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Appendix C Promotion Rubrics Reference Materials

Purpose

Purpose

The purpose of this document is three-fold. First, this document is designed to assist the Ä¢¹½ÊÓƵÍø Faculty Promotion Committee in the review of portfolios in aiding alignment of rank with work, activities, and impact. Second, this document serves to educate and communicate to administration the work that has been done at rank and illuminate the engagement of faculty at the various levels of rank. Third, this document provides examples for faculty and supervisors about how faculty work that has been performed can be aligned with rank.

Compilation

This document is reviewed and updated as part of the scheduled Faculty Handbook revisions. The contents are compiled from the promotion portfolios submitted during that cycle. The document is reflective in nature rather than proscriptive; therefore, it does not need to be reviewed and approved in the same way as the promotion rubrics or job descriptions.

Contents

This document reflects work and impact that has been reported. The document is not exhaustive, nor is it in any way meant to proscribe what work faculty need to be performing at rank or in order to achieve rank.

This document is divided into three sections: Instruction, Institutional Engagement, and Professional Development. These sections reflect the areas on which faculty are assessed and that they report in the promotion portfolio. These three areas are each further divided by rank: Instructor, Assistant Professor, Associate Professor, and Professor. Faculty are only assessed for promotion on the first three ranks, but the information for the rank of Professor is included to assist the FPC in understanding performance across the entire spectrum of rank.

The impact of an activity, not the activity itself, determines alignment with rank. The document gives an estimation of where activities may align.

Last Reviewed

November 16, 2022

Instruction - Instructor

Instructor Rank Description

  • Develop and maintain inclusive, student-centered pedagogy to meet the unique needs of CWI’s diverse community college population.
  • Focus on continuous improvement of course curriculum, content delivery, assessment, and responsiveness to students.
  • Establish and maintain a record of teaching excellence.
  • Assist in the development and/or revision of curriculum at the course level.

Observed actions

  • Efforts toward continuous improvement of self as instructor
    • Develop courses new to the instructor
    • Develop courses in format new to the instructor
    • Revision of instructor’s own course curriculum, delivery, interaction with students
    • Use assessment tools, which may include those available from CTL, to evaluate effectiveness of instruction
    • Participate in Peer Review of courses
  • Curriculum and delivery development that serves students
    • Continue to gain additional content knowledge to strengthen inclusive, student-centered pedagogy
    • Utilize a variety of modalities to encourage students to successfully demonstrate course outcomes

The impact of this work can be demonstrated through

  • Student achievement in own courses
  • Student retention in own courses
  • Value added to department

The impact can be measured in

  • Student evaluations
  • Performance evaluations
  • Cover Letter

Instruction - Assistant Professor

Assistant Professor Rank Description

  • Strengthen inclusive, student-centered pedagogy to meet the unique needs of CWI’s diverse community college population.
  • Demonstrate continuous and self-reflective improvement of course curriculum, content delivery,assessment, and responsiveness to student needs.
  • Establish and maintain teaching excellence.
  • Develop, revise, and/or recommend curriculum, courses, and programs at the Department level.

Observed actions

  • Consistent record of teaching excellence as shown in student evaluations, formal evaluations, self-reflection
  • Curriculum
    • Participate in revision and update of curriculum
    • Develop course for delivery in new mode (f2f/hybrid/online)
  • Efforts toward improvement are based on self-assessment and self-reflection
    • Develop strategies for inclusive, student-centered pedagogy
    • Develop courses new to the instructor
    • Develop courses in format new to the instructor
    • Revision of instructor’s own course curriculum, delivery, interaction with students
    • Participate in Peer Review of courses
    • Use assessment tools, which may include those available from CTL, to evaluate effectiveness of instruction
    • Revision of instruction is clearly tied to assessment of instruction

The impact of this work can be demonstrated through

  • Student achievement in own courses
  • Student retention in own courses
  • Effectiveness of curriculum at course and department/program level
  • Value added to department/program

The impact can be measured in

  • Student evaluations
  • Performance evaluations
  • Cover Letter

Instruction - Associate Professor

Associate Professor Rank Description

  • Refine inclusive, student-centered pedagogy to meet the unique needs of CWI’s diverse community college population.
  • Demonstrate continuous, self-reflective improvement of course curriculum, content delivery,assessment, and responsiveness to student needs.
  • Demonstrate a consistent record of teaching excellence.
  • Develop, revise, and/or recommend curriculum, courses, and programs of study.

Observed actions

  • Consistent record of teaching excellence as shown in student evaluations, formal evaluations, self-reflection
  • Curriculum
    • Participate in the development, revision, or recommendation of curriculum for courses and programs
  • Efforts toward improvement are based on self-assessment and self-reflection. Efforts toward improvement are assessed and revised appropriately
    • Develop strategies for inclusive, student-centered pedagogy
    • Develop courses new to the instructor
    • Develop courses in format new to the instructor
    • Revision of instructor’s own course curriculum, delivery, interaction with students
    • Participate in Peer Review of courses
    • Use assessment tools, which may include those available from CTL, to evaluate effectiveness of instruction
    • Revision of instruction is clearly tied to assessment of instruction
    • Revision of instruction is continuous

The impact of this work can be demonstrated through

  • Student achievement in own courses
  • Student retention in own courses
  • Effectiveness of curriculum at department/program, and school level
  • Effectiveness of continuous improvement of course curriculum, content delivery, assessment, and responsiveness to student needs
  • Value added to department/program and school

The impact can be measured in

  • Student evaluations
  • Performance evaluations
  • Cover Letter

 

Instruction - Professor

Professor Rank Description

  • Model inclusive, student-centered pedagogy to meet the unique needs of CWI’s diverse community college population.
  • Model continuous, self-reflective, collaborative mastery of course curriculum, content delivery, assessment, and responsiveness to student needs.
  • Demonstrate a consistent record of teaching excellence.
  • Develop, revise, recommend, and/or lead initiatives concerning curriculum, courses, and programs.

Observed actions

  • Consistent record of teaching excellence as shown in student/formal evaluations, self-reflection
  • Curriculum
    • Lead development and proposal of new curriculum
    • Participate in inter-institutional alignment discussions
    • Alignment of secondary and post-secondary curriculum
  •  Efforts toward improvement are based on self-assessment and self-reflection. Efforts toward improvement are assessed and revised appropriately. Experience with self-reflective practice and pedagogy is shared with others.
    • Develop strategies for inclusive, student-centered pedagogy Develop courses new to the instructor
    • Develop courses in format new to the instructor
    • Revision of instructor’s own course curriculum, delivery, interaction with students
    • Participate in Peer Observation of courses
    • Use assessment tools, which may include those available from CTL, to evaluate effectiveness of instruction
    • Revision of instruction is clearly tied to assessment of instruction
    • Revision of instruction is continuous
    • Experience and efforts in revision and assessment of instruction are modeled and used to mentor other faculty

The impact of this work can be demonstrated through

  • Student achievement in own courses
  • Student retention in own courses
  • Effectiveness of curriculum at department/program, school, and institutional level
  • Effectiveness of leadership in curriculum development
  • Effectiveness of continuous improvement of course curriculum, content delivery, assessment, and responsiveness to student needs
  • Effectiveness of modeling and mentoring
  • Value added to department/program, school, institution, and beyond

The impact can be measured in

  • Student evaluations
  • Performance evaluations

Institutional Engagement - Instructor

Instructor Rank Description

  • Develop professional relationships to familiarize oneself with the college, its resources, and systems.
  • Engage in service activities that support student and personal success.
  • Become conversant with department/program-level initiatives.
  • Understand and engage with planning and/or assessment at department/program level.

Observed actions

  • Personal and department-level committees/workgroups/initiatives/projects
    • Hiring committee for faculty
    • Hiring committee for department chair
    • Gen Ed and curriculum design series attendance
    • Participation in student enrichment activities
    • Volunteer at college events
    • Creation of program information and flyers
    • Program review participation
    • Participation in department mission statement drafting
    • Participation in common exam construction in subject area
    • Textbook committee
    • Participation in the revision or editing of curriculum

The impact of this work can be demonstrated through

  • Effective use of professional relationships
  • Value added to course and department

The impact can be measured in

  • Performance evaluations
  • Cover Letter

Institutional Engagement - Assistant Professor

Assistant Professor Rank Description

  • Pursue professional opportunities and relationships to improve student, personal, and departmental/programmatic success.
  • Contribute to department/program-level initiatives.
  • Contribute to planning and/or assessment at course and department/program level.

Observed actions

  • Department and/or program level committees/workgroups/initiatives/projects
    • Workgroup for placement into classes
    • Placement assessment
    • Participate in curriculum development
    • Content lead
    • Creation/revision of lab manuals or department documents
    • Departmental curriculum coordinator
    • Evaluation and/or testing of new technology, products, procedures
    • Program and academic advisor
    • TAC member and industry liaison
    • Community/industry brown bag luncheon presenter
    • Member of grant committee (department scope)
    • INBRE committee member
    • Hiring committee member
    • Program review participation
    • Organize student display for subject area
    • Lab coordinator
    • CWI blogs
    • Club advisor
    • Dual credit liaison
    • Team teaching within the department/program
    • OER developments

The impact of this work can be demonstrated through

  • Effective use of professional opportunities and relationships to improve student, personal, and departmental/programmatic success
  • Value added to department and program initiatives

The impact can be measured in

  • Performance evaluations
  • Cover Letter

Institutional Engagement - Associate Professor

Associate Professor Rank Description

  • Pursue professional opportunities and relationships to improve student, personal, and school success.
  • Contribute to, collaborate in, and develop school-level initiatives.
  • Contribute to planning and/or assessment at department/program and the school’s level.

Observed actions

  • Leadership of department/program, or school, committees/workgroups/ initiatives/projects
    • Program Chair
    • Department chair
    • Lead curriculum guide development and workgroups
  • School level committees/ workgroups/initiatives/projects
    • First Semester Experience/ CWI 101
    • CWI CTE Leadership Committee
    • Gen Ed Steering Committee
    • Visiting Lecturer
  • Publish original research
  • School scholarship committee
  • Assist researchers from other institutions
  • Presentation at regional and national conferences
  • Mentor adjuncts and other FT faculty
  • Member of Faculty Senate and its subcommittees
  • Inservice presenter
  • PACE Program and Career Expo Event presenter
  • CWI student orientation
  • Outreach with other Idaho institutions on behalf of the department/program or school
  • Team teaching outside the department/program

The impact of this work can be demonstrated through

  • Effective use of professional opportunities and relationships with other institutions or organizations to improve student, personal, and departmental/programmatic success
  • Value added to department/program and school initiatives
  • Effectiveness in leading instructional, and programmatic assessment
  • Value added to strategic planning at school level

The impact can be measured in

  • Performance evaluations
  • Cover Letter

Institutional Engagement - Professor

Professor Rank Description

  • Pursue professional opportunities and relationships to improve student, personal, school, and college success.
  • Develop, pursue, and contribute to college-level initiatives.
  • Lead and contribute to planning and/or assessment at the school and college level.

Observed actions

  • Participation in and/or leadership of college level committees/initiatives/projects
    • Culture and Employee Engagement Committee
    • CWI Student Conduct Board Committee
    • Academic Technology Advisory
    • Phi Theta Kappa advisor
    • Connections Project Organizer
    • Hybrid Standards Committee Member
    • Computer Literacy Committee
    • Retention Committee
    • Lead ATAC
    • Sustainability
    • Leader of Faculty Senate or its subcommittees
    • Lead programmatic curriculum development, including new courses
  • Participation and/or leadership of state level committees/ workgroups/initiatives/ projects
    • State Board of Ed Remediation Workgroup: Delivery Model
    • State Board of Education Committee 11-12th Grade College Readiness
    • State placement standardization
    • General Education Annual Summit
  • Leadership in community work/committees (as CWI representative)
  • Significant contribution to institutional planning

The impact of this work can be demonstrated through

  • Effective use of professional opportunities and relationships with other institutions/organizations to improve student, personal, departmental/programmatic, school, and institutional success
  • Value added to department/program, school, and institutional initiatives
  • Effectiveness in mentoring future leaders
  • Effectiveness in leading instructional, programmatic, and institutional planning or assessment

The impact can be measured in

  • Performance evaluations

Professional Development

The purpose of professional development is to allow faculty to be effective at rank. The form of the professional development does not align to specific ranks. Instead, the impact of the professional development activity aligns with rank.

Professional development can occur in many forms. Some of the forms that have been observed include

  • Doing coursework
  • Obtaining graduate degrees
  • Obtaining/maintaining certification
  • Participating in trainings (in house and externally)
  • Attending conferences/seminars/workshops (locally, nationally, internationally)
  • Performing research (original research, reading professional material, etc.)
  • Maintaining professional organization membership

Professional Development - Instructor

Instructor Rank Description

  • Work with supervisors to determine how one’s professional expertise and interests contribute to student and personal success.

Professional development contributed to the following activities

  • Curriculum and delivery development that serves students and the department
  • Continuous improvement of self as instructor
  • Department level committees/workgroups/initiatives/projects

The impact can be measured in

  • Performance evaluations
  • Student evaluations
  • Cover Letter

Professional Development - Assistant Professor

Assistant Professor Rank Description

  • Collaborate with supervisors to determine how one’s professional expertise and interests contribute to departmental/programmatic success.

Professional development contributed to the following activities

  • Consistent record of teaching excellence
  • Curriculum revision and participation in development
  • Efforts toward improvement in student-centered instruction are based on self-assessment and self-reflection
  • Department and/or program level committees/workgroups/initiatives/projects

The impact can be measured in

  • Performance evaluations
  • Student evaluations
  • Cover letter

Professional Development - Associate Professor

Associate Professor Rank Description

  • Collaborate with supervisors and dean to determine how one’s professional expertise and interests contribute to the school’s success.

Professional development contributed to the following activities

  • Consistent record of teaching excellence
  • Curriculum development
  • Department, and/or school committees/workgroups/ initiatives/projects
  • Efforts toward improvement in student-centered instruction are based on self-assessment and self-reflection. Efforts toward improvement are assessed and revised appropriately
  • School level committees/workgroups/initiatives/projects

The impact can be measured in

  • Performance evaluations
  • Student evaluations
  • Cover Letter

Professional Development - Professor

Professor Rank Description

  • Collaborate with supervisors, dean, and other college leaders to determine how one’s professional expertise and interests contribute to the college’s success.

Professional development contributed to the following activities

  • Consistent record of teaching excellence
  • Lead development and proposal of new curriculum, participate in inter-institutional alignment discussions, participate in alignment of secondary and post-secondary curriculum
  • Efforts toward improvement are based on self-assessment and self-reflection. Efforts toward improvement are assessed and revised appropriately. Experience with self-reflective practice and student-centered pedagogy is shared with others.
  • Participation in and/or leadership of college level committees/workgroups/initiatives/projects
  • Participation and/or leadership of state level committees/workgroups/initiatives/projects

The impact can be measured in

  • Performance evaluations
  • Student evaluations