Faculty of Teacher Education Clemson University School of Education

College of Health, Education, and Human Development August 16, 2002 [Amended 3/13/03, 9/15/04, 10/1/04, 10/22/04, 3/11/05,

9/22/06, 2/6/08]

Preamble

The Faculty of Teacher Education in the School of Education in the College of Health, Education, and Human Development hereby establish the following bylaws to provide a mechanism for participation in planning, policy making and decision making, with regard to academic matters and in matters that may affect the welfare of its members and the mission of the Faculty, School, College, and University.

Article I. Name and Mission

A. Name

The official name shall be “Faculty of Teacher Education” herein designated “TE”. The name shall be represented on all official documents and associated with all official business.

B. Mission

The mission of TE is to provide effective programs that prepare teachers, curriculum coordinators, and teacher educators.

Article II. Membership

Voting membership shall consist of all fulltime TE faculty, including the faculty of any affiliated centers, who are not currently enrolled in a degree program in TE. Adjunct, visiting, and/or research faculty and faculty with appointments less than full time may be granted specified voting and/or academic privileges, providing such a motion is passed by two-thirds of the voting faculty. Hereafter “voting faculty” refers to ALL faculty eligible to vote.

Article III. Quorum

A quorum of the faculty shall consist of a simple majority of the voting faculty, excluding faculty on leave. This number will be established and entered into the minutes of the first meeting of each semester. Every effort shall be made to conduct business that requires a faculty vote during the fall and spring semesters. Conscientious effort shall be made to ensure full faculty participation.

Article IV. Meetings

A. Regular Meetings

The faculty shall meet regularly, typically at least three times during each academic term. Meetings shall be moderated by the Chair or his/her designee. Meeting dates and business items requiring a vote of the faculty shall be delivered in writing and/or electronic mail to the faculty at least one calendar week prior to the scheduled vote. Exceptions to this rule for business items require 1) a specific motion to suspend rules which details what will be voted upon, and 2) passage of the motion to suspend rules by two-thirds of the voting faculty. Meetings of the voting faculty, standing committees, or ad hoc committees where a vote is scheduled shall be conducted according to the most recent edition of Robert’s Rules of Order.

B. Special Meetings

A Faculty meeting will be called by the Chair ASAP if requested in writing by three or more faculty. A special or emergency faculty meeting can be called with less than one week’s notification by the Chair in extremely rare situations where the Chair has documented evidence that strongly suggests that the well being of the Faculty is in danger if such a meeting is not held within the week.

C. Special Votes

Special Faculty votes on issues raised in Faculty meetings can be taken, especially electronically, outside a Faculty meeting. This requires faculty, during a faculty meeting, to pass a motion for a special vote. Such a motion must clearly state the issue/question for voting, the time frame and procedure for the vote, and the means for dissemination of results. All voting results will be entered into the next Faculty Meeting minutes.

Article V. Amendments to the Bylaws

The bylaws may be amended by a two-thirds vote of the voting faculty.

Article VI. Standing Committees

The standing committees for each Faculty are as follows:

1) Advisory Committee;2) Curriculum Committee;3) C&I Doctoral Program Advisory Committee;4) Promotion, Tenure, and Appointment Renewal (TPR) Committee;5) Post Tenure Review (PTR) Committee;6) Elections Committee.7) Faculty Mentor Committee (FMC) [as amended, 3/13/03] [may not be implemented while HEHD Mentoring Program exists]

A. Membership1. All voting members of the faculty as determined in Article II, are eligible to serve on standing committees as stated in the committee descriptions. Members of all standing committees serve three-year terms, unless otherwise noted. The term of a committee member will be extended to allow him or her to fulfill associated college or university committee term obligations. When a committee is first initiated, terms will be staggered randomly among the members.

2. Members of all other committees shall be elected, except where otherwise specified.

3. Students: Student representation on committees is encouraged where appropriate. Students shall be non-voting members.

B. MeetingsMeetings shall be called by the committee chair at least once every semester, or more often as appropriate to conduct committee business. Following each spring election, by the end of March, the current committee chair will call a meeting with continuing and new members to choose the chair for the following year. The current chair will promptly notify the Elections Chair of this choice. The committee chair shall prepare, post, and distribute the agenda for each meeting to committee members and to the faculty at least five calendar days in advance of the meeting.

The committee chair shall delegate the recording of minutes, or other form of report, for each meeting. The committee chair shall distribute the minutes or other report of each meeting to the committee members and to the Chair within five working days of the meeting. Minutes or other reports for each meeting shall include a description of all the formal actions taken and the names of all members in attendance. Each committee chair will submit an academic year committee 1-page summary to the Faculty Chair by May 1st. The summary will include a list of issues tackled, list of actions taken, attendance of members, and notations about above-average member participation/contributions.

C. Reports

Committee reports requiring action by the faculty shall be distributed by the committee chair to the faculty at least one calendar week prior to the scheduled faculty meeting.Amendments may be made from the floor in accordance with Robert’s Rules of Order.

All meeting minutes, reports, announcements, and other correspondence may be transmitted to the faculty in the form of hard copies, electronic mail (e-mail), or Web posting. The use of e-mail is strongly encouraged.

D. Standing Committee Descriptions

1. Advisory Committee MembershipProgram unit coordinators.

ResponsibilitiesThe Advisory Committee shall represent faculty interests and provide support to the Chair by (a) advising on academic issues, (b) evaluating and recommending resources, and (c) addressing general faculty concerns. The Advisory Committee should meet at least three times per semester.

2. Curriculum Committee MembershipOne member from each program area, elected by area [Associated with the HEHD Curriculum Committee]

ResponsibilitiesThe Curriculum Committee is to review proposals for course changes, new courses, and other curricular changes. The Committee shall evaluate and make recommendations to the faculty on all academic requirements, courses, and curricula. The Curriculum Committee will provide representation for interdisciplinary collegiate or university curriculum-related activities. In years when the term of the HEHD Curriculum Committee representative is ended, the Curriculum Committee, at their March meeting, will select a member to serve a 3-year term on the HEHD Curriculum Committee. The current chair will promptly notify the Elections Chair of the choice.

3. C&I Doctoral Program Advisory Committee MembershipOne member from each program area, elected by area and the SoE Graduate Coordinator. (amended 9/22/06).

ResponsibilitiesThe Doctoral Program Committee is responsible to oversee its program including general monitoring of student progress as well as recommending to the Faculty a) program policies and procedures, b) draft responses to Graduate School requests, and c) candidates for admission.

4. Promotion, Tenure and Appointment Renewal (TPR) Committee MembershipThe TPR Committee shall consist of five elected full professors. If there are not five full professors elected, the Faculty will elect one or more associate professors, until there is a full committee.

ResponsibilitiesThe Committee shall develop policies and procedures, which are aligned with those of the School, College, and University, to govern peer review. These policies and procedures must be consistent with University policies and procedures (as delineated in the Faculty Manual), and must be approved by the faculty. In addition, the Committee shall annually disseminate guidelines for applications for contract renewal, promotion, and tenure.

These guidelines should specify: (a) the format in which applications and supporting materials are to be submitted; (b) the criteria to be used by the Committee in evaluating applications; and (c) the procedures that will be followed by the Committee. The Committee shall also disseminate, separately, deadlines for TPR materials for each academic year. Deadlines will be disseminated prior to the beginning of the Fall semester and earlier when feasible.

The Committee shall make recommendations to the Director and Dean for the awarding of promotion and/or tenure and to the Chair and Dean for reappointments, and shall inform the School of Education Director or Chair of such recommendations.

The Committee shall follow all other procedures, rules, and regulations for TPR Committees described in the Faculty Manual and the departmental TPR guidelines.

5. Post-Tenure Review (PTR) Committee [amended 9/15/04, 10/22/04, 2/6/08] MembershipThe Post-Tenure Review Committee shall consist of three tenured full professors, elected at large from the TE Faculty, for two-year terms, and one external Clemson full professor (one from outside the School of Education) elected to serve as the external reviewer for an applicant who chooses this option in place of the external letters. No one should run for election who anticipates going up for PTR Part II review during that term. Members of the PTR committee who go up for PTR Part I review during their term will be recused from their own reviews, but will participate in all other PTR business that year.

ResponsibilitiesThe Post-Tenure Review Committee will conduct Post-Tenure Review according to the guidelines in the Faculty Manual, guidelines provided by the Provost, and the Teacher Education PTR Guidelines (see Appendix B ).

6. Elections Committee MembershipTwo members appointed by the Chair.

ResponsibilitiesThe Elections Committee runs elections as needed. See Appendix C for Election procedures. The chair serves on the HEHD Elections Committee.

7. The Faculty Mentor Committee (FMC) [as amended 3/12/03] Membership

The FMC is a committee of three to five tenured faculty members, each appointed for one term by the Department Chair. Selection for the FMC will be based on accomplishments in teaching, research and/or service. Specific criteria for selection will be developed by the Department Chair and disseminated yearly. The Chairs of the TPR and PTR Committees are not eligible for appointment to the FMC. The FMC will elect a Chair.

Responsibilities

The FMC is responsible for the assignment of mentors to faculty members. The Chair of the FMC will consult with the Department Chair in making recommendations to the Committee about mentor assignments. The FMC is responsible for monitoring the mentoring program and reporting to the Department Chair. Members of the FMC may themselves serve as mentors. All persons selected to mentor will be tenured faculty members. TPR and PTR members, with the exception of the chairs, may serve as mentors. When a TPR or PTR member serves as a mentor, he or she must be aware of possible conflict of interest situations and respond to them expeditiously and appropriately; this may involve recusing oneself from a particular TPR or PTR vote.Each first year, tenure-track faculty member will be assigned a mentor by the FMC. Untenured, tenure-track faculty who are beyond the first year may also receive mentoring. The interested faculty member will contact the Chair of the FMC and ask for the appointment of a mentor. In addition, The Department Chair may suggest to a faculty member that he or she receive mentoring. Even in this case, it is up to the faculty member himself or herself to initiate the mentoring arrangement. Tenured faculty may also make requests to the FMC for mentoring; however, untenured faculty member requests will have priority.The mentor will meet regularly with the faculty member he or she is mentoring (the “mentee”) to answer questions, discuss goals and progress toward goals, and to help guide professional decision-making. If the mentee has concerns about instructional practices, classroom observations by the mentor may be appropriate. The mentor’s role is solely advisorial, not evaluative. It is recommended that the mentee inform the mentor of his or her performance goals, based on feedback from the Department Chair and/or Director and the TPR Committee.The FMC will meet at least once as a group at the beginning of each academic year to discuss procedures and objectives. The FMC will call a meeting of all mentors at least once toward the end of the year to discuss their experiences, recommendations, and needs. The FMC will then meet at the end of the academic year to compile a report for the Department Chair on the activities and observations of the FMC that year.Conclusions about the effectiveness of the FMC and the needs of the mentees (as a group) and the mentors (resources, etc.) should be included in the report. Interim meetings of the FMC should be scheduled as needed.The FMC shall develop policies and procedures consistent with those of the School, College, and University, to govern mentoring activities.

Article VII. Ad-Hoc Committees.

The Chair may establish special committees as deemed appropriate. These committees shall have such members and duties and terms of office as determined by the Chair with the advice and consent of the Department Advisory Committee. Ad-Hoc Committees will have a term-limit of one year. If a Committee is necessary for longer than a year, it must become a standing committee through an amendment to the bylaws.

Article IX. Department Policies and Procedures

All policies and procedures must be compatible with those described in the Faculty Manual.

Appendix A: TPR Guidelines (2005; new ones have been adopted in 2008?)

GUIDELINES FOR PROMOTION, TENURE, AND REAPPOINTMENT FACULTY OF TEACHER EDUCATIONEUGENE T. MOORE SCHOOL OF EDUCATION CLEMSON UNIVERSITY

INTRODUCTION

These guidelines have been developed and approved [INSERT DATE] by the Faculty of Teacher Education in the Eugene T. Moore School of Education toward clarifying expectations for Promotion, Tenure, and Reappointment (TPR). They are intended to guide Teacher Education faculty in setting priorities and managing their time and energies in relation to those expectations. They are also intended to guide faculty and administrators who are designated the responsibility of assessing Teacher Education faculty for TPR. Thus, faculty who seek TPR should have confidence that meeting the expectations outlined in these guidelines will result in a favorable decision. Likewise, those individuals designated to determine TPR should have confidence that decisions made in conformance with these guidelines are appropriate and fair.

Specifically, the intention of these guidelines is to explicate what activities, accomplishments, and products are essential or are more heavily weighted in TPR decisions and to suggest how various activities, accomplishments, and products might be documented. Nonetheless, as guidelines, they are not intended to be so explicit as to restrict the academic freedom afforded faculty in pursuing their individual interests and in exercising their individual strengths as scholars. Neither are these guidelines intended to be so explicit as to restrict those making decisions about TPR from considering the broad array of factors that define scholarly accomplishment and collegiality within the academy. Inevitably, informed judgment will be necessary to interpret these guidelines.However, the further an individual case deviates from the guidelines, the greater the burden on those individuals involved to provide an explicit rationale and justification for deviations, which must be supported by appropriate documentation whenever possible.

Subsequent sections of these guidelines address teaching, research and scholarship, and service, which are the areas conventionally associated with the professoriate and with TPR decisions. These sections describe these respective areas, specify expectations, and provide guidance about how those expectations can be met and documented. The following overarching themes, principles and assumptions cut across the specific areas:• A positive decision for tenure and promotion to associate professor is dependent on meeting performance expectations in all three areas (i.e., teaching, research and scholarship, and service). In addition, for promotion to professor, evidence of sustained and nationally recognized contributions in the area of research and scholarship of a quality and quantity commensurate with the standards of a research institution is required.• Quality supersedes quantity. Quality is typically defined in terms of scope, impact, and

prestige. Thus, for example, national and international activities are weighted more heavily than local, state, or regional activities.• Scholars engage in a variety of important and relevant activities that may cut across or pertain to more than one of the areas of teaching, research and scholarship, and service. If any activity is documented in more than one area, the faculty member should provide justification.

TEACHING

Teaching is integral to being a faculty member at a university, particularly among faculty in education and related disciplines. Thus, demonstrating dedicated engagement and effectiveness in teaching is essential to achieving positive recommendations for TPR among the Faculty of Teacher Education. Teaching entails a broad range of activities, all of which can demonstrate engagement and effectiveness in teaching. However, teaching among the School’s Faculty of Teacher Education is centered in the responsibility to teach assigned courses, practica, and seminars (hereafter “courses”). Thus, dedication and effectiveness in teaching courses are the starting point for considering achievement in the area of teaching and they are weighted more heavily than other activities related to teaching. Involvement in other activities related to teaching, although relevant, important, expected, and, therefore duly considered in TPR decisions, cannot compensate for a distinct lack of evidence of dedicated engagement and effectiveness in teaching courses. Neither can accomplishments in the areas of scholarship and service, as outlined in subsequent sections of these guidelines, compensate for a distinct lack of evidence of dedicated engagement and effectiveness in teaching.

Elements of Good TeachingWithin the context of teaching courses, elements of good teaching include:• Demonstrating deep knowledge of and involvement with one’s discipline and communicating that knowledge effectively to students.• Engaging students actively and meaningfully in learning the content, processes, and orientations associated with one’s discipline.• Being responsive to students’ individual needs and capabilities (e.g., making oneself available outside of class time or nominating students for special awards).• Engaging in systematic reflection and analysis concerning one’s teaching.• Stimulating in students an interest and participation in one’s discipline.• Articulating clearly a rationale and justification for one’s approach to teaching and how that rationale is embedded in the design, content, requirements, and assessment procedures for a particular course.• Developing among students a scholarly inquisitiveness and perspective.• Preparing students to become educational leaders with a well-developed sense of professionalism.• Modeling the values and practices associated with professionalism and scholarly inquiry in teacher education.• Mentoring and advising students.

Documenting TeachingThe following represent ways to document elements of good teaching (documentation might be assembled into a teaching portfolio, which may accompany materials required for TPR consideration):• Standard Clemson University student course evaluations (this documentation is required in the TPR process).• Results of students’ responses to special items that may be added to the standard Clemson University course evaluation and that reflect valued elements of teaching not reflected in the standard items.• Honors and awards for innovative or effective teaching.• Written peer and/or administrative evaluations (it is recommended that these evaluations include more than a single class visit and that they comment on more than what occurs during class time).• Course syllabi with relevant sections highlighted and explained, perhaps in relation to the valued elements of good teaching outlined in the previous section or to other elements related to one’s personal rationale to teaching (see the next item).• A written statement of the theoretical and/or philosophical rationale for one’s approach to teaching, preferably including an explicit grounding in the appropriate literature.• Exemplary student products (e.g., a paper, a portfolio).• Student accomplishments directly related to one’s course(s) (e.g., students’ rate of passing certification examinations or a student’s publication or award that originated in one’s course).• A personal journal summarizing one’s activities and reflections in relation to teaching a course or several courses.• Published work directly related to one’s teaching.

Other Valued Activities in the Area of TeachingExamples of other valued activities that will enhance the possibility of a positive TPR decision in the area of teaching, if appropriately documented, include the following:• Curriculum, course, and program development.• Advising and mentoring students outside of teaching courses.• Honors and awards for mentoring or for other aspects of teaching not directly related to courses.• Grants related to improving one’s own teaching or the quality and effectiveness of teaching in the School, College, or University.• Publications aimed specifically at improving teacher education.• Student awards achieved under your direction (e.g., an advisee whose dissertation wins an award).• Mentoring one’s peers.• Serving as the advisor to a student organization related to one’s discipline.

SCHOLARSHIP AND RESEARCH

Generating new knowledge and disseminating it through scholarly outlets are the complementary activities that define a research university. Thus, evidence of involvement

and accomplishment in the area of scholarship and research is essential to achieving positive recommendations for promotion, tenure, and reappointment.

Generating new knowledge through scholarship and research in education means expanding the boundaries of theory and practice related to learning, teaching, curriculum, and instruction. A variety of methodologies for scholarship and research serve that goal, including empirical investigations and other data-driven projects employing quantitative or qualitative approaches; theoretical formulations, historical analyses, syntheses and reviews of research; and development of instructional methods, materials, or activities.

Likewise, a variety of activities fall under the category of conducting and disseminating scholarship and research. However, the most widely accepted means for substantiating one’s contributions in the area of scholarship and research is publication in highly regarded, national/international, peer-reviewed scholarly journals. Thus, publishing in such journals is expected and given the most weight in evaluating performance in the area of scholarship and research.

Because conducting and disseminating scholarship and research are central to the mission of a research university, it is not possible to receive a positive recommendation for reappointment without evidence of activity in these areas. Further, it is not possible to achieve promotion or tenure without evidence that one is capable of conducting independent, high quality scholarship and research. In most circumstances, that implies at least occasional first or sole authorship for peer-reviewed publications.

Another fundamental consideration in making assessments, recommendations, and judgments about TPR in this area is that the quality, impact, and significance of one’s scholarship and research will be given precedence over the quantity of one’s work. Also desirable is a focused, integrated program of scholarship and research, as opposed to an unrelated collection of scholarly projects and publications.

Documenting Quality and Impact of Journal PublicationsThe following are possible ways to document quality and impact of one’s publications in journals:• Prestige of the organization and/or publisher sponsoring the journal.• Prestige of the editors and/or editorial review board.• Circulation and audience of the journal.• Acceptance rate for manuscripts submitted.• Documented reputation in the field or independent evaluation of the journal’s impact.• Citation of one’s article in other prestigious sources.• Reprints or republication of one’s work in prestigious outlets.

Other publications and activities weighted heavily, contingent on appropriate documentation of quality, impact, significance, and level of involvement, include the following:• Books and monographs with respected academic publishers.• Invited publications in highly regarded books or journals.

• Textbooks, curriculum materials, and other products, that proceed from one’s scholarship, particularly when accompanied by evidence that they have been broadly adopted and used.• Substantial (>$50,000), highly competitive grants directly related to one’s scholarship and research. However, external funding, regardless of the amount or prestige, is not alone sufficient to qualify a faculty member for a favorable TPR decision.• Election to high offices in scholarly organizations or appointment to prestigious scholarly committees, panels, editorships, review boards, and so forth.• National awards or competitive fellowships related to scholarship or research.• Attention to one’s work in the popular media at a national level.• Invited presentations or keynote addresses to prestigious groups or organizations.

Examples of other relevant and valued activities in the area of scholarship and research, although they are weighted less heavily, include:• Peer-reviewed papers, symposia, or panels at national/international conferences.• Invited presentations paper sessions, symposia, and panels at national/international conferences.• Invited publications or presentations in less prestigious or rigorously reviewed venues.• Publications of lesser impact such as book reviews, newsletter articles, articles in state journals, and so forth.

Letters From External ReviewersFor promotion and tenure, the letters solicited from external reviewers will play a prominent role in determining the quality, impact, and significance of a faculty member’s accomplishments in the area of scholarship and research. That is, external reviewers will be selected specifically for their ability to comment knowledgeably, competently, and objectively on the quality, impact, and significance of an applicant’s scholarship and research, and they will be requested to comment specifically on accomplishment in that area.

Service

A university’s faculty is composed of independent scholars. However, independent scholars are part of communities that sustain their work and give meaning to it. Service is the category of essential activities in which scholars engage to support those communities. Three prominent communities and opportunities for service are: (a) the University community, which provides opportunities to support immediate colleagues and the mission and responsibilities of the University, (b) the community of disciplinary colleagues, which provides opportunities to support those colleagues individually and collectively, often through professional associations and scholarly societies, and (c) the community of professionals and citizens in the state, the nation, and the world, which provides opportunities to support society by sharing information, advice, and expertise.

The latter category is particularly relevant and important to scholars in education, because education is a discipline centered in serving society. It is also particularly relevant, because Clemson is a land-grant university, which means, in part, that it has an

obligation to share useful knowledge with the citizens of South Carolina. However, to be relevant for TPR, service activities aimed at improving society must be clearly connected to a faculty member’s area of professional and scholarly expertise.

All members of the School’s faculty are expected to engage in service. It is not possible to obtain a positive recommendation for TPR without evidence of specific service activities. Nor is it possible to obtain a positive recommendation for TPR if there is evidence of consistent resistance to or avoidance of service activities, or a failure to meet accepted practices of professional conduct within the communities that sustain a scholar’s work. On the other hand, engagement in various service activities, even if those activities are extensive and distinguished, cannot alone justify a positive recommendation for TPR.

All service activities have potential to be meritorious or distinguished and will be judged based on criteria such as the amount of time and effort required, the level of prestige and opportunity for leadership, the scope and potential impact of an activity, and the degree to which the service activity is innovative in its conception and implementation. Across a scholar’s career, there should be evidence of diversity in service across communities, levels, and contexts. In general, the higher the rank and the more time in rank, the greater the expectations for service, because qualifications and opportunities for service are presumed to increase with more experience and with greater accomplishment in scholarship and research.

Examples of ServiceService to the University community includes the following: serving on various departmental, school, or university committees, task forces, or initiatives; leading major efforts to design new curricula or programs; developing important position statements or policy documents; compiling data or completing reports for accreditation agencies; carrying out various administrative tasks; and providing routine professional support and courtesies to university colleagues (e.g., serving as a guest presenter in a colleague’s class or as a peer-evaluator of a colleague’s teaching).

Service to a disciplinary community includes the following: serving as a committee member or chair, board member, or elected officer of a professional organization; serving as a reviewer for journals, conference papers, grant proposals, institutional programs, or competitive awards; serving as an editor of a journal; writing letters of recommendation and support for students and colleagues.

Service to society includes the following: providing consulting services to local, state, national, or international educational institutions, agencies or firms; conducting workshops and training sessions for practitioners and others who may benefit from one’s scholarly expertise; publishing service-related materials (e.g., informational pamphlets, manuals, and articles describing service-related activities); serving on national or international boards and commissions; and obtaining funding for service-related activities.

Evidence of Accomplishments in ServiceActivities in the area of service are typically documented by listing and describing them in the documents submitted for TPR. However, in some instances other supporting documentation may be useful. For example, evaluations from a workshop or documentation indicating that something has improved as the result of one’s service activities would be useful and relevant to assessing the quality and impact of service activities. Likewise, letters from relevant individuals may be warranted to document exemplary service, particularly when the effort or the benefits are not clearly evident by simply listing an activity.

Appendix B: Post Tenure Review Procedures (added 10/04; amended 2/07; 2/8)

Post-tenure review (PTR) serves to evaluate rigorously a faculty member’s professional contributions. The review should be used to identify and reward excellent faculty, and, by identifying cases where remediation and support may be required, should ensure that all faculty serve the needs of the students and the institution.Post-tenure review is carried out according to the Faculty Manual and the guidelines provided by the Provost’s office each year. The Teacher Education (TE) By-Laws stipulate that post-tenure review is to be carried out by the Post-tenure Review (PTR) Committee. This committee has three members elected according to the departmental by- laws. An additional member from outside the School of Education may be elected to serve as an external reviewer.

The period for post tenure review is after every five years. The first five-year period begins at the time that tenure is granted. Promotion during that period does not alter the schedule for review. Periods of sick leave, sabbatical leave, or leave without pay will be excluded from this five-year period. See the Faculty Manual for other valid reasons for requesting an extension.

The PTR process consists of two parts. Those PTR applicants who receive a rating of "satisfactory" in Part I are exempt from Part II. The Faculty chair, by May 1, will notify faculty going through the PTR review the following year, and provide names and ratings (no narrative) to the chair of the PTR committee by October 1.

Post Tenure Review Process: Part IThe PTR committee will review the ratings received on the most recent available series of five years of annual performance reviews (Form 3) as provided by the Faculty chair. All tenured faculty members receiving no more than one (of five) annual performance ratings of "fair", "marginal", or "unsatisfactory" in Part I of the PTR process receive a PTR rating of "satisfactory". These faculty members are thereby exempt from Part II of Post Tenure Review. The PTR committee will submit a letter to the Faculty chair identifying the faculty members exempt from the Part II PTR review process. In addition, a letter of notification of the "satisfactory" PTR rating will be sent to each of those faculty members.

Post Tenure Review Process: Part II1. Notification. By October 15, those faculty who have been identified as applicants for Part II PTR will be individually notified by letter from the PTR committee chair that they should begin preparing their applications for post-tenure review.2. Letter selecting external review process. By November 1, each faculty member under review will notify the PTR committee chair in writing of his or her choice of external review method: participation by an external committee member, or solicited external support letters (in which case, the names and contact information of at least six potential referees must be included). In the event that this written notification is not received by the PTR chair by the due date, the default will be the use of the external committee member

in that applicant’s review.3. Submission of Complete Application. A notebook containing dividers for sections prescribed by the Provost and provided by the School Director will be given to each PTR applicant by the PTR committee. All required application materials must be submitted to the PTR Chair prior to the deadline established by the Committee. These materials will be kept in a locked cabinet available only to PTR Committee members and to the School Director. During the period before the application deadline, an applicant may address any procedural questions to the PTR Committee Chair, for example, questions regarding the materials to be submitted.4. External Letters and Additional Materials. If the applicant chooses the option of solicited external support letters, a minimum of 4 reference letters will be obtained by the PTR committee, of which at least two of the references must come from the list submitted by the applicant. The PTR committee, through the PTR chair or designated member, may ask the applicant for additional materials or written clarification at any time before the recommendation is made. If an applicant receives information about an additional distinction prior to the committee meeting at which the committee recommendation is made, the applicant may submit that material to the PTR chair prior to the meeting.5. Review. Individual PTR committee members will review the applications prior to the committee meeting at which the recommendation will be made. In reviewing materials, the PTR committee will evaluate each applicant using the established criteria. The applicant will be notified of the date of the recommendation meeting with a reminder that the meeting date is also the final deadline for additional information (recent distinctions).6. Ratings and Recommendation. At a closed meeting of the PTR committee in early spring, at which a designated committee member will take minutes, a rating of Satisfactory or Unsatisfactory will be given to the applicant for each of the three performance areas (Teaching, Research/Scholarship, and Service). In the event that a consensus cannot be reached for a rating, the majority will hold. For each applicant a report will be written by the committee. For each of the three performance areas the report will include a narrative and a rating (Satisfactory or Unsatisfactory). The report will finish with a statement of the overall recommendation of Satisfactory or Unsatisfactory. (See the Faculty Manual for more information.)

Criteria for Evaluating Faculty PerformanceIn judging post-tenure performance, the Committee will primarily consider the applicant’s performance during the period since the last peer review, but performance prior to the latest review will also be considered, as well as plans for future development and potential contributions. Teacher Education faculty at Clemson University receive a formal yearly evaluation (“Form 3”) of their contributions to the University, provided by the TE chair. These Form 3 evaluations accord a very high weight in the PTR decisions.

A. Criteria for Ratings in the Three Performance Areas (Teaching, Research, and Service). Guided by the TE TPR Guidelines and Form 3 Criteria, and giving strong consideration to the Form 3 evaluations, the committee will give a rating of Satisfactory or Unsatisfactory to each applicant in each of the three areas of Teaching, Research/Scholarship, and Service.

B. Criteria for the Overall Recommendation. The applicant will receive an overall recommendation of Satisfactory if he or she receives a rating of Satisfactory in all three performance areas (Teaching, Research, and Service). This resets the PTR time clock. If any one performance area is Unsatisfactory, the overall recommendation will be Unsatisfactory, resulting in remediation to correct deficiencies in the Unsatisfactory performance area(s) (see the Faculty Manual for remediation details).

The PTR Notebook (required for Part II review only). Materials will be organized in the PTR Notebook with tabs in the order specified by the Provost's office. The following materials are required by the TE PTR committee (even if not required by the Provost): 2 page executive summary statement of contributions to the University. The applicant should emphasize post-tenure achievements and include a description of potential future contributions. An updated curriculum vita Summary statistical sheets for “Student Evaluation of Instructors” (past five years) in reverse chronological order. All individual student comments from "Student Evaluation of Instructors" for the past five years, printed or on a data CD. 1-2 page plan for continued professional growth If a sabbatical was taken during the five-year period, detailed information about outcomes of the sabbatical leave. Optional: letters of support All form 3’s since the last PTR review Optional: additional documents relative to the review, for example, evidence of teaching effectiveness, research impacts, or service activity, or letters of support (at the discretion of the involved faculty)

Appendix C: Election Procedures

Elections Procedure:

A) The elections will be held each spring. The Election Chairs will send his/her faculty a list of those committees at all levels with open seats.

B) Program Area Elections:[Curriculum, SoE Multicultural, and C&I Doctoral Advisory Committees]

Each program area will determine a single policy for choosing elected area representatives, agreed upon by a majority, and recorded in the minutes of an area meeting. The area faculty can choose to have an election with secret ballot, an election with show-of-hands at an area meeting, or appointment by the coordinator. A copy of the minutes will be forwarded to his/her Elections Chair, Faculty Chair, and the School Director. With each subsequent election of representatives, the results must appear in area minutes.

C) At-large Elections:

1. The Election Chair will receive electronic nominations from the nominees themselves. Nominations may be made from the floor of Faculty meetings, as long as the nominee gives verbal consent, recorded in the minutes of the meeting. Nominations will be collected for a minimum of 3 days.2. The slate will be emailed to faculty with the names of all nominees who will appear on his/her ballot. The slate will be emailed at least 2 days before the election.3. The Election Committee shall conduct the election by secret ballot. A valid ballot is one in which there are as many votes in that committee election as there are vacancies for that committee. There are no write-ins. There is no absentee voting if the election is internet-based. Collection of ballots must continue for no less than 2.5 days.4. Election will be by plurality.5. The election results shall be emailed to the faculty, and the committee lists will be maintained on the internet.6. In the event that a faculty vacancy occurs after the spring election, the Faculty Chair (for Faculty committees) or the Director (for School committees) may appoint an interim member to fill the vacancy until the next spring election.