Promotion & Tenure at CSCC
THE NEW PROCESS
Four-Tier System

Instructor

Assistant Professor

Associate Professor

Professor
(no change)
 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.
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.
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 longterm.

By the third year, the candidate should be engaging in behaviors expected of the
next rank.
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.
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.
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.
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
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
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.
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
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
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
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
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.
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.
THE NEW PORTFOLIO
DESIGN
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.
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.)
Old System—Nine Categories
New System—Three Categories
Instructional Planning and Presentation
Assessment
Student Advising*
Teaching and Learning: Activities related to
serving the students’ educational needs (e.g.,
instruction, assessment, advising)
Professional Development
Scholarship
Service to the Profession*
Profession: Activities related to the improvement
or sharing of skills and knowledge with other
professionals in the discipline
Service to the Department
Service to the Division
Service to the College
Service to the Community
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
* Indicates that some activities usually included in the category may now fall in other categories
The Promotion Portfolio
 One
3-ring binder—two to five inches wide
 Tabbed
 Sheet
dividers for major sections
protectors—used judiciously
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)
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
1. Narrative
2. Documentation
(Department, Division, College, Community)
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
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.
Parts of the Portfolio—Letter of Application
A
copy of the letter submitted to the chairperson of the
faculty member’s department by October 1st
 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.
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.
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.
Parts of the Portfolio—Annual Appraisals

Includes all appraisals since last promotion

Minimum of three

Reverse chronological order
Parts of the Portfolio—Observation Reports
Reverse
If
chronological order
any are missing, include explanation from faculty
member, chairperson, and/or PRT.
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.
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
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.
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.
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.
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.
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
The Review
Process and
Timeline
Due Date
October 1
What
Petition of Consideration of
Tenure/Personnel Release Form
(Tenure Candidates) and Letter of
Intent to Department Chair (All
Promotion Candidates)
Friday of the first week Professional Portfolio
of spring semester
Where
Human Resource
Office
Department
Chairperson
Department
Chairperson
TBA—determined
yearly
Professional Portfolio &
Division Dean
Chair/Department Recommendations
TBA—determined
yearly
Professional Portfolio &
Chair/Department & Dean/Division
Recommendations
College Promotion &
Tenure Review
Committee
TBA—determined
yearly
Professional Portfolio &
Chair/Department & Dean/Division &
College Committee
Recommendations
Professional Portfolio &
Chair/Department & Dean/Division &
VPAA/College Committee
Recommendations
President’s Recommendation
Vice President for
Academic Affairs
Request for Appeals Committee
Appeals Committee
Recommendation
All Recommendations
President
President
Board Decision
Candidate
TBA—determined
yearly
Prior to March 25
April 1*
April 22*
Prior to the May Board
Meeting
May Board of Trustees
President
Candidate
Board of Trustees
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.