Promotions Information

Primary Responsibilities of Promotions Committee:
1.
  Review recommendations for promotion, and recommend to the President "those members of the faculty most eminently qualified for promotion."  The Promotions Committee notifies individuals, in writing, of the Committee's recommendations.

2.  Review requests and nominations for Emeritus Status, and communicate recommendations to the Vice President for Instruction.  The Promotions Committee notifies individuals, in writing, of the Committee's recommendations. 

See also HR-11-3: Emeritus Status (Faculty and Administrators  

 


Promotions Timelines & Committee Procedures

By Oct. 15:

  • Vice President for Instruction identifies faculty eligible for promotion.

Prior to Nov. 15:

Nov. 15:

  • Decision Deadline for eligible faculty to inform the Vice President for Instruction of their intention to stand for promotion. 
  • Vice President for Instruction requests to be notified of faculty retirements and resignations. Ref: General Procedures Manual: HR-9-4; see also HR-11-3:  Eligibility for Emeritus Status (Faculty & Administrators):
    (1) Faculty or Administrative status at COCC for 15 years; and
    (2) Faculty at the rank of Associate Professor or Professor.

Jan. 15:

  • HR Files Close: i.e. Deadline for submitting all required and relevant documents to support promotion to the Vice President for Instruction, for review and submission to faculty members' HR files.  See General Procedures Manual: HR-8-1 (revised 8/15/00).
  • Eligible faculty and administrators, and/or their Designated Evaluators, submit requests and nominations for Emeritus Status. Ref: General Procedures Manual: HR-11-3.

Jan. 16 - 25:

  • Faculty members standing for promotion are expected to review their HR files--to be documented by signing the review record in their file. See below Checklist: What Constitutes a Complete File for Promotion
    (1) Any submitted documents found to be missing from HR file, should be reported immediately to the Vice President for Instruction and the Promotions Committee Chair.
    (2) "The faculty member may also include in his/her personnel file a written response to any material in the file." Ref: Collective Bargaining Agreement, Article 12.  Any such written responses should be submitted immediately to the Vice President for Instruction for review and submission to the faculty member's HR file.

Feb. 1 - Mar. 1:

  • Promotions Committee reviews HR files, makes recommendations for faculty promotion, and prepares letters recommending promotion, with supporting reasons; or advisory letters if promotion is not recommended, with supporting reasons; to be submitted to the President for review, and to individual faculty candidates.
  • Promotions Committee submits written recommendations on faculty promotions to the President for review.
  • Promotions Committee submits recommendations for Emeritus Status to the Vice President for Instruction. See General Procedures Manual: HR-11-3: Emeritus Status (Faculty and Administrators)

March 1

  • Promotions Committee submits written recommendations on faculty promotions to the President for review.
  • Promotions Committee submits recommendations for Emeritus Status to the Vice President of Instruction.  See General Procedures Manual:  HR-11-3: Emeritus Status (Faculty and Administrators).

Before the regularly scheduled March Board Meeting:

  • Committee representative delivers the letters prepared and signed by the Promotions Committee to individual candidates for Promotion and Emeritus Status.
  • The President, with the assistance of the Vice President for Instruction, will present approved recommendations for faculty promotion, and for faculty and administrator Emeritus Status, to the COCC Board of Directors for approval.
    Note Well: 
    "All promotions shall be at the discretion of the [COCC] Board of Directors" and thus are not final until approved by the Board. 
    Ref: General Procedures Manual: HR-9-1.1

Promotions Criteria  

1. Promotion

Central Oregon Community College has used a system of academic rank throughout its history as a means of recognizing the quality of a faculty member's contribution to the College. The system of rank encourages and guides the ongoing balanced evolution of faculty engagement at the levels of primary assignment, professional development, and service to the college and to the community.  The college believes the system of rank fosters and rewards excellence that enhances the learning experiences of COCC students, facilitates engagement with our colleagues and the larger community, and reinforces COCC’s  mission and values.  Promotion recommendations are made to the Board of Directors by a faculty-chaired committee.

2. Eligibility

Eligibility for promotion will adhere to the following time limits, unless exceptional conditions warrant otherwise may be recommended by the President for early advancement to any of the ranks noted below:

Assistant Professor I: Entry Level

Assistant Professor II: A faculty member should be in his/her third year of service at the rank of Assistant Professor I at the time he/she is first considered for promotion to Assistant Professor II.

Associate Professor: A faculty member should be in his/her fourth year of service at the rank of Assistant Professor II at the time he/she is first considered for promotion to Associate Professor.

Professor: A faculty member should be in his/her sixth year of service at the rank of Associate Professor at the time he/she is first eligible for consideration to be promoted to Professor. Note: the faculty member can choose not to stand for promotion to Full Professor.

3. Description of rank and criteria for promotion

Considerable effort is undertaken to employ faculty members who are fully qualified in the disciplines, who have the potential for significant personal and professional growth, and who are committed to the goals and philosophy of Central Oregon Community College. Thus, the college expects that all faculty members will satisfactorily perform his/her primary assignment and will maintain competency in his/her field (competency implies that one keeps current in one’s field).  The college also expects that all faculty members will act professionally and ethically.  In addition to these assumptions, the college expects tenure-track and tenured faculty to satisfy other criteria specific to rank.  Each rank carries expectations for performance in four criteria: 

  • Primary Assignment
  • Professional Improvement
  • Service to the College
  • Service to the Community

Faculty members employed at Central Oregon Community College, regardless of the rank they initially occupy and whatever qualifications they possess on initial employment, are expected to mature as professionals and progress through the ranks to become outstanding faculty members. 

4.  Definition of criteria

Definition of Primary Assignment

A faculty member’s primary assignment is defined by his/her current job description. Typically this includes teaching requirements, advising, and curriculum development. It may also include administrative duties such as program coordinator. It may change over time with other administrative duties as assigned, such as becoming a department chair.

Definition of Professional Improvement

The main purpose of this program is to improve faculty members’ effectiveness in their college assignments and in their professions.  Professional Improvement is facilitated by the development of individual Professional Improvement Plans that cover a four -year cycle. The College and the Promotions Committee recognizes that certain disciplines change so rapidly it is challenging to keep up. These are legitimate PIP goals and activities and should be included, however it is not sufficient to have these as the only goals and activities in one’s PIP.  Faculty who work in these disciplines should explain what is involved when pursuing these goals and activities so it is clear to the Promotions Committee.

Definition of Service to the College

The college believes it must constantly improve in its efforts to meet the needs of its constituents in an efficient and effective manner. It therefore needs and values collaborative efforts by faculty to take part in college governance, such as standing committees, hiring committees and task force groups. However, college service is not exclusive to committee work. Of equal importance are individual efforts to improve the operation, systems, faculty/staff and student performance on an innovative, regular and continual basis. Some examples would include peer teams, assessment projects, significant accreditation efforts, new program development, or special projects/task forces as assigned.

Definition of Service to the Community

In an effort to better understand the needs and strengthen the community it serves, the college values regular efforts by faculty to reach out to its community.  “Community” can be broadly defined. It includes service both inside our district and beyond (including state and national service). The evaluation of one’s service is based on the level of meaningful and significant contribution as appropriate by rank.

While initially those interactions and service opportunities cover a wide range of areas of assistance and expertise, it is expected as faculty move up in rank that their service efforts will be more focused on their expertise in their academic field of study. This will strengthen the community in those areas as well as strengthen the competencies of the individual faculty member.

5.  Rank with associated criteria

Assistant Professor I: This is the rank at which many faculty are hired. Faculty members at this rank are expected to focus on establishing their expertise in their primary assignment.  In addition to this, faculty should regularly attend department meetings, mandatory college wide meetings, and a selection of campus workshops that will help them understand the workings and culture of the college.  Beyond the first year, faculty members should be expanding their engagement with the larger college community.  This may include serving on peer teams or other college committees and exploring options for further professional, college, and community service

  • In the first year:  Faculty should focus on building competency in their primary assignment and on learning the structure and culture of the college. During this year, the individual may create his/her first Professional Improvement Plan (PIP) with input from the faculty member’s designated evaluator (DE), peer team, and home department. It is also recommended that the faculty member consult Professional Improvement Resource Team (PIRT) for feedback, at any stage of developing the PIP, since PIRT members represent viewpoints from outside the faculty member's discipline, thus providing another perspective.
  • In the second year: Faculty members should begin looking forward in the promotion process and become familiar with the criteria to achieve Assistant Professor II.  This includes maintaining currency in the discipline, evidence of competency in teaching (or in the performance of one’s assigned administrative assignment in the case of non-teaching faculty), begin to participate in college wide events and activities, and a demonstration of effort to reach out to the community to gain an understanding of the role he/she may play as a developing professional expert beyond the college.  By October 15th of this year the individual must submit his/her first Professional Improvement Plan with input from the faculty member’s DE, peer team and home department. It is also recommended that the faculty member consult PIRT for feedback, at any stage of developing the PIP,  since PIRT members represent viewpoints from outside the faculty member's discipline, thus providing another perspective.
  • In the third year:  Faculty stand for promotion to Assistant Professor II.  Faculty should review the checklist on the web to complete his/her application. Faculty should have made significant progress on their PIP and note that progress on the Annual Report of Activities (ARA).

Assistant Professor II: In most circumstances a faculty member should be in his/her third year of service at the rank of Assistant Professor I at the time he/she is first considered for promotion to Assistant Professor II.  In order to achieve the rank of Assistant Professor II, a faculty member must demonstrate that he/she is regularly seeking out ways to contribute to the success of his or her department and also begins to reach beyond the department by serving on larger college committees, task forces, peer teams or other meaningful ways to contribute to the work of the college.  This person is now reaching out to the community to extend the service of his/her expertise to various activities throughout the year.  

The following provides a guideline for promotion to Assistant II with respect to each criterion :

  • Primary Assignment: Evidence of improvement and refinement of teaching ability or, in the case of non-teaching faculty, evidence of improvement of performance in one’s assignment.  The individual shows regular, significant improvement in the quality of teaching or performance in non-teaching assignment.  The individual contributes to maintenance and development in his/her curricular or program area.
  • Professional Improvement: The faculty member should have an approved Professional Improvement Plan (PIP) on file and have demonstrated progress toward completing PIP goals as noted in the Annual Report of Activities (ARA).
  • Service to the College: The faculty member demonstrates that she/he  is finding meaningful ways to contribute to the work of the college.  Prior to achieving the rank of Assistant II, faculty are not discouraged from taking on leadership (see definition in FAQ) roles or positions depending on experience; however, this is not an expectation.  Once faculty have achieved this rank, they should begin exploring more meaningful engagement with leadership roles on campus.
  • Service to the Community: The faculty member expresses to the community the willingness to serve as a resource in her/his discipline, and strives to establish/build meaningful relationships with the community.

Associate Professor: A faculty member should be in his/her fourth year of service at the rank of Assistant Professor II at the time he/she is first considered for promotion to Associate Professor.  In order to achieve the rank of Associate Professor, a faculty member should demonstrate significant competence while striving for excellence in the primary assignment, and contribute in meaningful ways to the success of his/her department.  Faculty should also demonstrate reaching beyond the department level to take on significantly meaningful or leadership (see definition in FAQ) roles within the college.  This person now has established his/her expertise in the community or within his/her discipline beyond the college boundaries.

The following provides a guideline for promotion to Associate Professor with respect to each criterion.

  • Primary Assignment: The individual demonstrates significant competence while striving for excellence in teaching ability or performance in the primary assignment.  The individual has contributed significantly to maintaining and developing the existing curriculum or program area.
  • Professional Improvement: In most circumstances, the individual applying for the rank of Associate Professor should have a final PIP report on file for the first PIP cycle and documented progress toward completion of the second PIP cycle.  The activities and goals identified in the second PIP cycle should demonstrate growth from the first cycle and should clearly contribute to the individual’s competence and contribution to the college.
  • Service to the College: In achieving this rank faculty demonstrate significant and meaningful engagement with the college beyond the department level, and active pursuit of leadership roles. 
  • Service to the Community: Building on community relationships developed while an Assistant Professor II, the faculty member serves the community as a resource within her/his discipline by accepting meaningful local, statewide, or national roles.  

Professor: A faculty member should be in his/her sixth year of service at the rank of associate professor at the time he/she is first eligible for consideration to be promoted to Professor.  In order to achieve the rank of Professor, a faculty member should demonstrate consistent excellence in the performance of his/her primary assignment.  The individual demonstrates an ongoing commitment to sharing his/her expertise and knowledge by regularly accepting leadership (see definition in FAQ) roles on campus committees or task forces that help to create meaningful change for the college.  Faculty achieving this rank are firmly established in consistent and meaningful contributions of their professional expertise at the local, regional, or national level.

The following provides a guideline for promotion to Professor with respect to each criterion

  • Primary Assignment: The individual continues to demonstrate regular and significant improvement and refinement in maintaining excellence in teaching ability or performance in the primary assignment.  The individual has demonstrated leadership in curricular or program development.
  • Professional Improvement: The individual has a long-term documented record of broad commitment to professional growth. The individual has an exemplary and current plan for professional improvement. The activities are challenging, actively pursued, and clearly contribute to the individual’s competence and to the goals of the College.
  • Service to the College: To achieve this rank, faculty demonstrate significant and meaningful leadership roles within and beyond the department level that help the institution move forward.
  • Service to the Community:  Further building on local and/or more widespread community relationships, the faculty member regularly serves the community as an expert resource by accepting meaningful local, statewide, or national roles.

6. Review for Faculty No Longer Standing for Promotion

Faculty members who have been at the Associate Professor or Professor rank for more than 6 years should recognize the criteria contained herein is to be used for their performance review as described in the Bargaining Agreement under section 7.1.

7. Promotion Procedures

The Promotions Committee reviews content in the candidate’s personnel file from either their date of hire (for promotion to Assistant Professor II) or since their last promotion, including recommendations from the last promotion committee’s notice of promotion. During candidate deliberations, only items contained in the file can be used as part of the discussion. Discussion of personal knowledge of a candidate or special circumstances not contained in the file are not part of the deliberations.

The Promotions Committee needs a complete file with required documentation to be able to conduct a thorough review.  The faculty member is responsible for ensuring required items are submitted by the established deadlines. However, the faculty member shall be held harmless for items missing from the file as long as the faculty member has documented proof that the original submission deadlines (such as October 15 for ARA and PIP Final Reports) has been met for any items required to be in the file. Faculty should allow two to three weeks for documentation to go through the appropriate channels before checking his/her file in HR. The faculty member is still responsible to review the file for any missing documents and take appropriate action to submit documentation or provide rationale for extenuating circumstances in advance of the deadline for file closure in January.

If the Committee needs clarification on an item contained in the file, the Committee may ask for a meeting with either the candidate or the candidate’s designated evaluator. The faculty member or their designated evaluator shall not be called in to clarify items missing from the file.

While the Committee strives to reach a unanimous decision, a faculty member will be recommended for promotion when five of the seven members of the committee affirm the recommendation. Voting is to be done by a written ballot made public to the committee upon each individual member’s vote, giving each member the opportunity to justify his/her vote. Discussions contained during deliberations as well as actual voting results are to remain confidential, they are not made public beyond the committee.

Faculty denied promotion will have an opportunity to meet with the committee during that spring term to discuss concerns and recommendations noted in the letter they had previously received from the Committee. Their designated evaluator can also attend that meeting if the faculty member prefers. This meeting will not change the outcome of the decision made previously by the Board of Directors, but can help direct the candidate how to strengthen his/her file for the next time the candidate stands for promotion.

 In addition to the above Promotion Policy, faculty should also review additional promotional resources in Blackboard under Teaching Standards and Promotion Criteria.

Checklist: What Constitutes a Complete File for Promotion Consideration 

The Promotions Committee must base their evaluations and recommendations on the evidence in the candidate's official HR files.  Inadequate or incomplete HR files may be an obstacle to successful promotion. Candidates have the responsibility to ensure that their files are complete.  Candidates are urged to begin review of their files in fall or sooner, and are required to sign a form after the files have closed in January to indicate that they have reviewed their file for completeness.

 

The following documents are needed:

 

____ 1.  Designated Evaluator's Letter of Recommendation for this Promotion

 

____  2.  Peer team reports from individual peer team members and De, as required by Faculty Evaluation: Official Practices.

 

_____ 3.  Student Evaluations for all terms required by Faculty Evaluation: Official Practices.

 

_____ 4.  Administrative Evaluation Report (usually from the 2nd year of teaching, summarizing classroom visit observation conducted by VPI and/or designated Instructional Dean.

 

_____  5.  Annual Reports of Activities, signed by DE, for every academic year

 

_____  6.  Approved PIP Plan for each 4 year Cycle.

 

_____  7.  DE letter of support for the Plans.

 

_____  8.  Final Reports for each completed Professional Improvement cycle.

 

_____  9.  Approved PIP Funding Requests

 

_____10.  Sabbatical Proposals and Reports (if applicable)


Click here for print version of checklist (MS Word .doc)

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