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 1 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. 2 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. 4 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 7 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 8 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 9 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 12 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 13 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] 14 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:____________________________________________ 22