SCHOOL-WIDE REVIEW The Tenure and Promotion Committee      The School of Education Tenure and Promotion Committee conducts the School-wide review.  The Committee is comprised of all tenured members of the Faculty Assembly.  Committee members select the Chairperson, who serves in this capacity for two years.  In its deliberations, the School of Education Tenure and Promotion Committee considers school-wide criteria as described in the subsection that follows.      These conditions apply to the candidate materials presented to the Tenure and Promotion Committee for consideration: The preparation of materials for considerations for promotion and/or tenure is the responsibility of the candidate. The presentation of materials should follow the organization outlined in the "Recommendation for Promotion and/or Tenure" form as provided by the Office of the Provost and, additionally, should include a vita. Document files are discouraged and should not be included unless requested at a particular level of review.  Typically, the presentation conforming to the "Recommendation for Promotion and/or Tenure" should require no more than forty pages and, more frequently, approximately 30.  Supplemental materials (for example, in-press publications) may be sought during any of the review stages.  Unless specifically required at a particular review level, however, document files are not included as part of the School-level review process. School-Wide Criteria Reappointment at Rank of Assistant Professor Assistant Professors normally receive an initial appointment of four years.  They are reviewed in their third year for reappointment to a second term of three years as Assistant Professor. Teaching: The concept of "teaching" as understood for the purpose of assessing a candidate's performance is construed broadly and embraces both traditional classroom instruction and more diverse methods and settings. Criteria: The candidate demonstrates satisfactory teaching effectiveness and a commitment to improve teaching and student learning. The candidate shows promise of making continuing contributions to teaching and student learning. Research and Creative Activity: This category embraces all forms of scholarship appropriate to the multiple missions of the individual departments in the School of Education. Criteria: The candidate shows evidence of success in his/her efforts to make contributions to the knowledge base in his/her field. The candidate evidences the likelihood of making continued progress as a contributor to the appropriate knowledge base. Service: The concept of service embraces services and leadership activities that may operate on many levels from within the University to the broadest possible external arenas. Criteria: The candidate evidences service contributions, based on his/her expertise as a faculty member, that may be at the level of the institution, the profession, or any of a number of communities external to the university and the profession. The candidate's behavior suggests a likelihood of continued contributions in the area of service. Promotion to the Rank of Associate Professor with Tenure Assistant Professors are normally reviewed for promotion to Associate Professor with tenure in their sixth year of employment (the second year of their second term of employment as Assistant Professor).  The review for promotion and conferral of permanent tenure may occur before that time, however, if it is deemed appropriate by the candidate's department chair in consultation with the department's tenure and promotion committee. Teaching: The concept of "teaching" as understood for the purpose of assessing a candidate's performance is construed broadly and embraces both traditional classroom instruction and more diverse methods and settings. Criteria: The candidate has sustained a record of "good" to "excellent" evaluations in the area of teaching as documented by evidence that may include (but not necessarily be limited to) peer reviews and student course evaluations based on all courses taught. Research and Creative Activity: This category embraces all forms of scholarship appropriate to the multiple missions of the individual departments in the School of Education. Criteria: The candidate's record evidences scholarly productivity in accordance with the norms and expectations of his/her specialized area of expertise. The candidate has established a pattern of regularly contributing to peer reviewed outlets for research and creative activity; high quality and significance of these contributions are prized more than volume. Service: (The concept of service embraces services and leadership activities that may operate on many levels from within the University to the broadest possible external arenas.) Criteria: The candidate presents a record of success and commitment to service contributions that must include service to the School, University and the profession and may include service contributions to communities beyond the School, University, and profession. The candidate's overall record of service to his/her unit has been reflected by overall ratings of "good" to "excellent" on performance reviews conducted by his/her department head. Promotion to the Rank of Professor Promotion to the rank of Professor is based on achievement, distinction, and impact of contributions, not on duration of employment.  An Associate Professor may be recommended for promotion at any time.  It is expected that candidates who are approved for the rank of Professor will have achieved distinction, as viewed by peers, in terms of reputation in at least one of these areas:  teaching, research or creative activity, and service. Teaching: The concept of "teaching" as understood for the purpose of assessing a candidate's performance is construed broadly and embraces both traditional classroom instruction and more diverse methods and settings. Criteria: The candidate's record reflects a continued pattern of commitment to effective teaching and student learning that may have been recognized in a variety ways including, but not limited to, student and peer testimonials, grants and contracts to share instructional expertise in other settings, and invitations to share special instructional expertise at meetings of professional groups. The candidate has sustained a record of "good" or "excellent" teaching evaluations as documented across all courses and peer reviews. Research and Creative Activity: (This category embraces all forms of scholarship appropriate to the multiple missions of the individual departments in the School of Education. Criteria: The candidate shows evidence of continuous productivity in a defined area of scholarship relevant to his/her specialization. The candidate's contributions to the knowledge base of his/her area of specialization are acknowledged to be of high quality by peers outside of the university. Quality of research and creative activity will be weighed more heavily than quantity. Service: (The concept of service embraces services and leadership activities that may operate on many levels from within the University to the broadest possible external arenas.) Criteria: The candidate evidences service contributions that include some leadership roles in activities that may range across the School, University, profession, and external communities.

Department-Level Review Overview      In keeping with the "University Promotions and Tenure Guidelines," School of Education guidelines seek to devolve primary decision-making with respect to tenure, promotion, and reappointment to the department level.  Departments are encouraged to develop procedures that might be characterized as "merit-finding" in their orientation.  They are asked to encourage candidates to present documentation that will provide an adequate evidentiary base for professionals to make reasoned judgments about their contributions in each of the relevant categories of their performance.      In response to the directive to consider evidence that has particular relevance for their specialized missions departments vary in terms of what they require of individual candidates.  All insist that candidates provide evidence in each of the mandated areas of teaching, research and creative activity, and service.  Some departments also consider what candidates have done in the optional category of directed professional activity.

Guidelines of the Departments

Counseling and Educational Development Preamble      Faculty members in the Department of Counseling and Educational Development are committed to developing and maintaining a program that is characterized by integrity, innovation, respect, and breadth of professional perspectives.  The faculty seeks to maintain a national profile by offering a strong, coherent, and innovative training program, and by providing exemplary leadership for the profession through scholarly works and professional service activities.  Faculty serve as role models of excellence and professionalism.      A scientist-practitioner philosophy characterizes the program, including individual course content and assignments, supervision of clinical work, as well as expectations for professional practice, In addition, the integration of theory and research into clinical practice is promoted throughout the program.      At the master's level, the faculty seeks to educate students who, as counseling practitioners in a variety of community, school, and university settings, will provide high quality services to their respective clients, and will seek to provide leadership through service in their respective communities and professional associations.  At the doctoral level, the faculty seeks to develop well-rounded counselor educators, counseling practitioners, and administrators who will make significant contributions through their own scholarship, teaching, supervision, and professional service activities.      Given the nature of the program, "teaching" is understood to include not only classroom instruction, but also other instructional processes, such as clinical supervision of students' counseling, teaching, and/or supervision work.  In addition, mentoring of students' professional development, relevant to the professional career of the student, is a high priority and one that involves "teaching" in the fullest sense of the word.      Faculty view service not only in terms of professional leadership in counseling organizations, but also academic citizenship, characterized by collegiality, mutual respect and support, and commitment to shared community values.  Commitment to faculty members' individual career goals is balanced by a commitment to the University, School, Department and program responsibilities, as well as the development of students.      Scholarship may include conceptual and empirical works, using a variety of methodological approaches for basic and applied research questions.  In terms of research and publications, quality and impact are more important than quantity.  Even more, scholarship informs teaching and professional service activities and characterizes the program environment, in that faculty seek to create and maintain a community of scholars.      This document is supplementary to University documents regarding promotion and tenure, as well as the School of Education document. Reappointment at Assistant Professor Rank Successful candidates are competent teachers who show a beginning mastery of content and pedagogy appropriate to counselor education and supervision, and demonstrate a commitment to all aspects of the teaching and learning process.  Scholarly efforts, including publications in nationally refereed journals, are characterized by a theme(s).  Service activities are primarily at the Department and School level, with some participation in professional organizations at the state, regional, and/or national levels.  The candidate shows promise of satisfying criteria for promotion to Associate Professor with tenure. Promotion to Associate Professor with Tenure Successful candidates are strong and committed teachers who integrate theory, research, and practice into the classroom and other teaching-learning processes (e.g., supervision).  They demonstrate progress in a well articulated research agenda/program that has made a contribution to the field/profession, with specific areas/questions for further work/development.  There is active participation in professional service organizations at the state, regional, and national levels, as well as important contributions to the University, School, and Department.  The faculty member demonstrates a commitment to program responsibilities and the development of students.  There is evidence that productivity and professional development will continue beyond the point of promotion and tenure, and will progress toward promotion to full professor. Promotion to Full Professor Successful candidates at this level are accomplished teachers and mature scholars.  They are established in their area(s) of expertise and hold strong national reputations.  There is evidence that the candidate's scholarly work has had a significant national impact on the field/profession.  A particularly defining characteristic of the candidate's work is the integration of research/scholarship into teaching, service, and leadership.  Professional service contributions involve leadership roles, mentoring of students and junior faculty, and other efforts meant to enhance the profession, the University, the School, and the Department as well as the individual career.  There is evidence that productivity and professional development will continue beyond the point of promotion to full professor. Documentation of Teaching Effectiveness Summary of teaching/instructional responsibilities and activities. A written statement that includes one's philosophy of teaching, description of teaching methods, and a self-appraisal of one's development and achievements in teaching, with particular attention given to the impact of one's teaching on student learning.  For those candidates whose teaching responsibilities include supervision of interns or other instructional assignments, a similar statement(s) is included for these areas. Summary of student ratings (M, SD) on Departmentally-approved forms.  The summary includes ratings solicited from all students in all courses taught each semester, including supervision of internships and other teaching assignments.  Selected student comments for open-ended questions also are to be included. Summary listing of student accomplishments, such as student publications based on course-related work, dissertation awards, etc.  (as applicable). Nominations for teaching excellence (as applicable). Grant proposals for instructional/curriculum development or assessment of teaching effectiveness (as applicable). Peer observations of teaching and supervision. Candidates for reappointment at the Assistant Professor rank work with the Department Chair to solicit one peer observation each year by Departmental faculty. Candidates for promotion to Associate Professor with tenure work with the Department Chair to solicit one peer observation each year by Departmental faculty. Candidates for promotion to Full Professor work with the Department Chair to solicit peer observations, for an average of one peer observation every two years by Departmental faculty. Summary evaluation, based on submitted documentation and first-hand knowledge, written by a Departmental faculty member. Documentation of Scholarship/Research Summary of one's scholarly productivity/achievements/outcomes, which may include books textbooks edited books book chapters monographs articles published in peer-reviewed professional journals non-referred articles published in professional journals articles in press grant submissions grant(s) received scholarly papers presented at professional meetings presentations at professional meetings books reviews unpublished papers and reports works in progress other examples of scholarly productivity other creative accomplishments. Summary of editorial responsibilities and/or positions, which may include editor of a professional journal associate editor of a professional journal member of editorial board for a professional journal editor of a special issue of a journal ad hoc reviewer for a professional journal List of honors and awards received in recognition of one's scholarly work (as applicable). External peer review (for promotion and tenure decisions). The candidate may submit 3-5  names of external peer reviewers to the Chair, who also may solicit names of potential reviewers from Departmental faculty.  The Chair then selects 3-6 persons from the larger list as external peer reviewers for the candidate, and sends each reviewer a) a copy of the candidate's vita and b) 3-6 examples of the candidate's scholarly productivity.  The external peer reviewers are asked to evaluate the candidate's scholarly productivity and achievements, particularly in terms of their originality, contributions, and/or impact on the field, in light of the candidate's academic rank. A written statement that includes a) a description of the candidate's research theme(s) (reappointment) or research program (promotion), including future directions; and b) a self-appraisal of one's scholarly work, achievements, and development. Summary evaluation, based on the submitted document and first-hand knowledge, written by a Departmental faculty member. Documentation of Professional Service Summary of one's service responsibilities and activities, including membership and leadership positions, in terms of contributions to the welfare of the Department, School, and University the counseling profession external communities related to the counseling profession and/or Department activities (e.g., public schools, community mental health agencies, student affairs offices) any other examples of professional service List of honors or awards received in recognition of service contributions. List of elected and/or appointed positions. A written self-appraisal of one's service activities and contributions, including the impact of this work on the Department, School, University, profession, organization, and/or the persons served, using the preamble statement as a framework. Summary evaluation, based on the submitted documentation and first-hand knowledge, written by a Departmental faculty member. Departmental Procedures Annual reports and reviews Annual reports summarize the faculty member's responsibilities and achievements in teaching, scholarship, and service for a particular year.  These yearly summaries, and feedback from peers regarding one's work, provide a context for evaluating one's progress toward reappointment, promotion to associate professor with tenure, and/or promotion to full professor, as well as serving as a basis for creating plans for professional development. Each faculty member submits an annual report of his/her work in the three areas of teaching, scholarship, and service.  These are subject to peer review following Departmental policy, with summary results of one's peer ratings communicated to each faculty member by the Chair. Junior faculty and others actively seeking promotion meet with the Department Chair to review the yea's work and peer evaluations.  The Chair and faculty member collaboratively write a statement of strengths and accomplishments, areas for enhancement, and a collaborative plan for continued development toward the desired rank. The Reappointment / Promotion and Tenure / Promotion File The candidate works with the Department Chair, or his/her designee, to create the file of materials to be reviewed. The file is reviewed by all persons eligible to vote on the candidate, which includes faculty members at or above the rank the candidate seeks. At a meeting called by the Department Chair, the candidate's file is reviewed.  Faculty members who wrote the summary evaluation statements for teaching, scholarship/research, and service summarize their evaluations.  Any faculty member may ask for clarification regarding any aspect of the file.  Faculty determine that appropriate and sufficient information has been provided by the candidate, or if additional information is needed to conduct an adequate review.  Once the information is deemed sufficient, faculty members then vote their decision by a voice vote. The Department Chair records the count of the faculty vote. The Department Chair writes a recommendation regarding the candidate. If both the vote of the faculty and the recommendation of the Chair are negative, the candidate's file does not go forward to the School of Education. Otherwise, the candidate's file, summary evaluations written by Departmental faculty members, the Departmental faculty vote count, and the written recommendation of the Chair is forwarded for consideration at the School of Education level.

Curriculum and Instruction I.                   Context Statement Faculty in the Department of Curriculum and Instruction are committed to improving teaching and learning in K-16 schools and other partner agency settings by preparing students to be exceptional teachers and leaders who are caring, collaborative, and reflective in their practice.  In their own professional practice as teacher-scholars, the faculty strive to impact productively the knowledge, skills, and dispositions of students, the ideas and discourse of their fields of study and practice, and the policies and practices of the organizations and causes they serve. The faculty are committed to collegiality and community within the Department, School, and University, as well as with practitioner colleagues and peers within the communities of scholarship. The faculty take their commitment to practice excellent teaching and to contribute effectively to conversations among scholars and practitioners on teaching, learning, and leadership as matters of professional identity.  Faculty accept the responsibility to document their impact reflectively for audiences of significance, including peer reviewers and promotion and tenure committees at the Department, School, and University levels.  The reappointment, promotion, and tenure review processes specified in this document are subordinate and supplementary to the following University documents: ·        Academic Freedom and Tenure:  The Code of the University of North Carolina ·        Regulations on Academic Freedom, Tenure, and Due Process—The University of North Carolina at Greensboro ·        University Promotions and Tenure Guidelines—The University of North Carolina at Greensboro ·        University-wide Evaluation Guidelines for Promotion and Tenure—The University of North Carolina at Greensboro ·        School of Education Guidelines for Promotion and Tenure—The University of North Carolina at Greensboro Teaching, scholarship, and service are the primary activities of faculty in the Department of Curriculum and Instruction.  Records of faculty practice should document evidence of significant impact in each of these areas of activity, as defined by the descriptions of each area and the levels of appropriate achievement that follow.  While the weighting and proportion of achievements in these areas of activity may vary according to individual and programmatic circumstances, contributions in all areas are necessary; meeting the criteria in one or two areas is insufficient.  Collegiality is critical to a healthy and dynamic academic community. An organization of intellectual peers requires mutual respect, a commitment to dialogue that insists on resolving conflicts on the basis of issues rather than personality, and a continual preference for common—or at least supportive—purpose.  In its best manifestations, collegiality includes caring and congeniality.  But congeniality is not the same as collegiality, which is marked both by the presence of positive attributes and the absence of negative attributes.  In a positive sense, collegiality means good corporate citizenship, accepting responsibility willingly and with good humor for the collective governance and progress of the department.  Collegiality means being present and available for colleagues and students; collegiality means civility in dialog and discourse.  Collegiality means supporting the careers and lives of other faculty by offering and encouraging opportunity, but also by offering truthful and appropriate analyses of career progress and recommendations for productive paths when invited or when responsible for timely and specific feedback. Collegiality is not an explicit element of evaluation for decisions regarding promotion, tenure, reappointment, or merit. Concerns regarding collegiality should be brought to the Chair in a timely, explicit, and detailed manner.  II.  Definitions of Teaching, Scholarship, and Service in CUI A.     Teaching.  At any level of review, a candidate’s portfolio should show evidence of demonstrable commitment to and effectiveness in teaching. Effective teaching means exhibiting verified “best practice” performance in classroom, clinical, and technological settings as documented by student evaluations, systematic peer observation and reports, and self-reflection. The category of teaching includes not only instruction in assigned courses and clinical assignments, but also such related contributions as curriculum design and program development, advising and supervising students, directing research projects, leading workshops and institutes intended to improve the knowledge, skills, or dispositions of students, productive participation in interdisciplinary programs, developing instructional technology and innovative pedagogies, and preparing effective instructional materials. A sound record of teaching will include contributions and documented impact in a variety of these areas. B.     Scholarship. A candidate’s scholarly work should be demonstrably original, significant, peer reviewed, publicly disseminated (normally through publication in worthy print and electronic media and by presentation at substantive meetings of scholars, practitioners, or policymakers where impact can be anticipated and ascertained), recognized, and sustained. The department encourages inquiry in at least three broad categories. As defined by Division K (Teacher Education) of the American Educational Research Association (2003), scholarly works include: (a) Empirical work, which includes but is not limited to systematic studies using a variety of qualitative and quantitative approaches to research; (b) Documentary accounts of programs and practices, e.g., program evaluation reports, case studies, etc.; or (c) Conceptual analyses, which may include philosophical or historical studies. When reviewing examples of empirical work, the department will expect a high level of quality that includes (1) research questions that are clearly described and of critical significance to the field, (2) a well-articulated theoretical framework, and (3) appropriate research design and methodology, (4) results and conclusions that are reported clearly and demonstrate effective communication with other scholars in the field. When reviewing examples of documentary accounts, the department will expect a high level of quality that includes (1) clear descriptions of programs and their contexts, (2) rich documentation, (3) well-substantiated conclusions that are reported clearly and demonstrate effective communication with other scholars in the field. When reviewing examples of conceptual analyses, the department will expect a high level of quality that includes (1) clear descriptions of purpose and significance, (2) clearly defined concepts/theories that are well grounded in the professional literature, (3) conclusions that are reported clearly and connected to related work in the field. The Department values scholarship in all three areas and recognizes that scholarly work may occur in other research genres. All recognized and complementary methods of inquiry are legitimate. The Department expects candidates for promotion and tenure to articulate their scholarly agendas explicitly and to provide information about their fields of inquiry that will allow colleagues to make informed judgments about the quality of their contributions to the field. Quantity of publications does not substitute for their quality. Faculty in the department value collaboration in scholarship and respect all types of collaboration, whether with students, practitioners, or colleagues at this or other institutions.  Collaboration either as first or supporting author is respected and valued.  However, timely and broadly supported progression through the academic ranks requires demonstration of proportional effort and influence.  That is, any body of work offered in support of an application for reappointment, promotion, or tenure should contain a general ratio of single authorships, first authorships, and supporting authorships that is reasonably proportional to the total body of work.  No candidate can be promoted solely on the strength of a body of work that includes only supporting authorships. C.     Service.  Faculty service typically is of three types: service to the institution (department, school, & university); service to the professional field of scholarship or practice; and service to the community. 1.      Service to the institution.  Departments, academic programs, the School, and the University require the regular, sustained, and serious participation of faculty in their administration and governance.  The Department expects the responsible participation of all faculty in the academic community and looks for documented evidence of such participation in a candidate’s record. 2.      Service to the professional field of scholarship or practice.  Faculty serve the professional field through a host of activities including peer reviewing, participation in academic conferences, service to and leadership in academic and professional organizations, and scholarly editorial work.  The Department endorses, supports, and encourages such activities because they serve the interests of learning; because they are important forms of faculty development and scholarly participation in their own right, and because they are a source of pride and recognition to the Department, School, and University.  3.      Service to the Community.   Faculty serve the community in numerous fee-based and pro bono ways, including developing consulting relationships with schools, organizations, agencies, and other for-profit or non-profit entities. They also develop and participate in outreach programs that apply and/or disseminate knowledge, improved practice, or policy recommendations beyond the confines of the University; and they develop and participate in partnerships and alliances (including Professional Development School relationships and internships) between academic programs and external agencies.  The Department endorses and encourages such service relationships because they are essential to the service and outreach missions of the Department, School, and University, because they are viable and legitimate extensions of scholarship and teaching; because they help to support and enrich academic programs; and because they help to prepare students for lives of good and reflective practice, service, and leadership. Service to the institution at all three levels is expected; service in major administrative or leadership roles such as directing programs is essential and valued and may constitute an important application and extension of scholarship.  Service to the profession, the field of study, and the community of scholars is an activity that is encouraged, especially after reappointment, and certainly after the award of permanent tenure.  Such service is a sign of scholarly accomplishment and recognition.  Service to the community also is encouraged, especially after the award of tenure and particularly where it involves substantial extension or application of a faculty member’s scholarship.  In general, faculty should participate in service relationships strategically and selectively.  While service is vital and valuable, heavy involvement in service beyond that required of good collegial and corporate citizenship should be deferred until appropriate levels of mastery in teaching and scholarship have been attained.  Service contributions, as well as institutional and professional leadership normally should increase as faculty members advance through the ranks, with Professors contributing the greatest levels of service.  An outstanding record of service involves substantial achievements in more than one of these categories.          III.             Directed Professional Activity.   Faculty in the Department of Curriculum and Instruction also recognize valued contributions in the area of Directed Professional Activity, as defined by the Promotion and Tenure policies of the University of North Carolina at Greensboro.  However, Directed Professional Activities are considered to be matters of contracted service between members of the faculty and the Chair of the Department or the administration of the School or University.  As such, this contract for directed professional activity as represented in a letter or memorandum of understanding between the faculty member(s) and an administrator defines the activity and distinguishes it from other elements in the category of “Service.”   Rewards for Directed Professional Activity, therefore, should come from the administrator contracting the Activity, and are not part of the process of peer review for merit pay, reappointment, promotion, or tenure.   IV.               Criteria for Promotion to Specific Ranks and Conferral of Permanent Tenure a.      Reappointment as Assistant Professor Candidates for Reappointment demonstrate levels of success and promise in all three areas of activity (teaching, scholarship, and service) appropriate for their time on the faculty.  In their teaching, they should show competence in their content knowledge, pedagogical content knowledge, pedagogical skills, and positive dispositions toward teaching and learning.  In particular, they should demonstrate an understanding of the purpose of teaching as productive impact on student learning, and they should show commitment to continuous improvement in their teaching by utilizing cycles of reflection and by incorporating feedback from student evaluations and from peer observation.  Documentation for teaching competence should include summaries of numerical ratings by students on approved course evaluations, verbatim reports of student comments, and peer observation reports. Samples of self-analysis and reflection on practice, reports of particular student successes or awards, and samples of student work that may include samples of their students’ work may be included in the documentation. Scholarly efforts should reflect a pattern of submission, publication, and presentation that is regular at least from the second year of appointment.  Scholarship at reappointment also should reflect a focus (or foci) that is (are) recognizable as (an) emerging research agenda(s).  Service activities typically will be at Department and School levels, with some participation in professional organizations at the local, state, regional, and national levels.  The candidate should show promise of satisfying expectations for promotion to Associate Professor with Permanent Tenure.    b.      Promotion to Associate Professor with Permanent Tenure Candidates for promotion to Associate Professor with Permanent Tenure are successful and committed teachers who demonstrate verified “best practice” teaching, integrate theory and research into practice in the classroom, technology or distance based teaching and learning, and through supervision.  They have an identifiable, articulated, and consequential scholarly agenda that has demonstrated, through regular and continuous patterns of submission, presentation, and publication its value and impact in the areas of theory and practice appropriate for their fields of study.  There is active participation in professional service through state, regional, and national or international professional organizations, as well as important contributions to the University, School, and Department.  Candidates for promotion and tenure at this level demonstrate a continuing, reliable and active commitment to program responsibilities and the development of students and colleagues.  Documentation for the areas of Teaching, Scholarship, and Service is a continuation of the documentation for reappointment.    Candidates for promotion to Associate Professor with Permanent Tenure are characterized by a level of momentum in teaching, scholarship, service, and collegiality that readily predicts a successful trajectory toward promotion to Professor. c.       Promotion to Professor Successful candidates at this level are accomplished teachers, mature scholars, and leaders in the Department, School, University, and in their professional organizations.  The candidate’s scholarship and professional leadership has had a demonstrably significant national impact on the profession or field of study.  The candidate’s work integrates research and scholarship into her or his teaching, service, and leadership.  Service contributions at this level include leadership roles in professional organizations, impact on policy, practice, or theory-building dialogues at the state or national levels, mentoring students and other, especially nontenured faculty.  Candidates for Professor should be exemplars of academic citizenship and collegiality, positively influencing the careers of others.  The pattern of professional and personal performance indicates clearly that productivity and professional development will continue through the remainder of the candidate’s career.  Decisions regarding promotion to Professor are less matters of time in rank than of bodies of work and significant accomplishment.   While the particular configuration of any individual’s scholarly contributions will always be unique, it is nevertheless possible to anticipate recognizable profiles of outstanding achievement worthy of consideration for promotion to the rank of Professor, as described below.  The application for promotion to Professor must define a profile that is to be used in evaluating the candidate. It is the candidate’s responsibility to identify which profile, or combination of profiles he or she is using, and to present accomplishments, documentation, and justification for peer and administrator review arranged according to the framework outlined in the profile descriptions. In some cases, the candidate’s record may fit clearly into one of the four profiles described below.  In other cases, the candidate’s accomplishments may include elements of two or more profiles so that the combination is considered sufficient to justify promotion.  The portfolio and application should clearly define the candidate’s achievements in each area and describe how the resulting record constitutes the sustained and significant contribution expected for promotion to Professor. Profiles of Achievement for Promotion to Professor 1.      Research Profile A.  Teaching The candidate’s record demonstrates continuous commitment to and effectiveness in teaching as defined in Part II of this document. B.     Scholarship The candidate’s record shows clear evidence of scholarly achievements as defined in Part II of this document.  A record of outstanding achievement under this profile is marked by attainment of a substantial national or international reputation in a scholarly field.  The candidate will have produced significant works of scholarship in the form of books, refereed or invited articles or book chapters.  Reviews, awards, citations, exhibitions, and or other forms of scholarly recognition, will confirm the positive reception and impact of these works, or other forms of scholarly recognition.  The candidate will be judged to have made a significant impact upon a scholarly field, and this judgment will be confirmed by the testimony of qualified impartial external reviewers. C.     Service The candidate has made significant service contributions to the department, School, University, to the scholarly profession and/or in professionally relevant community service, as defined by the definitions of service in Part II of this document. 2.      Applied Scholarship Profile A.     Teaching The candidate’s record demonstrates continuous commitment to and effectiveness in teaching as described in Part II of this document. B.     Scholarship A record of outstanding achievement under this profile involves significant articulations of applied scholarship in a variety of settings, resulting in a strong cumulative documented impact over a period of time, or a concentration of scholarly energies into pedagogy, encompassing broader questions of curriculum and teaching in the discipline or field of study.  The tangible scholarly products of applied research may take such forms as commissioned research reports, articles in the popular or regional press, curatorial or community education projects, substantial and sustained scholarly editorial work, textbooks, manuals, software and other course materials, articles on pedagogy or curriculum design, or reports based on program grants and contracts devoted to developing and disseminating innovative pedagogies (an enhancement of the scholarship categories listed in Part II of this document). This work may result in establishing programs integrating research with service to the community.  It may also include establishing and managing academic programs within the University, or of faculty development, student development, or clinical operations that are adjunct to academic programs.   It may include applications of scholarship to other fields.  It may include curriculum design and program development, the direction of programs, mentoring of other teachers, the design and leading of workshops or institutes. It may include development of innovative pedagogies and technologies for teaching, and authorship of instructional materials.  The result for the candidate may be a reputation that is more local and regional rather than national or international. The candidate’s portfolio will attest to a) achievements that are demonstrable extensions or applications of scholarship and creative activity; b) achievements that further the mission of the department or program with respect to teaching and research; and c) contributions whose quality and impact are well documented and confirmed by appropriate experts in the discipline as well as those directly affected by them.  The candidate will be judged to have made a significant impact on practice or policy in an area of importance through the work of applied scholarship or to have made a strong cumulative contribution to the teaching mission of the university and to teaching in the candidate’s field. C.     Service The candidate has made significant service contributions to the department, School, and University, to the scholarly profession and/or in professionally relevant community service, as defined in Part II of this document. 3.      Distinguished Teaching Profile A.     Teaching A record of outstanding achievement under this profile is marked by sustained and significant contributions to the teaching mission of the university. A Distinguished Teaching Profile will include substantial and sustained evidence of an intentional focus on student learning, as well as documented success at impacting student learning. The candidate’s record will normally include but must also go beyond superior classroom teaching and must demonstrate substantial accomplishment in broader areas of curriculum and teaching.  Typically these include curriculum design, program development, mentoring of students and of other teachers, the direction of programs, designing and leading workshops and institutes, development of innovative pedagogies and technologies for teaching, and authorship of instructional materials.  The quality and impact of such efforts, as well as the quality and impact of the candidate’s teaching performance, will be documented and confirmed by the reviews of experts in the discipline or field of study as by reviews from well as by those directly affected by the candidate’s teaching (i.e., students, doctoral advisees, institute or workshop participants).  The candidate will be judged to have made a strong cumulative contribution to the teaching mission of the university and to teaching in the candidate’s discipline or field of study.  B.     Scholarship While the primary focus of the achievements of candidates put forth under the Distinguished Teaching Profile may be in teaching excellence, all candidates are expected to have a record of scholarship as defined in Part II of this document. Moreover, the candidate’s record of Scholarship will include work on her or his own teaching practice or the practices of other teachers. C.     Service The candidate has made significant service contributions to the department, the School, the University, to the scholarly profession and/or in professionally relevant community service, as defined in Part II of this document. 4.      Distinguished Service Profile A.     Teaching. The candidate’s record demonstrates continuous commitment to and effectiveness in teaching as described in Part II of this document. B.     Scholarship. While the primary focus of the achievements of candidates put forth under the Distinguished Service Profile may be in service excellence, all candidates are expected to have a record of scholarship as defined in Part II if this document.  Moreover, the candidate’s record of scholarship will include work on his or her own service practices or the service practices of others. C.     Service. A record of distinguished service is marked by sustained and significant leadership contributions that are consistent with the university’s service missions.  Moreover, a candidate applying for promotion to Professor under the Distinguished Service Profile must present herself or himself as distinguished due to leadership in professionally relevant service roles and functions.  While exemplary citizenship in the community and its institutions and organizations is commendable and laudable, there are many examples of outstanding community service that are rendered as ways of giving to society and community without the presumption of adding value to service due to the exceptional levels of knowledge or expertise in a field held by candidates for Professor.  Thus the decision standard for a Distinguished Service profile is the demonstrably positive impact in university, professional, or community service leadership due to professionally relevant knowledge or expertise.  Examples of professionally relevant service leadership that, if successful and of substantial impact, might form parts of the justification for Distinguished Service in Curriculum and Instruction include: leadership in the teacher education and academic leadership functions of the university; leadership in the teacher education, teacher development, and academic leadership functions of the state, region, or nation; elected or appointed service on local or state Boards of Education; advisory appointments to public school or higher education policymakers; high level leadership in national or international professional organizations; continuing impact on the knowledge, opinions, or decisions of the local, state, or national population due to articles or appearances in the news media; or longstanding editorships in important publications. Documentation for the Distinguished Service Profile must include external reviews by knowledgeable peers of the impact of the service on which the application is based.

Educational Leadership and Cultural Foundations The Department of Educational Leadership and Cultural Foundations follows the School-Wide guidelines for tenure and promotion.

Educational Research Methodology Departmental policies assert the primacy of teaching and learning. Teaching. The emphasis is on the quality of student learning, and evidence can include samples of pedagogical materials, supervision of practica, advising, directing student research, curriculum design, interdisciplinary teaching, team teaching, mentoring, and dissertation supervision. It is recommended that candidates prepare a teaching portfolio that covers the three major areas of teaching:  teaching load, evidence of teaching quality, and professional commitment to teaching. Teaching load:  A summary table that lists, for each semester and summer term, the course taught, by title, course number, credit hours, enrollment; the number of advisees at the masters and doctoral levels; the number of dissertation committees the candidate has chaired and/or served on; and any non-standard aspects of his/her teaching. Quality:  It is essential that student ratings be provided in a summary form for each course taught.  Candidates must provide evidence of their teaching using the School's Form B or the Scriven form.  Quality may also include evidence of student learning, career placement of students, successes of students, assessment practices, teaching awards, peer evaluations, and contributions to the learning environment of students.  Information about student support/mentoring may be included. Professionalism:  Examples in this category include philosophy of teaching, description of principal teaching strategies, examples of published teaching materials, evidence of up-to-datedness of material, involvement in reviewing/developing teaching materials, and developing of new courses. Research and Creative Activity A candidate's scholarly or creative research should be demonstrably original, substantial, recognized, and sustained, as appropriate to the level of promotion sought.  Where evidence of peer review and public recognition are appropriate, it should be noted.  The quality and impact of the activities are critical, and connections between research and teaching are highly desired.  Candidates are asked to prepare a section of the narrative that accompanies their materials that places any exhibits in context and that provides evidence for their quality, their impact, and their place within the research program of the candidate. Service Evidence includes service to the Department, the University, and the profession.  It also embraces leadership activities of all kinds.  Examples of activity in this area include community education, consulting, editorial work, committee involvement, conference organization, peer reviewing, and participation in academic conferences and professional organizations. Directed Professional Activity This department does not use this category in reviewing candidates for tenure and promotion.  The department notes some examples of "Directed Professional Activity" in the University Promotion and Tenure document.  These examples, in this department, will be categorized under the headings research and creative activity or service according to these guidelines: Recruitment and retention activities - service Developing grant proposals - research and creative activity Writing technical and training manuals - research and creative activity Providing statistical or methodological assistance - service Chairing a department or division - service Heading or participating in special task forces - service Commissions and self studies - service Development, leadership, and maintenance of centers - service Expectations at the Various Levels Reappointment at the level of Assistant Professor The candidate demonstrates teaching competence and a commitment to teaching and a promise of making significant contributions to student learning.  The candidate shows evidence of success at scholarship or creative activities and a promise of continuing development.  The candidate has began to be involved in service contributions to the Department, the University, and the profession. Promotion of an Assistant Professor to Associate Professor with permanent tenure Assistant professors are normally reviewed for promotion to Associate Professor with permanent tenure in their sixth year of employment (the second year of their second term of employment as an Assistant Professor).  However, they can be considered earlier if it is deemed appropriate by the candidate and/or the candidate's department head in consultation with tenured department faculty. The candidate's record demonstrates substantial commitment to and effectiveness in teaching.  The candidate's record includes scholarly or creative accomplishments in accordance with the norms and expectations of our field.  There is a contribution to service, especially service to the department and profession. Promotion of an Associate Professor to the rank of Professor Promotion of an Associate Professor to Professor can be considered at any time. The candidate's record demonstrates continuous commitment to and effectiveness in teaching as well as a strong connection between teaching and research.  The candidate can demonstrate national and/or international contributions to his or her scholarly or creative field.  The candidate will have produced original and substantive works of scholarships in the field of educational research methodology, including measurement and evaluation, that have had an impact on the field.  The candidate has made important service contributions to the department, school, and University as ell as to professional organizations.

Library and Information Studies The Library and information Studies Department recognizes four (4) promotion and tenure criteria areas:  (1) Teaching Activities, (2) Service Activities, (3) Scholarly and Creative Activities, and (4) Directed Professional Activities.  Each of these activity areas is defined below. The department chair and each faculty member must agree on the particular criteria areas for faculty work each year.  This written agreement shall specify percentages of full time assignment for each area during the year and shall be filed in the faculty member's personnel file in the LIS Department.           1.0 Teaching Activities Activities in this areas can represent up to 3/4 of a faculty member's full time assignment each semester. In no case should teaching activities represent less than 50% of a faculty member's full time assignment each semester.   1.1 Teaching effectiveness criteria These criteria are intended to be congruent with University and School of Education guidelines.  They may not cover all possible areas of teaching excellence, and mention of other strong or weak points may be appropriate depending upon the individual instructor, the particular subject covered, and the class session being evaluated.  Moreover, all criteria listed may not apply to particular classes.   1.1.1 Instructor Activities  integrates technology into classroom activities uses variety of teaching strategies (e.g.,lecture, question/answer, group work, exercises, etc.) encourages critical and independent thinking inspires students to think beyond requirements of course fosters active student participation in discussion and other activities is available to student for consultation demonstrates fairness in grading; in attention given to individual students; communicates well (expectations; subject content; verbal and non-verbal signals) where appropriate, demonstrates appropriate multicultural understandings 1.1.2 Organization of Class  relates subject matter to total course; orients students to specific subject allows appropriate time for coverage of subject organizes material; may provide outline integrates course material with any assignments, including text/reading where appropriate, enhances subject with media/technology uses and prepares visuals, where appropriate, for unfamiliar terms, citations, headings, etc. signals clearly transition from subject to subject allows sufficient time for all aspects of class plan (group work, lecture, discussion) class has clear beginning point or introduction and reaches closure 1.1.3 Content  communicates enthusiasm/interest in subject to students incorporates technology where appropriate/essential demonstrates awareness of interdisciplinary aspects of subject where appropriate manifests awareness of cross-cultural examples, and sensitivity to levels of understanding among different cultures (e.g., ethnic or racial, age-defined, physically or mentally challenged, gender or sexual orientation, political or social groups) integrates anecdotal "experiences from the field" with professional theory models professional approach to problem areas of practice maintains objectivity in discussion of controversial material incorporates relevant and recent research findings emphasizes critical approach to subject conveys convincing mastery of subject 1.1.4 Teaching style   asks questions; waits for responses maintains environment conducive to learning engages a variety of individual students in discussion calls students by name does not patronize students; treats as adults encourages and reassures students when needed provides adequate clarification and complete answers to students demonstrates willingness to provide additional information at a later time when time does not permit or when information not readily at hand maintains spirit of equity in classroom 1.2 Summary of instructional responsibilities   1.2.1 Courses taught, number of times taught, evidence of revision, student load.   1.2.2 Department curriculum contributions   1.2.3 Course related advisement/mentoring responsibilities.   1.3 Evaluation of instructional responsibilities   1.3.1 Evidence of time and effort spent on teaching in relation to total responsibilities.   1.3.2 Evidence of improvement of teaching over time as a result of feedback, from students -- including formative and end of course evaluations, from colleagues, and self evaluation.   1.3.3 Focus of teaching activities, congruence with service activities and scholarship/research.   1.3.4 The evaluation of teaching quality is a very subjective matter.  While some evidence may be immediately available, long term student outcomes are more difficult to measure successfully.  Evidence listed in 1.4 below will all be considered.   1.4 Sources of Evidence   1.4.1 Results of peer evaluations, self evaluations 1.4.2 Candidate Narrative and Summary of Teaching Effectiveness 1.4.3 Student papers/projects 1.4.4 Video tapes of elms presentations 1.4.5 Teaching observation 1.4.6 Results of student evaluations (formative and summative/end of course) 1.4.7 Summaries of other student feedback, e.g., graduate surveys, student letters, comments, etc. 1.4.8 Copies of course outlines 1.4.9 Other . . .   2.0 Service Activities Activities in this areas can represent, along with the area of scholarship/research, and directed professional activities up to 1/2 of a faculty member's full-time assignment each semester. 2.1 Evidence and Criteria   2.1.1 Advisement Student feedback on advising, availability, mentoring Master's project advisement Independent studies Assistance with placing students in jobs 2.1.2 References given for students   2.1.3 Sponsorship of student organizations   2.1.4 Support of professional organizations Membership offices held -- elected and voluntary Committee membership Symposia, workshops, presentations given Publication in organization publications 2.1.5 Other professional service Nonpaid consultantships Special professional projects Refereeing for external faculty for promotion/ tenure Position papers Professional reports 2.1.6 State, community service, civic organizations Membership Offices held -- elected and voluntary Committee membership Symposia, workshops, presentations given Publication in organization publications 2.1.7 Other public Service activities (non-library) National level service Regional level service State service Local service 2.2 Subjective Considerations in Evaluation   2.2.1 Amount of service activities, time and effort in relation to total responsibilities 2.2.2 Scope of service activities, diversity of effort 2.2.3 Focus of service activities, congruence with research/scholarship 2.2.4 Overall value to professional and public leadership and service   2.3 Sources of Evidence   2.3.1 Candidate Narrative and Summary of Service Activities 2.3.2 Correspondence from colleagues 2.3.3 Reports in news sources/literature 2.3.4 Conference proceedings/programs 2.3.5 Student feedback 2.3.6 Service awards 2.3.7 Other . . .   3.0 Scholarship or Creative Activities Activities in these areas can represent, along with the area of Service, and Directed Professional Activities up to 1/2 of a faculty member's full- time assignment each semester. Faculty members develop a written rationale for scholarly activities by which they prioritize their research activities, grant requests, and collaborative scholarly work with colleagues, and consultative activities.  This scholarship rationale is not fixed in stone, but is to be revised on a regular basis to reflect the emerging interests of the faculty member and the profession. The rationale (and any updates) are filed with the Faculty Assignment Form filled out each semester with the Chairperson of the LIS Department.  It is expected that the faculty member's assignments will reflect an adequate amounts of time to allow the faculty member to complete their scholarly agenda.   3.1 Evidence and Criteria   3.1.1 Presentations at conferences/papers presented Types Keynote speeches, major program presentations, panel presentations, poster sessions, proceedings (if published) Evaluations by participants and/or review by outside reviewers from the profession 3.1.2 Grant proposals submitted -- types and funded amounts 3.1.3 Journal publications Types Publications in refereed journals invited publications in theme issues guest edition publications publications in non-refereed journals Publications in professional organization newsletters book reviews letters to the editor indexes for publications electronic publications 3.1.4 Monographic publications.   3.1.5 Consultative work with professional librarians in the field such work may include paid and non-paid work within the University Guidelines on external activities for pay.   3.1.6 Cooperative scholarship/publication with students and colleagues. Faculty members me expected to seek out and develop collaborative scholarly opportunities with colleagues in the profession and in other related disciplines.  Such efforts include collaborative curriculum development, collaborative research, collaborative presentations at professional conferences, and collaborative grant applications. Faculty members are expected to encourage students to develop the necessary skills required to produce course work worthy of publication in professional journals in the library field and related fields.  Evidence of such efforts may include: publication of student papers in state, regional, and national library publications student presentations at professional conferences collaborative publication with students 3.1.7 Faculty member's semester and annual reports on research should demonstrate an adherence to the written scholarship rationale on file.  As the scholarly interests of the faculty member change, it is expected that an updated rationale will be filed.  There should be evidence of a research agenda which reflects purposeful direction. 3.1.8 Scholarship/Research accepted and/or in progress   3.2 Subjective Considerations in Evaluation   3.2.1 Amount of scholarship/research activities, time and effort in relation to total responsibilities.   3.2.2 Scope of scholarship/research activities, diversity of effort.   3.2.3 Focus of scholarship/research activities, congruence with Service activities and teaching.   3.2.4 Overall value to professional and public leadership and service.   3.2.4.1 Quality of scholarship is best measured in this process by outside evidence or reviews including: reviews published in journals from the field reviews requested from outside reviewers selected by faculty member reviews requested from outside reviewers selected by the personnel committee of the LIS Dept. evidence gleaned from student evaluation form comments unsolicited reviews and comments from colleagues and students 3.2.4.2 The minimum quantity of contributions is not subject to any departmental, school, or university policy.  It is expected that the faculty member will show a continuing effort to share a scholarly agenda through regular publication, grant applications, and formal presentations at professional conferences.  While no quantity standards are set; Nonetheless, the burden of proof is on the faculty member to show a regular pattern of contributions the professional field through publication, research, and presentations.   3.2.4.3 The review of research/scholarship for impact on the profession is a very subjective matter.  Impact of some contributions may be immediately acknowledged in the profession or the larger academic community.  On the other hand, the actual impact of such contributions may not be evident for a generation.  It is suggested that outside reviewers from profession be asked to make an assessment of impact when reviewing the faculty member's contribution.
4.0	Directed Professional Activity While all faculty members are expected to perform in the categories of teaching, scholarly and creative activity, and service, the particular assigned responsibilities may also include professional activities that merit separate classification and delineation.  In such cases these activities are a significant part of the faculty member's contributions to the University and other communities.  For those faculty members desiring to use this category, directed professional activities must be carefully defined between the faculty member and the department chair with the purpose and significance of the directed professional activity clearly spelled out in the written agreement between the faculty member and the department chair.  Directed professional activities together with scholarly and creative activities and service activities may take up to 1/2 of a faculty member's full-time assignment each semester.
	4.1	Scope of Directed Professional Activity Directed professional activity is defined as a university activity whose contribution is sufficiently distinctive that its significance in overall faculty effort is diminished when embedded in any of the three other categories of teaching, scholarly and creative activities, and service.  The principal objective in the evaluation of directed professional activity is to assess the nature and quality of this contribution and its significance to, or impact on, the university.
		4.1.1	Examples of directed professional activity
			4.1.1.1	Preparation of significant departmental, unit, or university documents including technical or training manuals, national professional accreditation presentations.
			4.1.1.2	Development and/or direction of special program such as international affiliations, interdisciplinary programs, formal community outreach or extension activities that promote continual learning, leadership in research, service, or clinical centers or institutes of the University, special summer programs, assignments that enhance the visibility of the university.
			4.1.1.3	Direction of activities that enhance the University's effectiveness including faculty development activities, statistical or methodological assistance to colleagues, recruitment and retention activities.
			4.1.1.4	Academic administrative leadership including chair a department or division, directing academic clinics or special programs, and participation in special task forces, commissions, and self-studies.
	4.2	Sources of Evidence Evidence for directed professional activity effectiveness may include, but is not limited to, the following:
		4.2.1	Written descriptions of the scope of the project and levels of participation in it including analyses of the work accomplished and the contribution to the department, unit, and/or university.
		4.2.2	Documented outcomes including population served, official documents and reports, technical reports, grants resulting from activities, activity logs, assessment of the visibility of the activity.
		4.2.3	Judgments of directed professional activity including evaluations by peers, participants, administrators, and other constituents, and new programs or initiatives resulting from the activity.
		4.2.4	Eminence measures including: honors and awards accreditation published reviews other formal recognitions.
		4.2.5	Other . . .
	4.3	Responsibilities
		4.3.1	All directed professional activity assignments must be undertaken after written agreement between the faculty member and the chair of the Library and Information Studies Department.
			4.3.1.1	Directed professional activities are subject to annual review by the chair of the department and the dean of the School of Education.  Any changes in responsibilities, time allocations, and other significant factors are documented and included in the faculty member's personnel file in the LIS Department.
		4.3.2	The faculty member desiring evaluation on the basis of directed professional activity is responsible for collecting and maintaining documentation on the activity.
5.0	Overall potential in the field/contribution to the department/profession In addition to the documentation of specific activities in each of the selected areas, candidates should prepare a summary statement which would include:
	5.1	Honors, awards, recognition, recognition for teaching.
	5.2	Participation in personal professional development.
	5.3	Demonstrated initiative and leadership.
	5.4	Focus of all activities, congruence of research/scholarship teaching and services.
	5.5	Congruity of efforts with department activities/goals.
	5.6	Commitment to profession/department/school/university.
	5.7	Overall contributions to professional and public leadership and service.
6.0	Procedures/Timeline
	6.1	Faculty seeking promotion and/or tenure should begin the preparation of their summary statements and sources of evidence during the academic year prior to LIS Departmental consideration of the candidate.
	6.2	Departmental review of candidate's materials should occur no later than four weeks prior to the announced School of Education Deadline each semester.
		6.2.1	Selected LIS tenured faculty member of superior rank to the candidate will provide written summary evaluations of submitted evidence for each of the candidate's chosen categories.
		6.2.2	These written summaries will be shared with all LIS tenured faculty members of superior rank to the candidate and each of these faculty members will provide a written statement in which they concur, do not concur with the evaluation and provide additional comments as desired.
		6.2.3	All LIS tenured faculty members of superior rank to the candidate will meet to discuss the documentation and their recommendation to the department chair.
		6.2.4	The documentation will be delivered the LIS department chair and the tenured faculty of superior rank to the candidate will meet with the department chair to discuss the documentation.
		6.2.5	The department chair will review the documentation, add his/her own recommendation and summary statement and submit the total package to the School of Education Promotion and Tenure Committee no less than three weeks prior to the School of Education Deadline.
	6.3	Negative recommendations by the tenured faculty and the department chair terminates the review process.  All other recommendations must be forwarded to the School of Education Tenure and Promotion Committee and the dean of the School of Education, the provost, and the Chancellor.
		6.3.1	In the event of a negative recommendation by the tenured faculty or the department chair, or both, the candidate shall be informed of this decision as soon as possible.
		6.3.2	The candidate has the right of appeal as defined by the Code of the University of North Carolina and the Faculty Handbook.

Specialized Education Services The Department of Specialized Education Services follows the School-Wide guidelines for tenure and promotion.