Section V.A.9: Clinical Faculty - Promotion and Tenure Reviews and Developmental Reviews - Graduate School

IX. Reviews for clinical instructors

There are three types of review for clinical instructors: annual review, three-year review, and review for promotion to the rank of clinical senior instructor. Clinical instructors are clinical faculty who do not hold a terminal degree.

1. Annual Review
   1. Annual review: Clinical instructors produce an annual self-evaluation. Annual self-evaluations are reviewed by the department chair. No written response from the department chair is required, except in the case of the three-year reviews described below. A meeting can be held or a written report can be completed at the request of the faculty member or at the discretion of the department chair.
   2. Purpose: The purpose of the annual review is to provide formative assessment to clinical instructors, including progress toward successful review for promotion to clinical senior instructor.
   3. Schedule: Clinical instructors complete a self-evaluation each year, unless they are scheduled for a three-year review or have submitted materials for promotion to clinical senior instructor.
2. Three-year review
   1. Purpose: The three-year review is intended to provide clinical instructors with an assessment of their performance, including progress toward promotion clinical senior instructor. The process is designed to meet the common goals of the faculty member, program, Graduate School, and College by identifying faculty strengths and suggesting areas for future development.
   2. Schedule: Three-year reviews of clinical instructors will take place every three years for the length of their appointment at this rank.
   3. Process: There are two steps in the three-year review process for clinical assistant professors.
      1. The clinical instructor, using the same format as the annual self-evaluation, provides documentation of their work over the previous three years.
      2. Chair evaluation: The department chair produces a written evaluation and shares this with the clinical instructor. The clinical instructor may write a response, to be included in the faculty member’s file for review in subsequent evaluations.
3. Review for promotion to clinical senior instructor
   1. Purpose: This review serves to evaluate the faculty member’s performance for the purpose of granting promotion to the rank of clinical senior instructor. The granting of this promotion requires successful contributions in the two following areas:
      1. Teaching: The candidate must demonstrate excellence in teaching (See section VII.D (3) above.)
      2. Professional and Institutional Service: The candidate must demonstrate evidence of consistent and valued contributions to the program, the Graduate School, professional associations, and the broader community (See section VII.D (4) Service.)
   2. Eligibility, timing, and schedule: Clinical instructors will normally be eligible for review for promotion to clinical senior instructor during the sixth year of their full-time appointment. Part-time clinical faculty will be eligible for promotion at the discretion of the department chair and dean. Faculty members awarded promotion shall meet the standards articulated in sections (3) and (4) below.
   3. Standards, criteria, and evidence concerning teaching
      1. Standards for excellent teaching
         Excellent teachers inspire and challenge their students, communicate their knowledge of the field, use appropriate teaching methods, and foster students’ intellectual and professional growth.
      2. Criteria for excellent teaching
         1. Carefully plans and teaches well-organized courses; clearly states goals, objectives, and standards of student performance; and uses appropriate course materials.
         2. Maintains current knowledge of the field.
         3. Seeks to improve teaching techniques and performance.
         4. Provides accurate and timely academic advising. Actively involves students in the classroom learning experience.
         5. Regularly assesses student performance and apprises students of the results.
         6. Creates and maintains an atmosphere conducive to learning.
         7. Contributes to the development of curriculum.
         8. Provides assistance and supervision to students in field-based courses such as practica and internships.
         9. Encourages students to participate in joint scholarship projects.
         10. Maintains accessibility to students.
      3. Evidence of excellent teaching. The following materials will be included in the review file:
         1. A syllabus for each course taught that includes goals, readings, explication of written assignments, and methods of student evaluation.
         2. All student course evaluations obtained since the last promotion or since date of employment including those developed by the faculty member and a summary and interpretation of the evaluations.
         3. A narrative explaining teaching accomplishments and goals.
         4. A narrative describing advising responsibilities, and, where applicable, supervisory activities and accomplishments.
         5. Evidence from peers, colleagues in the field, past students, and others as appropriate.
         6. Other materials, such as letters, may also be included.
   4. Standards, criteria, and evidence concerning professional and institutional service
      1. Standards for service: Faculty members are expected to contribute actively to their department, the Graduate School, the College, their professional associations, and the broader community.
      2. Criteria for service: A candidate’s service should include regular participation on at least one standing or ad hoc committee of the Graduate School or the College during each year of their appointment. It should include assuming responsibilities in support of the candidate’s program and department as well as the Graduate School and the College. Participation in program development and accreditation processes is also expected. In addition, candidates should participate in service-related activities in their professional organizations and their community. Service may include various forms of leadership, including making substantial and ongoing contributions to the operation and development of a program, department, the Graduate School, or College. Examples of this service include, but are not limited to, serving as program director, clinical coordinator, department chair, or related leadership role. Leadership may also include developing new programs or undertaking significant changes in an existing program. Leadership is a distinct form of service and is recognized as an essential and unique aspect of our professional work in the Graduate School, particularly when clinical faculty undertake such work.
      3. Evidence of professional and institutional Service
         1. A narrative explaining the significance of one’s service contributions to the department, the Graduate School, the College, professional associations, and the broader community. Wherever appropriate, the narrative shall include a description of the candidate’s accomplishments related to assigned departmental responsibilities, developing and maintaining ties with professional associations, and curriculum or program development and leadership.
         2. Letters of testimony indicating the significance of the faculty review candidate’s service contributions.

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