itinerary which details the final schedule of activities, including the agenda and anticipated involvement of any School of Education students, organizations, or the local media should be communicated to the Dean at least two to three weeks prior to the event.
Faculty Tenure and Promotion The HPU Faculty Handbook (Sections 4.1-4.3) outlines in general terms the official criteria and procedures of advancement to tenure and promotion in rank. Candidates should also familiarize themselves with the Discipline Specific Standards found in Appendix A (School of Education) and B (Department of Leadership Studies-Doctoral Faculty). The following information is provided to support those guidelines. Decisions are subject to appeal based upon University procedures (Faculty Handbook, Section 4.3.P). 1. Teaching: The assessment of teaching performance includes the clarity, breadth and scope of the content knowledge being delivered, skill in organizing courses and presenting material, ability to engage and stimulate intellectual discussion, and dispositional attributes such as preparation, enthusiasm, and positive rapport with students. In addition to classroom performance, supervision of teacher education candidates in clinical field placements, evaluation of those candidates and ability to work closely with public school personnel in the preparation of teacher or administrative candidates may also be considered. Judgment of teaching performance will be based on documentation of teaching through both peer observation and summaries of course and instructor evaluations. The level of coursework (undergraduate or graduate), type of contact (traditional, cohort, or Executive Cohort), team teaching and enrollment will also be considered. 2. Scholarship, Creative/Professional Activity or Research: A faculty member’s scholarship and research must be relevant to his/her professional area(s) of expertise and ultimately impactful to the School of Education in a positive manner. Research should be continuous with a clear pattern of intent. Faculty are expected to demonstrate that research and scholarship efforts focus on national and state initiatives in education as well as regional and/or local. The School of Education’s Discipline Specific Standards as they relate to the quality and quantity of accepted tenurable activities are outlined in Appendix A. A listing of peer-reviewed journals by academic discipline according to their Cabell Classification Index (CCI) appears in Appendix B. This listing of journals will be housed in the School of Education and faculty are encouraged to review the listing in preparation for the tenure/promotion process. The specific listing of peer-reviewed journals are organized by department (Elementary/Middle Grades, Specialized Curriculum, and Leadership Studies and may be revised to include the addition of recent journals or new areas of focus in the School of Education. 3. Service to the Institution: Service activity contributes toward tenure/promotion when combined with the above accomplishments. Service accomplishments can be demonstrated through the following examples: university service (committee service, participating in campus activities, etc.); School of Education service (preparation for accreditation, serving as chair or coordinator of a licensure program, developing new programs or courses, service learning and undergraduate research opportunities, serving on ad hoc State Department of Public Instruction committees, outreach in area local public schools and serving as chair or a committee member for a doctoral candidate’s University Doctoral Committee (UDC). Appendix C includes a table of acceptable university and departmental service activities which have been classified as Tier-I or Tier-II. Faculty approaching and tenure and promotion from Assistant to Associate Professor would be expected to have accomplished a balance of Tier I and Tier II achievements. Faculty applying for
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