Tenure Process

The founding faculty and staff of Cascadia Community collaboratively developed a tenure process that is learner-centered and based in the college's core values and college-wide learning outcomes. By design, it also encourages professional development, personal growth, the enhancement of teaching and learning, and institutional and community service. This process is designed to provide optimum learning and growth experiences to the faculty candidates for tenure.

Faculty Tenure Process

Section 1: Introduction

The founding faculty and staff of Cascadia Community collaboratively developed a tenure process that is learner-centered and based in the college's core values and college-wide learning outcomes. By design, it also encourages professional development, personal growth, the enhancement of teaching and learning, and institutional and community service. In adherence to the Board Policy on Tenure, this process is designed to provide optimum learning and growth experiences to the faculty candidates for tenure.

Section 2: Philosophy and Values of the Tenure Process

The tenure process emphasizes a strong commitment on the part of all involved to work with others in order to achieve quality outcomes within the desired community culture established at Cascadia and outlined in the college's vision. The process also advances professional exchange with others whereby the sharing of diverse viewpoints through a functional process culminates in the production of valuable, enlightened outcomes of the highest quality.

The ultimate goal of the tenure process is to continually expand and share knowledge and skills so that all - students, staff, administration, and faculty - can participate in an optimum environment as a community of learners. All who participate in the tenure process value having the freedom to explore and discover creative ways of learning and teaching on the way to becoming master learners and teachers. The process has been designed so that each faculty candidate for tenure is guided in this exploration by a group of peers and others who will help maintain a healthy flexibility within a process that also ensures consistency and achievement of the expected and/or anticipated outcomes.

The process values periodic assessment of the faculty candidates' strengths and also identifies potential areas for personal and professional growth in an environment of support and commitment towards successful growth and achievement of established outcomes. The tenure process values highly faculty candidates' collaboration with others and contribution to their knowledge and skills in unique combinations of activities designed for the college's learners, to the institution's systems and processes, and to the communities in which the college exists.

The tenure process provides an environment where exploration, growth and excellence can be achieved in an atmosphere of encouragement and collaboration.

Section 3: Process, Structure, Roles and Membership

The tenure process designed for Cascadia Community College adheres to the requirements of RCW 28B.50.850-28B.50.873 and provides a mechanism for all faculty candidates for tenure to engage in a meaningful learning and growth experience.

At the heart of the tenure process is the desire of all of those who participate in the tenure process to be well informed, knowledgeable of all of the procedures and activities and focused on the welfare of the institution and the students it serves.

Process

The process consists of the following steps:

• Faculty hired in a tenure track position begin their first quarter of work at the college
• Each faculty becomes a member of one of the college's Learning Outcome Teams (LOT)
• Faculty in a tenure track employment status become candidates for tenure for the next three years
• Candidates are assigned to a Tenure Working Group (TWG)
• Candidates develop a portfolio and an Independent Development Plan (IDP)
• Candidates implement IDP Candidates receive continual feedback on their progress by their Tenure Working Group, administration and the Tenure Review Committee (TRC)
• Candidates can (or not) be recommended for contract renewal pursuant to RCW 28B.50.850-28B.50.873
• Candidates receive final recommendation for tenure or other or alternate options pursuant to RCW 28B.50.850-28B.50.873

Structure

The following diagram indicates the overall structure of the tenure process. Membership and roles of each component are outlined below.

Role of the Board of Trustees

• Receive annually from the President and the Tenure Review Committee (TRC) all tenure status recommendations for Tenure Candidates.
• Take appropriate action pursuant to RCW 28B.50.850-28B.50.873. Role of the College President
• Receive and review annual recommendations from the Tenure Review Committee regarding Tenure Candidate status and final recommendation for tenure.
• Make recommendations to the Board of Trustees based on the Tenure Review Committee (TRC) recommendations regarding final recommendation for granting of tenure.

Membership, Selection and Role of the Tenure Review Committee (TRC)

(1) Membership

• 4 tenured faculty-peers (may include educators from other institutions of higher learning)
• 1 student
• 2 administrators

(2) Procedure for Selection of the Members of the TRC

• Faculty peers (4): Four faculty will be selected by their Cascadia peers for service on the Tenure Review Committee (TRC).
Criteria for selection. Selected faculty will have expertise in Cascadia Community College's disciplines (social sciences, humanities, sciences, and information technology), be tenured, have a commitment to student-centered pedagogy, have the time and energy to be an active TRC member, and have a willingness to learn about Cascadia.

(3) Role of the Tenure Review Committee (TRC)

• Insure the welfare of the institution and the students it serves
• Insure that the quality of faculty candidates for tenure is maintained institution wide
• Maintain consistency among individual development plans for each candidate
• Maintain constant feedback between the Committee and the Tenure Working Groups (TWC)
• Review recommendations of the Tenure Working Groups (TWG) and approve/disapprove (with appropriate feedback):
• The Individual Development Plan (IDP) for each faculty candidate for tenure
• The yearly update of IDP and portfolio
• rovide annual written feedback to the candidate for tenure regarding the IDP and portfolio assessment
• Provide written reports to the President, the Tenure Working Groups and the faculty candidates for tenure regarding yearly
recommendations of tenure status (such the renewal or non renewal of contracts for each candidate)
• Recommend to the President and the Board of Trustees the granting of tenure, or alternate options pursuant to RCW 28B.50.850-28B.50.873

Membership of the Tenure Working Group (TWG)

• Membership: 4 to 6 members
• Faculty members assigned to one of the college's Learning Outcome Teams (LOT). The faculty members on the TWC cannot be from the candidate's own LOT.
• Other members chosen by Tenure Candidate (students, industry representatives, staff, advisory group members, etc.)
• Assignment of LOT faculty to serve on the Tenure Working Groups (TWG) shall be as follows:

Role of the Tenure Working Group (TWG)

• Work with faculty candidates to develop their Individual Development Plans
• Select activities/criteria for first and second quarters of Tenure Candidate's first year (e.g., a self-assessment by faculty, small group instructional diagnosis by a peer; etc.)
• Assess the candidate's progress
• Document activities and recommendations
• Recommend professional development activities to enhance/improve the candidate's abilities and skills
• Evaluate IDP and portfolio and make recommendation to the Tenure Review Committee
• Each Tenure Candidate would have a sponsor from the Tenure Working Group to represent him/her to the Tenure Review Committee and help resolve concerns that committee might have

The Candidate for Tenure - Definition

Full time faculty members who are hired in a tenure track position as specified in their contract become candidates for tenure.

Role of the Tenure Candidate

• Work with Tenure Working Group to develop an Individual Development Plan (IDP) by the end of second quarter of employment
• Develop a portfolio
• Maintain the IDP and portfolio current
• Meet regularly with Tenure Working Group to provide self-assessment, receive recommendations from the TWG for improvement/enhancement, update the IDP, and strengthen the portfolio
• Implement activities identified on the IDP, and/or formalize any deviations from the IDP based on unanticipated issues/activities/actions etc.
• Submit the IDP and portfolio to the TWG for consideration in the tenure process
• Meet with the Tenure Review Committee as needed

Products Produced by the Tenure Candidate

Individual Development Plan (IDP) - A detail plan of action and development to be completed by the candidate in collaboration with Tenure Working Group each year. This plan will serve as the goals and strategies to be achieved by the candidate during the academic year. This plan is to be flexible allowing for the customary unforeseen circumstances that occur in an academic setting. In an equal and consistent manner candidates will be empowered to adjust the outcomes of their IDP and adjust for unforeseen circumstances while always adhering to the institutions' vision, mission, values, strategic directions goals and objectives.

Portfolio - Candidates will prepare a portfolio of their achievements that can include (but is not limited to) the following. Confidential documents will be referenced in the portfolio but maintained in the personnel files of the Office of Human Resources. Unsolicited correspondence to the Tenure Working Group and/or the Tenure Review Committee will be forwarded to the Vice President for Student Learning for investigation and appropriate action.

• The Annual Individual Development Plans (and their updates)
• Annual self-assessments
• Annual administrative evaluations
• Summary of student evaluations
• Current resume
• Sample of classroom accomplishments
• Correspondence/reports between the candidate and the tenure committees and members (TWG, TRC, administration, peers, students, staff, etc.)
• Minutes/progress evaluation and suggested improvements/development activities from the candidate and Tenure Working Group

Section 4: Goal Identification and Outcomes Assessment

Planning Matrix

The matrix (Attachment 1) integrates the college values and a number of identified faculty roles to be used by a candidate and her/his Tenure Working Group to create an Individual Development Plan (IDP) for achieving tenure.

The five categories along the horizontal axis are:

The vertical axis of the matrix contains the college's core values. The values are:

The tenure planning matrix provides a framework for a Tenure Candidate and his or her Tenure Working Group and includes examples of various ways to contribute to the vision and mission of the college by fulfilling identified faculty roles.

The Tenure Review Committee (TRC) and the Board of Trustees will also receive orientation/training to ensure an understanding of the Cascadia philosophy and the college's desire to integrate flexibility and consistency in the overall tenure process. Annual reviews of Tenure Candidates' IDPs and portfolios will reflect the Cascadia tenure process philosophy and focus on the Tenure Candidate's progress toward the achievement of personal and professional learning goals.

The following is a series of examples of the kinds of actions possible to fulfill an aspect of a given criteria (as outlined in Attachment 1 - Tenure Planning Matrix).

Collaboration

The concept of "collaboration" will be understood to include working with others to achieve quality outcomes within our desired community culture as well as a professional exchange with others whereby the sharing of diverse viewpoints through a functional process culminates in the production of valuable, enlightened outcomes of the highest quality. Examples of collaboration include:

• Learning communities
• Internal collaboration across programs
• Projects across programs (e.g., plagiarism policy, honors panel, other institutional wide projects)
• Linked courses
• Task forces/committees

Professional Development

"Professional development" implies engagement in an activity that is intended to provide personal growth, enhanced skills, the maintenance of currency in a discipline, or enhanced understanding of pedagogy for a Tenure Candidate. Examples of professional development activities include:

• Conferences
• Cross-training opportunities
• Courses
• Research: papers published, presentations, performances, exhibitions "Back to industry" internships
• Exchanges
• Learning Communities
• Academic associations

Outcomes/Assessment

A faculty member could contribute in this area by participating in outcomes/assessment in a variety of ways:

• Institutional
• Strategic Planning
• Accreditation
• AnnualReport

Student

• Develop common assessment instrument for courses
• Assessment of College-wide Learning Outcomes
• Student Evaluation

Faculty

• Peer review
• Coaching
• Mentoring

Administrative

• Administrative Evaluation

Teaching/Learning

• Integration of Technology
• Innovative curriculum
• Sensitivity to learning styles
• Innovative teaching styles
• Keeping current with practice/pedagogy
• Outreach to students (access)
• Inclusion of environmental stewardship, global understanding, diversity, other core values in curriculum

Service

• Community Service
• Committee membership/chairing
• Navigator (in governance system)
• Advising
• Mentoring
• Creating an initiative (e.g., grant application, creating a committee for a project)
• Student organization advisor
• Representing college at an outside meeting, event, legislature, etc.
• State service
• Service to discipline/program

Section 5: Process and Timeline

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