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CRITERIA
AND PROCEDURES FOR
PROMOTION AND TENURE
for
COUNTY AND AREA FACULTY
Revised September 1999
PURPOSE
These criteria, documentation guidelines and procedures were developed
to supplement the general promotion and tenure guidelines of Washington
State University and the College of Agriculture and Home Economics.
The following information is intended to clarify criteria for evaluation
of Washington State University Cooperative Extension faculty who
have county or area (multi-county) assignments.
Tenure
is important in an academic career. A career guidance committee
is assigned to mentor new faculty, but achievement
of tenure is the individual’s responsibility.
The decision to grant tenure is based upon the documented evidence of an individual’s
performance and potential, the recommendations of peer faculty and administrators
and evaluations by outside reviewers.
THE
ROLE OF EXTENSION COUNTY-BASED FACULTY
Washington
State University Cooperative Extension county and area faculty are
educators
with a unique and fundamental role within the land grant
university system. These faculty are located at educational centers
in each of Washington’s counties. Faculty work individually and
as team members with professional peers sharing relevant knowledge
and technology in community, county and state educational and developmental
efforts. The faculty work with the people of the state to:
- Identify significant issues, community problems and
opportunities.
- Act as a catalyst for community mobilization.
- Conduct educational and problem-solving activities.
- Evaluate the impact of their efforts.
- They are also expected to develop extramural support
for conducting programs.
The objectives are to provide educational and developmental assistance
to help people make decisions and gain the capacity to solve present
and future problems.
TENURE
UNITS
Faculty are tenured in the extension organization. To facilitate
the process for geographically separated faculty, each of the extension
districts is treated as a tenure unit. Tenured faculty in the district
submit tenure recommendation ballots on nontenured faculty in their
district.
ELIGIBILITY
FOR TENURE CONSIDERATION
Washington
State University policies governing tenure decisions are described
in the “Faculty Manual.” Tenure
eligibility normally requires a minimum of a three- fourths time appointment
in the permanent
tenure track position. Under exceptional circumstances, a tenure-track
appointment may be offered for at least a one-half time but less than
three-fourths time appointment.
Computation
of eligibility for tenure consideration for faculty on annual appointment
is generally made from January 1 of the year
hired. If the person is hired very
late in the year, they may negotiate for the tenure clock to begin the next
January 1. A person entering employment at the E-2 rank becomes
eligible and must be considered for tenure during the sixth year of
service at Washington State University. A person may ask for earlier
consideration of tenure. If granted,
tenure will be effective at the beginning of the next year (July 1).
A
person entering employment at the E-3 rank ordinarily
will be considered for tenure during the third year of service
at Washington State University. This is a negotiable condition of
employment. Accomplishments prior to employment
which meet tenure criteria as well as Washington State University service will
be considered. If granted, tenure will be effective at the beginning of the
fourth year (July 1). Employees hired at E-3 rank who negotiate for
a longer time before
tenure consideration will have an intensive, formal review in the third year.
A
person entering employment at the E-4 rank may be granted
tenure through these procedures, based upon a record of prior accomplishments
which correlates
with tenure criteria. Tenure may be effective on the date of initial appointment
as a negotiated condition of employment. If not employed with immediate tenure,
then tenure must be considered during the first year of service. If granted,
tenure would then be effective at the beginning of the second year (July 1).
THIRD
YEAR TENURE PROGRESS REVIEW
All tenure-track faculty entering at the E-2 level will have a formal
tenure progress review during their third year of employment in a tenure-track
appointment at Washington State University. Candidates will make a
presentation at the meeting of the tenured faculty. The third-year
review shall be conducted by the same individuals and follow the same
procedures that apply to final tenure consideration; however, outside
peer review is not required. Documentation for third-year review includes:
- Confidential Third-Year Progress Review Form is prepared
by the district director.
- Vita and contribution statements provided by the faculty
member.
- Confidential third-year review ballots from all tenured
faculty in the unit.
- Examples of extension publications, press clippings
and other pertinent evaluations of their work.
TENURE
CRITERIA
The institution is most interested in having county-based
extension faculty address current issues facing individuals, organizations
and communities using appropriate educational methods and practical
research applications. Extension faculty have the responsibility to
develop and deliver educational and developmental programs, which can
include undertaking applied research and synthesizing research information.
The work of tenure-track faculty members includes scholarly productivity,
measured by the development of these programs and materials in an array
of classroom, electronic and print formats. This scholarly output contributes
to the overall impacts of extension county faculty, in meeting the
needs of the local community. Scholarly activity is defined as creative,
intellectual work that is validated by peers and communicated.
Scholarly
activity includes: original county publications; curriculum and/or
educational program development; non-print material - video, slide presentations,
computer programs, web-based education, satellite programs; mass media -
substantive, program-specific articles published in newspapers, weekly/monthly
newspaper columns, newsletters and programs on television and radio; bulletins;
journal articles; on-farm testing - including data collection, analysis
and reports; grant proposals funded; national and regional subject matter presentations -
invited and refereed.
The
work of an Extension faculty member focuses on the following elements.
These elements are listed with criteria for evaluating their effectiveness.
Criteria
for tenure consideration are the same as those used for annual review.
PROGRAM (knowledge base, planning, delivery and evaluation).
Both independently and as a team member, analyzes needs of individuals, families,
groups and communities. Plans, conducts and evaluates educational and developmental
programs to meet these needs. Program content is based on current research
and knowledge. Assesses opportunities to provide access for the people
of the state to the resources of the university.
LEADERSHIP (effectiveness, development and recognition).
Leads and develops leadership in others. Recognized as an educational
leader and represents Washington State University effectively as a faculty
member.
COMMUNICATION (oral and written communication).
Speaks and writes effectively. Conducts educational and developmental
experiences proficiently, including creative and effective methods, high
quality materials
and appropriate techniques. Conducts scholarly work, as described above.
ORGANIZATION.
Organizes and utilizes the resources of the people, the university
and government agencies to carry out planned program.
PROFESSIONAL DEVELOPMENT AND INVOLVEMENT.
Maintains and improves professional competencies through personal
professional improvement. Participates in appropriate professional
groups and is
recognized for professional competence.
AFFIRMATIVE ACTION.
Carries out intent of the federal, state and county Civil Rights
and Equal Opportunity Plan. Actively promotes a positive work environment.
Evidence
that the candidate has met these criteria is documented in the
curriculum vitae and a contribution statement.
Guidance on developing this documentation is provided in “Preparing
Promotion and Tenure Documents: Guidelines for County Extension Faculty
at Washington State University.”
DOCUMENTING
YOUR ACCOMPLISHMENTS
The faculty
member must provide concise documentation of program accomplishments
including
scholarly and creative work. This normally takes the form
of a vita and contribution statement. The provost’s office will
provide specific guidelines of material to be submitted. Extension
promotion and tenure documents may be due to Extension Administration
before the Provost’s guidelines are released. We work from the
previous year’s guidelines when this happens, with the possibility
of having to revise.
As
mentioned above, the extension publication, “Preparing Promotion and
Tenure Documents” has guidelines for county extension faculty. The following
items are provided as a guide to identify possible “evidence” to
be included in a dossier:
PROGRAM.
The major part of the tenure documentation is the contribution statement clearly
identifying three or four program focus areas. For each, describe problems
and/or issues addressed, action taken and impacts of programs. Impacts of educational
programming are the most important part of your document. Programming impacts
should be clearly stated, focused and specific.
This contribution statement should
indicate such things as:
- Evidence that a sound knowledge
base, combined with effective needs assessment, planning, delivery
and evaluation, was used in the program.
- Programs that are based on needs
of the people of Washington and society (describe needs assessment,
give situation statements, summarize evaluations).
- Effectiveness of program activities
in reaching people (innovative methods and intended and/or new
audiences reached).
- Program activities have a positive
impact (describe systematic evaluation, attach clientele letters
of evaluation, other feedback).
- Program activities have resulted
in the solution of significant problems or the resolution of
important issues.
- Initiation of multi-disciplinary
and interdisciplinary programs to meet constituent needs.
- Participation in multi-disciplinary,
interdisciplinary, multi-county, or initiative-based team.
LEADERSHIP.
Evidence of leadership effectiveness and leadership development and recognition
may be sited in contribution statement and/or vita. This might include:
- Involvement of citizens and community leaders to anticipate and
meet needs through educational programs and community action.
- Development of leadership in others including documentation of
programs that recruit, train and supervise volunteers in extending extension
educational, informational and developmental programs. Constituents are assuming
responsibility for planning and implementing activities and events.
- Leadership roles on committees, planning groups, extension and
university teams and professional organizations.
COMMUNICATION.
Evidence of ability to communicate effectively, both orally and in writing and
ability to teach effectively may be described in the contribution statement and/or
vita.
- Scholarly or creative materials produced and used to support extension
educational efforts (original county publications; curriculum and/or educational
program development; non-print material - video, slide presentations, computer
programs, web-based education, satellite programs; mass media -substantive,
program-specific articles published in newspapers, weekly/monthly newspaper
columns, newsletters and programs on television and radio; bulletins; journal
articles; on-farm testing - including data collection, analysis and reports;
grant proposals funded; national and regional subject matter presentations
- invited and refereed).
- Ability to teach and motivate, including assessment of preparation,
quality and skill of delivery or presentation as appropriate.
- Use of new technologies and innovative methods and materials to
implement programs as appropriate.
- Collaboration with team members, other agencies, organizations
and professionals.
ORGANIZATION.
Evidence of organizational skill and ability to use resources effectively may
include:
- Use of appropriate resources from the community, Washington State
University, other institutions and extramural sources.
- Ability to set priorities for educational and developmental efforts
for high impact.
- Documenting and reporting programs promptly, completely and accurately.
PROFESSIONAL DEVELOPMENT.
Evidence of professional development and involvement are usually listed in the
vita.
- Professional and subject-matter organizations (names, committee
responsibilities, activities, positions held, events organized).
- Papers presented or talks given (subject, date, organization).
- Awards received (description, date awarded, award sponsor).
- Continued education and/or significant professional improvement
activities.
- Participation in university and extension committees.
AFFIRMATIVE ACTION.
Evidence of carrying out intent of Affirmative Action and Equal Opportunity Plan
include the following.
- Information is free from discriminatory language and practices.
- Efforts to reach underserved people and conduct extension programs
in areas accessible and convenient for these audiences.
- Efforts to make educational and developmental programs attractive
to traditionally underserved people.
TENURE
PROCEDURES WITHIN THE UNIT
Tenure will be granted to a faculty member only after a thorough
evaluation of the person’s performance over the period of employment
or prior to employment if appointed at E-4 rank with tenure.
Tenure units establish and follow tenure procedures including an
annual tenure progress review, a third-year formal progress review
and an intensive sixth-year formal review for faculty at the E-2
rank. Tenure procedures within the tenure unit are a peer review
process.
OBJECTIVES
- Nontenured faculty will receive guidance from tenured
faculty on ways to enhance the probability of a successful career
in Washington State University Cooperative Extension.
- Tenured faculty annually will provide valid and reliable
evaluative information regarding nontenured faculty based on the
established criteria.
- Tenured faculty will make informed decisions when preparing
the third-year and tenure ballots.
PROCEDURES
The following procedures will be used in the tenure process: Career Guidance Committee
The district director will appoint a career guidance committee for each nontenured
faculty member within 60 days of hire. The district directors will give
the committee and the county chair an orientation to their responsibilities.
Committees will be composed of at least three tenured faculty members,
one of whom will be designated as the committee chair. If the nontenured
faculty member and the county chair agree that it would be useful to include
a specific perspective, another member from a different district and/or
a specialist may be added to the guidance committee. The career guidance
committee may extend an invitation to the county chair to participate in
their meetings and discussion.
Regular communication between the committee chair
and the county chair, regarding performance, is required. If the
nontenured faculty member is the county chair, communication should
be between the committee chair and the district director.
Tasks of the career guidance committee:
- Assist nontenured faculty to become
acquainted with extension faculty in the tenure unit and assist
tenured faculty
to become knowledgeable with the history and breadth of the tenure
candidate’s career.
- Suggest activities that are helpful in advancing the
career of the nontenured faculty member consistent with the guidelines.
- Provide additional counseling opportunities for nontenured
faculty using a variety of approaches such as telephone contact,
visits during extension meetings, written correspondence and pre-arranged
counseling meetings.
- Maintain a continuing record of the nontenured faculty
member which includes vita, position description, POAs, briefing
reports and other relevant information.
The career guidance committee will meet formally
at least once each year with the nontenured faculty and review
progress using the six tenure criteria as a guideline. The meeting
should precede the summer meeting of the tenured faculty.
Each year, the chair of the career
guidance committee will make a short oral report to the tenured
faculty focusing on
the committee’s assessment of the career progress of the nontenured
faculty. Following the report, the chair of the committee will
lead a discussion encouraging input for all the tenured faculty.
Each year the career guidance committee
will summarize key points of the tenured faculty discussion and
provide this written
summary to the district director, county chair and the tenure candidate.
The focus of the summary should be the faculty member’s career
progress. This summary will not be required in the year of tenure
consideration.
Meeting of the Tenured Faculty
Each summer the district director will arrange a meeting for all tenured
faculty within the tenure unit. The purpose of this meeting is to hear
a seminar presentation of promotion and tenure candidates. It provides
an opportunity for faculty input and valuative information for promotion
and tenure consideration balloting.
Additionally, each year the chair of the career guidance committee will
make a short oral report to the tenured faculty focusing on the career
guidance
committee’s view of each nontenured faculty member’s career progress.
Third-year review candidates will make their seminar presentations and tenured
faculty will have an opportunity for input at either the summer promotion
and tenure meeting or at a special meeting in January or February.
Prior to the tenure unit meeting, the district director will provide all
tenured faculty a current vita and position description of each faculty member
being considered for tenure and third year review.
Tenured faculty at the district meeting are encouraged to provide additional
input for discussion relating to nontenured faculty.
Nontenured faculty may attend the seminar portion of the meeting but not
the
discussion of performance.
Responsibility of Nontenured Faculty
Each year, all nontenured faculty will provide the following to the members
of their career guidance committee:
- Plans of Action
- Project briefing reports
- Vita
- Position description, if there are changes
Candidates
for the third-year review are expected to make a presentation to
the tenured faculty at the district meeting.
The topic is the candidate’s highest-priority educational
and/or developmental programs.
Tenure and promotion candidates will make an approximately 30-minute presentation
on highest-priority educational and/or developmental programs at the district
meeting.
The Balloting Process
The director’s office will distribute to district directors
tenure ballots for each tenure candidate and each candidate for
third-year review. Each
ballot will have the name of the candidate and the tenured faculty member
inscribed. Completed ballots will be returned to the district director.
This is a peer review process. Each tenured faculty member is responsible
for providing an independent, objective evaluation of the candidate.
Tenured faculty will complete an advisory ballot during the third year of
those nontenured faculty who were initially appointed at the E-2 rank. The
advisory ballots will be returned to the district director. Information from
the advisory ballots will be used by the district director to counsel nontenured
faculty.
District Director Responsibilities
The district director will schedule an annual meeting of tenured faculty
to discuss tenure and promotion candidates, candidates for third-year review
and progress of other nontenure faculty. Prior to the meeting, the district
director will provide all tenured faculty a current vita and position description
(if changes are made) for each candidate. A record of all tenured faculty
who attend and those who do not will be kept.
Each year the district director and respective county chair will discuss
the career guidance committee summary with the nontenured faculty member
and will counsel the faculty member regarding performance.
The district director and nontenured faculty member will each sign and
date a written summary of their discussion. The signatures will signify
that they
have discussed the contents of the committee summary. The nontenured faculty
member has the right to have a statement concerning the summary permanently
attached to the summary. Should the nontenured faculty member attach a
statement to the summary, the statement should be distributed to members
of the guidance
committee by the district director. Copies of the summary will be given
to the nontenured faculty member and county chair, one copy will be kept
in
district records and one copy will be placed with the nontenured faculty
member’s official personnel file. A copy will be available to tenured
faculty, on request. All tenure related material will be destroyed after
five years.
The district director will summarize the results of the tenure ballots
for inclusion in the evaluative statement. The ballots themselves are submitted
in the tenure notebook. The ballots are removed before the college T & P
committee reviews the notebook and sent to the provost’s office. After
a tenure decision has been made by the Washington State University Board
of Regents, the tenure ballots are kept for five years and then destroyed.
Documentation
The faculty member will provide an updated vita, statement of contributions,
statement of future contributions and position description (if changes
have been made) to the district director.
The district director will complete the dossier by adding the Confidential
Tenure/ Promotion Recommendation Form, letters by outside reviewers and faculty
tenure ballots.
These dossiers, minus the tenure ballots, are reviewed by the college tenure
and promotion committee and recommendations made to the dean and directors.
The dean then makes a recommendation to the provost.
PROMOTION
CRITERIA
Nontenure track faculty may be eligible for promotion. They
will be assigned a career guidance committee and should follow
these procedures.
Promotion in rank is an administrative process; however, faculty recommendations
are considered when making decisions.
Criteria
for promotion in rank to E-3 are the same as for tenure. Promotion
from E-2 to E-3 accompanies
the granting of tenure.
Candidacy
for promotion to E-4 may be initiated by the immediate supervisor,
the district director, or by the faculty member. Advancement in rank from
E-3 to E-4 is not automatic nor is consideration guaranteed
upon completion of
a given term of service. It is rare for a faculty member to attain the level
of
distinction expected for promotion to E-4 before the sixth year in rank at
E-3. Continued demonstration of excellence in program, leadership, communication,
organization, professional development and involvement, and affirmative action
is expected. Demonstrated merit and service with distinction, not actual
years of service, are the guiding factors.
The
elements of service with distinction are:
- Significant impact on the people of Washington.
- Individual and team accomplishment which enhances
the public appreciation of Washington State University.
- Educational or developmental program quality as reflected
in the adoption of locally developed programs or practices by
other counties, states, or national regions.
- Innovative programs.
- Active national engagement such as regional or national
committee work, task force participation, conference organization,
presentation of scholarly or creative work.
Promotion recommendation procedures and accompanying documentation
for promotion from E-3 to E-4 are the same as those required for
tenure consideration. Only faculty in the E-4 rank will prepare
an advisory ballot.
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