The Tenure Process
Overview
The tenure process at Valencia College is a 5-year journey rooted in the seven Essential
Competencies of a Valencia educator. In each year, candidates produce deliverables
and receive formative feedback as they progress through the process.
To review Valencia's policy statement regarding the awarding of tenure, refer to policy 6Hx28:3E-02
The 5-year tenure process at Valencia is mapped out in the following diagram. This is an overview for everyone involved including candidates, deans, and panelists. A more detailed explanation of each year can be accessed by candidates in the TLA Resources Canvas space.
The 5-year tenure process at Valencia is mapped out in the following diagram. This is an overview for everyone involved including candidates, deans, and panelists. A more detailed explanation of each year can be accessed by candidates in the TLA Resources Canvas space.
This diagram is a year-by-year roadmap for candidates that summarizes major milestones in the process.
Abbreviations
AMP - Analysis of My Practice (Year 1)
ARP - Action Research Project (FLO1, Years 2-3)
CAT - Classroom Assessment Technique
FLO - Faculty Learning Outcome
ILP - Individualized Learning Plan (Year 2)
IRB - Institutional Review Board
SLO - Student Learning Outcome
TLA - Teaching Learning Academy
TRC - Tenure Review Committee
TVCA - Think, Value, Communicate, Act
Overview
Year-1 is the starting point for candidates to begin the reflective process of their
own instruction and to begin to identify concrete student needs that could be addressed
throughout the tenure process and eventual ILP and Portfolio development.
Deliverables
Micro-teach (MT)
Analysis of My Practice (AMP)
Micro-teach
For the Micro-teach (MT), candidates will design and implement a lesson that utilizes
active learning and classroom assessment techniques. This process showcases the principles
of backwards design, which requires alignment between learning outcomes, teaching
strategies, and assessment techniques.
Analysis of My Practice
The Analysis of My Practice (AMP) is an opportunity for candidates to brainstorm and
reflect on their professional strengths and needs. In this deliverable, candidates
will conduct an assessment of their professional strengths and needs, and identify
a Faculty Learning Outcome (FLO3) to address one of their professional needs. Candidates
will also brainstorm additional faculty and student learning needs through multiple
lenses. Candidates will reflect on the Essential Competencies covered in the Year-1
workshops. Lastly, candidates reflect on their Micro-teach experience. Candidates
receive formative feedback on their AMP from their Dean, TLA Facilitator, and the
TLA Director.
Overview
In Year-2, candidates work on an individualized professional development plan. The
plan should be based on genuine need and desire to improve teaching, counseling or
librarianship while keeping in mind departmental needs. The learning outcomes should
be directly connected to the candidate’s professional practice, considering both pedagogy
and discipline.
Deliverables
Individualized Learning Plan (ILP)
ILP Panel Meeting
Individualized Learning Plan (ILP)
An Individualized Learning Plan (ILP) is a proposal created by the candidate in collaboration
with their dean. The plan spells out what the candidate wants to learn, achieve, or
accomplish during the tenure process and includes two or three Faculty Learning Outcomes
(FLOs). One of these FLOs includes an Action Research Project (ARP). It is expected
that all or most of the seven Essential Competencies of a Valencia Educator will be
demonstrated through the accomplishment of the Faculty Learning Outcomes. Once the
ILP is approved during the ILP Panel Meeting, the candidate may move forward with
implementing their FLOs.
ILP Panel Meeting
During the second year, the candidate's dean convenes a panel of tenured faculty to
guide the candidate through the tenure process. The panel consists of tenured faculty
from both within and beyond the candidate's discipline and campus. The candidate submits
their ILP to their dean and panel prior to the ILP Panel Meeting, and the panelists
take time to review the plan.
The ILP Panel Meeting has two components. First, the candidate speaks on their understanding of all seven Essential Competencies and illustrates how each of the Essential Competencies manifest in their current practice. Second, the candidate, panel, and dean discuss the ILP's strengths and areas for development, and the panel either approves or helps the candidate to modify their FLOs based on this feedback. Once the FLOs have been approved - or modified and approved - the candidate can proceed with implementing their FLO projects.
Overview
In Year-3, candidates will deepen their understanding of all seven Essential Competencies
of a Valencia Educator and implement their faculty learning outcomes-based instructional
strategies. They will draft the relevant sections of their research-based portfolio,
using approved FLOs from the ILP and incorporating feedback from the Panel, TLA facilitators,
and other TLA consultants.
Deliverables
Draft Portfolio (in progress)
Draft Portfolio
The Year-3 portfolio serves as documentation of a candidate's FLO implementation strategies
outlined in the ILP, as well as significant results, reflective critiques, and reflections
on the Essential Competencies. At the beginning of Year-4, this Draft Portfolio is
presented to the candidate's panel for formative feedback.
Overview
In Year-4, candidates will continue to deepen their understanding of all seven Essential
Competencies of a Valencia Educator and reflect on their teaching practices. They
will submit their Draft Portfolio for feedback from their panel in the Fall, revise
it based on the feedback, and submit the Final version in the Spring. Additionally,
candidates will develop and implement an Advanced Practice Plan for continued service
to the college.
Deliverables
Draft Portfolio Panel Meeting
Final Portfolio
Final Portfolio Panel Meeting
Advanced Practice Plan
Draft Portfolio Panel Meeting
The panel from Year-2 is re-convened in Year-4 to review the candidate's draft portfolio
and recommend revisions during a live panel meeting led by the candidate's dean. The
panel meeting typically follows a conversational model where the panelists and the
candidate engage in an exchange of ideas with the intention of refining the candidate's
portfolio.
Final Portfolio
The Final Portfolio is the revised, comprehensive portfolio reflecting the feedback
and recommendations from the panel's report in Year-4. The Action Research Project
(ARP) in the Final Portfolio should be uploaded to the Canvas Commons for archiving
and dissemination across the college.
Final Portfolio Panel Meeting
This is a synchronous meeting attended by the Panelists and Dean. Please note that
the candidate does not attend this meeting. Prior to meeting, the Panelists and Dean
review the Final Portfolio. During this meeting, the attendees ensure that any sections
found unacceptable in the Draft Portfolio have been revised and are now at an acceptable
rating. From that, the Panelists and Dean use the Final Portfolio Report Form to determine
if the overall Portfolio is acceptable. In order to move into the Tenure Review Process
in Year-5, the candidate's Final Portfolio must be deemed acceptable by the majority
of the Panel members.
Advanced Practice Plan
The advanced practice plan is a document that outlines an additional need that benefits
either students, the college, the discipline, or the community. The plan describes
how the candidate will advance their practice in the service of the college. Following
the submission of the plan, candidates consult their dean for implementation approval.
Overview
Year-5 is the final year of the tenure process! In Year-5, candidates will submit
a reflection on their Advanced Practice. In addition, candidates will continue to
develop in the Essential Competencies of a Valencia Educator and apply knowledge gained
throughout the tenure process.
Deliverables
Advanced Practice Reflection
Advanced Practice Reflection
The Advanced Practice Reflection explains how candidates advanced their practice with
specific emphasis on candidate growth and contribution to students, the college, the
discipline, or the community. The reflection is submitted to the dean for review,
discussion, and approval.
Tenure Review Committee
The Tenure Review Committee is comprised of two faculty who are nominated by the candidate's
division. They are not the same faculty as those who served on a candidate's panel.
The TRC participates in a summative assessment of the eligible candidate’s pre-tenure
record and provides written remarks and summaries to be considered by the dean in
making a recommendation. The TRC’s primary role is to review information relative
to candidate performance and to counsel the dean on the division recommendation for
tenure for each candidate.
Recommendation for Tenure
When warranted by successful completion of the portfolio process and responsible professional
performance, both components culminate in the evaluation of the candidate’s completed
pre-tenure work by the tenure review committee (TRC), followed by appropriate recommendations
from the dean to the regional provost/VP, to the college president, and from the president
to the District Board of Trustees (DBOT).