office of academic affairs may 2010. a tool for organizing a faculty members efforts over a 3- or...
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A tool for organizing a faculty member’s 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
The Concept
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 1st year
Starting Point
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
year’s 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
Relationship to Appendix F
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
Relationship to Promotion and Tenure
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
Submission and Approval
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
Timeline for Submission
Status per FY09 Contract
Sept. 1, 2009
Aug. 31,2010
Aug. 30, 2011
Tenure-Track, 0-2 yrs service
X3-yr plan
Tenure-Track,3 yrs service
X6-yr plan
Tenure-Track,4-5 yrs service
X6-yr plan
Tenured, 7/1/04 to 6/30/08
X6-yr plan
Tenured, 7/1/94 to 6/30/04
X6-yr plan
Tenured, priorto 7/1/94
X6-yr plan
Timeline for Submission and Type of Plan Submitted
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 PDP’s: 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
Timeline in the Future
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
Format
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
Approval Process
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
Revision of Approved Plans
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:
Format for PDP
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)
Format for PDP
9. Proposed Plan including goals in each area: Teaching and advising:
Narrative / ContextGoal Plan
Outcomes Research, Scholarship or Creative Activity:
Narrative / ContextGoal
PlanOutcomes
Service (including administrative appointments): Narrative / Context
Goal PlanOutcomes
Format for PDP
Faculty signature and date
Immediate Supervisor’s 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
Format for PDP
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 Bloom’s Taxonomy to learn more about action verbs / higher-level skills
Writing PDP Plans
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)
PDP Example: Teaching
Guidelines document -- last document in Collective Bargaining Agreement link on SDBOR website◦ http://www.sdbor.edu/administration/policy_planning/agreeme
nts/COHE_Agree/agreement.htm OR
◦ www.SDBOR.edu > 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:◦ http://www.nwlink.com/~Donclark/hrd/bloom.html◦ http://edtech.tennessee.edu/~bobannon/writing_objectives.ht
ml
Other Resources
CAREFULLY read Standards Document, including Attachment B, and follow the advice provided there!
http://www.dsu.edu/hr/policies/02-45-00.aspx Attachment B lists the documentation that
MUST accompany portfolio (letters of recommendation, lists of students, etc.)
“I didn’t know you wanted that” is not acceptable justification!
Portfolio for P&T
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 don’t need to include truck-loads;
should be well-organized; don’t make them search!
Do not need to include Appendix F (part of personnel file)
Applying for Promotion / Tenure
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
Applying for Promotion /Tenure
Tenure: senior faculty member’s 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
Applying for Tenure
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!)
Applying for Tenure
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
Applying for Promotion
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 “you’re doing great” language
Applying for Promotion
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
Teaching
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
Teaching and Advising
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
Teaching
Three layers of service: To the university (everyone’s 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.
Service
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.“
Service
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
Scholarship, Research and Creative Activity
Must involve presentation of one’s ideas and works to professional peers or learned public
Results in new knowledge; improved teaching; leads to publication and presentations, performances or exhibits;
Faculty member’s responsibility to fully describe impact, benefit and effort expended in these activities
Scholarship, Research and Creative Activity
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
Scholarship, Research and Creative Activity
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
Scholarship, Research and Creative Activity