Gallaudet University Department of Psychology

Faculty Eva]uatfon Procedures and Standards Spring 2009

Introductory Statement Regarding Department Mission. Program Missions, and Reappointment/Merit Increase Evaluations and Promotion/Tenure

Within the Department, there are three programs: Undergraduate P sychology, School Psychology, and Clinical Psychology. In addition to the Department of Psychology Mission Statement, each program has its own Mission Statement.

Department ofPsychology Mission Statement The Department of Psychology at Gallaudet University aims to instill in all students a

scholarly understanding of the discipline ofpsychology and its application to the lives of deaf and hard ofhearing persons. We also commit ourselves to producing scholarly work in scientific and applied areas ofpsychology. Our goals are for students at every level to develop knowledge of the field ofpsychology, as well as critical and analytic thinking skills and an understanding of diversity in a psychological context. Our students learn about the field of p sychology in a bilingual, diverse, multicultural educational context. We strive to provide a rigorous academic and applied cuniculum that addresses important core areas ofpsychology, encourages students to explore the implicatioqs ofpsychological research, theory and practice, and includes experiences of the application ofpsychology in internship settings.

Program Mission Statements

Undergraduate Psychology Program Our undergraduate instructional mission is to provide a key component of a liberal arts

education, in the context of a comprehensive, bilingual, diverse, multicultural university, to Deaf, Hard ofHearing, and selected hearing students; to enable students to learn to think rationally, creatively and critically; to communicate clearly, correctly, and persuasively; to gather and interpret data; to understand the heterogeneous nature of the deaf community; and to engage in intellectual debates with others with understanding and respect. At the core, the psychology program provides solid training in the basic theories and research approaches ofpsychology, as well as a more limited exposure to its applications. Our fundamental goals are to offer well designed, evaluated, and rigorous courses and related learning programs/activities which introduce majors, minors, and non-majors to theory, principles and practices in psychology, to teach them to think critically and creatively about issues which are psychological in nature, to offer a rigorous, cohesive, and diverse academic program, and to provide students with a rich variety ofresearch and internship opportunities. We also strive to provide service to our communities through the application of innovative research and program support to local and global communities, agencies, and organizations related to general education, health, mental health, and additionally to the developmental, educational, and vocational needs of deaf individuals . The Undergraduate Psychology is committed to continually examining and

incorporating diversity in the psychology curriculum. The Undergraduate Program in Psychology promotes student involvement in individualized projects (research papers; honors thesis; research design/experiments), Jeaming activities (Departmental Colloquia, Campus Presentations and Research Symposia), and organizations (Psi Chi - the National Honor Society of Psychology).

School Psychology Program The Depruiment of Psychology offers a specialist degree program in school psychology

(Psy.S.) with a subspecialization in deafness. The program provides a comprehensive plan of studies that integrates respect for diversity, basic psychology, practitioner skill s, and educational plaiming. The faculty is committed to developing competent school psychologists who serve diverse students, including specialization in the area of deafuess. The program bas a solid core of academic and applied courses supplemented by extensive practica and a one~year internship.

Clinical P sychology Proizram The Doctoral Program in Clinical Psychology has as its ultimate mission increasing the

number ofpsychologists with appropriate training in both the practice of psychology and understanding deafand hard ofhearing people and their families. 1n a unique ASUEnglish Bilingual setting, our aim is to train psychologists I) who have an understanding of the science of psychology and its research and analytic methods; 2) are skilled in the theory, methods, and research ofpractice in clinical psychology; and 3) are knowledgeable about the languages and cultures of deaf, hard ofhearing, and hearing people and appreciate their great diversity. By way of this training, the scientific knowledge base ofpsychology and Deafpeople will expand through the research and scholarly work ofgraduate students, program graduates, and faculty.

Faculty Expectations Relevant to Department of Psychology Programs These three programs offer various perspectives and degrees in the area of psychology

that require a faculty with diverse knowledge and expertise, including skills in: language and communication, the teaching and modeling of best practices in psychological disciplines, advising and mentorship, clinical supervision and evaluation, the generation, revision, and dissemination of culturally sensitive curricula and other materials, the use of technology, and networking with colleagues to advance the practice and science of psychology. Faculty evaluation processes and procedures within the department and the university are most effective when they reflect and respond to these multidimensional roles and responsibilities.

University Faculty Guidelines The evaluation of faculty is governed by the University Faculty Guidelines. TI1e current

versions of this document are found under Faculty Governance in faculty members' Blackboai·d Organizations area. All faculty members are urged to famil iarize themselves with these documents. Basically, these guidelines allow for evaluation on an annual basis and require that all tenured faculty members be evaluated and considered for a possible merit increase at least once every three years. Non-tenured faculty are evaluated every year for reappointment. Non­tenured faculty with sign language skills at the level specified in the Faculty Guidelines may also request consideration for a merit increase. Faculty members requesting promotion and tenure are

also evaluated.

Depar tm ent: of Psychology Evaluation Process TI1e procedures and standards outlined here apply to the evaluation process as

implemented and applied within the Department ofPsychology. We have attempted to address the criteria for reappointment and merit increase aud for promotion and tenure. Comparing the evalua6on processes ofpromotion and tenure with those for reappointment and merit increase, there are similarities involving the folJowing: same point system and the same areas covered under the D-RE fonn (teaching, scholarship, service, professional integrity, and ASL competency). The difference lies in the time span between evaluations: faculty members on tenure track must apply annually for reappointment and can choose to apply annually for a merit increase. In contrast, promotion and tenure evaluations follow specific timelines based on University Faculty Guidelines that span longer time periods. For the annual evaluations of professional activity, reappointment focuses on whether the three major evaluation areas (teaching, scholarship, and service) are delineated as satisfactory or better, while merit increase evaluations may focus on particular professional contributions in at least one or more of these three areas. In contrast, promotion and tenure evaluations require significant, long-term contributions to each of the three main areas. Professional integrity and American Sign Language (ASL) proficiency as specified in the Faculty Guidelines are considered for all evaluations. In view of its Department and program missions as well as the multidimensional roles, roles, and expectations of its faculty, the Department acknowledges variations in the types and scope of activities reflected within the areas of teaching, scholarship, and service, each ofwhich are described below.

Teaching In addition to classroom teaching which is the core of this evaluation area, the

Department also considers as essential teaching components the following activities as these are directly related to the academic development of students: academic advising, research supervision, supervision for undergraduate internships as well as for graduate practica in assessment and psychotherapy.

Scholarship In the area ofpsychology, scholarship involves research, professional publications and

presentations, and creative activities that contribute to the body ofpsychological knowledge broadly defined. The faculty member's area of expertise as well as interest are taken into account, as well as the interface between the psychological areas being studied and application to deafand hard-of-hearing populations when appropriate.

Service There are multiple ways in which service is provided, including but not limited to:

contributions to the programs within the Department, program directorship, departmental or university committee leadership or membership, program and/or curriculum development and revision, peer observation and evaluation, consultations, leadership roles in professional associations, and conference/workshop planning and presentations. Several levels of service are

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recognized: 1) sen1 ice to the program/Department: 2) service to CLAST and/or the Graduate School and Professional Programs; 3) service to the University; 4) service to the community (local and/or national); and 5) service to the professional field at large.

Evaluation Policy The chair is responsible for compiling data from a variety of sources as specified in the

Faculty Guidelines (portfolios, peer evaluations, student evaluations, and classroom observation, among other sources) into a fair and well-considered report. The portfolio consists of the vita, the D-RE (which reflects activities done by the faculty member in each area being evaluated) and associated materials offered by the faculty member being evaluated. This information is submitted for review by members of the department and by the chair. TI1e areas of faculty evaluation (teaching, scholarship, service, professional integrity, and ASL competency) and general evaluation criteria are specified in the Faculty Guidelines, which are reviewed and updated regularly by the University Faculty. Some professional activities or accomplishments may appropriately apply to more than one evaluation area. In such situations, the faculty member may use professional discretion, in consultation with the Department Chair, in deciding under which evaluation category to document such evidence and providing justification for such. The peer review of the submitted documents involves the following ratings, which have corresponding values: Unsatisfactory= 0 points; Satisfactory= 1 point, Commendable = 2 points, Outstanding= 3 points.

The Psychology Department's Evaluation Policy defines a rating of Satisfactory in terms of a "preponderance'~ ofpeer evaluations which are at least Satisfactory. By extension, a similar criterion is applied in deciding whether to give ratings of Commendable or Outstanding in the three academic performance areas. For exan1ple, if the clear majority of peer ratings for Scholarship are Commendable, this is the rating that would generally be given on the individual's Evaluation Report, and if the preponderance ofpeer ratings for Senrice is Outstanding, an Outstanding rating would generally be used. In the area ofTeaching, student course evaluations and classroom observations (required prior to tenure) are combined with peer evaluations of teaching to derive an overall rating of teaching for the Evaluation Report based on the predominant pattern of ratings from all these sources. The availability of student evaluations is especially imp01iant when the possibility of a Commendable or Outstanding rating for teaching exists.

The Department recognizes the rating of"Satisfactory" in each of the evaluation areas as acceptable for reappointment; a rating of"Unsatisfactory" may result in non-reappointment. The evaluation system assumes that ratings of "Satisfactory" reflect that the faculty member is doing all that is expected ofhim or her. "Commendable" ratings are the standard recognition of higher levels ofperfo1111ance and achievement. "Outstanding" ratings are intended as recognition for trulv exceptional contributions and academic performance.

The responsibilities and expectations of faculty members in each of the three programs: Undergraduate, School, and Clinical Psychology, differ in many respects. Consequently, the Department bas developed reappointment and merit increase criteria specific to each program that are summarized below in Table format. Faculty members affil iated with each program developed these Tables to describe their current responsibilities and activities, which are subject to revision depending upon departmental or program needs and other factors such as changes in

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accreditation standards. These Tables were developed in order to assist peer evaluators in understanding the responsibilities of faculty members in programs other than their own. Jn tem1s of workload expectations, the typical workload for each faculty member within the Psychology Depart.ment includes three course assignments plus ongoing scholarship and service contributions. Alternatively, a faculty member may carry a workload of two courses and a program directorship or scholarship-related project. The work.load of an individual faculty member is determined by the needs of the program within which the faculty member is located. Faculty members who have adjusted responsibilities are evaluated on the quality ofperformance in each evaluation proportional to their workloads.

Individuals whose responsibilities are divided among programs, or include special assignments within or outside the department, are evaluated according to the requirements of their specific assignments. Jn such circumstances, it is important for the faculty member being evaluated to make sure that their faculty colleagues, program director, and department chair have a clear understanding of their modified assignment in order to obtain an accurate and comprehensive evaluation. The Department Chair must approve all modified assignments.

General Overview of Department of Psychology Definition of Performance Standards (see Tables below for more sp ecific information)

Ratings in the various areas for faculty evaluation will be based on the following minimal criteria for "Satisfactory" performance. As defined in the Faculty Guidelines, "Commendable" performance exceeds these minimum standards, and "Outstanding" performance is "markedly': superior to the minimum standards for satisfactory performance.

1. Teaching Competence A rating of "Satisfactory" will be based on results from student course evaluation

ratings, classroom peer observation ratings, faculty peer evaluations, and the Department Chair's overall evaluation of teaching performance. At a minimwn, the preponderance ofratings and evaluations of teaching performance from faculty peers, from classroom observations, and from students must be at least "Satisfactory" for an overall rating of"Satisfactory" in the area of teaching competence. Sufficient numbers ofpeer and student evaluations must be available to provide a comprehensive rating of teaching activities.

2. Scholarship/Research/Creative Activity A rating of "Satisfactory" will be based on faculty peer evaluations and the

Department Chair's overall evaluation of the individual's scholarship and research activities and contributions. Both quality and quantity of these contributions are considered. At a minimum, the preponderance of ratings from faculty peers must be at least "Satisfactory" in the area of scholarship/creative activity/research for an overall rating of "Satisfactory" on the Evaluation Report. Evaluation in this area by faculty peers and by the Department Chair will be based on, but not necessarily limited to, information in the professional activities report, list of accomplishments provided by the faculty member being evaluated, and copies of publications or other information provided by the faculty member being evaluated.

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3. Service Service, as defined in the Faculty Guidelines, includes administrative work,

undergraduate academic advising, supervising or sponsoring student activities, serving on departmental or university faculty committees, public relations, student recruiting, outreach activities, and community and professional organization activities/contributions. A rating of "Satisfactory" in this area will be based on faculty peer evaluations and the Department Chair's overall evaluation of the individual's service activities and contributions. At a minimum, the preponderance of ratings from faculty peers must be at least "Satisfactory" in the area ofservice for an overall rating of "Satisfactory" on the Evaluation Report.

4. Proficiency in Sign Communication Sign Communication proficiency will be evaluated by the ASLPI or other

procedures as described in the Faculty Guidelines. 5. Professional Integrity

Evaluat1on ofprofessional integrity will be determined by faculty peer evaluations and the Department Chair's overall rating. Evaluation of integrity by faculty peers and by the Department Chair will be based on interactions with and knowledge of the professional integrity of the individual being evaluated. The definition and scope of professional integrity will follow the current ethics code of the American Psychological Association. As specified in the Faculty Guidelines, professional integrity is rated either "Satisfactory" or "Unsatisfactory." All (or nearly all) ratings from faculty peers must be "Satisfactory" for an overall rating of "Satisfactory" on the Evaluation Report.

Procedur es for Documentation and Review of Por tfolio, Student Evaluations, and Observation

Portfolio : As specified in the Faculty Guidelines, at the time of evaluation the facul ty member being evaluated will be asked to prepare a vita and a "Professional Activities Report" (typically the D-RE will provide this information). Faculty members may also provide other information which they wish to have included in the review. The objective is to provide documentation of progress and achievement in various activities for peer review.

Approximately 2-3 weeks prior to the due date fo r the evaluation report, a "Peer Evaluation Report" form together with information relevant to the personnel action, such as a "Professional Activities Report," c.v. or resume, and list of other materials available for review will be distributed to appropriate members of the department. (Faculty peers involved in evaluation colleagues for various personnel actions are defined in the U.F. Guidelines as listed above). This assures that departmental members have a common base of information for use in preparing their peer evaluabons. Department faculty will be asked to return the completed Peer Evaluation Forms to the Department Chair in time for their use in preparation of the fornial Evaluation Report for the faculty member being evaluated.

Student evaluations: A student course/instructor evaluation fom1 approved for use by Program faculty will be used. Faculty members may addi tionally use other forms or sources ofevaluation information. As a general rule, each faculty member should obtain evaluations of each course at

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least once during the semester. One evaluation should be conducted toward the end of the terrn being evaluated.

Efforts should be made to obtain evaluations from as many students in each course as possible. The preferred method is to use anonymous online surveys which utilize fom1s appropriate to each of the three programs that have been approved by the faculty. When paper­and-pencil ratings are done, it is recommended that evaluation forms be distributed in a class meeting. After distributing the fonns and explaining the evaluation process, the faculty member should leave the classroom. One student from the class should be appointed to bring the completed fonns, pencils, and other materials to the Department Secretary after they are completed. Evaluations should provide feedback from a broad and representative group of students as well as anonymity for individual respondents. The ratings and comments will be tabulated and sununarized. TI1ese tabulations will be shared with the faculty member and the appropriate Program Director, and will be used by the Chair in preparing reports of faculty evaluation.

Classroom observation evaluation: Faculty guidelines are followed regarding frequency of classroom observations. The

faculty member to be evaluated will be asked to nominate at least two tenured faculty colleagues from the Psychology Department as potential observers. The Department Chair and the corresponding Program Director will select one of these nominees to conduct the observation. In addition, the Department Chair and Program Director, after consultation with the faculty member being evaluated, will select the course(s) to be observed. The observer will then make arrangements with the faculty member being evaluated to observe one entire 50-rninute class period (or the equivalent), and will fill out a Class Observation Report form approved for use by the program faculty in the department. This form will be turned in to the Chair, who will record the results and share them with the appropriate Program Director and with the faculty member being evaluated. The observer should be provided with a copy of the course syllabus and may request additional information regarding assignments, examinations, and other course materials as relevant.

Procedures for preparing the Report of Evaluation. The Department Chair will prepare a Report ofEvaluation based on documentation

provided by the person being evaluated, faculty peer evaluations, student course evaluations, and classroom observation reports. The Chair will consider the distribution ofpeer and student evaluations for the faculty member, the central tendency, and special factors or unusual circumstances that might affect specific courses. At a minimum, the preponderance ofratings and evaluations of teaching performance from faculty peers, classroom observations, and student evaluations must be at least "satisfactory" for an overall rating of "Satisfactory" in the area of teaching competence. In the areas of scholarship/research and service the preponderance of ratings from faculty peers must be at least "Satisfactory" for an overall rating of "Satisfactory'· on the evaluation report. The same is true for the ConunendabJe and Outstru.1ding ratings. In the area of professional integrity, all (or nearly all) ratings from faculty peers must be "Satisfactory" for an overall rating of '·Satisfactory" on the evaluation report.

Evaluation report recommendations by the Department Chair for perso1me1 actions

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(including reappointment, me1it increase, promotion, and tenure) will require support for this action by all or nearly all appropriate psychology faculty peers (as defined in the U.F. Guidelines), in addition to other criteria specified in the Guidelines. In ambiguous or borderline situations, where the predominant will of the department faculty may not be clear, or where special circumstances bearing on the personnel action may need further discussion, the Department Chair will call a meeting of appropriate, tenured members of the Psychology Department to serve as an ad hoc faculty evaluation committee, or may meet individually with these faculty members for consultation. The purpose of the meeting will be to discuss the personnel action for the individual under consideration (with due respect for confidential information), and provide guidance and advice to assist the Department Chair in making a final recommendation.

Evaluation Criteria The following expectations for each rating were developed by the faculty members in

each departmental program to describe what is expected in each respective program. These are designed to assist faculty across the department in providing Peer Evaluations. Peer evaluators should review whether the relevant criteria of the faculty member's program were fu lfilled. not fulfilled, or exceeded.

Ifexpectations for Satisfactory perfomrnnce are not satisfactorily fulfilled, the rating would usually be "unsatisfactory." Ifexpectations for Satisfactory are met or exceeded, the rating might be ''Satisfactory "Commendable' " or "Outstandino " , " ' . . o·

In determining ratings, evaluations should consider: the quality ofwork (for example, as shown by classroom observations, student ratings, review of materials), the difficulty of a particular assignment (such as an especially demanding course or committee assignment), the quantity ofwork produced (such as an unusually large or small number of advisees; additional departmental, uni versity, or professional activities; paid and unpaid overloads), the impact of the activity (such as publication in widely read and respected professional journals).

Special faculty assignments may require revision of the standard expectations in individual cases. (For example, if a faculty member is "released" from one course because of administrative or grant responsibilities, the standard expectations for a Satisfactory rating in teaching would be modified accordingly.)

The Tables below summarize Peer Evaluation ratings that are frequently given for various faculty activities in the Psychology Department in recent years. Some cautions: Not all possible activities are listed here. Unique contributions or exceptional circumstances that are not included here may influence ratings . Similar types ofactivities may vary widely in quality, significance, importance, difficulty, amount of effort, impact, or other aspects that will affect the rating. Joint efforts may reflect different contributions by different team members. Some faculty have special assigmnents (such as

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administrative roles) that may have an effect on what is expected. In every case, faculty members are expected to use their professional judgment and knowledge, and to carefully consider all available information in providing Peer Evaluation ratings in all areas: Teaching, Scholarship, Service, and Professional Integrity. It should be kept in mind that these are general guidelines and decisions by the department. All exceptional situations will be clarified in the narrative.

Criteria for Reappointment and Merit Increase in TEACHING

Undergraduate Ps_ychology Faculty: Teach~ Satisfactory Commendable Outstandin_g_ Fulfill the Satisfy all expectations for Satisfactory Satisfy all expectations for knowledge, skills, plus all cells below: Satisfactory and Commendable l2.!fil syllabi, and all cells below: attendance Engage in at least one additional commitments for 3 instructional activity such as: Engage in two or more additional undergraduate level a. teaching an additional course instructional activities (listed under courses, or the (Psych UG or graduate, GSR, on­ Commendable) ofhigh quality and equivalent (such as a line, etc) value to the Department or the mix of University. undergraduate and b. serving on a predissertation or graduate courses). dissertation committee, In-class observation ratings (when

conducted) are predominantly at least

c. supervising a honors thesis or in the range between Commendable

independent study, and Outstanding.

Student evaluations are predominantly Satisfactory d. significantly updating a course, at least in the range between evaluation from in­class observations e. developing a new course.

Commendable and Outstanding.

when conducted Peer evaluations are predominantly at

Student evaluations

Satisfactory to Commendable evaluation from in-class observations when

least in the range between Commendable and Outstanding.

are predominantly at conducted

least Satisfactory. Receive student evaluations that are predominantly at least in the range

Peer evaluations are between Satisfactory and Commendable

predominantly at least Satisfactory Peer evaluations are predominantly at

least in the range between Satisfactory and Commendable

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School Psychology Facu ty: Teach i~ Satisfactory Commendable Fulfill the knowledge, skills, syllabi, and anendance conunitments for 3 graduate level courses, or the equivalent

Satisfactory evaluation from in-class observations when conducted

Swdent evaluations are predominantly at least Satisfactory.

Peer evaluations are predominantly at least

Satisfactory

Satisfy all expectations for Satisfactory plus additional achievements in at least one of the followin2 areas:

Additional instructional activities such as: a. teaching additional courses, b. or serving on predissertation or

dissertation committees, c. or supervising independent

srudy, d. or significantly updating a

course, e. or developing a new course.

Satisfactory evaluation from in-class observations when conducted

Receive srudent evaluations that are predominantly above Satisfactory

Peer evaluations are predominantly above Satisfactory.

Outstanding_ J Satisfy all expectations for I

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Satisfactory & Commendable olus the following:

Engage in at least two additional instructional activities ofhigh quality and value to the Department.

Student evaluations are predominantly Conunendable or above Commendable.

Peer evaluations are predominantly Commendable or above Corrunendable.

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Clinical Psychology Faculty: Teachin_g Satisfactory Commendable Outstandi~ Fulfill the knowledge, skills, Satisfy all expectations for Satisfactory Satisfy all expectations for syllabi, and attendance plus all cells below: Satisfactory & Commendable commitments for 2 graduate plus all cells below: level courses or the Additional instructional activities such as equivalent teaching additional courses, serving on Student evaluations are in Lhe

multiple predissertation committees, range between Commendable Keep course materials chairing at least 5 in-program and Outstanding. updated to stay current with predissertation/dissertation committees, both research and clinical supervising independent study, Peer evaluations are in the practice significantly updating a course, or range between Commendable

developing a new course, or invited to sit and Outstanding. Satisfactory evaluation from on research committees for students in-class observations when outside the Departmenl conducted In-class observation ratings

(when conducted) are in the Student evaluations are Predominantly above Satisfactory range between Commendable predominantly at least evaluation from in-class observations and Outstanding. Satisfactory. when conducted

Peer evaluations are predominantly at least Receive student evaluations that are Plus two of the cells below, or Satisfactory predomimintly :.hnvt> ~ ..tis:factory ono if exooptionnlly high i.t1

quality Chair and serve on some research committees Peer evaluations are predominantly above Engage in multiple additional (dissertation and pre­ Satisfactory. instructional activities ofhigh dissertation) quality and value to the

Department. Lead a student research "team" providing guidance in Invited to lecture in courses or scholarship venues outside the Department

Review and give feedback in Unusually high number of a timely manner to outlines predissertation or dissertation and drafts of research committees or advising proposals and reports (typically between 7 and 9).

Provide exceptional level of guidance to students in specific areas, e.g. facilitating student participation at professional conferences.

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Criteria fo r R eappointment/ Merit Increase in SCHOLARSHIP/RESEARCH/CREATIVE ACTIVITY

Under:graduate Psychology Faculty Satisfactory_ Commendable OutstandiJ!g_ Engage in continuous professional development

or Participate in scholarly exchanges through participation in professional conferences

or Engage in an ongoing program of research or scholarship (such as ongoing literature review, data collection or analysis, proposal development, manuscript preparation)

or Make satisfactory progress on completing PhD if not yet completed.

Expectations for "Satisfactory" completed plus at least one cell of this column

Complete at least one substantial scholarly product (such as a submitted manuscript, rechnical report, or accreditation report)

or Write or contribute to a grant proposal

or At least one presentation at a national or regional professional conference.

or Ongoing work on a labor intensive long-term research project (e.g., a study requiring much data encoding with inter-rater reliability issues or a longitudinal srudy).

Expectations for "Satisfactory" and "Commendable" scholarship satisfied plus at least one cell of tbi.-; column.

Produce several scholarly products (publication or presentation completed) including at least one in a quali ty peer-reviewed venue

or Write a major grant proposal that receives funding

or Publication of a book or extensive monograph may be considered equivalent to several i11dividual articles, depending upon the faculty member's contributions (i.e. as author, co-author, editor, or co­editor).

For all areas, peer evaluators are expected to consider the quality and impact ofthe scholarly products, as well as the number.

(Note: presentations to non­professional groups such as parents are rypically lisrcd under "serPi.ce .. rafher than ..scholarship while prese111arion.\· ro prr~(essiona/.1 like fJ.1:11chologist.1· or l'eacliers con he comidered .w:holars/11p.)

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School Psychology Faculty Scholarsh!Jh Research_,_ Creative Activ ity Satisfactory_ Corrunendable Outstandin~

Secure and maintain state & Expectations for Expectations for "Satisfactory" and national certification (NCSP), "Satisfactory" completed plus "Commendable" scholarship currently defined as 75 hours of at least one cell of this column satisfied plus at least one cell of acceptable continuing education this column. over every 3 year period.

Complete at least one Produce two or more scholarly Include scholarship from among the substantial scholarly product products (publication, presentation, areas ofassessment, prevention and (such as a submitted program reports, or accreditation intervention, evaluation and manuscript, technical report, reports) research, applied psychological program report, or foundations, applied educational accreditation report) foundations, and professional ethics Write a major grant proposal that

Write or contJibute to a grant receives funding Participate in scholarly exchanges proposal among other school psychology Publication ofa book or extensive trainers and psychologists on local, At least one presentation at a monograph may be considered state, and national level national professional equivalent to several individual

conference, or several articles, depending upon the faculty presentations at local/regional member's contnbutions (i.e. as professional conferences author, co-author, editor, or co­

editor).

(Note: presentations to non­ For all areas, peer evaluators a1·e professional groups such as expected to consider the quality parents are typically listed and impact ofthe scholarly under "service " rather than products, as well as the number. "scholarship)

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Research Creative Activity Satisfacto Outstandina

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Engage in continuous professional development

Obtain or maintain DC psychology licensure (currently 40 hours of continuing education each 2 years) in order to legally supervise students

Participate in scholarly exchanges through participation in professional conferences

Engage in an ongoing program of research or scholarship (such as ongoing literature review, data collection or analysis, proposal development, manuscript preparation)

Expectations for "Satisfactory" completed glus at least one cell of

Expectations for "Satisfactory" and "Commendable" scholarship satisfied Qlus at least one cell of this column

Produce several scholarly products (publication or presentation completed) including at least one in a quality peer-reviewed venue

Write a major grant proposal that receives funding

Publication ofa book or extensive monograph may be considered equivalent to several individual articles, depending upon the faculty member's contributions (i.e. as author, co-author, editor, or co-editor).

Editorial Board for professional journal

For all areas, peer evaluators are expected to consider the quality and impact ofthe scholarly products, as well as the number.

this column

Complete at least one substantial scholarly product (such as a submitted manuscript., technical report, or accreditation report)

Write or contribute to a grant proposal

At least one presentation at a national professional conference, or several presentations at local/regional professional conferences.

Review Board for professional journal or ad hoc reviewer for several manuscripts

(Note: presentations to non-professional groups such as parents are typically listed under "service" rather than "scholarship.} For all areas, peer evaluators are expected to consider the quality and impact ofthe scholarly

.J!!Oducts, as well as the number.

Criteria for Reappointment and Mer it Incr ease in SERVI CE

Undergraduate Psychology Faculty: Service

[ Satisfactory / Commendable I OutStandin12

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Attend departmental and Expectations for "Satisfactory" Expectations for "Satisfactory" and program meetings completed plus at least one cell "Commendable" scholarship satisfied

of this column plus at least one cell of this column

Schedule and keep at least Serve as an active member of Take a leadership role or a position of 6 hours per week of office one or two departmental or responsibility in a demanding, ongoing hours program committees university, school, departmental, or

or program activity. Advise psychology majors Serve as an active member of or and minors one or two universi1 y or school Serve on one or two very demanding

committees University committees. Write leners of or or recommendation for Regularly share expertise with Serving on three plus committees al the undergraduate students for on- or off-campus groups and University or professional level. graduate school admission individuals (through giving or and employment presentations to lay audiences, Provide additional significant service,

consultation, or providing such as: Attend department and information) -leadership role in a professional program-sponsored events or organization during normal university Active involvement in a -significant service to deaf conununiry hours. professional organization (APA, organizations reflective of the facully

ADARA, APS ... ) by serving on member's expertise committees or other programs. -other significant community service

reflective of the facu lty member's expertise

Scho oJ J>sycho/ovy Faculty: ServiceISatisfactory·-- o~ I C-o-n-11-11-en_d_a_b_Je-------.--1-o-u-ts-t-a1-1d_i_n_g___ _ _ _

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Attend department and program meetings Expectations for Expectations for "Satisfactory" completed plus "Satisfactory" and

Serve as members of the School at least one cell of this column "Corrunendable" scholarship Psychology Admissions Committee satisfied Qlus at least one cell

ofthis column Serve on at least one Comprehensive Serve as an active member of Examination Committee one or more departmental or Take a leadership role or a

program committees position ofresponsibility in a Advise students in School Psychology demanding, ongoing

Serve as an active member of university, school, Mentor candidates' progress across one or more university or departmental, or program program milestones (including review of schoolcoIIllllittees activity. candidate portfolios and field assessments of knowledge, skills, and dispositions) Regularly share expertise with Provide additional significant

on- or off-campus groups and service, such as: Contribute to on-going program efforts individuals (through giving -leadership role in a for NCATFJNASP/NASDTEC presentations to lay audiences, professional organization accreditation agencies consultation, or providing -significant service to deaf

infonnation) community organizations or school organizations reflective of the faculty member's expertise -other significant community service reflective of the facufu.' member's eJ<gertise

Clinical Psychology Faculty: Service Satisfactory Commendable OutstandingJ

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Schedule and keep office hours according to program and school expectations

Participate in the admissions process for Clinical Psychology Program

i. Review. give feedback on applicant files, interview applicant'>

iii. Participate in decision­making meetings

Advise students about academic and career matters

Participate in program reviews i. Evaluate first year students

at end of fall semester & all students at end ofacademic year

ii. Meet with advisees to discuss evaluations

Engage in other program service activities when requested, such as:

i. Write recommendation letters for students for scholarships, externships, internships. posidoctoral fellowships, and employment.

ii. Contribute to writing of comprehensive examination questions

iii. Contribute to reading and evaluating comprehensive examination answers

iv. Respond to requests for information/consultation in faculty member's area of specialry from psychologists on and off campus

v. Provide clinical supervision

Consult with colleagues regarding professional and program issues

1. Attend program and departmental meetings

ii. Respond to requests for information about faculty member's area of specialty from on and off campw;

Expectations for Satisfactory service satisfied plus at least one cell of this column:

Serve as an active member ofone or more departmental or program committees

Serve as an active member ofone or more university or school committees

Regularly share expertise with on- or off-campus groups and individuals (through giving lay­oriented presentations, consultation, or providing infom1ation)

Perfom1 unusually high volume of program i;erYice activities listed under Satisfactory.

Take on additional responsibilities to cover for a faculty member on sabbatical (e.g., Program Director responsibilities, University or Department Committee Member)

Expectations for Satisfactory and Commendable service satisfied plus at least one cell of this column:

Take a leadership role or a position of responsibility in a demanding, ongoing university, school, departmental, or program activity.

Provide additional significant service, such as: -leadership role in a professional organization -significant service to deaf conununity organizations reflective of the faculty member's expertise -other significant communiry service reflective of the faculty member"s expertise

Exceptional levels of service as reflected in columns 1 & 2. for example being on multiple conunittees mentioned in the Commendable column.

______,

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Professional Integrity

Satisfact~ (Highest ratin..£..E_ossible based on Faculty Guidelines) Adhere to current ethical standards of the American Psychological Association (AP A) and other professional bodies, depending on specialty

All or almost all peer ratings are Satisfactory.

No peer ratings of Unsatisfactory

Student ratings and feedback indicate good professional role modeling and appropriate interactions both in and outside the classroom.

Adhere to current GaJlaudet University policy on Academic Integrity

Follow APA, university, and other relevant standards in all interactions with students, colleagues, and clients

Follow APA, universili'., and other relevant standards in all scholarshi__Q_, service, and instructional activities

Department Faculty Guidelines for Promotion and T enure

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MAT PTT (P r e Tenure Track position)

Meet all requirements for rank of instructor as required by faculty Guidelines.

Enrollment in a doctoral program.

Meet all r equirements for rank of Assistant Professor

3 years as Instructor or has obtained PhD (tenninal degree). as required by faculty guidelines

Predominant rating in teaching as Satisfactory to "Commendable'· excluding first year

Two letters of support from outside the department (can be letters of recommendation submitted prior to hiring)

Meet all Meet all requirements for requirements for promotion to rank promotion to rank of Associate of Professor Professor 4 years of lime in 4 years time in rank. as required by rank, as required by Faculty Guidelines Faculty Guidelines

Predominantly Predominantly "Commendable" "Commendable" rating for required rating for required time in rank, in at time in rank, in at least one area of least one area of evaluation and evaluation and "Satisfactory" in all "Satisfacto1y" in all areas being areas being evaluated, or evaluated, or demonstrates a demonstrates a pattern of pattern of improvement in improvement in recent years. recent years.

Evidence of peer- Several peer-reviewed products* reviewed products*, from any from any scholarship scholarship category perceived category percci ved high in quality. high in quality.

2/3 vote of eligible 2/3 vote of eligible faculty (as defined faculty (as defined by Faculty by Faculty Guidelines) Guidelines) supporting supporting promotion promotion

Two letters of Three letters of support from support from outside the outside the department department

Mc·et all requirements as required by FacuJty Guidelines for ten ure

6 years or less according to conrracr

Predominant ratin~s of al least "Commendable'· within 6 years in at least one area of evaluation, and at least "Satisfactory'' in all areas being evaluated, or demonstrates a pattern of improvement in recent years.

Several peer-reviewed products* from any scbolarslup ca tt!gory perceived high in quality

2/3 vote of eligible faculty (as defined by Faculty Guidelines) supporting promotion

Three letters of support from outside the department

*Produ cts will b<' defined as p ublications in peer reviewed journals, workshops, symposia, program reports, and conference presentations. Greater weight will be given to major conferences i11 the field (e.g., American Psychological Association) or within the area of spccia liz:ition of the fac ul ty mcmhcr.

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