester and used as a resource when compiling the year-end Annual Faculty Performance Appraisal.

17. THE NEW PORTFOLIO DESIGN

18. Three Categories  Teaching and Learning Activities  Professional Activities  Service Activities The three-part nature of the portfolio reflects the necessity for the CSCC faculty member to serve not just students or not just the profession, but to serve the college as a whole.

19. Foci  Serving the students through strong instruction, effective assessment, and appropriate advising  Lifelong learning through continued professional development. Sharing of expertise and knowledge through publications, presentations, and performances within the college, the community, and the profession  Serving the college by advancing the functions of the institution (committee work, etc.)

20. Old System—Nine Categories New System—Three Categories Instructional Planning and Presentation Teaching and Learning: Activities related to serving the students’ educational needs (e.g., instruction, assessment, advising) Assessment Student Advising* Professional Development Profession: Activities related to the improvement or sharing of skills and knowledge with other professionals in the discipline Scholarship Service to the Profession* Service to the Department Service: Activities related to the advancement of the college’s mission, through contact with other employees of the college or members of the general community Service to the Division Service to the College Service to the Community * Indicates that some activities usually included in the category may now fall in other categories

21. The Promotion Portfolio  One 3-ring binder—two to five inches wide  Tabbed dividers for major sections  Sheet protectors—used judiciously

22. Section One A. Cover Page (name, current rank, department, division, submission date) B. Table of Contents C. Letter of Application D. Opening Remarks E. Letters of Recommendation (seven empty sheet protectors) F. Annual Faculty Performance Appraisals (reverse chronological order) G. Faculty Observation Reports (reverse chronological order)

23. Section Two A. Teaching and Learning Activities (Instruction, Assessment, Advising) 1. Teaching Philosophy and Narrative 2. Documentation B. Professional Activities (Development, Scholarship, Service to Profession) 1. Narrative 2. Documentation C. Service Activities (Department, Division, College, Community) 1. Narrative 2. Documentation

24. Parts of the Portfolio—Cover Page The cover of the portfolio must include the following information:  Name  Current Rank  Department  Division  Submission Date The spine of the portfolio must include the following information:  Name  Department  Rank Applying For

25. Parts of the Portfolio—Table of Contents A detailed listing of every activity included in the portfolio rather than just a list of section titles A laminated copy may be placed in the front pocket of the binder if desired.

26. Parts of the Portfolio—Letter of Application  A copy of the letter submitted to the chairperson of the faculty member’s department by October 1 st  Includes the faculty member’s name, current rank, and rank (and tenure, if applicable) being applied for  Sample letter is found in the appendix of the new handbook.

27. Parts of the Portfolio—Opening Remarks The opening remarks are meant to set the stage for the portfolio, to provide a context. The remarks might include  your professional history.  an explanation of your department and work requirements.  a quotation or reference to a book.  anything else significant to you. The tone may be formal or informal, as the candidate chooses. Generally, opening remarks fall between 300 and 750 words.

28. Parts of the Portfolio—Letters of Recommendation  Include seven empty sheet protectors.  Committees and administrators will add recommendation letters as the portfolio moves through the process.

29. Parts of the Portfolio—Annual Appraisals  Includes all appraisals since last promotion  Minimum of three  Reverse chronological order

30. Parts of the Portfolio—Observation Reports  Reverse chronological order  If any are missing, include explanation from faculty member, chairperson, and/or PRT.

31. Parts of the Portfolio—Section Narratives  Every activity mentioned must be supported by documentation; every piece of documentation should be alluded to in the narrative.  Explain how and why included activities support exemplary performance.

32. Parts of the Portfolio—Teaching Philosophy  An articulation of the fundamental principles that guide a faculty member’s teaching, assessment, and advising strategies and his or her overall approach to the discipline  The overarching objectives  Cognitive, behavioral, and affective goals  Info, skills, ethical considerations  Support generalizations with concrete examples  Explain course design related to goals  Discuss assessment methods

33. Parts of the Portfolio—Documentation Emails, agendas, handouts, syllabi, thank-you notes, flyers, programs, minutes, reports, screen shots, letters, membership cards, certificates, transcripts, assessments, worksheets, lesson plans, scripts, lists, title pages, photographs, newspaper articles, Professional Development Reports, Committee Contribution Reports, etc.

34. Parts of the Portfolio—Documentation  Avoid using multiple pages to document one activity when one will suffice.  Choose documents that reflect actual contributions rather than current or future participation.  Minimize screen shots, PowerPoint slides, etc., so that a significant number fit on one page.  Provide only a page or two of lengthy documents.

35. Parts of the Portfolio—Documentation  Provide representative examples of instructional units and other materials instead of multiple examples.  For assessments, provide rubrics, keys, or graded assignments showing the type of feedback given.  Never use the same piece of documentation twice in the portfolio.

36. Parts of the Portfolio—Documentation  Avoid including publisher materials or anything substantially created by another party—or justify it clearly.  Redact names on documents to protect privacy (e.g., student assignments or recommendations, faculty observations, etc.).  Ensure that all pages within sheet protectors are visible, with no more than one double-sided page or two single-sided pages, back-to-back, per sleeve.

37. Sufficient Activities?  There is no absolute number for each level; however, no less work is expected than in previous years.  The change is in distribution. Evaluated on depth breadth impact contribution time growth

38. The Review Process and Timeline

39. MORE DETAILED INFO CAN BE FOUND IN THE NEW HANDBOOK. TOM SHANAHAN AND LESLIE SMITH, FACULTY FELLOWS, ARE HAPPY TO ANSWER QUESTIONS. MEMBERS OF THE PROCESS COMMITTEE ARE ALSO AVAILABLE TO ASSIST.