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
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.
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 Emails, 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
1
Not every example listed below applies to all individuals
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
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.
DESCRIPTION OF TEACHING ACTIVITIES
Major Categories
Syllabi
Faculty attendance in class
Student evaluation of teaching
Faculty teaching effectiveness
Advisement/Mentoring
Specific Teaching Activity
Goals
(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)
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
Accurate & timely submission of
grades
Leadership in curriculum development
Program development
Use of software and technology
Professional development
Developing new courses
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
(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
5-a
1
1
3-a
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
(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.)
Goals
2;
2-a;
3-b;
6
(a) conference proceedings (papers or 7-a;
abstracts)
1;
(b) journal articles not relevant to field 2-a
(c) review of books, articles, software,
or other materials
(d) technical or general interest
magazine articles
(e) World Wide Web materials related
Research Presentations
Research Grants
(a)
(b)
(c)
(d)
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
to one’s scholarly activity or
research agenda
conference presentations
research-based seminar /symposia
invited paper or presentation
presentation posters
proposals submitted
response to a Request For Proposal
(RFP)
faculty collaborations
investigator initiated
proposals funded
research contracts in related field
equipment grants
infrastructure grants
research experience for
undergraduates grants
research grants
conducting sponsored research
(1) For national, state or local
agencies
(2) For professional organizations
(3) For the university, college, or
department
7;
3
3;
2-a;
3-b;
4-a;
6;
7
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)
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
Service to Community
Goals
Service to BK-12 Education
(d)
(e)
(f)
(a)
(b)
(c)
(d)
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
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.
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.
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
School of Education
Faculty Evaluation Rubrics
Teaching
Meets High Expectations
Exemplary
Fulfills all teaching
responsibilities, and demonstrates
overall excellence in teaching,
advising, and mentoring; leadership
in curricular improvement, and
sharing of expertise.
Meets Expectations
(Satisfactory)
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.
Does Not Meet Expectations
(Unsatisfactory)
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;
Research, Scholarly &Creative
Activity
Meets High Expectations
(Exemplary)
Significant and rigorous
scholarship / creative work in a
prestigious venues. Completion of
major research or
scholarly/creative projects in
accordance with long term plans.
Meets Expectations
(Satisfactory)
Some good, solid scholarly activity
and productivity relative to rank
and position; solid evidence of
future plans with high likelihood
of successful completion.
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.
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
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
3
Meets High Expectations
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
2
Meets Expectations
(Satisfactory)
-Publishes 1-refereed articles/chapters in 2 years
-Presents at 1-2 national, regional or state conferences
-Has work in progress
-Also publishes non-refereed work and/or technical reports
-Or submits a grant proposal
Does Not Meet Expectations
(Unsatisfactory)
No scholarly or creative activity
or activity of a quality below
expectations.
1
Does Not Meet Expectations
(Unsatisfactory)
-No publications for 2 consecutive years
-Publishes only non-refereed materials
-No presentations
Service
Meets High Expectations
(Exemplary)
Uniformly excellent efforts and
results in sustained projects and
generosity of spirit in
volunteering.
Excellent initiative and effort
with consistently beneficial
results on projects
Meets Expectations
(Satisfactory)
Consistently useful and effective
service; shows initiative;
responsive to needs of students and
department.
Does Not Meet Expectations
(Unsatisfactory)
Little or no meaningfully or useful
activity in serving department,
College, community or University.
Or, behavior of a professionally
unacceptable kind or harmful
effect.
3
Meets High Expectations
(Exemplary)
-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
2
Meets Expectations
(Satisfactory)
-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.
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.