New Jersey City University Faculty Handbook
PERSONNEL POLICIES, PROCEDURES, AND PRACTICE

 

Career Development Program for Tenured Faculty, and Librarians,
and Professional Staff on Multi-Year Contract

This local agreement covers areas reserved for local negotiations in the March 8, 1996 Agreement between the State of New Jersey and the Council of New Jersey State College Locals, Appendix II (Career Development Program for All Full Time Employees), covering the period from July 1, 1995 - June 30, 1999. All provisions and procedures in the review process not covered by this local agreement are covered by the March 8, 1996 Agreement between the State and the Council. (See Agreement, App. II Art/ I-X). All citations refer to the Agreement provisions.


1. ORDER OF ASSESSMENT
   No more than one-fifth of all tenured faculty and librarians will be scheduled for assessment in each academic year. See App. II, Art. X. Fractions over a fifth will be rounded downward.
   
   All faculty/librarians who have not been assessed for at least five years may volunteer to be assessed for the purpose of showcasing their strengths and obtaining funds for further professional development. If fewer than one-fifth volunteer, the remainder of the quota will be filled beginning with those faculty or librarians who have not been assessed for the longest time. (Those who have never been assessed will be counted as having been assessed on the date they received tenure.)
   
   In cases where non-volunteer faculty or librarians with the same number of years since the last assessment exceed the one-fifth quota, those with the least seniority will be assessed first.
   
   
2. MEMBERSHIP OF ASSESSMENT COMMITTEES (See App. II, Art. I B)
   Each candidate for assessment shall select, in consultation with his or her chairperson/supervisor, an Assessment Committee (AC) consisting of at least two (but not more than three) tenured colleagues, at least one of whom is a member of his/her department, with whom he/she has worked in teaching, scholarly research, library activity, or university and community contributions.
   
   
3. PEER ASSESSMENT (See App. II, Art. I C. 2)
   
   
   1. Faculty. Classroom observation shall be used as part of the assessment process. These observations shall be conducted at a time and in a manner mutually agreeable to the AC and the candidate and will be carried out by a member of the AC. Prior to the observation, the candidate may provide the observer with information about the class, teaching methods, etc., in order to facilitate productive observation.
      There shall be a post-observation conference between the candidate and the observer. At the conference, the observer and the candidate will discuss the class and the written observation report. The purpose of the observation, as well as of the post-observation conference, is to aid the candidate in developing his or her teaching skills.
      
      
   2. Librarians. Peer assessment shall be included as part of the assessment process. These evaluations may be conducted either by means of in-depth discussions with the librarian being assessed as to the substance, philosophy, and methodology of his/her particular discipline or by observation of a particular library activity or project that he or she is responsible for, or, by mutual agreement between the candidate and the AC, by both. These discussions and/or observations will be conducted at a time and in a manner mutually agreeable to the AC and the candidate and will be carried out by a member of the AC. Prior to the discussion or observation, the candidate may provide the observer with information about the task, project, assignment, methodology, technology, discipline, etc., in order to facilitate productive discussion and/or observation.
      There shall be a post-discussion/observation conference between the candidate and the discussant/observer. At the conference, the discussant/observer and the candidate will discuss the discussion/observation and the discussant’s/ observer’s written report. The purpose of the discussion or observation, as well as of the post conference, is to aid the candidate in developing his or her professional skills.
      
      
4. STUDENT INPUT (See App II, Art. I C.3)
   For faculty, and librarians as appropriate, student input obtained by means of a formal process shall be used as part of the assessment process. The AC shall have access to such data. All student data shall be collected in a regular and systematic fashion and in writing consistent with existing college policy and procedures.
   Candidates shall review such student input before writing the section of the self-study on teaching effectiveness (for librarians, the section on professional/discipline effectiveness). Such student input shall be for the candidate’s use and not be included in the materials reviewed by the administration except at the candidate’s discretion.
   
   
5. SELF-STUDY (See App. II, Art. 1 C.1)
   The candidate shall prepare a written self-assessment which should include, at the minimum, the following:
   
   
   • an assessment of contributions to the University and community, including contributions to the direction/mission of the department, college and university over the last five years and intentions for future contributions;
     
     
   • an assessment of teaching effectiveness in the case of tenured faculty;
     
     
   • an assessment of professional/discipline effectiveness in the case of librarians;
     
     
   • an assessment of scholarly and/or research achievements in one’s field/discipline;
     
     
   • a statement of professional objectives and how they might best be achieved;
     
     
   • an assessment of professional strengths and/or areas for further professional development; and;
     
     
   • what career development assistance, if any, is needed.
     

 

6. CONSULTATION (See App. II, Art. 1 D. 1-2)
   The AC will review the candidate's self-assessment, the observation report, and any other material, including but not limited to student input, submitted by the candidate. Prior to preparing its report, the AC shall meet with the candidate to discuss the assessment. At this meeting the AC may solicit such additional information, evidence, and material as may be deemed relevant and necessary to the AC's deliberations. The AC and the candidate will discuss and attempt to reach agreement on the activities that would be most valuable in furthering the candidate's professional development.
   
   
7. CRITERIA FOR ASSESSMENT
   The criteria for assessing faculty/librarians shall be as follows:
   

• teaching/professional effectiveness;
  
  
• scholarly achievement; and
  
  
• contributions to university and community in the last five years.
  
  

No additional criteria shall be used in the assessment process.


8. THE AC REPORT (See Art. I D, 2 and E)
   Following a review of all the materials collected, and after meeting with the candidate, the AC shall prepare a final report summarizing its findings including its recommendations for career development activities and/or resources. The AC's comprehensive report shall include:
   
   
1. a review of the individual's professional growth, professional performance and contributions, including contributions to the department, university, and community, primarily during the preceding five years, and the individual’s intentions for future professional growth and contributions;
   
   
2. an identification of the individual's strengths and teaching/professional effectiveness, and identification of areas for professional development, if any; and
   
   
3. if the AC identifies areas for further professional development, a recommended plan for such development which is prepared in consultation with the candidate and tailored to the individual's needs using available career development resources.
   

 

The AC shall submit its report to the candidate, allowing the candidate ten (10) calendar days to respond in writing if he or she would like the AC to reconsider its recommendations. In the request to reconsider, the candidate shall state the specific reasons why he or she objects to the report, or any part of the report. If the AC grants the candidate’s request for reconsideration, it will expedite the reconsideration process so as to allow for the overall completion of the assessment process in a timely fashion.


The AC shall forward its final report and all supporting documents including recommendations to the Career Development Committee with a copy to the Vice

President for Academic Affairs and to the candidate. Observation reports and student evaluations need not be forwarded, but there should be a clear statement in the AC’s report as to the basis of the AC’s evaluation of a candidate's teaching effectiveness. The candidate at his or her option may submit to the CDC a written response to the AC report which shall be attached to the report.

9. REVIEW OF DEVELOPMENT NEEDS OF PROFESSIONAL STAFF
   (See App. II, Art. II, A- D)
   
   
1. Order of Assessment. All professional staff shall be assessed in the first year of each multi-year contract. The purpose of the assessment shall be to determine what career development activities, if any, would enhance the performance of a professional staff member in the period leading up to the next multi-year contract. No material developed in the course of this assessment process, and no result of this assessment process, shall be used in any present or future personnel action, except at the candidate’s discretion. The employer shall not be prevented from following up leads developed in the career development evaluation process.
   
   
2. Professional Staff Assessment Committees. Each candidate for assessment shall select, in consultation with his or her supervisor, a Professional Staff Assessment Committee (PSAC) consisting of at least two individuals ( but not more than three), at least one of whom is a member of his /her department, who hold either tenure or multi-year contracts at NJCU.
   
   The PSAC shall conduct a review of the candidate's career development needs based upon the candidate's self-assessment and any other supporting materials as may be deemed relevant and necessary to the PSAC's deliberations.
   
   
3. Peer Evaluation. Professional observations should be used as part of the assessment process. These evaluations may be conducted either by means of in-depth discussions with the candidate as to the substance, management philosophy, expertise and/or skill required of his/her particular professional position or by observation of a particular professional activity or project that he/she is responsible for. These discussions and/or evaluations will be conducted at a time and in a manner mutually agreeable to the PSAC and the candidate and will be carried out by a member of the PSAC. Prior to observation, the candidate may provide the observer with information about the task, project, assignment, discipline, etc. in order to facilitate productive discussion and/or observation.
   
   There shall be a post-discussion/observation conference between the candidate and the discussant/observer. At the conference, the discussant/observer and the candidate will discuss the discussion/observation and the written discussion/observation report. The purpose of the discussion or observation, as well as of the post conference, is to aid the candidate in developing his or her professional skills. Relevant information brought to the PSAC from the discussion/observation and post discussion/observation should be incorporated into the PSAC’s final report and recommendation.
   
   
4. Student Input. In the case of professional staff for whom student input is appropriate, student input obtained by means of a formal process shall be used in preparation of the self-study described below. Candidates shall review such student input before writing the section of the self-study on professional discipline effectiveness. The PSAC shall have access to such data. Such student input shall be for the candidate’s use and need not be included in the materials reviewed by the administration except at the candidate’s discretion.
   
   
5. Self-Study. The candidate may, if appropriate, use the same self-assessment for both the evaluation leading to the awarding of a multi-year contract and career development assessment. The self-assessment should, at the minimum, include the following:
   
   
• an assessment of contributions to the college and community, including contributions to the direction/mission of the department, college and university over the last five years and intentions for future contributions;
  
  
• an assessment of professional/discipline effectiveness and activities in the candidate's particular area of expertise including a statement of scholarly and/or research achievements in the candidate’s field. (Professional activities outside of the University may depend upon accommodations of schedule and provision of funds for travel.);
  
  
• a statement of professional objectives and how they might best be achieved;
  
  
• an assessment of professional strengths and/or areas for further professional development; and
  
  
• what career development assistance, if any, is needed.
  
  
6. Criteria for Assessment. The criteria for assessing professional staff shall be as follows:
   
   
   1. professional effectiveness;
      
      
   2. professional activity; and
      
      
   3. contributions to university and community in last five years.


No additional criteria shall be used in the assessment process.

7. The PSAC's Report. Prior to preparing its report, the PSAC shall meet with the candidate to discuss the assessment. At this meeting the PSAC may solicit such additional information, evidence, and material as may be deemed relevant and necessary to the PSAC's deliberations. The PSAC and the candidate will discuss and attempt to reach agreement on the activities that would be most valuable in furthering the candidate's professional development.
   
   The PSAC's report shall include a statement as to the career development activities it recommends and a rationale, including any and all supporting documentation, for its recommendation. If the PSAC sees no need for career development activities within the span of the candidate's multi-year contract, the PSAC should so state.
   
   The PSAC shall first submit its written recommendation to the candidate. Within ten (10) calendar days after the transmission of the report, the individual who is the subject of the report may present a written request to the PSAC to reconsider its recommendation. In the request to reconsider, the candidate shall state the specific reasons why he or she feels the recommendation is inappropriate. If the PSAC grants the individual's request for reconsideration it will expedite the reconsideration process so as to allow for the overall completion of the assessment process in a timely fashion.
   
   The PSAC shall transmit a written recommendation including supporting documentation to the Career Development Committee, with a copy to the appropriate VP and to the candidate, as to the specific career development needs of the professional staff member who has been the subject of the review.
   
   Observation reports and student evaluations need not be forwarded, but there should be a clear statement in the PSAC’s report as to the basis of the PSAC’s evaluation of a candidate’s professional effectiveness. The candidate at his or her option may submit a written response to the PSAC report which shall be attached to the report.
   
   
10. VICE PRESIDENTIAL REVIEW OF AC AND PSAC REPORTS (See App. II, Art. III)
    AC Reports shall be reviewed by the Vice President for Academic Affairs. PSAC reports shall be reviewed by the appropriate Vice President. The VP need not respond to any AC or PSAC report at this point in the process. However, in the event the VP disapproves of an AC or PSAC report, and in the spirit of developing a mutually satisfactory plan for professional growth and career development for the affected candidate, the VP shall meet with the AC or PSAC and the candidate about an appropriate alternate plan of action. Any mutually agreed upon career development plan will be forwarded to the Career Development Committee in place of the original AC or PSAC report.
    
    
11. ELECTION OF THE CAREER DEVELOPMENT COMMITTEE (See App. II, Art. IVA, 1-5)
    The CDC shall consist of seven (7) members - one appointed by the Union, one appointed by the University and five elected in a Union supervised election. The elected members shall be one chosen from each of the following groups: School of Arts and Sciences faculty; School of Professional Studies and Education faculty; library; professional staff; and member-at-large. Candidates for assessment shall not serve on the Career Development Committee.
    
    The Career Development Committee shall be convened by the Union President. The Chairperson of the CDC shall be a member of the bargaining unit who is elected by the CDC.
    
    
12. FUNCTION OF THE CDC (See App. II, Art. IV B-I)
    Faculty, librarians, and professional staff not being assessed shall be free to apply for Career Development funds, either for tuition reimbursement or for other professional development activities. Some may apply in anticipation of being assessed the following year.
    
    The CDC shall receive and consider the reports and all supporting documentation of the ACs and PSACs (with attached statements, if any, from the candidates and/or VPs), and the applications for career development funds from the faculty, librarians, and professional staff not being assessed. When necessary, the CDC shall consult with the ACs and PSACs, and the individual candidates/applicants.
    
    The Vice President for Academic Affairs shall provide the CDC and the Union with an amount to be allocated for career development for the following academic year and estimates of the costs associated with commonly contemplated modes of career development activity. (In no case shall the total amount allocated be lower than the allocation set forth in Art. XXI (G) of the March 8, 1996 Agreement.)
    
    The CDC shall prepare a list of recommended funding for career development programs with the following order of priorities, with (1) being the highest priority: (1) faculty/librarians and professional staff being assessed and tuition reimbursement in the proportions set forth in Art. XXI (G) of the Agreement; (2) faculty/librarians and professional staff who reasonably anticipate being assessed in the next academic year; (3) other professional development activities. In addition, the CDC shall notify each candidate for assistance in writing of its recommendations concerning the candidate. Copies of all the above material shall be forwarded to the VP for Academic Affairs, together with copies of all materials on which the CDC’s report is based. The Union shall receive a copy of the recommendations and copies of all relevant materials on which the CDC report is based.
    Each affected individual shall have the opportunity to respond in writing to the CDC’s recommendations. These responses shall be forwarded to the Vice President for Academic Affairs.
    
    
13. VICE PRESIDENT FOR ACADEMIC AFFAIRS REVIEW
    OF CDC RECOMMENDATIONS (See App. II, Art. VA-C)
    The Vice President shall review the CDC’s recommendations and may accept, reject, or modify each. In the event the Vice President modifies or rejects any of the CDC’s recommendations, he/she shall set forth, in writing, relevant reasons specific to the individual actions and transmit these reasons to the CDC and the affected individual.
    

Source: Local Agreement, June 3, 1997.