FACULTY ANNUAL REPORT GUIDELINES
School of Education
Annual Report Guidelines
School of Education
Fayetteville State University
This document describes the annual report procedures for the School of Education at
Fayetteville State University. These guidelines are based on the premise that faculty will be
dedicated to the following goals: and objectives.
Goal 1: Meet the higher education needs of individuals from diverse backgrounds and with
varied aspirations and skills levels
Objective 1: To meet or exceed the retention and graduation rates of peer institution
and meet or exceed the enrollment projections by FSU and GA
Goal 2: Attract and retain highly qualified and productive faculty members by offering
competitive compensation and providing outstanding opportunities for ongoing professional
development
Objective 2a: To increase faculty involvement in research and professional
development activities
Objective 2b: To expand support for faculty development activities that promotes
instructional excellence
Goal 3: Expand Collaborations with P-12 schools to increase the supply of competent teachers
and school leaders and to ensure smooth transition for students from pre-college education to
higher education
Objective 3a: To foster seamlessness in P-16+ learning experiences
Objective 3b: To integrate and improve research, professional development, and
practice across educational segments
Goal 4: Expand, enrich, and disseminate knowledge through scholarly and creative activities,
and use basic, applied, and pedagogical research
Objective 4a: To develop new and on-going research projects, creative activities, and
scholarship
Goal 5: Educate students through high-quality and relevant academic programs responsive to
workforce and /or personal development needs
Objective 5a: To engage in ongoing assessment of programs and services for
continuous improvement
Goal 6: Promote economic transformation through high quality programs and outreach that
respond to workforce needs, cultivate innovation and collaboration in applied research
Objective 6a: To deliver learning that meets the need of the NC 21st century economy
Goal 7: Collaborate with community colleges to expand educational opportunities for NC
citizens
Objective 7a: To promote the seamless transfer of students from community colleges to FSU
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Objective 7b: To increase the baccalaureate degree completion rates of FSU students who
previously earned an associates degree from North Carolina Community Colleges
Reappointment, Promotion and Tenure decisions will be based on how well candidate meet
these expectations and the needs of the University.
General Philosophy
While achieving and maintaining a high standard of excellence requires expectations. It is
important to remember that the promotion and tenure process is not adversarial. Indeed, the
School ideally would like to see all faculty succeed and excel, and the School will do
everything reasonably within its power to mentor faculty and help them attain their full
potential. Nevertheless, it is the responsibility of individuals to demonstrate that they
deserve promotion or tenure and it is not the responsibility of the School to demonstrate
that they do not.
Leadership and vision are crucial qualities that we look for in our faculty. True leaders
possess the ability to chart new paths and the confidence to persuade other to follow.
Leaders are highly proactive and constantly look for and create new opportunities; they act
rather than react. Leaders care for the collective welfare of their colleagues and institution,
even when this requires investments of their own resources when necessary. Leadership
means focusing on their professions, their peers, and their institutions -- they strive to set
ever-increasing standards of sustained excellence. Through the promotion and tenure
process, the School seeks to identify and reward individuals who will serve as leaders, role
models, and the foundations upon which the School can build its future.
Teaching Performance
There should be evidence of genuine and sustained commitment of the individual to excellence in
teaching, as well as evidence of a strong record of achievement in carrying out that commitment.
Solid evidence of effective teaching is an essential part of any dossier submitted to the School
Promotion and Tenure Committee. Such dossier is expected to contain:

A personal reflective statement of the faculty member’s teaching philosophy, goals,
strategies, successes, innovations, etc.

Evidence of significant efforts to improve one’s teaching effectiveness (teaching is a
learnable skill), and evidence that the faculty member has addressed potential problem
areas indicated by the evaluations. For example, the use of student evaluations, annual
evaluation, or peer reviews assessments (such as those offered by the Teaching and
Learning Center).

Documentation of teaching in lower division, as well as in upper division and graduate
courses, as appropriate.

Evidence of revised courses and contributions to departmental curriculum development and
revision.
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The dossier must be supplemented by additional evidence of a strong commitment to
teaching excellence, as deemed appropriate by the faculty member. Relevant items may
include evidence of the following1:

Attendance at teaching workshop, local, regional, or national (e.g., those offered by the
Teaching and Learning Center).

Teaching awards or other teaching-related honors, including for example Teaching
Fellowships or Teaching and Technology Initiative Fellowships.

Peer reviews of teaching.

Continual dialogue and interaction with the students throughout a semester (with E-mails,
newsgroups, and Web pages being valid mechanisms for such interactions).

Journal or conference articles addressing questions of pedagogy.

Classroom materials developed by the faculty member which were adopted by other faculty
at FSU or elsewhere.

Development of new courses, new classroom or lab material, and the creation of textbooks
designed for classroom use.

Innovative or novel approaches to standard classroom material, and incorporation of new
technologies in the classroom.

Service on various examining committees, such as master=s comprehensive exam or oral
defense.
Scholarly Activities and Research Performance
A distinguished scholarly program improves the quality of both the graduate and undergraduate
program. Excellent scholarship and research also brings recognition to the School and the
University and enhances its ability to attract good students, outstanding faculty and research
funding, which in turn supports the overall educational mission of the School.

Faculty members are expected to engage in scholarly activities, which include the
creation, evaluation, dissemination and application of knowledge. Scholarly activities
is typically measured by the publication of articles in archival journals, conference
proceedings, books, invited lectures, patents, conference participation such as,
symposium, paper and poster presentation, discussant, (locally, regionally, nationally,
or internationally) original software, grants, research awards and honors.
Service Performance
1
Not every example listed below applies to all individuals
3
Service is recognized as an important obligation for all faculty members. It includes
service to the department, to the College and the University, as well as to the profession
and the public.





Service to the University -- Faculty are expected to serve their Department, the
School, and the University in a variety of ways, including in the recruitment of students,
participation in curriculum reform, in administrative tasks, committee memberships,
hosting of parents, visitors, invited speakers, etc.
Evidence of advising and mentoring, covering a broad range from advising
undergraduate students on research, curriculum, career choice, community service
learning, to advising graduate students on research and other issues
Service to Profession -- Faculty are expected to participate in service to professional
societies, including committee work, organization of professional meetings, serving as
editors or reviewer for journals and conferences, advising government agencies,
consulting related to one’s field, etc.
Faculty are expected to demonstrate initiative in starting new educational or research
facilities or centers; proposing and implementing novel means of improving the
department, the School, and the University; improving the culture and advancing the
goals of the School; and generally serving as a role model and a mentor to students and
to colleagues.
Service to the Community -- Faculty are encourage to actively provide their expertise
to educate the public on education issues, speak about the educational profession, render
technical community service, or participate as an expert in the development of public
school policies, and generally serve the public well-being through service contributions.
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DESCRIPTION OF TEACHING ACTIVITIES
Major Categories
Syllabi
Faculty attendance in class
Student evaluation of teaching
Faculty teaching effectiveness
Advisement/Mentoring
Specific Teaching Activity
(a) course objectives congruent with
standards set by FSU/SOE
(b) activities outlined in courses,
scholarly current research in
related field, references, historical
perspective
(c) student evaluation procedures,
evaluation criteria, etc, rubrics,
assessment criteria, assignment
weight
(a) regular/consistent patterns of
attendance
(b) faculty accountability
4;
4-a;
5-a;
6-a
(a)
(b)
(c)
(d)
3
(e)
(a)
(b)
(c)
(d)
(e)
Accurate & timely submission of
grades
Leadership in curriculum development
Program development
Use of software and technology
Goals
teaching awards
letters of accomplishments
emails from students
workshops/professional
development
professional recognitions
posted office hours
service and mentoring of junior
faculty
collaboration on publishing,
teaching and service
accurate student advisement
active student recruitment
1
2;
1-a;
7-a
1
(a) on-line course/program
development
(b) analysis of curriculum
(c) servicing on curriculum committee
(d) professional development on
current curriculum development
(e) training modules on curriculum
(a) analysis of department programs
(b) attending teaching conferences
(c) aligning teaching methodologies
and pedagogies with SOE goals
(a) on-line module development
(b) web-enhanced course development
(c) attend technology conferences
(d) faculty technology training
5
5-a
1
1
3-a
Professional development
Developing new courses
(e) on-line teaching strategies
(f) PowerPoint training
(g) knowledge of department and
campus technology equipment
(a) attend professional conferences
(b) provide faculty on-site workshops
(c) subscription and membership to
professional organizations
(d) on related field
(a) submission and approval of new
courses and programs
(b) collaboration with department,
school and campus faculty
Developing course material
Advising student groups
Holding office hours
Chairing thesis and dissertation
(a)
(b)
(a)
(b)
(a)
education organizations
internships and student teaching
faculty availability
successful completion of doctoral
students
(b) serving on dissertation committees
(c) action research advisement
(d) examples of teaching that does not
represent actual classroom
teaching
6
2;
2-a;
2-b;
3
3-b
1
1;
5
1;
2-b
2-a;
2-b;
3-b;
4-a;
6
DESCRIPTION OF SCHOLARLY ACTIVITIES
Scholarly and creative activities: number, quality and importance of publications and creative
productions; memberships and contributions to professional societies; professional growth and
development; scholarly presentations and creative performances; contributions to the
professional development and achievement of colleagues, etc.
Major Categories
Peer-reviewed publications
Non- peer-reviewed publications
Research Presentations
Research Grants
(a)
(b)
(c)
(d)
(e)
(f)
Specific Scholarly Activity
journal articles in refereed
books and book chapters
textbook supplemental materials
conference papers
educational manuals
research-based educational media
materials (for example, modules,
tutorials, etc.)
(a) conference proceedings (papers or
abstracts)
(b) journal articles not relevant to field
(c) review of books, articles, software,
or other materials
(d) technical or general interest
magazine articles
(e) World Wide Web materials related
to one’s scholarly activity or
research agenda
(a) conference presentations
(b) research-based seminar /symposia
(c) invited paper or presentation
(d) presentation posters
(a) proposals submitted
(b) response to a Request For Proposal
(RFP)
(c) faculty collaborations
(d) investigator initiated
(e) proposals funded
(f) research contracts in related field
(g) equipment grants
(h) infrastructure grants
(i) research experience for
undergraduates grants
(j) research grants
(k) conducting sponsored research
(1) For national, state or local
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Goals
2;
2-a;
3-b;
6
7-a;
1;
2-a
7;
3
3;
2-a;
3-b;
4-a;
6;
7
agencies
(2) For professional organizations
(3) For the university, college, or
department
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DESCRIPTION OF SERVICE ACTIVITIES
Major Categories
Specific Teaching Activity
Service to University
(a)
(b)
(c)
(d)
(e)
(f)
(g)
faculty Senate/Assembly
service on committees
service on campus events
university day; open house, etc.
student advisement
mentoring of faculty and students
dissertation research
Service to School of Education
(a)
(b)
(c)
(d)
(e)
(f)
(a)
(b)
(c)
(d)
(e)
(f)
(a)
(b)
(c)
(d)
service on SOE committees
conducting professional workshops
BK-20 Professional memberships
curriculum & program development
journal reviewer relevant to field
educational consulting
public school activities/workshops
workshops relevant to education
public speaking
boards and commissions on policies
serving on educational boards
educational consulting
reading to students
serving on school PTA
educational research and consulting
serving on committees to improve
educational concerns
Service to Community
Service to BK-12 Education
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Goals
School of Education
Faculty Evaluation Rubrics
Teaching
1
Does Not Meet
Expectations
(Unsatisfactory)
Fails to revise,
update courses as
needed
-Provides
incomplete course
documentation
or student
performance data
-Or earns student
evaluations
consistently
below SOE/FSU
averages for 2
consecutive years
-Or provokes
multiple,
substantive and
substantiated
student complaints
2
Meets Expectations
(Satisfactory)
-Designs and refines
course materials
-Earns student
evaluations that fall
within the SOE and
FSU average
-Provides student
assessment data for
program evaluation
Actively advise
students during posted
office hours
3
Meets High
Expectations
Receives major
teaching award from
SOE; FSU; BOG; etc.
Earns student
evaluations
consistently above
SOE averages;
Or
Makes significant
course changes (e.g.,
infusion of
technology, and/or
active learning
strategies
- Or
Meets with capstone
experience students
beyond required
meetings, e.g.,
dissertations, student
teaching and
internships.
Rubric
Explanation
Problematic
classroom or other
teaching
performance;
unreliable advising
and frequent
unavailability;
indifference toward
or unreasonable
resistance to
meeting SOE
teaching standards.
-Mistakes in
advising; little or no
curricular
development;
minimal efforts at
improvement;
Fulfills all assigned
teaching
responsibilities with
evidences of solid
work in the classroom;
some successful effort
to improve; good
reliable student
mentoring and
academic advising.
10
Fulfills all teaching
responsibilities, and
demonstrates overall
excellence in teaching,
advising, and
mentoring; leadership
in curricular
improvement, and
sharing of expertise.
Research
1
Does Not Meet
Expectations
(Unsatisfactory)
-No publications for
2 consecutive years
-Publishes only
non-refereed
materials
-No presentations
2
Meets Expectations
(Satisfactory)
3
Meets High
Expectations
Publishes 1-refereed
articles/chapters in 2
years
-Presents at 1-2
national, regional or
state conferences
-Has work in progress
-Also publishes nonrefereed work and/or
technical reports
-Or submits a grant
proposal
Publishes or revises
book
Publishes 2 or more
refereed articles/
chapters in the past 2
years
-Or presents 3 or more
papers at major
conferences
-Or edits a journal
-Or receives major
research or grant
award
Some good, solid
scholarly activity and
productivity relative to
rank and position;
solid evidence of
future plans with high
likelihood of
successful completion.
Significant and
rigorous scholarship /
creative work in a
prestigious venues.
Completion of major
research or
scholarly/creative
projects in accordance
with long term plans.
Rubric
Explanation
No scholarly or
creative activity or
activity of a quality
below expectations.
11
Service
1
Does Not Meet
Expectations
(Unsatisfactory)
Does not
attend/participate in
program/area
governance
-Serves on no
standing
committees for 2
consecutive years
-Does not interact
with the
professional field
-Participates
minimally in
community service.
2
Meets Expectations
(Satisfactory)
3
Meets High
Expectations
-Participates actively
in program/area
governance
-Serves on SOE and
FSU committees
-Participates in
relevant professional
associations
-Provides training/
technical assistance to
K-12 schools, IHEs,
and other appropriate
agencies.
-Receives major
service award
-Serves a major
leadership role in SOE
or FSU governance
(e.g., Faculty Senate,
Faculty Assembly,
Committee Chair, etc.
-Or serves on Board or
chairs committee of
state/national
association
- Or leads a significant
partnership service
project
Rubric
Explanation
Little or no
meaningfully or
useful activity in
serving department,
College,
community or
University. Or,
behavior of a
professionally
unacceptable kind
or harmful effect.
Consistently useful
and effective service;
shows initiative;
responsive to needs of
students and
department.
Uniformly excellent
efforts and results in
sustained projects and
generosity of spirit in
volunteering.
Excellent initiative and
effort with
consistently beneficial
results on projects
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FACULTY ANNUAL REPORT
School of Education
Academic Year: __________________
Faculty Name: _______________________________________________
TEACHING
Fall Semester:
Courses
Number
Course Title
Enrollment
Student
Evaluations
Course Title
Enrollment
Student
Evaluations
Course Title
Enrollment
Student
Evaluations
Spring Semester:
Courses
Number
Summer Sessions:
Courses
Number
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Internships and Student Teaching
Courses
Number
Student’s Name
Course Title
School Site
Classroom Innovations: [Describe any new techniques, technologies, etc. attempted this year]
Curriculum Development: [Describe your contributions to curricula and new course
development and your participation in new program or module development]
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SCHOLARLY ACTIVITY
Review Points Instruction: For all appropriate activities indicate the number of points to be
used for review according to the Promotions and Tenure Guidelines.
Review Points
Publications: [List appropriately citing all
coauthors and publication date.]
Books: [Include Publishing Company]
Articles in Books:
Journals: [Indicate Refereed or Invited]
Chapters: [Indicate: 1) Publication Source; 2) Refereed or Invited]
Proceedings: [Indicate: 1) National, Regional, State, Local; 2) Refereed or Invited]
15
Other: [e.g.: Student or Instructor Manuals, Book Reviews, Edited Proceedings,
Newsletters, etc.]
16
Presentations: [Indicate: 1) Conference; 2) National, Regional, State, Local; 3) Refereed or
Invited; 4) Co-presenters; 5) Date]
17
Grants: [Indicate: 1) Title; 2) Agency; 3) Submitted, Under Consideration, Received; 4) Dates
of Grant]
Research in Process: [Indicate: 1) Title or Nature of Research; 2) Stage of Development; 3)
Anticipated Completion Date; 4) Anticipated Publication Outlet]
18
SERVICE
Professional Associations:
Memberships:
Offices Held: [Indicate: 1) Dates; 2) Elected or Appointed]
Professional Associations: (Continued)
Conference Participation: [e.g.: Reviewer, Discussant, Panel Member, Session Chair, etc.]
Conferences Attended: [Indicate: 1) Dates; 2) Location]
19
Department/School/University: Number of Students Advised: _______________
Faculty Senate: [Indicate: 1) Dates; 2) Unit Represented]
Committees: [Indicate: 1) University, School, Department; 2) Standing or Special, 3) Chair or
Member; 4) Dates]
Professional Community Outreach:
Continuing Education Instruction: [Indicate: 1) Dates; 2) Number of Attendees 3) Sponsoring
Agency]
Non-Paid Consulting:
20
Professional Community Outreach: (Continued) Media Interviews and Appearances:
[Indicate: 1) Date; 2) Media]
21
Educational Association Memberships:
Other:
TOTAL
Faculty: _______________________________________________
Dept. Chair:____________________________________________
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