Common use of Tenure Review Process Clause in Contracts

Tenure Review Process. The purpose of the tenure review process is to ensure that College of the Redwoods provides students with the most knowledgeable, talented, creative, professional, and student-oriented faculty available. The four-year probationary period provides sufficient time for probationary tenure-track faculty to understand the expectations for tenure, to develop the skills and acquire the experience necessary to participate successfully in the educational process, to use the District’s and other resources for professional growth, and to become a fully- participating and effective member of the college’s professional community. The process should promote professionalism and enhance academic growth by providing a useful, comprehensive assessment of all areas of performance. 11.1.5.1 A probationary tenure-track faculty member’s first evaluation will occur in the first fall of employment, with subsequent evaluations in the spring semester following that first fall, and the next three fall semesters. 11.1.5.2 As stated in Education Code 87776, “No leave of absence when granted to a contract employee shall be construed as a break in the continuity of service required for the classification of the employee as tenure. However, time spent on any unpaid leave of absence shall not be included in computing the service required as a prerequisite to attainment of, or eligibility for, tenure.” A probationary tenure-track faculty member must provide at least 75% of full service in an academic year for the academic year to count toward tenure. 11.1.5.3 The criteria upon which probationary tenure-track faculty members will be evaluated are as follows: 11.1.5.3.1 Student Engagement • Willingness, availability, and ability to assist students in achieving their educational goals • Responsiveness to the educational needs of students by exhibiting awareness of and sensitivity to the following: o Diversity of cultural backgrounds, gender, age, and lifestyles o Variety of learning styles o Student goals and aspirations o The special needs of students with physical or other disabilities o The importance of effective methods for resolving problems between the faculty member and students o The role and value of student support services o Concern for student welfare 11.1.5.3.2 Classroom Assignment • Knowledge of subject matter • Awareness of current developments and research in the discipline • Demonstration of effective oral and written communication with students, including the ability to respond effectively to student questions and comments • Effective use of teaching methods appropriate to the subject matter and course objectives • Demonstrated ability to effectively and consistently organize and prepare courses and class meetings in accordance with the course outline of record • Demonstrated ability to evaluate student work fairly and effectively • Ability to create and maintain a classroom atmosphere of mutual respect and regard 11.1.5.3.3 Non-Classroom Assignment (Librarians, Counselors, Learning Disabilities Specialists, and Special Assignments) • Ability to effectively resolve problems between the faculty member and students • Ability to make referrals to appropriate student support services • Knowledge and appropriate utilization of community resources • Knowledge of area of expertise • Awareness of current developments and research in the field • Demonstration of effective oral and written communication with students, including the ability to respond effectively to student questions and comments • Effective use of methods appropriate to area of assignment • Demonstrated ability to effectively and consistently organize and prepare for day-to-day work and ongoing initiatives • Ability to create and maintain a workplace of mutual respect and regard 11.1.5.3.4 Professional Responsibilities Evaluation • Active, effective, and collegial participation in institutional governance. • Ability to work consistently in a constructive, professional manner that fosters collegiality among faculty, staff, managers, administrators, and students. • Demonstrated commitment to and enthusiasm for the profession, the college, and student success. • Demonstrated ability to accurately collect and report final grades, census rosters, and other documentation in a timely manner. • Demonstrated adherence to District policies and procedures. • Participation in course, program, and institutional assessment. • Participation in department and division meetings. • Demonstrated ability to work collegially and collaboratively to meet accreditation standards. • Demonstrated commitment to professional development. • Consistent, effective participation in required college service activities. • When under contract, usually responds to email inquiries from District administrators sent to an official CR email address in a timely manner (i.e., within 3 workdays). 11.1.5.4 Steps of Tenure Review Process. The steps of the tenure review process are as follows: 11.1.5.4.1 A formal evaluation of the evaluatee. 11.1.5.4.2 A committee meeting without the candidate to determine a recommendation for the evaluatee’s subsequent contract status. 11.1.5.4.3 At any time, the evaluatee may request a convening of the committee. 11.1.5.4.4 A committee meeting with the candidate to recognize meritorious performance, discuss committee’s employment recommendation and, if appropriate, to develop a course of action for correcting deficiencies.

Tenure Review Process. The purpose of the tenure review process is to ensure that College of the Redwoods provides students with the most knowledgeable, talented, creative, professional, and student-oriented faculty available. The four-year probationary period provides sufficient time for probationary tenure-track faculty to understand the expectations for tenure, to develop the skills and acquire the experience necessary to participate successfully in the educational process, to use the District’s and other resources for professional growth, and to become a fully- fully-participating and effective member of the college’s professional community. The process should promote professionalism and enhance academic growth by providing a useful, comprehensive assessment of all areas of performance. 11.1.5.1 A probationary tenure-track faculty member’s first evaluation will occur in the first fall of employment, with subsequent evaluations in the spring semester following that first fall, and the next three fall semesters. 11.1.5.2 As stated in Education Code 87776, “No leave of absence when granted to a contract employee shall be construed as a break in the continuity of service required for the classification of the employee as tenure. However, time spent on any unpaid leave of absence shall not be included in computing the service required as a prerequisite to attainment of, or eligibility for, tenure.” A probationary tenure-track faculty member must provide at least 75% of full service in an academic year for the academic year to count toward tenure. 11.1.5.3 The criteria upon which probationary tenure-track faculty members will be evaluated are as follows: 11.1.5.3.1 Student Engagement • Willingness, availability, and ability to assist students in achieving their educational goals • Responsiveness to the educational needs of students by exhibiting awareness of and sensitivity to the following: o Diversity of cultural backgrounds, gender, age, and lifestyles o Variety of learning styles o Student goals and aspirations o The special needs of students with physical or other disabilities o The importance of effective methods for resolving problems between the faculty member and students o The role and value of student support services o Concern for student welfare 11.1.5.3.2 Classroom Assignment • Knowledge of subject matter • Awareness of current developments and research in the discipline • Demonstration of effective oral and written communication with students, including the ability to respond effectively to student questions and comments • Effective use of teaching methods appropriate to the subject matter and course objectives • Demonstrated ability to effectively and consistently organize and prepare courses and class meetings in accordance with the course outline of record • Demonstrated ability to evaluate student work fairly and effectively • Ability to create and maintain a classroom atmosphere of mutual respect and regard 11.1.5.3.3 Non-Classroom Assignment (Librarians, Counselors, Learning Disabilities Specialists, and Special Assignments) • Ability to effectively resolve problems between the faculty member and students • Ability to make referrals to appropriate student support services • Knowledge and appropriate utilization of community resources • Knowledge of area of expertise • Awareness of current developments and research in the field • Demonstration of effective oral and written communication with students, including the ability to respond effectively to student questions and comments • Effective use of methods appropriate to area of assignment • Demonstrated ability to effectively and consistently organize and prepare for day-to-day work and ongoing initiatives • Ability to create and maintain a workplace of mutual respect and regard 11.1.5.3.4 Professional Responsibilities Evaluation • Active, effective, and collegial participation in institutional governance. • Ability to work consistently in a constructive, professional manner that fosters collegiality among faculty, staff, managers, administrators, and students. • Demonstrated commitment to and enthusiasm for the profession, the college, and student success. • Demonstrated ability to accurately collect and report final grades, census rosters, and other documentation in a timely manner. • Demonstrated adherence to District policies and procedures. • Participation in course, program, and institutional assessment. • Participation in department and division meetings. • Demonstrated ability to work collegially and collaboratively to meet accreditation standards. • Demonstrated commitment to professional development. • Consistent, effective participation in required college service activities. • When under contract, usually responds to email inquiries from District administrators sent to an official CR email address in a timely manner (i.e., within 3 workdays). 11.1.5.4 Steps of Tenure Review Process. The steps of the tenure review process are as follows: 11.1.5.4.1 A formal evaluation of the evaluatee. 11.1.5.4.2 A committee meeting without the candidate to determine a recommendation for the evaluatee’s subsequent contract status. 11.1.5.4.3 At any time, the evaluatee may request a convening of the committee. 11.1.5.4.4 A committee meeting with the candidate to recognize meritorious performance, discuss committee’s employment recommendation and, if appropriate, to develop a course of action for correcting deficiencies.