|Definition:||Standards governing RTP process for faculty in the School of Education.|
|Authority:||The collective bargaining agreement between The California State University and the California Faculty Association.|
|Scope:||Eligible Unit 3 School of Education faculty at California State University San Marcos.|
|Responsible Division:||Academic Affairs|
|Signature Page/PDF:||View Retention, Tenure, and Promotion (RTP) Standards - School of Education|
I. SCHOOL OF EDUCATION RTP STANDARDS
B. Definitions of Terms and Abbreviations
II. ELEMENTS OF THE SoE RTP DOCUMENT
Introduction and Guiding Principles
III. GENERAL STANDARDS
For general standards for retention, tenure, promotion, and early tenure/promotion see the applicable sections of the College and University RTP documents.
IV. STANDARDS AND CRITERIA FOR SCHOLARLY TEACHING
A. School Priorities and Values in Teaching and Learning
a. Classroom modality, face-to-face, blended, online, on-campus, off-site, distance
b. Supervision of teacher candidates
c. Supervision of masters theses or projects and doctoral dissertations and research
d. Supervision of student independent study
e. Training and/or supervision of lecturers, colleagues, and Distinguished Teachers in Residence (DTiR)
f. Student advising and counseling
g. Laboratory teaching
h. Clinical teaching/practice
i. Seminar courses
j. Undergraduate and graduate courses
k. Supervision of field work and independent research
l. Supervision of teaching and graduate assistants
B. The following evidence of scholarly teaching is required.
Semester & Year
No. of Students Enrolled
Evaluation Ratings (specify categories/items referenced)
3. Student Evaluations from Teaching and/or Supervision Assignments
Evidence: Provide complete sets of (percentage as specified by CBA) university-prepared student evaluation reports, and from courses taught and since the last promotion
4. Representative Syllabi from Courses Taught
Evidence: Provide a representative sample of syllabi from core courses taught since last promotion that illustrate course objectives, student learning outcomes, sample assignments, and current practice in the field and instructional practices.
C. The Following Evidence of Scholarly Teaching is Optional:
b. Letters from former students (identified as solicited or unsolicited)
c. Teaching awards
d. Other activities to promote teaching excellence (e.g., self evaluation, peer evaluation, in-service education of incumbent educators in the field)
D. Assessment of Scholarly Teaching
V. STANDARDS AND CRITERIA FOR SCHOLARLY RESEARCH AND CREATIVE ACTIVITIES
A. School Priorities and Values in Research and Creative Activity
In the School of Education, scholarly research/creative activities is defined as creating, synthesizing, and disseminating knowledge of teaching, learning and schooling in ways that fulfill the Mission and core values of the School. The School of Education encourages scholarship that contributes to and transforms many communities from young to the elderly (e.g., PreK-12 education, higher education; local and regional centers/agencies), indicating collaboration with multiple groups. Research involving reflective practice is valued. Sustained scholarly activity that demonstrates support of the SoE Mission is expected.
B. School’s Research/Creative Activity Standards within Context of Discipline
Scholarly research/creative activities take many forms in the SoE. These may include, but are not limited to, qualitative, quantitative, and applied scholarly research conducted both individually and collaboratively. Applied scholarly research in PreK-12 schools is defined as creative activity that relates directly to the faculty member’s intellectual work. This type of scholarship is carried out through such activities as program development, program or curriculum evaluation, policy analysis, action research, collaborative research with educators and community members, etc. These activities are tied directly to the professor's special field of knowledge and are aimed at substantive change in educational practices. Applied scholarly research requires rigor and accountability.
C. Faculty Description of Contributions when Multiple Authors are Present
When multiple authors are present on scholarly research and creative activities, candidates shall specify their specific role on item (e.g., role: first author; second author; equal authorship; etc.).
D. Major Challenges facing faculty in the SoE in terms of limitations
Faculty members in the School of Education may experience challenges based on the perceptions of outside disciplines in terms of scholarly research and creative activity, when applied research or action research is mostly qualitative in nature. They may also experience limitations when colleagues from other disciplines do not understand that SoE scholarly activity includes evaluation of new programs, participation in accreditation activities, or participation in large-scale research efforts. Finally, when budgetary constraints prohibit SoE faculty from traveling to disseminate research findings at national or international conferences, scholarly presentations may more often be local.
E. Evidence of Scholarly Research and Creative Activities
Evaluations of scholarly research/creative activities will focus on developing a profile of the candidate’s scholarly research/creative activities as well as an understanding of the impact and benefit their work has had on the field, including the PreK-12 community. To determine such a profile, the candidate’s scholarly research/creative activities will be assessed by holistic evaluation of the candidates’ reflective statement, scholarly work, and selected items that the candidates believe best reflects their progress, as described in the University RTP document and further illustrated below.
1. Scholarly Research/Creative Activities Reflective Statement
Candidates shall provide a clear reflective assessment of scholarly research/ creative activities as well as the impact of this work. The reflective statement may also include short-term and long-term goals for research/creative activities, connections between research/creative activities and the courses taught, and the impact of research/creative activities.
a. Category A Evidence must include external peer review process:
1) Papers published or accepted for publication in peer reviewed/refereed journals recognized as reputable and of high quality
2) Peer or editor reviewed published book chapters of original material and original monographs
3)Peer or editor reviewed books, manuscripts, electronic or other media published or accepted for publication as works that contribute new knowledge and/or to practice as demonstrated by professional and academic reviewers
4) Peer reviewed/refereed presentations at national or international conferences
5) Significant program development including applied scholarship, curriculum writing, or accreditation work, which requires outside agency approval and/or peer review.
6) Funded peer reviewed external grants for scholarly research/creative activity work, in progress or completed
b. Category B Evidence may include, but is not limited to:
1)Papers published in refereed proceedings
2) Refereed presentations at professional meetings
3) Invited presentations at professional meetings
4) Editor reviewed articles published in journals, newspapers, magazines, and other media
5) Published case studies
6) Applied scholarly research/creative activity that is published, presented at a conference or meeting, or applied in an educational setting
7) Published review of books, articles, programs, and conferences
8) Session discussant at a professional meeting
9) Invited keynote or speaker
10) Special recognition and awards for research/creative activities
11) Funded regional or internal grants for scholarly research/creative activity work (e.g., local organizations, University Professional Development, Distinguished Teacher in Residence, etc.)
12) Self published books
14) Unfunded peer reviewed external grants for scholarly research/creative activity work
15) Working papers
16) Submitted papers
17) Sponsored or contract research
18) Technical reports
19) Unfunded grants
F. Assessment of Scholarly Research/Creative Activities
1. General Standards
Candidates will be assessed on the quality of the evidence provided, the evidence of sustained scholarship, and the totality of their work. A variety of types of work must be provided including peer reviewed publication. When judged as a group, no one indicator of scholarly research/creative activities may be used to determine the overall rating of quality of scholarly research/creative activities. In all cases, the scholarly reputation of the publication and/or meeting will be considered when evaluating the contribution.
2. Tenure and/or Promotion from Assistant Professor to Associate Professor
a. At least two items by year 4 and one additional item by year 6 from Category A.
b. At least one item per University retention review (years 2, 4, and 6) from Category B.
3. Tenure and/or Promotion from Associate Professor to Professor*
a. At least three items from Category A. At least two items must be peer reviewed
or refereed publications.
b. At least three items from Category B.
*Only items not considered in the last promotion may be considered.
Candidates for retention shall include documentation that may include more items in Category B than A to demonstrate effectiveness in performance and demonstrate progress toward meeting the tenure requirements in the area of scholarship.
VI. STANDARDS AND CRITERIA FOR SCHOLARY SERVICE
A. School Priorities and Values regarding Service Contributions
Consistent with our Mission Statement, the School of Education places a high value on scholarly service as an essential component of faculty work. The School views activities that enhance the institution and advance the profession at the local, state, national and international levels as integral components of faculty service. In the School, Scholarly Service is defined as activities that contribute to the life of the university, School, department or school districts and/or activities that contribute to professional agencies and organizations. Service activities are expected to advance the School and university mission statements.
B. Most Important School Priorities Regarding Service
Evaluations of scholarly service will focus on determining a profile of the candidate's scholarly service activity. To determine such a profile, service will be assessed by holistic evaluation of the candidates’ reflective statement, scholarly service work, and selected items that the candidates believe best reflects their progress, as described in the University RTP document and further illustrated below. Particular consideration should be given to the service necessary to develop courses/programs/majors and a campus structure of a growing campus.
1. Scholarly Service Reflective Statement
Candidates are to provide a clear and concise reflective self-assessment of their scholarly service activities and the impact of this work. Candidates may include statements regarding any short-term and long-term goals for scholarly service activities, connection to the University’s and/or School’s Mission, reasons for their involvement, and the impact of their service activities.
2. Internal Scholarly Service Activities
a. Evidence of Scholarly Service to the School and/or Program may include, but is not limited to:
1) Leadership/membership in School governance and/or groups that carry on the business
of the School (e.g., committees [elected or appointed], ad hoc committees, task forces,
2) Leadership/membership in School accreditation efforts
3) Development of new courses or programs for the School
4) Program coordination and/or service (e.g., student interviews, development of student learning outcomes, administration, etc.)
5) Mentoring of students, tenure-line faculty, lecturers and/or Distinguished Teachers in Residence
6) Collaboration with colleagues within the School and across Schools
b. Evidence of Scholarly Service to the CSU System and/or University may include, but is not limited to:
1) Innovative leadership initiatives at the university or CSU system level
2)Leadership/membership in groups that carry on the business of the university (e.g., committees [elected or appointed], ad hoc committees, task forces, etc.)
3)University professional activities, (e.g., service toward university accreditation, etc.)
4)Act as an advisor for a student organization
6)Mentoring of students, tenure-line faculty, lecturers and/or Distinguished Teachers in Residence
3. External Scholarly Service Activities
a. Evidence of Scholarly Service to the Profession may include, but is not limited to:
1) Peer reviewer for journal or conference proposals
2) Membership on Editorial Board for peer reviewed/refereed journal or publication
3) Leadership in professional organizations as an officer, on a committee or task force, etc.
4) Consultation and expert services
5) Providing continuing education for community
b. Evidence of Scholarly Service to the PreK-12 and Greater Community may include, but is not limited to:
1) Assist schools, districts, or community organizations/ agencies in occasional tasks,
(e.g., interview committee for a school principal, academic competition judge, grant
or award application, textbook adoption committee, etc.)
2) Consulting (paid or unpaid) with schools, (e.g., presenting professional development sessions, conducting research for the school or district, etc.)
4. Service Awards and Special Recognition
C. Assessment of Scholarly Service
1. General Standards
Candidates will be assessed on the evidence of the quality of evidence provided, the evidence of sustained service, and the totality of their work. When judged as a group, no one indicator may be used to determine the overall rating of scholarly service activity. Note: Submitting letters from committee chairs about attendance is not considered best practice.
2. Tenure and/or Promotion from Assistant Professor to Associate Professor
Candidates for promotion from Assistant to Associate Professor must provide evidence of effective sustained internal and external service contributions.
3. Tenure and/or Promotion from Associate Professor to Professor
Candidates for promotion from Associate Professor to Professor must provide evidence of leadership in one or more service activities in addition to demonstrating sustained active participation in both internal and external service activities.
Candidates for retention must provide appropriate and effective evidence of significant internal service. While not required, external service contribution will be considered in the evaluation.