DEVELOPING A PERFORMANCE IMPROVEMENT PLAN

Article IX Tenure (section 4b)

Tenure Review Committee Handbook Supplement

TENURE REVIEW COMMITTEE

Each tenure review committee shall conduct an evaluation of each full-time probationary employee each quarter during the regular academic year.
Evaluations shall place primary importance on facultys effectiveness in his/her position. (see the Probationary Academic Employee Performance Report)

If the probationers performance is unsatisfactory, the committee will give the probationer written suggestions of improvement.

A PERFORMANCE IMPROVEMENT PLAN

Outlines concerns that a tenure review committee has with the probationary faculty members recent performance;

Shows a willingness to help correct these deficiencies and clearly explains the consequences if the performance does not improve;
Is always required when the evaluation contains an evaluation of R, or Steps for Improvement Required in any category.

PERFORMANCE IMPROVEMENT PLAN

The following questions must be addressed in an Improvement Plan: Why? What has happened? What must be done? What assistance is available? How long? What are the consequences?

WHY?
After the committee has documented the performance issues in the quarterly evaluation report the Improvement Plan should summarize the issues of concern and why the faculty member is receiving the plan.

A general statement is sufficient something like the following. Your performance has steadily deteriorated over the last six months in the areas or This improvement plan is established as a corrective attempt to turn around this decline in your performance.

WHAT HAS HAPPENEND?

List the facts (names, dates, places, etc.) that have lead to the unacceptable performance and the need for improvement. If the specifics have been previously documented in the evaluation report, reference those sections of the evaluation. Be specific and factual in the language.

WHAT MUST BE DONE?

Establish specific, measurable objectives and timelines for determining progress. Tell the faculty member what must be done to meet college standards. Specify what needs to be done to improve individual performance. Think of a list of answers to the question, What can the faculty member do in order to meet the job standard?

WHAT ASSISTANCE IS AVAILABLE?

Identify resource material or assistance from the committee, a fellow faculty member, or a specialist in the area where improvement is needed. Some common forms of the assistance are: a. Training publications and books; b. Visiting other locations to observe the work of others; c. Mentoring by faculty; d. Attending relevant training programs; e. Trained personnel to work with and assist the faculty member (i.e. curriculum development specialist).

WHAT ARE THE CONSEQUENCES?

The faculty member must know in advance the consequences of failing to meet the college standards.
In order to avoid the claim, Nobody told me that I would be denied tenure, try using a phrase such as. . .

If you do not correct the performance deficiencies set forth in this plan and in the evaluation report, the tenure review committee will recommend denial of tenure.

CONSEQUENCES (Continued)
The goal is to notify the faculty member of the ultimate consequences if the identified performance issues are not addressed. Attitude and participation in these efforts should also be documented in subsequent quarterly reports.
Formalize the document by providing the faculty member with a copy and having him/her sign the original which you will retain.

PERFORMANCE IMPROVEMENT PLAN

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Questions? Need more information? Please contact:

Human Resource Office

Community Colleges of Spokane Email: hro@ccs.spokane.edu