Faculty Resources

RPT (Reappointment, Promotion, and Tenure)

Guttman Community College seeks to identify and develop exemplary faculty who in their professional activities, accomplishments and practices, work to support student academic success, degree completion and a promising start towards a baccalaureate degree or a career. Moreover, as a community the College aspires to help students move confidently into taking active roles as citizens and leaders in their families, communities and the City. In doing so, the College seeks to be an innovative laboratory which enhances teaching and learning through active pedagogical strategies that are sensitive and relevant to the culturally, academically, linguistically and economically diverse communities it serves. This work is continuous and ongoing, and relies on strong systems of development, practice, feedback and refinement. Read More

Accordingly, whether for reappointment or for promotion, faculty performance evaluations take into consideration three core areas of professional activity: teaching, service and engagement, and research & scholarship. The traditional criteria for evaluating college faculty take distinctive form at the College, both interconnected and interdependent in construction and application. As an institution focused on guiding student growth and progress towards completion of the associate degree, Guttman’s foundations of excellence are rooted in teaching and service, and complemented by scholarship (both in the academic disciplines, and the Scholarship of Teaching and Learning, or SoTL), and dissemination of that inquiry.

As an institution, Guttman Community College recognizes that excellence includes collaborative work between faculty, staff, students and the larger community that it serves. As such, collegiality – the ability to work with other members of the college community in a professional manner – is an overarching expectation for all faculty and staff. The process of review, reappointment and tenure at Guttman is designed to be a comprehensive approach to evaluation that takes into consideration depth, quality and impact beyond traditional quantitative measures of professional progress. This approach allows individuals to interpret and craft productive, meaningful careers sensitive to their talents, adaptive to conditions across disciplines, and timeless in the continued support of College goals. That said, as an institution where teaching and learning is fundamental, overall excellence cannot be established without demonstration of satisfactory to superior performance in that domain.

All Faculty members must review the comprehensive Reappointment, Promotion, and Tenure Guidelines to ensure full understanding of the criteria.

As with all colleges at The City University of New York (CUNY), the college follows procedures established by the CBA between CUNY and the PSC.

Accordingly, faculty in the first year of appointment will be notified regarding their reappointment no later than April 1. Faculty members who are appointed between September 1 and on or before September 30 will be notified by April 1. Faculty members who are appointed between October 1 and on or after January 31 will be notified by April 1, but their tenure clock will begin the following fall semester. Faculty appointed on or after February 1 will be notified by May 1. Notification of subsequent reappointments will occur by December 1.

No fewer than two weeks prior to the end of each academic year, the Office of Academic Affairs will publish and disseminate the schedule for reappointments for the following year using the following as guidelines.

 

Reappointment Deadlines

ActionsFirst ReappointmentSubsequent Reappointments
Submission of Reappointment or Tenure PortfolioLast week in January or first week in FebruaryFirst or second week in September
Letters of reappointment or non-reappointment to be receivedNo later than April 1No later than December 1

The college’s Governance Plan specifies that the evaluation of professional activities of full- and part-time faculty shall be conducted by two different committees: the Faculty Personnel Committees (FPCs) and the College Personnel Committee (CPC).

One FPC represents each of the three interdisciplinary practice areas of Social Science, STEM, and the Humanities. Each FPC consists of five full-time faculty members elected from and by full-time faculty within the appropriate practice area, who shall serve staggered three-year terms. A minimum of two members on each FPC must be tenured.[1] Each FPC elects a Chair from its tenured members for a two-year term.

The Governance Plan stipulates that each FPC shall:

  1. Coordinate and assign semester teaching observations for full- and part-time faculty.
  2. Coordinate and assign annual evaluations of full-time faculty. According to the CBA, annual evaluations must be conducted by tenured faculty.
  3. Recommend to the CPC reappointment, promotion, and tenure for full-time faculty.
  4. Recommend to the CPC multiple semester appointments of part-time faculty.

The CPC will be made up of one tenured faculty elected from and by full-time faculty in each practice area, all of whom shall serve staggered three-year terms, the three FPC Chairs, the Provost, and the President, without vote. The CPC shall elect a Chair for a two-year term.

The CPC shall recommend to the President:

  1. Faculty reappointment, promotion, and tenure.
  2. The grant of certificates of continuous employment to lecturers.
  3. The grant of multi-year appointments to adjuncts.
  4. The grant of fellowship and other academic leaves.
  5. Academic personnel procedures and policies.

[1] This requirement shall change to three, then four, tenured faculty members, at such times as the particular practice area has three, and, ultimately, four, tenured faculty members among its membership.

Each member of the full-time faculty is responsible for developing ongoing documentation of their accomplishments in the areas of teaching effectiveness, service and engagement, and research and scholarship.

As described in Article 19 of the CBA, the college shall maintain two personnel files for each faculty member, a personal file and an administration file.

1. Personal File

The personal file shall include but not be limited to the following: a) personnel information; b) information related to the employee’s academic and professional accomplishments submitted by the employee or placed in the file at their request;[1] c) records generated by the college; d) memoranda of discussions with the employee relating to evaluations of the employee’s professional performance; e) observation reports of the employee’s academic and professional performance.

No materials shall be placed in the employee’s file until the employee has been given the opportunity to read the contents and attach any comments they may so desire. Each such document shall be initialed by the employee before being placed in their file as evidence of their having read such document. This initialing shall not be deemed to constitute the employee’s approval of the contents of such document. If the employee refuses to initial any document after having been given an opportunity to read the same, a statement to that effect shall be affixed to the document and the document will be placed in the file.

Each non-tenured and non-certificated full-time member of the instructional staff should examine and initial their personal file prior to the end of each academic year. Such member should promptly report to the individual keeping the files any documents they wish to be included in the file and should furnish any such document not in the possession of the college.

Each tenured and certificated full-time member of the instructional staff should examine and initial their personal file prior to the end of the fall semester each academic year. Such member should promptly report to the individual keeping the files any documents that they wish to be included in the file and should furnish any such document not in the possession of the college.

The employee’s personal file shall be available for examination by the employee at their request. Requests to review the personal file should be made to the Office of Academic Affairs.

2. Administration File

There shall be a separate administration file which shall contain only such materials requested by the unit of the City University or supplied by the employee in connection with the employee’s employment, promotion, or tenure. The administration file shall be available only to the personnel committees and individuals responsible for the review and recommendation of the employee with respect to appointment, reappointment, promotion, or tenure.

3. Reappointment, Tenure, or Promotion Portfolio

The reappointment, tenure, or promotion portfolio is added to the administration file and supplied to the personnel committees for purposes of personnel actions. The portfolio is removed from the administration file once the action has been decided.

Detailed instructions for preparation of reappointment, tenure, and promotion porfolios are available from the Office of Academic Affairs.

 

[1] Materials under item b) may include copies of refereed scholarly publications, letters from committee chairs or external organizations detailing service work, grant award letters, and other items the faculty member deems appropriate.

It is the faculty member’s responsibility to convey to the personnel committees the significance of their work in each of three areas at each annual reappointment: Teaching Effectiveness, Service and Engagement, and Research and Scholarship. The Reappointment Portfolio should focus on key accomplishments with regard to these areas as it relates to the faculty member’s field(s) of study, development as a teacher and scholar, and the larger work of Guttman Community College.

The reappointment or tenure portfolio is added to the administration file and supplied to the personnel committees for purposes of personnel actions.

Reappointment Portfolios should only address work undertaken since the effective date of the faculty member’s last reappointment. Tenure portfolios should address work since the initial appointment at the college. Promotion portfolios should address the work since the effective date of the faculty member’s previous promotion or the date of hire if this is a first promotion at the college.

The Reappointment Portfolio submission consists of the following items. The templates in the appendices provide guidance on what to include for each item.

  • Faculty Progress Report
  • Narrative Reflection
  • Updated CV
  • Supporting Documents

The Narrative Reflection should discuss how the faculty member’s goals and accomplishments align with the expectations conveyed in the RPT guidelines and describe and reflect on patterns of achievement and growth. For the first reappointment, the narrative should be no longer than three (3) single-spaced pages. For the second through sixth reappointments, the narrative should be no longer than six (6) single-spaced pages. For the seventh reappointment, the narrative should be no longer than twelve (12) single-spaced pages. Specific guidance on what to include in the narrative are included in the templates in the appendices.

Claims made in the narrative should be supported by evidence in the portfolio. For example, statements about teaching should be supported where possible by carefully selected materials (such as sample syllabi or assignments) that clearly illustrate the faculty member’s pedagogical approach. Similarly, claims made about service and engagement and research and scholarship should be supported by pertinent and substantive materials that detail the specific nature, extent, and complexity of the faculty member’s service work. Copies of all scholarly publications since the last reappointment should be included.

In addition to the Reappointment Portfolio submission, the personnel committees will receive the following items from the Office of Academic Affairs covering the period since the faculty member’s last reappointment or promotion.

  • Annual Evaluation Report
  • Teaching Observation Report
  • Student Course Evaluations
  • Pre-Tenure Review Memorandum (as appropriate)

In the case of tenure and/or promotion decisions, the items provided by the Office of Academic Affairs will cover the period since the faculty member’s initial appointment in their current title.

Schedules for submission of reappointment, tenure, and promotion portfolios and templates for the Faculty Progress Report and Portfolios are included below.

Sample Reappointment Portfolio for First Reappointment Read More

I. Title Page

A. Name
B. Current Title
C. Personnel Action (e.g., “First Reappointment as Assistant Professor”)

II. Table of Contents

III. Faculty Progress Report (see Appendix)

IV. Narrative Reflection

The first reappointment narrative should focus primarily on teaching effectiveness. For the first reappointment, the Narrative Reflection should be no longer than three (3) single-spaced pages and should address the following points.

A. Teaching Effectiveness
a. Discuss specific examples of your pedagogical approach in relation to the Guttman Instructional Principles and your overall development as a teacher. Cite and discuss pertinent evidence.
b. Reflect on engagement in professional development programming and feedback received through student course evaluations and peer teaching observations.
B. Service and Engagement
a. Describe and reflect on emerging plans for engaging in service to the college and how these plans relate to your teaching and/or scholarly agenda.
C. Research and Scholarship
a. Describe and reflect on emerging plans for research and scholarship and how these plans relate to your teaching and/or service to the college.

V. Updated Curriculum Vitae

VI. Supporting Documents

Supporting documents should be referred to specifically in the Faculty Progress Report and/or Narrative Reflection. Documents should be representative rather than exhaustive. Please avoid inclusion of materials that do not provide substantive information about the nature and extent of your work. Pertinent documents include, but are not limited to, the following.

Teaching Effectiveness: Documentation of teaching effectiveness should be well-organized and include representative as opposed to exhaustive examples of material from one or more courses. You may choose to include:
● Sample syllabus that clearly illustrate the faculty member’s pedagogical approach (if the candidate has made significant changes or revisions to the template syllabus for the course)
● Sample assignments, projects, and/or exams
● Examples of feedback to students (e.g., graded examples of student work) with identifying information removed

Service and Engagement: Documentation of service and engagement is not required for the first reappointment. If included, documentation should detail the specific nature, extent, and complexity of service work. You may choose to include:
● Letters from committee chairs or administrators
● Materials detailing participation in and/or leadership of campus programs

Research and Scholarship: Documentation of research and scholarship is not required for the first reappointment. If included, documentation should include the following. When materials are jointly authored, you must explain the nature and extent of your contribution in the Narrative Reflection.
● Copies of refereed articles, books, book chapters, or other refereed scholarship, including links to and/or documentation of peer review process
● Published creative works or notices of performances (when appropriate)
● Published reviews of scholarly and/or creative work
● Reviewer feedback on submitted manuscripts, grant applications, or creative work
● Notices of submission or publication status for refereed scholarship
● Evidence of presentations, workshops, or other contributions to professional conferences

Sample Reappointment Portfolio for Second through Seventh Reappointment Read More

I. Title Page

A. Name
B. Current Title
C. Personnel Action (e.g. “Fourth Reappointment as Assistant Professor”)

II. Table of Contents

III. Faculty Progress Report (see Appendix)

IV. Narrative Reflection

For the second through sixth reappointments, the narrative reflection should be no longer than six (6) single-spaced pages. For the seventh reappointment, the narrative reflection should be no longer than twelve (12) single-spaced pages. The narrative reflection should address the following points:

A. Teaching Effectiveness
a. Discuss specific examples of your pedagogical approach in relation to the Guttman Instructional Principles and your overall development as a teacher. Cite and discuss pertinent evidence.
b. Reflect on how engagement in professional development programming, college-wide assessment activities, and/or feedback received through student course evaluations and peer teaching observations is affecting your teaching practice.
B. Service and Engagement
a. Describe one or more of your key contributions to the work of the college. Include a detailed description of your work and a personal assessment of its significance.
b. Reflect on how your service to the college informs your teaching effectiveness and/or scholarly agenda.
C. Research and Scholarship
a. Describe research and scholarly activity since your last reappointment in relation to your larger research agenda and goals.
b. Reflect on how your research and scholarship informs your teaching effectiveness and/or service to the college.

V. Updated Curriculum Vitae

VI. Supporting Documents

Supporting documents should be referred to specifically in the Faculty Progress Report and/or Narrative Reflection. Documents should be representative rather than exhaustive. Please avoid inclusion of materials that do not provide substantive information about the nature and extent of your work. Pertinent documents include, but are not limited to, the following.

Teaching Effectiveness: Documentation of teaching effectiveness should be well-organized and include representative (as opposed to exhaustive) examples of material from one or more courses. You may choose to include:
● Sample syllabus
● Sample assignments, projects, and/or exams
● Examples of feedback to students (e.g., graded examples of student work) with identifying information removed

Service and Engagement: Documentation should detail the specific nature, extent, and complexity of service work. You may choose to include:
● Letters from committee chairs or administrators
● Materials detailing participation in and/or leadership of campus programs

Research and Scholarship: Documentation should provide evidence of significant peer-reviewed research and scholarship. When materials are multi-authored, you must explain the nature and extent of your contribution in the Narrative Reflection.
● Copies of refereed articles, books, book chapters, or other refereed scholarship, including links to and/or documentation of peer review process
● Published creative works or notices of performances (when appropriate)
● Published reviews of scholarly and/or creative work
● Reviewer feedback on submitted manuscripts, grant applications, or creative work
● Notices of submission or publication status for refereed scholarship
● Evidence of presentations, workshops, or other contributions to professional conferences

Criteria for years 1, 4, and 7 are described in the full RPT Guidelines. These tables show suggested activities for years 2-3 and 5-6.

Suggestions for Progress to Tenure for Professorial Appointments

Guttman CC 2nd – 3rd Reappointment 5th – 6th Reappointment
Teaching Effectiveness Demonstrate growth in teaching effectiveness as evidenced through:

·    Classroom observations

·    Student course evaluations

·    Reflection on how participating in professional development experiences is informing your teaching practice

·    Reflection on how participating in the assessment and enhancement of courses and/or programs is contributing to your teaching practice.

Demonstrate strength and diligence in teaching effectiveness and evidence of contribution to student development as evidenced through:

·    Classroom observations

·    Student course evaluations

·    Reflection on how participating in professional development experiences is informing your teaching practice

·    Reflection on how participating in the assessment and enhancement of courses and/or programs is contributing to your teaching practice.

Service and Engagement Serve on one standing committee, subcommittee, periodic program review or GLO assessment team, working group, and/or task force; contribute to the work of Assessment Days; and/or serve in capacities that enhance the academic and professional guidance available to students. Demonstrate a record of sustained service to the institution; contribute to the work of Assessment Days; and/or serve in capacities that enhance the academic and professional guidance available to students.
Research and Scholarship Prepare and submit scholarship relevant to their discipline or interdisciplinary area to appropriate venues. Refer to criteria above for examples of scholarship.

 

Show evidence of production and dissemination of scholarship relevant to their discipline or interdisciplinary area in appropriate venues. Refer to criteria above for examples of scholarship.

Suggestions for Progress to Tenure for Library Appointments

Guttman CC 2nd – 3rd Reappointment 5th – 6th Reappointment
Teaching Effectiveness Meet the performance indicators noted criteria for effectiveness in librarianship.

 

Contribute to curriculum development, assessment and enhancement or courses and/or programs.

 

Demonstrate growth in effectiveness as evidenced through:

·    Reflection on how participating in professional development experiences is informing your teaching practice

·    Reflection on how participating in the assessment and enhancement of courses and/or programs is contributing to your teaching practice.

Demonstrate strength in effectiveness and leadership in librarianship by continuing to meet the performance indicators.

 

Demonstrate sustained contributions to curriculum development, assessment and enhancement or courses and/or programs.

 

Demonstrate growth in effectiveness as evidenced through:

·    Leadership of professional development experiences

·    Reflection on how participating in the assessment and enhancement of courses and/or programs is contributing to your teaching practice.

Service and Engagement Serve on one standing committee, subcommittee, periodic program review or GLO assessment team, working group, and/or task force; contribute to the work of Assessment Days; and/or serve in capacities that enhance the academic and professional guidance available to students. Demonstrate a record of service to the institution and continue to engage with professional organizations or committees regionally or nationally; contribute to the work of Assessment Days; and/or serve in capacities that enhance the academic and professional guidance available to students.
Research and Scholarship Prepare and submit scholarship relevant to their discipline or interdisciplinary area to appropriate venues. Refer to criteria above for examples of scholarship.

 

Show evidence of dissemination of scholarship relevant to their discipline or interdisciplinary area in appropriate venues. Refer to criteria above for examples of scholarship.

The Promotion Application Portfolio must document evidence of achievement in all criteria. Claims made in the narrative should be supported by evidence in the portfolio. The portfolio shall include:

  1. Current version of the candidate’s curriculum vitae, to be prepared by the candidate
  2. Faculty Progress Report
  3. Narrative Reflection of no more than ten (10) pages, single-spaced, prepared by the candidate outlining excellence in the three (3) criteria areas. The statements should focus on the period since the candidate’s last promotion, unless the candidate was appointed to the college at their current rank.
  4. Supporting Documents

In addition, the personnel committees will receive the following items from the Office of Academic Affairs covering the period since the candidate’s first appointment in the current title:

  • Annual Evaluation Reports
  • Teaching Observation Reports
  • Student Course Evaluations
  • Pre-Tenure Review (where applicable)
  • A minimum of four (4) letters of support from referees within Guttman, within CUNY, or external to Guttman/CUNY (for promotion from Associate to Full Professor only)

The promotion portfolio is added to the administration file and supplied to the personnel committees for purposes of personnel actions. The portfolio is removed from the administration file once the action has been decided.

Tenured faculty, including tenured Assistant Professor, tenured Associate Professor, and tenured Professor; Lecturers with a Certificate of Continuous Employment (CCE); and Lecturers with a CCE on leave from that title serving in an untenured professorial title are eligible to apply for a Fellowship Leave award after completing six (6) years of continuous paid full-time service with the University, exclusive of fellowship leaves and most other leaves. Full-time contiguous service as a substitute counts as service towards fellowship leaves.

Application may be made for a Fellowship Award for:

  • A full year leave at 80% of the biweekly salary rate
  • A one-half year at 80% of the biweekly salary rate
  • One-half year at full pay

Per Article 25 of the CBA, it is expected that there will be a minimum of one half-year leave at full-pay every other year at each college in the University.

There are a number of conditions that must be met when applying for fellowship leave or professional reassignment. For guidelines regarding these and all types of leaves, see Article 25 of the CBA. Faculty seeking fellowship leave must submit a fellowship leave application (see below or linked) to the Faculty Personnel Committee (FPC). The FPC offers guidance on the completion of the form and completes the relevant sections. The College Personnel Committee (CPC) reviews the application and makes a recommendation to the President who shall transmit such application along with their recommendation to the Board of Trustees.

Fellowship Leave Application

The title of Distinguished Professor is conferred on an individual by the University Board of Trustees in recognition of exceptional scholarly achievement. The purpose of these appointments is to recruit new faculty or retain existing faculty members whose appointments enrich the University, especially when candidates require special incentives to influence their decision to accept an offer or to remain within the University. There must be evidence that the candidate is regarded nationally, and where appropriate, internationally, as a leading scholar in their academic field. There also must be evidence that the candidate, if named University Distinguished Professor, will continue to perform as a faculty member at levels appropriate for Distinguished Professors.

A. Eligibility
Faculty members holding the rank of Professor at the college and other distinguished scholars in the academic world shall be eligible for consideration as a Distinguished Professor. A member of the administration holding the rank of Professor also may be considered for a Distinguished Professorship provided that they return to their non-administrative duties for the acceptance of the Distinguished Professorship.

B. Schedule and Procedures
Distinguished Professors shall be nominated by the college in accordance with the procedures in the personnel committees and Board Bylaws for appointments. The FPC and CPC shall forward the nomination to the President who shall forward the nomination to the Executive Vice Chancellor and University Provost for ultimate consideration by the Board of Trustees. The Board will act on nominations for Distinguished Professor at any Board meeting during which a nomination is presented.

C. Evidence
The nomination shall include: (1) a current c.v. checked for accuracy and completeness by the Office of Academic Affairs; (2) letters of recommendation from the college’s President and from the Chief Academic Officer; (3) at least ten (10) external evaluations, accompanied by vitas of the evaluators; (4) documentation of the processes used up to the point of submission of the case from the college, including an account of the process by which external evaluators’ letters were solicited; (5) representative samples of the candidate’s scholarly and/or creative work, as appropriate, and any additional evidence of exceptional performance by national and international standards of excellence.