2023-2024 UHMC T&P, Contract Renewal and Five Year Review Timelines

DEADLINE:  OCTOBER 6, 2023

ACTION: All documents are submitted online through the UH Tenure & Promotion website

2023-2024 UHMC T&P, Contract Renewal and Five Year Review Timelines

DEADLINE: NOVEMBER 3, 2023

ACTION: All documents are submitted online through the UH Tenure and Promotion website

2023-2024 UHMC T&P, Contract Renewal and Five Year Review Timelines

DEADLINE: MARCH 4, 2024

ACTION: All documents are submitted online through the UH Tenure and Promotion website

2023-2024 UHMC T&P, Contract Renewal and Five Year Review Timelines

DEADLINE: DECEMBER 1, 2023

Documents should include:

• Your own philosophy and goals regarding teaching
• Your accomplishments and activities since your last evaluation or initial appointment
• A statement of your goals/objectives for the coming contract period
• Supporting documentation (optional)

Focus the discussion of your activities and achievements to reflect the criteria of the rank at which you were hired or at which your contract will be renewed.

As you approach the year in which you will be eligible for tenure and and/or promotion, you may consider setting goals and objectives that reflect the expectations of the next rank and to engage in activities that reflect accomplishments at that level.

* Use the job description in UHPA faculty classification as a guide / checklist

* Address the points from Contract Renewal Guideline

* Use UH Maui Guideline as outline

DISCLAIMER

This information is based on UHMC department chair and DPC comments about contract renewals and our personal experience as DPC and TPRC members. Be sure to contact your own department chair, DPC, VC and Chancellor for specific requirements and expectations

• Forms should not be handwritten
• DATE OF SERVICE / PROBATIONARY PERIOD etc. should be verified with Personnel. Please do not guess.
• *The Primary Duties section is the MOST important!*
• ADDRESS STUDENT EVALUATIONS
  • Look for patterns to highlight strengths and ways to improve teaching.
• ADDRESS RECOMMENDATIONS
  • Be sure to address any recommendations made by previous reviewers.
• TAB AND LABEL the subsections in the appendix.
• NUMBER THE APPENDIX 1, 2, 3 etc. from the beginning to the end. Center page numbers at the bottom of the pages.
• PROOFREAD! Have someone proofread your document for content and grammar and spelling.
  • Get Content Feedback
  • Check with someone in content area / DPC
  • Get Proofreading Help
  • Use spell check; get reader for readability, punctuation, grammar error
• SIGN your application! Don’t forget to include the entire application and sign it!

• CONTRACT RENEWAL FILE – Create a file for documentation: invitations, thank you cards, agendas or notes
• CALENDARS – Keep it up to date and make it easy to recall pertinent activities
• PEER OBSERVATIONS – Schedule them early and make sure you have two each semester
• PEER EVALUATIONS – Conduct your evaluations using an online survey tool such as Survey Monkey, Google Forms, Survey Gismo or etc.
• CHARTS & HEADINGS – Make it easy for the reader
• DATA – Present it AND reflect on it
• APPENDIX – Keep it relevant and simple
• QUOTES – Use student and peer quotes to reflect, emphasize, evaluate, etc.
• ACTIVITIES – Connect activities and impact to teaching and campus
• ACRONYMS – Spell out the first time you use each one.
• CONSISTENCY – Use consistent format for: observations, evaluations, quotations, events, activities and references
• SO WHAT? – Make connections for your reader.
  • Be sure to consistently include and emphasize the outcomes of your actions.
    • For instance, you served on a committee and so what? What effect did it have on your work? On your students? On the campus? etc.

Starts at page 1.1

A. Service Record

*Note: DATE OF SERVICE / PROBATIONARY PERIOD etc. should be verified with Personnel. Please do not guess.

Starts at page 2.2

The Primary Duties section is the MOST important!

If you are not teach faculty, use your job description and consider adding to appendix.

• Getting Started
• UHPA Faculty Classification
• Contract Renewal Guidelines
• UHMC Contract Guidelines

A. Your teaching philosophy: includes (but is not limited to) your personal feelings about who your students are and how they learn. This philosophy is what drives your actions in the classroom. It could serve as a theme that runs through your document as you describe what you do in the classroom.

B. Classes you teach: discuss the classes you teach, your student learning outcomes, what you do in class to ensure that your students achieve those outcomes, and how you know your students have achieved them (your assessment practices). Use concrete language with specific examples.

C. An assessment of your students and peer evaluations: discuss both positive and negative evaluations; describe any changes you have made as a result of evaluations you have received. Include a few relevant quotes from evaluations. (Your student evaluation schedules should be arranged so that the majority of the students in a class will have an opportunity to participate in the evaluation process.) Include at least two peer evaluations for each semester.

D. Assigned time and activities (if any): for each activity, describe what you did, what difference it made, and how it tied in with student learning objectives.

STAY STUDENT CENTERED

• Describe the impact for students
• Relate to SLOs
• Describe what you do with students

Example:

Engaging lessons cultivate student motivation.

Engaging lessons cultivate student motivation, so I spark student interest by including many different forms of media in my lessons. In my English classes and college orientation classes, I use essays, short stories, poems, song lyrics, visual art, music, TV commercials, and field trips to promote course objectives.

ILLUSTRATE YOUR CLAIM

• Give specific examples, lessons, experiences
• Use qualitative and quantitative data (consider using tables)
• Consider addressing retention rates
• Use data that supports your efforts in achieving SLOs
• Use quote from student and peer evaluations

RESPOND TO REVIEWERS

• Address ALL recommendations from previous review – Chancellor, VCAA, Department Chair, DPC
• Address peer observations / evaluation
• Acknowledge weaknesses and create strategies for improving

Example:

In a Fall 2008 peer evaluation of my English 22 SkyBridge class, XX wrote the following: “[Name]’s lesson guided students through a plentiful variety of active learning exercises. Extended attention to grammar questions left her a little rushed toward the end of class.”

As a result of XX’s feedback, I will continue to work on balancing my time throughout class with special attention to the timing of SkyBridge classes. Because students in the HITS classroom take a little longer to communicate, often hesitate before pressing the “talk” button, and need comments repeated, I will save the last 5 minutes of class for outreach site student questions and encourage students on the Kahului campus to save questions for after class time or individual conferences as appropriate.

This section is divided into two subsections: College Service and Community Service

• Identify activity
• Brief description
• Connect to outcome for students, college » (“So what?“)

Describe the relevant activity in each subsection and tell what difference it made for your, for your students, or for the college or community. » What was the outcome?

Example of Reflection on College and Community Service activities:

I have increased my participation in committees and increased my leadership roles (see section IV, Leadership Activities). As discussed earlier, I have contributed to the college in many ways through my role as department chair, but I have also found other ways to impact the college including across departments and disciplines. My contributions to the community are centered in early childhood programs and families with young children. I am able to continue supporting my former students through workshops, conferences, and in-service training.

I am also committed to service to my profession. I present at conferences, serve my professional organizations, and take part in a higher education group in Hawaii. See activities below:

Service to UHMC and UH System

Service to the Community

ORGANIZATION TIP

• Use headings to separate sections
• Use consistency

Connect what you learned / experienced to your teaching/work – what was the impact/improvement? » (“so what?”)

Example of Reflection on Professional and self-development activities:

Early Childhood Education is a dynamic field. I am required to stay current on the latest research in best practice to ensure that I am preparing my students for their professional lives. Attending conferences locally and on the mainland, reading professional journals, and taking part in discussions with colleagues have helped me stay current in my field.

I have also taken advantage of professional development opportunities to assist me in leadership. As a department chair and member of many college and system committess, I need to support faculty and staff while adhering to college policies. Workshops ranging from dealing with students in crisis to preparing for accreditation visits have all been helpful.

I have continued my commitment to professional and self-development activities. The following chart describes activities I have engaged in to improve my teaching and my ability to contribute to the UHMC campus, UH system, the community, and my profession.

Emerging for C2

Include this section in your document only if you have leadership activities to describe.

If you have already covered the activities in other sections of your document, simply summarize in this section what you have already covered in detail.

Example of Reflection on Leadership activities:

I hope that my leadership has benefited many parts of UHMC, the UH system, my community, and my field. I have described leadership activities throughout this document. My leadership at the college level has been focused on sharing my expertise with our campus community. As I have become a more seasoned instructor and Department Chair, I have been asked to share my perspectives with colleagues. I have mentored new department chairs to understand their new roles and actively engage in collaboration. As a seasoned instructor, I have mentored lecturers, new faculty in my and other departments, served on DPCs and screening committees, and led professional development. My major focus has been on supporting best practices in teaching community college students through my work on Professional Development, Strategic Directions Quality of Learning Committee, Student Evaluation Committee, and Title IX. My leadership at the community level is focused on sharing expertise in the area of Early Childhood Education.

My leadership activities are listed in the graph below.

College:

Community:

A. Identify earlier goals, explain progress, identify outcome OR example not meeting goals

B. Identify specific goals for next contract: Can you measure and demonstrate accomplishment?

Example:

Goals from last promotion document

I set ambitious goals in my last promotional document. I report on my achievements below.

New goals to complete before:

ORGANIZATION TIPS

• Use visuals, charts

Example:

• Syllabi
• Student evaluations
• Peer evaluations
  • Classroom Observation Form
  • Online Peer Evaluation Form
• Previous years’ letters from DPC, department chair, Vice Chancellor, and Chancellor
• Other supporting documents, e.g. letters verifying campus or community service that you cite in your document

ADDITIONAL CONSIDERATIONS

Include a specific lesson plan or assignment if you refer to it in your narrative.

Quality rather than quantity – Ask: Does this support my claim that I am a faculty member deserving of contract renewal?

Yes: Thank you letter for service
No: Conference session booklet
No: Meeting minutes where you’re not mentioned

Make it easy to refer to appendix

Example:

I collaborated with campus leaders in creating and collectively organizing and implementing an engaging and successful two or three-day New Faculty Institute (see appendix, pp. 75-88) every August prior to the start of duty period. New faculty, lecturers, and staff (see appendix, pp. 77-78) learned from the expertise of their colleagues and the resources of the campus.

Starts at page 3.1

Starts at page 4.1

Starts at page 4.1

Starts at page 5.1

Starts at page 6.1

* Schedule your 2 class observations per semester (DPC and faculty of higher rank)

* Connect with your DPC and department: get feedback about committee choices, discuss your evaluations so you can make changes

* Create a folder for possible appendix items

* Keep datebook of some kind

* Gather your eCafe results

* Get Adobe Acrobat to paginate your appendix, start your file now

* Allow time for feedback – secure a proofreader

* Allow time to assemble your document

Documents should include:

• Your own philosophy and goals regarding teaching
• Your accomplishments and activities since your last evaluation or initial appointment
• A statement of your goals/objectives for the coming contract period
• Supporting documentation (optional)

Focus the discussion of your activities and achievements to reflect the criteria of the rank at which you were hired or at which your contract will be renewed.

As you approach the year in which you will be eligible for tenure and and/or promotion, you may consider setting goals and objectives that reflect the expectations of the next rank and to engage in activities that reflect accomplishments at that level.

* Use the job description in UHPA faculty classification as a guide / checklist

* Address the points from Contract Renewal Guideline

* Use UH Maui Guideline as outline

DISCLAIMER

This information is based on UHMC department chair and DPC comments about contract renewals and our personal experience as DPC and TPRC members. Be sure to contact your own department chair, DPC, VC and Chancellor for specific requirements and expectations

• Forms should not be handwritten
• DATE OF SERVICE / PROBATIONARY PERIOD etc. should be verified with Personnel. Please do not guess.
• *The Primary Duties section is the MOST important!*
• ADDRESS STUDENT EVALUATIONS
  • Look for patterns to highlight strengths and ways to improve teaching.
• ADDRESS RECOMMENDATIONS
  • Be sure to address any recommendations made by previous reviewers.
• TAB AND LABEL the subsections in the appendix.
• NUMBER THE APPENDIX 1, 2, 3 etc. from the beginning to the end. Center page numbers at the bottom of the pages.
• PROOFREAD! Have someone proofread your document for content and grammar and spelling.
  • Get Content Feedback
  • Check with someone in content area / DPC
  • Get Proofreading Help
  • Use spell check; get reader for readability, punctuation, grammar error
• SIGN your application! Don’t forget to include the entire application and sign it!

• CONTRACT RENEWAL FILE – Create a file for documentation: invitations, thank you cards, agendas or notes
• CALENDARS – Keep it up to date and make it easy to recall pertinent activities
• PEER OBSERVATIONS – Schedule them early and make sure you have two each semester
• PEER EVALUATIONS – Conduct your evaluations using an online survey tool such as Survey Monkey, Google Forms, Survey Gismo or etc.
• CHARTS & HEADINGS – Make it easy for the reader
• DATA – Present it AND reflect on it
• APPENDIX – Keep it relevant and simple
• QUOTES – Use student and peer quotes to reflect, emphasize, evaluate, etc.
• ACTIVITIES – Connect activities and impact to teaching and campus
• ACRONYMS – Spell out the first time you use each one.
• CONSISTENCY – Use consistent format for: observations, evaluations, quotations, events, activities and references
• SO WHAT? – Make connections for your reader.
  • Be sure to consistently include and emphasize the outcomes of your actions.
    • For instance, you served on a committee and so what? What effect did it have on your work? On your students? On the campus? etc.

Starts at page 1.1

A. Service Record

B. Brief Description of Project or Program

*Note: DATE OF SERVICE / PROBATIONARY PERIOD etc. should be verified with Personnel. Please do not guess.

Starts at page 2.2

The Primary Duties section is the MOST important!

If you are not teach faculty, use your job description and consider adding to appendix.

• Getting Started
• UHPA Faculty Classification
• Contract Renewal Guidelines
• UHMC Contract Guidelines

A. Your teaching philosophy: includes (but is not limited to) your personal feelings about who your students are and how they learn. This philosophy is what drives your actions in the classroom. It could serve as a theme that runs through your document as you describe what you do in the classroom.

B. Classes you teach: discuss the classes you teach, your student learning outcomes, what you do in class to ensure that your students achieve those outcomes, and how you know your students have achieved them (your assessment practices). Use concrete language with specific examples.

C. An assessment of your students and peer evaluations: discuss both positive and negative evaluations; describe any changes you have made as a result of evaluations you have received. Include a few relevant quotes from evaluations. (Your student evaluation schedules should be arranged so that the majority of the students in a class will have an opportunity to participate in the evaluation process.) Include at least two peer evaluations for each semester.

D. Assigned time and activities (if any): for each activity, describe what you did, what difference it made, and how it tied in with student learning objectives.

STAY STUDENT CENTERED

• Describe the impact for students
• Relate to SLOs
• Describe what you do with students

Example:

Engaging lessons cultivate student motivation.

Engaging lessons cultivate student motivation, so I spark student interest by including many different forms of media in my lessons. In my English classes and college orientation classes, I use essays, short stories, poems, song lyrics, visual art, music, TV commercials, and field trips to promote course objectives.

ILLUSTRATE YOUR CLAIM

• Give specific examples, lessons, experiences
• Use qualitative and quantitative data (consider using tables)
• Consider addressing retention rates
• Use data that supports your efforts in achieving SLOs
• Use quote from student and peer evaluations

RESPOND TO REVIEWERS

• Address ALL recommendations from previous review – Chancellor, VCAA, Department Chair, DPC
• Address peer observations / evaluation
• Acknowledge weaknesses and create strategies for improving

Example:

In a Fall 2008 peer evaluation of my English 22 SkyBridge class, XX wrote the following: “[Name]’s lesson guided students through a plentiful variety of active learning exercises. Extended attention to grammar questions left her a little rushed toward the end of class.”

As a result of XX’s feedback, I will continue to work on balancing my time throughout class with special attention to the timing of SkyBridge classes. Because students in the HITS classroom take a little longer to communicate, often hesitate before pressing the “talk” button, and need comments repeated, I will save the last 5 minutes of class for outreach site student questions and encourage students on the Kahului campus to save questions for after class time or individual conferences as appropriate.

This section is divided into two subsections: College Service and Community Service

• Identify activity
• Brief description
• Connect to outcome for students, college » (“So what?“)

Describe the relevant activity in each subsection and tell what difference it made for your, for your students, or for the college or community. » What was the outcome?

Example of Reflection on College and Community Service activities:

I have increased my participation in committees and increased my leadership roles (see section IV, Leadership Activities). As discussed earlier, I have contributed to the college in many ways through my role as department chair, but I have also found other ways to impact the college including across departments and disciplines. My contributions to the community are centered in early childhood programs and families with young children. I am able to continue supporting my former students through workshops, conferences, and in-service training.

I am also committed to service to my profession. I present at conferences, serve my professional organizations, and take part in a higher education group in Hawaii. See activities below:

Service to UHMC and UH System

Service to the Community

ORGANIZATION TIP

• Use headings to separate sections
• Use consistency

Connect what you learned / experienced to your teaching/work – what was the impact/improvement? » (“so what?”)

Example of Reflection on Professional and self-development activities:

Early Childhood Education is a dynamic field. I am required to stay current on the latest research in best practice to ensure that I am preparing my students for their professional lives. Attending conferences locally and on the mainland, reading professional journals, and taking part in discussions with colleagues have helped me stay current in my field.

I have also taken advantage of professional development opportunities to assist me in leadership. As a department chair and member of many college and system committess, I need to support faculty and staff while adhering to college policies. Workshops ranging from dealing with students in crisis to preparing for accreditation visits have all been helpful.

I have continued my commitment to professional and self-development activities. The following chart describes activities I have engaged in to improve my teaching and my ability to contribute to the UHMC campus, UH system, the community, and my profession.

Emerging for C2

Include this section in your document only if you have leadership activities to describe.

If you have already covered the activities in other sections of your document, simply summarize in this section what you have already covered in detail.

Example of Reflection on Leadership activities:

I hope that my leadership has benefited many parts of UHMC, the UH system, my community, and my field. I have described leadership activities throughout this document. My leadership at the college level has been focused on sharing my expertise with our campus community. As I have become a more seasoned instructor and Department Chair, I have been asked to share my perspectives with colleagues. I have mentored new department chairs to understand their new roles and actively engage in collaboration. As a seasoned instructor, I have mentored lecturers, new faculty in my and other departments, served on DPCs and screening committees, and led professional development. My major focus has been on supporting best practices in teaching community college students through my work on Professional Development, Strategic Directions Quality of Learning Committee, Student Evaluation Committee, and Title IX. My leadership at the community level is focused on sharing expertise in the area of Early Childhood Education.

My leadership activities are listed in the graph below.

College:

Community:

A. Identify earlier goals, explain progress, identify outcome OR example not meeting goals

B. Identify specific goals for next contract: Can you measure and demonstrate accomplishment?

Example:

Goals from last promotion document

I set ambitious goals in my last promotional document. I report on my achievements below.

New goals to complete before:

ORGANIZATION TIPS

• Use visuals, charts

Example:

• • Syllabi
  • Student evaluations
  • Peer evaluations
    • Classroom Observation Form
    • Online Peer Evaluation Form
  • Previous years’ letters from DPC, department chair, Vice Chancellor, and Chancellor
  • Other supporting documents, e.g. letters verifying campus or community service that you cite in your document

  ADDITIONAL CONSIDERATIONS

  Include a specific lesson plan or assignment if you refer to it in your narrative.

  Quality rather than quantity – Ask: Does this support my claim that I am a faculty member deserving of contract renewal?

  Yes: Thank you letter for service
  No: Conference session booklet
  No: Meeting minutes where you’re not mentioned

  Make it easy to refer to appendix

  Example:

  I collaborated with campus leaders in creating and collectively organizing and implementing an engaging and successful two or three-day New Faculty Institute (see appendix, pp. 75-88) every August prior to the start of duty period. New faculty, lecturers, and staff (see appendix, pp. 77-78) learned from the expertise of their colleagues and the resources of the campus.

Starts at page 3.1

Starts at page 4.1

Starts at page 4.1

Starts at page 5.1

Starts at page 6.1

* Schedule your 2 class observations per semester (DPC and faculty of higher rank)

* Connect with your DPC and department: get feedback about committee choices, discuss your evaluations so you can make changes

* Create a folder for possible appendix items

* Keep datebook of some kind

* Gather your eCafe results

* Get Adobe Acrobat to paginate your appendix, start your file now

* Allow time for feedback – secure a proofreader

* Allow time to assemble your document

• Your application should clearly show how you fully meet the expectations of the rank and criteria at which tenure is requested.
• Please complete Parts I, II, and IX of the application form. Your Department Chair will be able to assist with completing these forms.
• Make sure your dossier is organized in such a way as to prevent loss of any material. Dossier should be paginated and bound.

• Use the job description in UHPA faculty classification as a guide / checklist
• Address the points from Contract Renewal Guideline
• Use UH Maui Guideline as outline
• Tenure & Promotion narrative begins on page 10.2

Documents should include:

• Your own philosophy and goals regarding teaching
• Your perceptions about the students we serve, including their needs and aspirations
• A self-analysis of the degree you have made towards achieving your professional objectives and meeting your students’ needs

Assistant Professor, Community Colleges (C3)

Faculty at Rank 3 effectively maintain a professional level of performance and productivity in the area of primary responsibilities. They maintain their expertise in current discipline content and methodologies, and in the understanding of student educational needs. They develop an understanding of the relationship of their discipline to the students’ total instructional program and they contribute to the development activities at the discipline and campus level. They work independently and with colleagues to develop, revise and select curriculum materials, instructional techniques, and student-needs assessment strategies at the course or discipline level. They also provide service to the college and community outside of the area of primary responsibilities and leadership in discipline, department, or college activities. They sustain involvement in professional and self-development activities. At this rank, faculty members begin to serve as Division Personnel Committee members, provide leadership in campus committees or task groups and serve as mentors or resources to other faculty.

A minimum of five years of service as Instructor (C2) is required for promotion to Assistant Professor, Community Colleges. Therefore, application for promotion to Assistant Professor, Community Colleges, may be made after completing four years of service as Instructor. Waiver of time-in-rank requirements may be approved in accordance with the Community College Tenure and Promotion Guidelines. (July 17, 1992; am: Nov. 15, 2007)

* Be honest

* Proofread

• Get Content Feedback
• Check with someone in content area / DPC
• Get Proofreading Help
• Use spell check, get reader for readability / punctuation / grammar errors

* Make connections for your reader » the “so what?”

Starts on page 1.1 – Information to be certified by the Dean / Assistant Dean for both tenure and promotion applicants.

– Initial Probationary Appointment at College and Appointment Type

– Present UH Appointment and Appointment Type

– Tenure Consideration

A. Reading agreement

B. Consultation with Department / Division Chair / Unit Head

C. Use of Guidelines

D. Certification

E. Notification Address

Starts on page 3.1 – To be completed by the Division / Departmental Personnel Committee

– Assessment of Strengths and Weaknesses

Starts on page 4.1

Starts on page 5.1

Starts on page 6.1

A. Recommendation

B. Statement

Starts on page 7.1 – To be filled out by applicant and Chancellor, if there is negative recommendation

A. Applicant

B. Chancellor

C. TPRC Response to Written Comments and Additional Material

Starts on page 8.1

A. For Tenure Applications only

B. Recommendation / Decision

Starts on page 9.1 – To be completed by Applicant

A. Educational Background

B. List of courses taught in the past four years

C. List of Assigned Time

D. UH Employment History at College

Starts on page 10.1

A. Statement on Endeavors

B. Supporting Materials (Optional)

Starts on page 10.2

• Primary Duties
• College / Community Services Activities
• Professional and Self-Development
• Leadership Activities
• Goals
• Appendix

* Teaching philosophy

* Classes you teach

* Assessment of your student and peer evaluations

* Assigned time activities « This is the most important section

If you are not teaching faculty, use your job description and consider adding to appendix.

PRIMARY RESPONSIBILITY OF FACULTY

• See appendix for primary responsibility for different types of faculty: Instruction, Continuing Education and Training, Academic Support, and Counseling
• In addition to your primary responsibilities, faculty are also expected to:
  • Provide institutional service
  • Professional serve
  • Community service
• If faculty members are provided assigned time to perform these duties, than these duties are considered primary duties

STAY STUDENT CENTERED

• Describe the impact for students
• Relate to SLOs
• Describe what you do with students
• Provide evidence of teaching effectiveness

ILLUSTRATE YOUR CLAIMS

• Give specific examples, lessons, experiences
• Use qualitative and quantitative data (consider using tables)
• Consider addressing retention areas
• Use data that supports your efforts in achieving SLOs
• Use quote from evals
• Analyze Information to find the “So What?”

RESPOND TO REVIEWERS

• Address ALL recommendations from previous review – Chancellor, VCAA, Department Chair, DPC
• Address peer observations / evaluations
• Acknowledge weaknesses and create strategy for improving

* Identify activity

* Brief description

* Connect to outcome for students, college (“So what?”)

ORGANIZATION TIP

• Use headings to separate sections
• Use consistency

* Connect what you learned / experienced to your teaching/work « what was the impact/improvement? (“So what?”)

* Emerging for C3

* Identify earlier goals, explain progress, identify outcome OR explain not meeting goal

* Identify specific goals for next contract: Can you measure and demonstrate accomplishment?

ORGANIZATION TIP

• Use visuals and charts

* Syllabi

* Student evaluations

* Peer evaluations

• Classroom Observation Form
• Online Peer Evaluation Form

* Previous letters

* Other supporting materials for Professional development, college, and community service

ADDITIONAL CONSIDERATIONS

• Include a specific lesson plan or assignment if you refer to it in your narrative
• Quality rather than quantity:
  • Ask: Does this support my claim that I am a faculty member deserving of contract renewal?
    • Yes: Thank you letter for service
    • No: Conference session booklet
    • No: Minutes where you are not mentioned
• Make it easy to refer to

* Schedule your 2 class observations per semester (DPC and faculty of higher rank)

* Connect with your DPC and department: get feedback about committee choices, discuss your evaluations so you can make changes

* Create a folder for possible appendix items

* Keep datebook of some kind

* Gather your eCafe results

* Get Adobe Acrobat to paginate your appendix, start your file now

* Allow time for feedback – secure a proofreader

* Allow time to assemble your document

• Your application should clearly show how you fully meet the expectations of the rank and criteria at which tenure is requested.
• Please complete Parts I, II, and IX of the application form. Your Department Chair will be able to assist with completing these forms.
• Make sure your dossier is organized in such a way as to prevent loss of any material. Dossier should be paginated and bound.

• Use the job description in UHPA faculty classification as a guide / checklist
• Address the points from Contract Renewal Guideline
• Use UH Maui Guideline as outline
• Tenure & Promotion narrative begins on page 10.2

In assessing the dossier for promotion, reviewers will consider your accomplishments and performance during the period since your last promotion, or since initial hire at the University of Hawaii if you have not been previously promoted during your service here.

Documents should include:

• Your own philosophy and goals regarding teaching
• Your perceptions about the students we serve, including their needs and aspirations
• A self-analysis of the degree you have made towards achieving your professional objectives and meeting your students’ needs

Instructor (C2)

• Meet the minimum qualifications for education, experience, and certification, as appropriate

Assistant Professor (C3)

• Minimum of 5 years of service at C2
• Provide leadership in campus committees or task groups and serve as mentors or resources to other faculty

Assistant Professor (C4)

• Minimum of 4 years of service at C3
• Serve as Division or Department Chair, involvement in program review and other assessment and planning activities for the campus

Professor, Community College (C5)

• Minimum of 4 years of service at C4
• Leading program review, serving on institutional assessment and planning groups on the campus and system levels

* Be honest

* Proofread

• Get Content Feedback
• Check with someone in content area / DPC
• Get Proofreading Help
• Use spell check, get reader for readability / punctuation / grammar errors

* Make connections for your reader » the “so what?”

Starts on page 1.1 – Information to be certified by the Dean / Assistant Dean for both tenure and promotion applicants.

– Initial Probationary Appointment at College and Appointment Type

– Present UH Appointment and Appointment Type

A. Reading agreement

B. Consultation with Department / Division Chair / Unit Head

C. Use of Guidelines

D. Certification

E. Notification Address

Starts on page 3.1 – To be completed by the Division / Departmental Personnel Committee

– Assessment of Strengths and Weaknesses

Starts on page 4.1

Starts on page 5.1

Starts on page 6.1

A. Recommendation

B. Statement

Starts on page 7.1 – To be filled out by applicant and Chancellor, if there is negative recommendation

A. Applicant

B. Chancellor

C. TPRC Response to Written Comments and Additional Material

Starts on page 8.1

B. Recommendation / Decision

Starts on page 9.1 – To be completed by Applicant

A. Educational Background

B. List of courses taught in the past four years

C. List of Assigned Time

D. UH Employment History at College

Starts on page 10.1

A. Statement on Endeavors

B. Supporting Materials (Optional)

Starts on page 10.2

• Primary Duties
• College / Community Services Activities
• Professional and Self-Development
• Leadership Activities
• Goals
• Appendix

* Teaching philosophy

* Classes you teach

* Assessment of your student and peer evaluations

* Assigned time activities « This is the most important section

If you are not teaching faculty, use your job description and consider adding to appendix.

PRIMARY RESPONSIBILITY OF FACULTY

• See appendix for primary responsibility for different types of faculty: Instruction, Continuing Education and Training, Academic Support, and Counseling
• In addition to your primary responsibilities, faculty are also expected to:
  • Provide institutional service
  • Professional serve
  • Community service
• If faculty members are provided assigned time to perform these duties, than these duties are considered primary duties

STAY STUDENT CENTERED

• Describe the impact for students
• Relate to SLOs
• Describe what you do with students
• Provide evidence of teaching effectiveness

ILLUSTRATE YOUR CLAIMS

• Give specific examples, lessons, experiences
• Use qualitative and quantitative data (consider using tables)
• Consider addressing retention areas
• Use data that supports your efforts in achieving SLOs
• Use quote from evals
• Analyze Information to find the “So What?”

RESPOND TO REVIEWERS

• Address ALL recommendations from previous review – Chancellor, VCAA, Department Chair, DPC
• Address peer observations / evaluations
• Acknowledge weaknesses and create strategy for improving

* Identify activity

* Brief description

* Connect to outcome for students, college (“So what?”)

ORGANIZATION TIP

• Use headings to separate sections
• Use consistency

* Connect what you learned / experienced to your teaching/work « what was the impact/improvement? (“So what?”)

* Emerging for C3

* Identify earlier goals, explain progress, identify outcome OR explain not meeting goal

* Identify specific goals for next contract: Can you measure and demonstrate accomplishment?

ORGANIZATION TIP

• Use visuals and charts

* Syllabi

* Student evaluations

* Peer evaluations

• Classroom Observation Form
• Online Peer Evaluation Form

* Previous letters

* Other supporting materials for Professional development, college, and community service

ADDITIONAL CONSIDERATIONS

• Include a specific lesson plan or assignment if you refer to it in your narrative
• Quality rather than quantity:
  • Ask: Does this support my claim that I am a faculty member deserving of contract renewal?
    • Yes: Thank you letter for service
    • No: Conference session booklet
    • No: Minutes where you are not mentioned
• Make it easy to refer to