Salary Policies and Procedures Department of Elementary Education

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1 Salary Policies and Procedures Department of Elementary Education PURPOSE The purpose of the salary plan for the Department of Elementary Education is to ensure just distribution of all salary monies available to the subunit in keeping with University salary policy. The plan shall be consistent with appropriate University and College guidelines and regulations, while protecting the interests of all salary subunit members. MEMBERSHIP Department Salary Committee The Salary Committee shall consist of five elected tenure-track faculty members, each of whom serves a 3-year term. Department Salary Appeals Committee The Salary Appeals Committee shall be a duly elected body determined by the voting membership of the department prior to submission of the annual reports. The committee will be composed of three tenured faculty members who are not currently serving on the Salary Committee. Teachers College Salary Committee The subunit will elect, during the appropriate Spring Semester, its representative and voting alternate to the Teachers College Salary Committee. Subunit representatives and alternates will be elected for a three-year period. Regular full-time faculty who are funded in the subunit will constitute the electorate. POLICY Base Component The base component, comprised of 30% of salary adjustment funds, is awarded for competently performing the professional duties for which the individual is employed and qualifies the faculty member to share in the salary adjustment dollars to be distributed in equal percentages based upon the previous year's salary. To meet this base component, a faculty member must have minimum of: 100 points in Performance in Major Assignment; 50 points in Professional Productivity & Growth; and 15 points in Service to the University & Profession for a total base component of 165. All first-year faculty members must submit an annual report, but they are guaranteed to receive the base component. Failure to meet the base component will result in Unsatisfactory Performance (See DEFINITIONS, page 6). 1. Any unsatisfactory assessment must be accompanied by a letter from the Salary Committee. The letter should include specific justifications for the unsatisfactory recommendation and specific suggestions for improvement. The letter must be placed in the tenured faculty member s personnel file each year. 2. Two consecutive unsatisfactory years or three unsatisfactory evaluations in five years will trigger a remediation process. 2.1 The remediation process will be undertaken by the Salary Appeals Committee. The Salary Appeals Committee shall be a duly elected body determined by the voting membership of the department prior to submission of the annual reports. The committee will be composed of three tenured faculty members who are not currently serving on the Salary Committee. 1

2 2.11 Committee Responsibilities Develop a remediation plan for tenured faculty with two consecutive unsatisfactory evaluation years or three unsatisfactory evaluations in five years. The remediation plan committee will have access to the tenured faculty member s performance evaluations and/or pertinent letters for the previous five years Review outcomes of remediation plan created the previous year. 2.2 A faculty member may request that a college committee be formed in place of the departmental committee to develop the remediation plan. If requested, the Dean will establish a committee of tenured faculty members with the following qualifications: Member of the college Appointed based on ability to be objective and demonstrated academic strength, and Participants hold the same or higher rank than the faculty member being reviewed. The committee will consider the department salary document, especially the minimum standards required for satisfactory performance, during the development of the plan. 2.3 If the tenured faculty member being reviewed has cause to believe a committee member is biased against him/her, the tenured faculty member may request to the committee chair, in writing, to have that committee member replaced. This request must be submitted within 10 business days prior to the first remediation committee meeting. The request at the department level is automatically granted. 2.4 The department chair and dean must approve the remediation plan. The remediation plan must be sent via registered mail to the tenured faculty member s home address by June 30 th or 30 days after an appeals process is completed, whichever is later. The said plan will be placed in the tenured faculty member s personnel file. See page 4, #3 for the appeals process As a part of the performance evaluation the following year, no sooner than 12 months after the remediation plan was initially mailed to the tenured faculty member, the outcomes of the remediation plan will be reviewed by the Salary Appeals Committee, which created the plan, to determine if the expected performance levels as set by the remediation plan have been met If the terms of the remediation plan have been met, the tenured faculty member s evaluation is deemed satisfactory for the calendar year in which the faculty is under remediation. This evaluation replaces the annual evaluation of performance specified in the subunit salary document for that year If the terms of the remediation plan have not been met, the tenured faculty member s performance will meet the definition of chronic unsatisfactory performance. 3. Any tenured faculty member who meets the definition of chronic unsatisfactory performance will be referred to the Procedures in Cases where Termination of a Tenured Faculty or Tenured Professional Personnel Member s Appointment is Proposed in the Faculty and Professional Personnel Handbook. 4. Any tenured faculty member currently evaluated as unsatisfactory in the Salary and Merit process cannot serve on a Salary or Salary Appeals Committee. Merit Component Merit, as used in this document, refers to professional performance which is above and beyond that level of the excellence normally expected from every faculty member in the Department of Elementary Education, and which has contributed significantly to the quality of departmental performance and the achievement of departmental goals. The merit component will be comprised of the remaining 70% of salary adjustment funds. Merit is determined according to the departmental point schedule (as described within Procedures). To meet this merit component, a 2

3 faculty member must have minimum of: 125 points in Performance in Major Assignment; 65 points in Professional Productivity & Growth; and 25 points in Service to the University & Profession for a total merit component of 215. PROCEDURES 1. All faculty members must submit an annual report in a standardized format arranged and prepared as specified in Appendix B. Failure to adhere to the standardized format, as determined by a majority vote of Salary Committee members, will result in the disqualification of the report for the merit process. Activities described in the report are to cover the period of January 1 st -December 31, All reports submitted by faculty members will be distributed to and evaluated by the Departmental Salary Committee, of the Department of Elementary Education. 3. Each member of the Salary Committee will read each report. As committee members review the reports, it may be necessary to consult with faculty members for clarification purposes. If clarification or documentation is necessary, the Chairperson for the Salary Committee will make the request in writing or electronically. Within three business days of the request, the faculty member must provide the documentation/clarification or show evidence of efforts to gain this documentation. Failure to do so will result in the disqualification of the report from the merit process. In the event a faculty member has load credit for a category not described in the Performance in Major Assignment rubric, a member of the Salary Committee will meet with the faculty member to determine criteria for that load assignment, and it will be added to the rubric. 4. The Committee will meet to discuss each person s report and will determine a total score by combining the scores earned in the Performance in Major Assignment rubric, with the total points earned in the Professional Productivity and Growth and Service to the University and Profession sections on the Merit Evaluation Form. When an item on a report is not listed in the Salary Document, including those listed as Other, the committee members will discuss which item it is most like and assign points accordingly. Individual members of the Salary Committee may not participate in, nor be present for, nor vote, in consideration of their own reports. In order to receive merit pay, a minimum total of 215 points must be earned. These points must be distributed, as follows, among the 3 areas: a minimum of 125 points in Performance in Major Assignment; a minimum of 65 points in Professional Productivity & Growth; and a minimum of 25 points in Service to the University & Profession. In the event that no faculty member earns the minimum merit points of 215 with the correct distribution, the salary adjustment dollars allocated to merit pay will be returned to the College. 5. The faculty members will be ranked from high to low according to the total number of points earned by their annual reports. Faculty members achieving the required base component score will qualify to share in the salary adjustment dollars to be distributed in equal percentages based upon the previous year s salary. Faculty members qualifying for merit will receive a portion of the allocated merit component based on the number of points earned by the faculty member. The dollar value of this portion will be determined by dividing the total money available within the merit allocation on a percentage basis. Calculations will be conducted as follows: The total points for all candidates will be added and each candidate's points will be divided by the total number of points for all candidates to determine the proportion (or percent) of merit money awarded to each candidate. (See page 5 for sample calculation.) 3

4 Individual feedback will then be provided to each applicant regarding ranking and proportion of merit money to be awarded. Individuals may request a meeting with the Salary Committee Chair for further clarification of merit decisions. 6. A letter to each faculty member indicating whether or not the faculty member was deemed meritorious, satisfactory, or unsatisfactory will be placed in the personnel file each year. PROCEDURES FOR APPEAL OF MERIT DECISIONS 1. The bases for appeal of a merit decision are as follows: a. Evidence of clerical errors in the tabulation or computation of ratings and rankings b. Evidence of failure to follow established departmental procedures outlined in the adopted salary document and official departmental notices. 2. The steps for appealing a merit decision shall be as follows: a. A person who wishes to appeal a merit award must present a letter explaining the grounds for appeal to the Departmental Chairperson of the Salary Appeals Committee within ten working days from the date of the letter of notification of merit. b. The Departmental Chairperson of the Salary Appeals Committee will disseminate a copy of the letter to the members of the Appeals Committee. The chair will have available the salary documents for the Appeals Committee to review prior to a hearing. c. The Salary Appeals Committee will set a time for a hearing within fourteen working days after receiving an appeal letter from the Departmental Chairperson. d. At the appeal hearing, the following procedures shall be followed: i. Only the concerned parties named below shall be present throughout the proceedings ii-vii. ii. The appellant shall have a maximum of twenty (20) minutes without interruption to present his/her case. iii. Immediately following the appellant s presentation, the Salary Appeals Committee shall have a maximum of fifteen (15) minutes to question the appellant. iv. Immediately following the first questioning period, the salary chairperson (or designee) shall have a maximum of twenty (20) minutes without interruption to present the committee s case. v. Immediately following the chairperson s (or designee s) presentation, the Salary Appeals Committee shall have a maximum of fifteen (15) minutes to question the chairperson (or designee). vi. Following the presentations and questioning periods, both parties [the chairperson (or designee) and appellant] shall have a maximum of ten (10) minutes each to react to the presentation. The appellant shall react first. 4

5 vii. After all parties have been heard, the Salary Appeals Committee shall have a maximum of twenty (20) minutes to question all presenters. e. After the Salary Appeals committee hearing, the appeals committee will respond to the appellant with a decision within ten working days. f. If the appeal is denied, the appellant may then appeal to the departmental chairperson. g. If the appeal is approved, salary adjustments will be made in accordance with the policy outlined in the Faculty and Professional Personnel Handbook, 4.9, page 144. Sample Calculation Faculty Member A Committee Voting: Performance in Major Assignment score 164 Professional Productivity and Growth score 100 Service to the University and Profession score 72 Total Points 336 Faculty Member B Committee Voting: Performance in Major Assignment score 150 Professional Productivity and Growth score 120 Service to the University and Profession score 72 Total Points 342 Faculty Member C Committee Voting: Performance in Major Assignment score 125 Professional Productivity and Growth score 200 Service to the University and Profession score 110 Total Points 435 Sample: = divided by 1113 = 30.2 % 342 divided by 1113 = 30.7 % 435 divided by 1113 = 39.1 % Calculations of Merit Based on Three Faculty Members: Faculty Member A: Faculty Member B: Faculty Member C: 30.2% of merit money pool 30.7% of merit money pool 39.1% of merit money pool 5

6 DEFINITIONS 1. Unsatisfactory Performance If the annual evaluation of performance for a tenured faculty member does not meet the minimum criteria for satisfactory performance, the tenured faculty member s performance is deemed unsatisfactory for the year and the individual will not receive a salary increase. If the tenured faculty member does not submit an annual report in the format established by the subunit, the individual s performance will be considered unsatisfactory. 2. Chronic Unsatisfactory Performance Two consecutive unsatisfactory evaluation years or three unsatisfactory evaluations in five years for a tenured faculty member trigger a remediation process. Unsatisfactory completion of the remediation process is the definition of chronic unsatisfactory performance. 6

7 Appendix A Annual Report Format Name January 1-December 31, 2016 Performance in Major Assignment Major Assignments Include a table with your Major Assignment Load Allocation one column per area addressed in the Merit Documentation Table on pp. 11 of the Salary Document (Teaching, PDS Work, Student Teaching, Special Assigned Leave, Program Development, Program Area Leader, Director of Doctoral Programs, Project and/or Grant Work, Assistant Chair, New Faculty Academy). This means your table may not look like the example below. In your table, be sure you have a column for each area for which you receive load credit. Major Assignment Load Allocation Semester Teaching Student Program Total Hours of Load Credit PDS Teaching Development Assigned Spring hours 3 hours 3 hours 3 hours 12 Summer hours 12 Fall hours 3 hours 6 hours 12 Include information in the Merit Documentation Table (pp. 11) for each area (row) in which you were assigned load credit. If load credit was given for an assignment not listed in the tables in Appendix B, you must create your own rows with job descriptions for each assignment. When documentation or letters are required for merit, obtain the letters from people who are familiar with your work or to whom you report. Performance in Major Assignment The Merit Documentation template includes rows for the various areas in which faculty are typically assigned load credit. Delete any rows for which you were not assigned load credit during the merit year. 1. Student Course Evaluations - Indicate the median rating for the items from student course evaluations in each of the categories listed below for one-third of your classes during the merit year. For example if you taught a total number of 9 courses (over Spring, 2016; Summer, 2016;, and Fall, 2016 Semesters), you would report course evaluations for 3 of those courses. Give the category number, followed by the median rating of the items in that category (see Appendix B). Do not include student comments from course evaluations. #1 Instructor Evaluation (Six items) #2 Course Evaluation (Five items) For example: C#1 C#2 EDEL For each course median, you will receive the equivalent points. Points are added and divided by the number of course category medians. For example, if you reported student evaluations for one course on your annual report, and for that course your Category #1 median fell in the 155 column, and your Category #2 median fell in the 125 column, you would receive =280/2=140 for the student course evaluations row in the table. 7

8 2. Describe use of technology in the classroom. 3. Describe course improvements made. 4. Include peer/chair reviews in the folder you submit. You do not need to summarize comments from your peer/chair reviews. 5. Describe how you incorporated diversity issues throughout your courses. PDS Work Required Documentation 1. Letter from Chair or designee evaluating PDS liaison performance and duties. 2. Describe professional development activities for teachers/student teachers in PDS. 3. Describe time commitment and dissemination of knowledge (newsletter, School Board meetings, PTO). Student Teaching 1. Required Documentation a. For student teacher supervision, indicate the mean ratings received from student teachers, and from supervising teachers, in each of the three categories evaluated (Professional Qualities, Professional Skills, and Managerial Skills). In the event, mean ratings are not available, provide documentation of this outcome and provide all student comments submitted through the evaluation process. b. Describe contact with the student teachers and cooperating teachers including visits and feedback. c. Describe seminars or meetings held with students. d. Describe any modeling of teaching that was done. e. Describe resources that were provided to meet the needs of student teacher. Special Assigned Leave 1. Required Documentation a. Submit copy of final report. b. Describe which objectives that were stated in application were met. c. Give evidence that Special Assigned Leave activities/results were presented to Elementary Education faculty and/or disseminated to entities outside the department. Program Development (with load credit) 1. Required Documentation a. Describe activities associated with Program Development. b. Obtain recommendation of Chairperson of the Elementary Education Department (or other person to whom you report) documenting satisfactory performance of activities. Program Area Leader 1. Required Documentation a. Document meetings held. b. Include a letter from the Chair of the Department of Elementary Education documenting satisfactory performance of activities. c. Describe how you fostered collegiality among faculty. 8

9 d. Describe opportunities that were provided for faculty to develop professionally (presentations, consulting, book discussions, etc.) e. Describe how information was shared with faculty regarding department, college, state, and national initiatives. f. Describe any new projects that were initiated for Program Area or department. Director of Doctoral Programs 1. Required Documentation a. Document duties completed within the performance of this assignment. b. Describe communication with potential and current doctoral students. c. Describe attempts to seek out ways to recruit doctoral students. Project and/or Grant Work (with load credit) 1. Required Documentation a. Document completed work for project or grant. b. Describe any areas in which work exceeded what was proposed. Assistant Chair 1. Required Documentation a. Document work completed on reports, data analysis for accreditation, course scheduling, assigning faculty load, and other duties as assigned. b. Include a letter from the Chair documenting satisfactory performance of activities Professional Productivity and Growth Format for Publications List published professional publications in the format shown below. Manuscripts that are accepted or inpress may be listed but may not then appear in other merit year applications. Do not include manuscripts that have been rejected nor those for which you do not have documented final acceptance. Include in each citation the tier. Articles must include evidence of methodology, results, and conclusions sections to be considered as research articles. Edmunds, K. & Tancock, S. (2003). Incentives: The effects on the reading motivation of fourth-grade students. Reading Research & Instruction, 42, (2), (Tier 3) Format for Presentations Smith, J., Jones, S., Williams, E., & Johnson, P. (March, 2014). Impact of community voices: Teacher education candidates shifts toward a culturally relevant pedagogy. American Association of Colleges for Teacher Education Annual Meeting, Indianapolis, IN. Format for Grants Project Co-Director (with L. Mullen) TLC: Technology Learning Circles. Funding Agency, Coca-Cola Foundation, 2015 ($25,000). List grants received. 1. If there are Co-Primary Investigators, each one should list the full amount of the grant on her/his annual report. Do not divide the grant amount among the Co-PIs. For example, if 9

10 there are three Co-Primary Investigators on a $3000 grant proposal, the amount of the grant should be listed as $3000, and the point allocation would be 14 points for each Co-PI. 2. For multi-year grants, list the total dollar amount received at the time of the award. Do not divide the dollar amount across the number of years. You have several options for claiming the points for multi-year grants on your annual report: a. Claim all the points for the full amount of the grant in one merit year. b. The amount of points earned may be divided by the number of years of the grant allocation, with a portion of the points claimed each year of the grant. For example, a three-year, $400,000 grant would earn 90 points for each PI on the grant. It could be claimed 1) on one annual report for 90 points, 2) on two consecutive annual reports for 45 points each time, or 3) on three consecutive annual reports for 22.5 points each time. Service to the University and Profession For each committee, list the name of the committee and indicate the semesters of service. Do not list the authors of manuscripts you reviewed to ensure the blind review process. You may count each manuscript you review OR count membership on that Editorial Board, but not both. 10

11 Teaching Appendix B Name Performance in Major Assignment Include a table with your Major Assignment Load Allocation one column per area addressed in the Merit Documentation Table (Teaching, PDS Work, Student Teaching, Special Assigned Leave, Program Development, Program Area Leader, Director of Doctoral Programs, Project and/or Grant Work, Assistant Chair, New Faculty Academy). This means your table may not look like the example below. In your table, be sure you have a column for each area for which you received load credit. Major Assignment Load Allocation Semester Teaching Student Program Total Hours of Load PDS Teaching Development Credit Assigned Spring hours 3 hours 3 hours 3 hours 12 Summer hours 12 Fall hours 3 hours 6 hours 12 The Merit Documentation table includes rows for the various areas in which faculty are typically assigned load credit. Delete any rows for which you were not assigned load credit during the merit year. MERIT DOCUMENTATION Student Course Evaluations All categories reflect medians between All categories reflect medians between Categories reflect medians that are predominately 3.9 and below. Semester Course C1 C2 Semester Course C1 C2 Semester Course C1 C2 Technology Course Improvement Peer/Chair Reviews Diversity Exemplary use of technology in classroom is documented. Continual course improvement (which is over and above technology) is described. Peer/chair reviews are exemplary. Incorporates diversity issues throughout courses taught. Proficient use of technology integration in the classroom is documented. Some evidence of course improvement (which is over and above technology) is described. Peer/chair reviews are consistently good. Incorporates diversity in some courses or occasionally addresses diversity in all courses. Total Teaching Points Limited integration of technology in the classroom is documented. Limited evidence of course improvement (which is over and above technology) is described. Peer/chair reviews are negative. Does not show any evidence of incorporating diversity in courses taught. Total Teaching Points Divided by 5= Teaching Score 11

12 PDS Chair/Designee Reviews Chair/Designee reviews are exemplary Chair/Designee reviews are consistently good Chair/Designee reviews are negative. Activities Time Commitment & Dissemination of Knowledge Evidence of exemplary professional development activities for teachers/student teachers in PDS Evidence of exemplary time commitment and dissemination of knowledge Evidence of satisfactory professional development activities for teachers/student teachers in PDS Evidence of satisfactory time commitment and dissemination of knowledge Total PDS Points Lack evidence of quality professional development activities for teachers/student teachers in PDS Lacks evidence of adequate time commitment and dissemination of knowledge Total PDS Points Divided by 3=PDS Score Student Teaching Positive evaluations from student teachers and cooperating teachers Frequent contact with the student teachers and cooperating teachers including consistent visits and feedback Seminars or meetings held when appropriate that cover the needs of student teachers Modeling of teaching behaviors when appropriate and if needed. Provision of a variety of resources that meet the needs of student teacher. Average or mixed evaluations by student teachers and cooperating teachers. Contact with student teachers and cooperating teachers including feedback. Infrequent seminars or meetings held. Indirect discussion of teaching strategies and approaches. Some but not many resources are made available. Low student teaching and cooperating teacher evaluations Infrequent contact and lack of consistent feedback. Minimal contact with student teachers No or very little discussion of how to improve teaching Little or no resources made available Student Teaching Score Special Assigned Leave Copy of report is submitted. Evidence is provided that all objectives were met as stated in application. Activities/Results are presented for Elementary Education Copy of report is submitted. Evidence is provided that most objectives were met as stated in application Special Assigned Leave activities/results are Copy of report is not submitted. Evidence that objectives were met is not provided. Special Assigned Leave activities/results are not shared with Elementary Education faculty or 12

13 faculty and disseminated to external entities. disseminated to Elementary Education faculty or external entities. external entities. Special Assigned Leave Score Program Development (with load credit) Provides excellent evidence of performance of duties/activities Provides a letter from the Chairperson of the Elementary Education Dept. documenting exemplary completion of activities. Provides evidence of performance of duties and activities. Provides a letter from the Chairperson of the Elementary Education Dept. documenting satisfactory completion of activities. No evidence of performance of duties/activities. Does not include a letter of recommendation from the Chair of the Elem. Ed. Dept. Program Development Score Program Area Leader Meets at regularly scheduled times and additional times as needed Fosters collegiality among faculty Regularly provides opportunities for faculty to develop professionally (presentations, consulting, book discussions, etc.) Regularly shares information with faculty regarding department, college, state, and national initiatives Regularly initiates new projects for Program Area or department Meets at regularly scheduled times Maintains positive relationships with faculty Occasionally provides opportunities for some faculty to develop professionally Occasionally shares information with faculty regarding department, college, state, and national initiatives Occasionally initiates new projects for Program Area or department Does not meet at regularly scheduled times; often cancels meetings Makes no effort to foster collegial relationships Does not provide opportunities for faculty to develop professionally Does not share information with faculty regarding department, college, state, and national initiatives Rarely initiates new projects for Program Area or department Program Area Leader Score Director of Doctoral Programs Provides excellent evidence of performance of duties/activities Communicates regularly Provides evidence of performance of duties and activities Communicates regularly with potential and No evidence of performance of duties/activities Spends little time communicating with potential or current 13

14 and often with potential and current doctoral students Seeks out ways to recruit doctoral students current doctoral students Responds to inquiries from prospective doctoral students doctoral students Is sporadic in response to doctoral program inquiries Director of Doctoral Programs Score Project &/or Grant Work (with load credit) Conscientiously completes work for project or grant; goes above and beyond what is required Meets deadlines and work assignments for grant or project Does not meet deadlines or complete work assignments for grant or project Project &/or Grant Work Score Assistant Chair Provides excellent evidence of work on reports, data analysis for accreditation, course scheduling, assigning faculty load, and other duties as assigned. Provides a letter from the Chairperson of the Elementary Education Dept. documenting exemplary completion of activities. New Faculty Academy New Faculty met weekly over the 16-week semester for 3 hour sessions Participated in lectures, presentations, small group discussions, and engaged in weekly reading and writing assignments Produced a final showcase item Provides evidence of satisfactory work on reports, data analysis for accreditation, course scheduling, assigning faculty load, and other duties as assigned. Provides a letter from the Chairperson of the Elementary Education Dept. documenting satisfactory completion of activities. Assistant Chair Score Does not provide evidence of satisfactory work on reports, data analysis for accreditation, course scheduling, assigning faculty load, and other duties as assigned. Letter from the Chairperson of the Elementary Education Dept. documents unsatisfactory completion of activities. Awards for Teaching International/National 20 Regional/State 12 14

15 Local 8 Total Points MERIT SCORE (Total points divided by # of selected areas) Awards FINAL SCORE FOR PERFORMANCE IN MAJOR ASSIGNMENT Minimum required in Major Assignment for base component 100 Minimum required in Major Assignment for merit component 125 Professional Productivity and Growth I. Publications Tier Acceptance Rate Points 1 <10% %-20% 15 3 >20% 10 WRITING **Research articles must show evidence of methodology, results, and conclusions. 1 Article (research) in refereed journal, international/national, sole author 90 +Tier 2 Article (research) in refereed journal, international/national, first author 75 + Tier 3 Article (research) in refereed journal, international/national, co- author 60 + Tier 4 Article (research) in non-refereed journal, international/national 15 5 Article (research) in refereed journal, regional, sole author 60+Tier 6 Article (research) in refereed journal, regional, first author 55+Tier 7 Article (research) in refereed journal, regional, co- author 50+Tier 8 Article (research) in non-refereed journal, regional 12 9 Article (research) in refereed journal, state 25+ Tier 10 Article (research) in non-refereed journal, state 9 11 Article (practitioner/conceptual) in refereed journal, international/national, sole author 75 + Tier 12 Article (practitioner/conceptual) in refereed journal, international/national, first author 60 + Tier 13 Article (practitioner/conceptual) in refereed 45 + Tier 15

16 journal, international/national, co-author Article (practitioner/conceptual) in nonrefereed journal, international/national Article (practitioner/conceptual) in refereed journal, regional, sole author Article (practitioner/conceptual) in refereed journal, regional, first author Article (practitioner/conceptual) in refereed journal, regional, co-author Article (practitioner/conceptual) in nonrefereed journal, regional Article (practitioner/conceptual) in refereed journal, state Article (practitioner/conceptual) in nonrefereed journal, state Book, new or revised, sole author, major publisher, scholarly Book, new or revised, first author, major publisher, scholarly Book, new or revised, co-author, major publisher, scholarly Book, new or revised, sole author, major publisher, practical/conceptual Book, new or revised, first author, major publisher, practical/conceptual Book, new or revised, co-author, major publisher, practical/conceptual Book, new or revised, sole author, minor publisher, scholarly Book, new or revised, first author, minor publisher, scholarly Book, new or revised, co-author, minor publisher, scholarly Book, new or revised, sole author, minor publisher, practical/conceptual Book, new or revised, first author, minor publisher, practical/conceptual Book, new or revised, co-author, minor publisher, practical/conceptual Refereed book chapter or monograph, sole author, research Refereed book chapter or monograph, first author, research Refereed book chapter or monograph, coauthor, research Refereed book chapter or monograph, sole author, practical/conceptual Refereed book chapter or monograph, first author, practical/conceptual Tier 30+Tier 15+Tier Tier Tier 75+Tier 60+Tier 75+Tier 60+Tier

17 38 Refereed book chapter or monograph, coauthor, practical/conceptual 45+Tier 39 Invited book chapter or monograph, sole author, research Invited book chapter or monograph, first author, research Invited book chapter or monograph, coauthor, research Invited book chapter or monograph, sole author, practical/conceptual Invited book chapter or monograph, first author, practical/conceptual Invited book chapter or monograph, coauthor author, practical/conceptual Book Review for refereed national journal 15+Tier 46 Conference Proceedings Paper Professional Newsletter 9 48 Professional Column 9 49 Reprint 8 PRESENTATIONS 1 Keynote speaker, international/national conference 2 Refereed presentation, research, international/national conference 15 3 Refereed presentation, practical/conceptual, international/national conference 12 4 Keynote speaker, regional/state conference 10 5 Refereed presentation, research, regional/state conference 8 6 Refereed presentation, practical/conceptual, regional/state conference 5 7 Non-refereed presentation at conference 3 8 Presentation at other conference 3 9 Keynote speaker, local conference 5 10 Invited speaker, international/national 8 11 Invited speaker, regional/state 4 12 Invited speaker, local 2 13 Local presentation (no stipend) 1 point each (up to 12) EDITORIAL ACTIVITIES 1 Book Editor, new or revised 35 2 Yearbook Editor 30 3 Handbook Editor 35 4 Editor/Co-Editor of national professional journal 60 5 Associate editor of national refereed journal

18 6 Editor of state professional journal 20 7 Associate editor of state journal 14 8 Editor of Newsletter International/National 8 9 Editor of Newsletter State/Regional 6 10 Editor of Newsletter Local 2 11 Guest Editor (single issue) for national journal Guest editor of state journal 5 13 Manuscript Reviewer for national journal (2 points per review) Up to Editorial Board Member International/National (Listed in journal as 10 such) 15 Editorial Board Member State/Regional 5 16 Textbook reviewer 5 17 Review chapter of textbook 3 18 Review for federal agency 2 19 Review for grant proposals (per proposal review) 2 GRANTS 1 < or = $ > $1,000 and < or = $5, > $5000 and < or = $15, > $15,000 and < or = $25, > $25,000 and < or = $50, > $50,000 and < or = $75, > $75,000 and < or = $100, > $100, Each additional $100, PROFESSIONAL GROWTH ACTIVITIES AWARD FOR PROFESSIONAL PRODUCTIVITY 1 point each up to 3 1 International/National 10 2 Regional/State 6 3 Local 4 OTHER FINAL SCORE for Professional Productivity & Growth Minimum required in Professional Productivity & Growth for BASE COMPONENT 50 Minimum required in Professional Productivity & Growth for MERIT COMPONENT 65 18

19 Service to the University and Profession BSU SERVICE Per Semester Semesters of Service A Chair, University Committee 5 B Vice-Chair, University Committee 4.5 C Secretary, University Committee 4 D Chair, College Committee 4 E Vice-Chair, College Committee 3.5 F Secretary, College Committee 3 G Chair, Departmental Committee 3 H Secretary, Departmental Committee 2.5 I Member, University Committee 2.5 J Member, College Committee 1.5 K Member, Departmental Committee 1 L Mentor, Business Fellows 1 M Mentor to other faculty member (For first year only) 2 OTHER SERVICE TO THE DEPARTMENT **The activities below this line are not per semester** A Chair, Doctoral Committee (List only students actively enrolled in courses. Do not list oneself as both chair of doctoral committee and 8 dissertation director for the same student.) B Dissertation Director 5 C Member, Doctoral Committee 4 D Member, Masters Thesis Committee 4 E Honors Project- Advisor 2 F Honors Thesis Advisor 4 G Direct Independent Study (no reimbursement) 2 H Student Teaching Interviews 2 I Initiate new program (without load credit/reimbursement) 10 J Develop new course 3 K Major course revision through ilearn 3 L Direct existing program (Germany, EDEL-O) without load credit 8 M Direct immersive learning project (if load credit is not assigned for program development) 8 N Teach in immersive/entrepreneurial learning course (without load credit other than course load 4 O Ph.D. Pathways 6 P Diversity Associates 4 Q Other 1 point each (up to 5) PROFESSIONAL SERVICE **The activities below this line are not per semester** A1 Conference Planning Committee 5 A2 Conference Proposal Reviewer 4 19

20 A3 Volunteer/Facilitator/Moderator/Session Chair/Discussant 2 B1 Office in Professional Organization International/National 10 B2 Office in Professional Organization Regional/State 8 B3 Office in Professional Organization Local 6 C1 Member of Committee Professional Organization International/National 8 C2 Member of Committee Professional Organization Regional/State 6 C3 Member of Committee Professional Organization Local 4 D1 Award for Service International/National 10 D2 Award for Service Regional/State 6 D3 Award for Service Local 4 E Consulting International/National/State/Local 1 each up to 10 F Faculty Advisor for student organization/group 6 G Director of Living Learning Community 10 H Other FINAL SCORE Service to the University & Profession Minimum required in Service for BASE COMPONENT 15 Minimum required in Service for MERIT COMPONENT 25 FINAL SCORES Performance in Major Assignment Professional Productivity & Growth Service to the University & Profession ANNUAL REPORT TOTAL POINTS MINIMUM REQUIRED TOTAL POINTS FOR BASE COMPONENT 165 MINIMUM REQUIRED TOTAL POINTS FOR MERIT COMPONENT 215 Area Base Component Minimum Yes NO Performance in Major Assignment 100 Professional Productivity & Growth 50 Service to the University & Profession 15 Total 165 Area Merit Component Minimum Yes No Performance in Major Assignment

21 Professional Productivity & Growth 65 Service to the University & Profession 25 Total 215 Based on my (our) evaluation of the performance of this faculty: We recommend this faculty member for base pay consideration. We recommend this faculty member for merit consideration. 21

22 Appendix C Student Evaluation for Face-to-Face and Online Courses Instructor Evaluation My instructor explains the course objectives clearly. My instructor explains course content clearly. My instructor uses effective examples and illustrations. My instructor is respectful when I have a question or comment. My instructor provides feedback that helps me improve my performance in the class. My instructor is available for consultation (e.g., after class, , office hours, or by appointment). Please provide any additional written comments on the faculty's strengths and weaknesses. 1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree (Comment box) 5: Strongly Agree Course Evaluation This course has clear objectives. This course is effective in meeting its objectives. This course has assignments related to the objectives of the course. This course has a clear grading system. This course broadens my perspective and/or knowledge. Please provide any additional written comments on the strengths and weaknesses of the course. You may comment on such things as the use of assignments, text(s), exercises, exams, etc. 1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree (Comment box) 5: Strongly Agree 22

23 Course: Instructor: Reviewer: Date: Appendix E Peer Evaluation of Online Courses 1. Content How does the content of the course reflect the course s title, description, and objectives? How does the content of the course address current research and best practices for the topics covered? How does the instructor access issues of diversity as part of the content? 2. Communication Does the instructor provide good communication via announcements, use of the discussion board, syllabus, and/or course calendar? How does the instructor foster communication among students through the discussion board, live chats, and/or small-group work? 3. Teaching Strategies Does the instructor offer a variety of learning opportunities, assignments, and projects? What forms of media are used to foster student learning, make learning interesting, and motivate students to learn (i.e. Power Points, Internet sites, readings, online texts, videos, transcripts, interviews, surveys, case studies)? How does the instructor use grouping modes to foster learning, communication, and collaboration? 4. Organization Is the organization of and navigation through online materials simple and user-friendly? Are multiple access points provided for instructional and informational support? Is there a predictable lesson/module format that allows students to work efficiently through learning activities? 5. Assessment How does the instructor provide clear assessment information (i.e. rubrics)? 6. Summary What is the overall impression of the quality of the instruction given in this course? 7. Recommendations What suggestions or recommendations could be given to this instructor to improve this course? 23

24 Course: Instructor: Reviewer: Date: Appendix F Peer Evaluation of Face-to-Face Courses 1. Content How does the content presented reflect the course s title, description, and objectives? What is the content being taught within the lesson? How does the content address current research and best practices for the topics covered? How does the instructor access issues of diversity as part of the content? 2. Communication How does the instructor communicate with the students? How does the instructor foster communication among students through the questioning techniques and/or small-group work? 3. Teaching Strategies What teaching strategies were used by the instructor? What forms of media were used to foster student learning, make learning interesting, and motivate students to learn (i.e. Power Points, Internet sites, readings, online texts, videos, transcripts, interviews, surveys, case studies)? What methods of grouping students were used by the instructor within this lesson? What materials were used to support instruction? 4. Organization (Changed from current which listed Preparation/Organization as #5) Was the instructor organized and prepared for class? How was this exhibited? Was the pacing of the activities appropriate for the content being presented? 5. Assessment (Not listed on current) How did the instructor assess understanding within instruction? 6. Summary What is the overall impression of the quality of the instruction this class? 7. Recommendations What suggestions or recommendations could be given to this instructor to improve this class? Approved by TC Salary Committee -- 3/12/12 Approved by Elementary Education Department 4/9/13 Approved by TC Salary Committee 5/20/13 Approved by Elementary Education Department 4/16/14 Approved by TC Salary Committee 5/29/2014 Approved by Elementary Education Department 9/3/2015 Approved by TC Salary Committee - **/**/2015 Approved by the Elementary Education Department 2/24/16 Approved by the TC Salary Committee - 10/24/16 24

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