Texas A&M AgriLife Extension Service. Professional Career Ladder System. for. Extension Program Specialists

Transcription

1 Texas A&M AgriLife Extension Service Professional Career Ladder System for Extension Program Specialists Effective December 1, 2016 Established May 2005 Revised 2008

2 Table of Contents I. Introduction... Page 1 II. Specific Titles for Extension Program Specialists... Page 1 III. Basis for Evaluation... Page 1 A. Program Development and Implementation... Page 2 B. Outcomes of Programs... Page 3 C. Faculty/Staff Training and Assistance... Page 3 D. Support of Extension Activities... Page 3 E. Coordination and Cooperation... Page 4 F. Professionalism and Service... Page 4 G. Additional Responsibilities... Page 4 IV. Standards of Achievement... Page 4 A. Extension Program Specialist I... Page 5 B. Extension Program Specialist II... Page 6 C. Extension Program Specialist III... Page 8 V. The Process for Professional Progression... Page 9 A. Unit Peer Review Committee... Page 10 B. Agency Peer Review Committee... Page 10 VI. Appeals Procedure for Professional Progression... Page 11 Appendices A I. Preparations for Promotion... Page 12 II. Checklist and Process Schedule... Page 13 B. Outline for Cumulative Faculty Achievement Report... Page 15 C. Performance Indicators and Sources of Information for Qualitative Assessment..Page 17 D. Performance Evaluation Form AG Page 21

3 I. INTRODUCTION Texas A&M AgriLife Extension Service Professional Career Ladder System for Extension Program Specialists Texas A&M AgriLife Extension Service personnel extend relevant, science-based information to the people of Texas through a variety of educational programs as a part of the mission of the land-grant university system. Although the work of all Extension educators is essential to achieving the land-grant mission, the job description, responsibilities, and duties of Extension educators are not the same. This document provides a framework to recognize and delineate differences within Extension s program delivery system, and provides a professional career ladder for Extension Program Specialists. Extension Program Specialists are significant contributors to the delivery of educational programs, products and/or services that provide direct support to the overall Extension mission. They are expected to be creative and progressive in their work. They foster cooperative working relationships with other employees and maintain a detailed knowledge of educational programs, research efforts, and organizational needs to provide effective programs, products, and support services. Extension Program Specialists should continuously advance in their knowledge of and ability to apply principles, techniques, and technologies from their respective fields to the development and delivery of educational programs, products, and/or services for all people. Standards of achievement in this career ladder system are flexible enough to accommodate a wide array of job descriptions and duties, given the varied nature among Extension Program Specialist positions. II. SPECIFIC TITLES FOR EXTENSION PROGRAM SPECIALISTS Progressive, non-tenured ranks will be assigned to each qualified Extension Program Specialist. The professional title will include Extension Program Specialist, the rank, and may be followed by a subject matter subtitle or department name. Three rank levels will be used: Level I, Level II, and Level III. Example uses of titles and rank are: Extension Program Specialist I Risk Management Extension Program Specialist II Entomology Extension Program Specialist III 4-H Youth Development III. BASIS FOR EVALUATION Extension Program Specialists will be evaluated for advancement through the career ladder system as established in these guidelines. Evaluation of an individual s effectiveness and level of accomplishment will be based upon diverse activities and overall contributions documented in the individual s cumulative faculty achievement report (CFAR; see Appendix B). The significance of accomplishments should be placed in the context of the strategic plans and goals of the individual s program, the unit, and the agency as a whole. These contributions and accomplishments will be assessed by peer, supervisory, and clientele input. Critical to this process is a carefully formed position description that conveys the specific responsibilities, duties, and expected program outcomes or deliverables for the individual in an Extension Program Specialist position. Position descriptions should be reviewed annually and modified, 1

4 with concurrence of the supervisor, to accurately reflect workload and responsibilities. The weighting of specific evaluation criteria may be flexible across various position descriptions in order to reward accomplishments appropriate for supporting specific expectations. The process of promotion begins when a prospective professional is considered for employment. At that time, expectations for professional advancement through this career ladder system should be made clear by the hiring supervisor. For a new employee, initial ranking as an Extension Program Specialist is based on the individual s previous professional experiences and education, as consistent with the guidelines in this document. The hiring supervisor will recommend through administrative channels an initial assigned rank for the Extension Program Specialist, with final approval made by the appropriate associate director. Once employed, individual performance should be evaluated annually and performance metrics discussed by the supervisor. If the unit head is not the supervisor, the unit head should also review and approve the performance document. A properly conducted performance review will allow the Extension Program Specialist to understand how well he or she is progressing toward consideration for promotion to the next level. The unit head will provide appropriate feedback to Extension Program Specialists, as specified by the Performance Appraisal System, regarding their performance. While it is recognized that agency and department priorities and performance criteria may change over time, individuals must be kept informed of current expectations and their evaluations should be conducted in a consistent manner. Individuals may meet with the unit head or unit peer committee for counsel upon request. A departmental or unit mentoring program is highly recommended to assist Extension Program Specialists in achieving advancement. Activities documented in six standard professional performance domains, along with a domain to encompass additional responsibilities, form the basis for an accurate assessment of professional progress of Extension Program Specialists under consideration for promotion. These domains, listed below, align with the CFAR outline and the instrument used by supervisors for annual performance evaluations (AG-478; see Appendix D). A. Program Development and Implementation This domain encompasses all work (initiated or assigned) to plan, develop, and deliver content; set priorities and emphases; and implement Extension programming and initiatives from the unit to interdisciplinary and agency levels and beyond. This domain includes program delivery; development and distribution of educational materials, whether printed or electronic; as well as demonstration of new technology and programming associated with it. It also includes all planning activities with others, e.g., county Extension agents and county boards/committees, specialists and teaching/research faculty, industry, clientele leaders and groups, and other organizations and agencies, for both clientelefocused education and training of volunteers in program delivery and evaluation. A variety of peer and clientele inputs appropriate to the candidate s position may be used to document the quality, creativity, significance, and professionalism of his/her efforts and/or leadership in developing Extension programs, services, products, and/or processes. Some Extension Program Specialists have positions that place them regularly in direct program delivery contact with customers external to the unit and the organization while others do not. Thus, appropriate evaluation should reflect the assimilation and synthesis of corroborating information and sources relevant to the position. 2

5 B. Outcomes of Programs The outcomes and impacts of program implementation and teaching should be included in this section, as well as educational outputs. Outcome/impact activity includes program evaluation and interpretation of program outcomes to a wide variety of audiences. This entails identifying measurable indicators of program impacts, establishing baseline data collection, and documenting outcomes and impacts resulting from programming efforts. Evidence of successful programs and impacts includes, but is not limited to: changes in knowledge, skills, attitudes, practices, and behavior; accident rate reduction; lives saved; money saved; improved health; improved income and economic viability; positive environmental impacts of BMPs, etc. Data may be obtained from a variety of sources for these purposes. Other agencies, groups, and organizations may also be involved in program evaluation and interpretation. Outputs include activities designed to teach Extension clientele using direct contact methods, such as educational meetings, workshops, tours, field days, online courses, etc. This includes responding to individual client requests for assistance, by mail or , phone, or personal conference. It also includes indirect support of educational programming (preparation and dissemination of newsletters, publications, blogs, appropriate social media and teaching materials, and mass media usage.) Creativity and initiative for incorporation of new technology and innovations are encouraged and recognized. C. Faculty/Staff Training and Assistance Extension Program Specialists may be called upon to help meet faculty and staff training needs, or they may be in a position to identify a need and initiate training opportunities. This performance domain covers all work individually and with others to determine and provide content, priorities and the emphasis of educational offerings for faculty/staff professional development and training, as well as involvement in implementation of training. It includes all support in providing assistance to faculty and staff, particularly regarding the processes, frequently asked questions, etc., pertaining to the Extension program specialist s job and department or unit. Contributions to faculty/staff training and assistance may include development of training curricula and resources, as well as delivery at professional development programs or via self-study methods that are accessible to faculty and staff. Furthermore, Extension Program Specialists may serve as a resource contact via various methods, including extension Ask an Expert, to assist faculty and staff in answering both internal and external/clientele questions. Program Specialists will also be recognized in this domain for assistance in initiating, evaluating, and reporting demonstrations and applied research. D. Support of Extension Activities This performance domain includes all activity to enhance program effectiveness by seeking and maintaining financial, material, and human support through grants, contracts, participant fees, sponsorships, and innovative linkages with other agencies, industry, or organizations. Examples are support for demonstrations and applied research, support of programs, publications and materials, and other organizational needs, as well as 4-H contests and recognition of cooperators and volunteer leaders. Grant and fee-based program efforts should be evaluated on the basis of proposals or solicitations submitted and funds generated from those activities. 3

6 Also within this domain, Program Specialists will be evaluated in regards to organizational maintenance and support, which covers: 1) routine accountability and reporting of all types; 2) development of individual plans of work on an annual basis; 3) responsiveness to administrative requests; 4) special projects; and 5) internal and external committees, such as those concerned with operational efficiency, awards, public relations, etc. E. Coordination and Cooperation This performance domain encompasses timely and effective teamwork, communication, coordination, scheduling, and all other actions to establish and enhance mutual support among internal and external individuals, groups, and organizations that have related responsibilities, resources, or audiences. This includes coordination and cooperation with: 1) other department/unit members and the supervisor; 2) specialists and research faculty in other disciplines; 3) district Extension administrators, regional program leaders, county faculty; and 4) other agencies and organizations. Assessment in this area should involve judgments of unit teamwork and cooperative efforts with colleagues across the organization, as well as the building and fostering of productive cooperative relationships with external groups and colleagues across the state and nation. Some program specialists have specifically defined areas and responsibilities by geography, funding source or position description, which affect the scope of cooperation and coordination. Evaluation of efforts in coordination and cooperation should reflect expectations outlined in position descriptions. F. Professionalism and Service It is critical for Extension Program Specialists to remain current with skills, technology delivery methods, and subject matter expertise associated with their post. Evidence of the continuous acquisition of knowledge, skills, and application through formal training or other means should be assessed. Development of depth of knowledge in an area of expertise and continued breadth of knowledge in the respective fields are expected. Leadership and activity in professional organizations, including sharing of one's expertise through publications and presentations at professional meetings, are encouraged and will be considered in the review process. Applied or adaptive research could be a component along with comprehensive program evaluations. Awards and honors for specific programs or services through structured award competitions will be considered. G. Additional Responsibilities These include responsibilities specifically identified in the Extension Program Specialist s position description that do not fall within one of the six sections above, or are in response to an unpredicted situation. IV. STANDARDS OF ACHIEVEMENT There are three ranks in the Extension Program Specialist career ladder system Level I, Level II, and Level III (highest ranking). Level I is not a mandated entry level rank. The rank most appropriate to a new hire s credentials should be assigned by the hiring supervisor and could be a Level I, II, or III. 4

7 A. Extension Program Specialist I 1. Degree and Experience Requirements Master's degree in a relevant field is preferred, however candidates with a bachelor s degree in a relevant field and five years of relevant professional experience meet basic qualifications. 2. Performance Domains: (a) Program Development and Implementation Perceived ability and evidence of competence necessary to: S Effectively plan, deliver, and/or coordinate the program development process. S Determine and understand the type of educational products and reports needed to meet the variable needs of external clientele (end-users, etc.), internal clientele (county faculty, specialists, scientists, administrators), and the organization. S Manage projects and priorities to complete job responsibilities and duties in a timely manner. S Implement effective approaches to the problem-solving processes involved in producing educational programs and services. S Effectively utilize and adapt available technologies in program development and delivery. (b) (c) (d) Outcomes of Programs Satisfactory indication of personal/professional traits necessary to: S Assess and report outcomes, impacts, and outputs of programs. S Develop effective learning environments for adult and/or youth audiences. S Determine and understand the variable needs and interests of targeted audiences for effective program delivery. S Select suitable teaching methods and techniques for achieving learning objectives. S Identify, train, and support volunteers to enhance effective adult and/or youth education programs. S Utilize feedback and evaluations to improve teaching effectiveness. Faculty/Staff Training and Assistance Satisfactory indication of collaboration and initiative to: S Contribute to faculty/staff training and assistance, as needed. S Serve as a resource contact to other faculty and staff, including district and county personnel. S Support development and distribution of training and informational materials. This includes contributions to internal employee websites, blogs, and newsletters, etc. Support of Extension Activities Satisfactory indication of personal/professional traits necessary to: S Understand the agency mission, organizational operations, and goals. S Support planning and production of materials to enhance outreach education and informational programs. 5

8 S Function effectively on program planning committees and in various service capacities at the unit and agency level. S Support training and grant-seeking activities, both submitted and awarded. S Effectively participate on internal Extension organizational committees. S Work with individuals, organizations, agencies, and/or corporate entities to provide financial and in-kind support for Extension programming. (e) (f) Coordination and Cooperation Professional and personal attributes necessary to: S Work as an effective team member to plan, produce, and implement educational programs, products, and services. S Contribute effectively to team efforts which extend beyond the department or unit (i.e., program development teams, issue response teams, etc.). S Work cooperatively with industry and other external groups (i.e., associations, agencies, related companies) to advance organizational goals. S Coordinate Extension activities with appropriate units and individuals in order to increase efficiency and effectiveness. Professionalism and Service Evidence indicating a commitment to: S Increase competency in areas of expertise. S Improve technical skills; keep current with technological changes. S Participate in and contribute to professional and/or industry organizations and activities. S Pursue professional goals. S Contribute to professional organizations through membership, attendance, and service. B. Extension Program Specialist II The standards of achievement presented here are in addition to standards for the Extension Program Specialist, Level I. 1. Degree and Experience Requirements (a) For promotion: Master's degree and a minimum of five years since Level I appointment. (b) For appointment of new hires to Level II: Master's degree and five years of relevant professional experience. 2. Performance Domains (in addition to those of the lower rank) (a) Program Development and Implementation Demonstrated ability and evidence of competence in: S Assessment of internal/external clientele and targeted audiences as a basis for development of effective and relevant educational products or services to meet expectations of customers and stakeholders. S Recognition from peers for effective programming, i.e. planning, leading, delivering, and/or coordinating development of in-depth programs or complex educational events. S Understanding and application of principles and technologies for effective programs or services. 6

9 S Evaluation of programs and activities in relation to outcome plans and program objectives/requirements. (b) (c) (d) (e) (f) Outcomes of Programs Demonstrated ability and evidence of competence necessary to: S Deliver or facilitate delivery of educational programming, utilizing appropriate delivery techniques, which address expressed clientele needs. S Plan, develop and conduct appropriate learning experiences for appropriate audiences. S Use and aid in the development of specialized curriculum materials and learning modules. S Utilize evaluations to understand the effectiveness of teaching methods. Faculty/Staff Training and Assistance Demonstrated ability and evidence of competence necessary to: S Identify faculty/staff training needs and to deliver or facilitate the delivery of faculty/staff training. S Employ train-the-trainer methods to enable targeted faculty/staff to train other personnel. S Utilize evaluations to determine training outcomes and future objectives. S Initiate professional development updates (PDUs) to county Extension agents, as needed, through appropriate channels. S Plan and provide assistance proactively. Support of Extension Activities Personal and professional traits and ability to: Demonstrate a high degree of understanding of the subject matter area and its relationship to AgriLife Extension s mission, goals, and public relations. S Attain recognition by unit peers, faculty, administration, and others for planning, developing, and implementing highly effective programs. S Share knowledge with others through effective communication programs, if appropriate to the position. S Contribute to grant proposals and execution of grants, as appropriate for the position. S Develop and implement fee-supported programs with clientele. S Demonstrate effective working relationships with sponsors and donors in securing and maintaining support and resources for educational programs. Coordination and Cooperation Professional and personal attributes necessary to: S Make significant contributions through leadership roles on unit and agency teams. S Develop personal and organizational relationships with industry and other external groups to advance organizational goals. Professionalism and Service Evidence indicating a commitment to or acquisition of: S Demonstrated depth of expertise in the area of specialization for the position. 7

10 S Expanded competency in the discipline. S Establish a record of activity and recognition in professional and/or Industry-related organizations that benefit AgriLife Extension goals. S Show progress toward stated professional goals. C. Extension Program Specialist III The standards of achievement presented here are additive to those standards for the Extension Program Specialist, Level II. 1. Degree and Experience Requirements (a) For promotion: Master's degree and a minimum of five years since Level II promotion or appointment. (b) For appointment of new hires to Level III: Master's degree in a relevant field and 10 years of relevant professional experience. 2. Performance Domains (in addition to those of the lower ranks) (a) Program Development and Implementation Ability and evidence of competence necessary to: S Plan and implement innovative and comprehensive development of educational programs and initiatives, from needs assessment through implementation and evaluation. S Demonstrate creative thinking to solve problems associated with complex educational problems and issues. S Be recognized for novel and innovative application of technology, problemsolving, and development of educational programming by internal/external peers and administration. S Implement educational programs or services that produce significant outcomes within individuals or communities. (b) Outcomes of Programs Personal and professional traits necessary to: S Implement programs and teaching methodology which are innovative, comprehensive, and timely to meet the needs of targeted audiences. S Provide technical assistance and expert guidance to Extension personnel at different levels of the organization, and others as needed. S Utilize innovative evaluation methods to improve quality of program delivery and educational products. S Demonstrate exemplary competence in developing and writing newsletters, news articles, technical fact sheets, and/or other educational materials. (c) Faculty/Staff Training and Assistance S Evidence of ability and competence necessary to: Proactively determine training needs and the planning and implementation of training opportunities, with coordination through appropriate supervisory channels and the Organizational Development unit. S Establish systematic methods of providing assistance to faculty and staff by developing high quality information and resources and providing them through formalized channels and media. 8

11 (d) (e) (f) Support of Extension Activities Personal and professional traits necessary to: S Demonstrate leadership in originating/ redesigning new support activities or concepts which advance organizational goals. S Attain leadership roles on organizational planning committees and in various service capacities at the agency level. S As appropriate for the position, identify, secure, and maintain financial support and resources for educational programs. S Supervise and/or mentor new or less experienced personnel. Coordination and Cooperation Professional and personal attributes necessary to: S Provide leadership to create partnerships and/or collaborate with external groups to accomplish program objectives and meet clientele educational needs. S Give leadership to establish and/or expand useful cooperative relationships with industry and other external groups to advance organizational goals through improved public relations and potential joint resources. S Effectively coordinate complex educational activities at different levels of the organization. Professionalism and Service Evidence indicating a commitment to: S Possess and maintain a comprehensive knowledge of subject matter relevant to position responsibilities and duties. S Show attainment and renewal of professional goals S Establish a reputation among colleagues and clientele for having contributed significantly in one's area of expertise. S Assume leadership roles and/or gain recognition in professional/industry organizations, as appropriate for the position and organizational goals. V. THE PROCESS FOR PROFESSIONAL PROGRESSION Following appointment to an initial rank, an Extension Program Specialist will become eligible to seek promotion after meeting the degree and additional experience requirements for the next rank, as well as being able to document achievements toward the stated criteria for each level. Upon becoming eligible to seek promotion, the candidate may apply annually for consideration of attaining the next higher rank. A. Unit Peer Review Committee A unit peer review committee will be established by each unit to review requests for promotion by Program Specialists within the unit. This committee should be composed of appropriate members selected by the unit head from active faculty, primarily from within the unit, who can evaluate the quality and breadth of the overall performance of the individual. The unit head (or designee) must receive input from a peer review committee before forwarding a recommendation on a candidate. The committee is designated by the unit head and must be well-structured. The peer review committee must meet the following guidelines: 9

12 1. A unit peer review committee should have a minimum of five actively employed Extension faculty, as follows: Extension Program Specialists at the upper two levels of rank are eligible to serve, but only those with a rank higher than the candidate being considered may participate in that candidate s review for promotion. Extension specialists (professor or associate professor) may also serve on the committee. 2. Committee recommendations should be based on the criteria and procedural guidelines established in this document and reflected in the candidate s promotion package. 3. Committee deliberations must be conducted in confidence to the extent permissible by law and should focus on the content of the promotion package only. 4. Committee recommendations are advisory in nature. The recommendation letter must report the vote of the committee, including abstentions, and validate the recommendation of the peer review committee vote. 5. The unit head (or designee) is responsible for conferring with the promotion candidate about the unit committee s recommendations and for continuing with the process prescribed herein. 6. If neither the unit peer review committee nor the unit head (or designee) recommend the promotion package moving forward, no further action will be taken. In the next annual cycle, the promotion process may start again, given appropriate professional achievement. 7. If the unit head and the unit peer review committee disagree on a recommendation, then the unit head will forward the candidate's record through the agency director (or designee) for examination by the Extension Professional Career Ladder Peer Review Committee for Extension Program Specialists. B. Agency Peer Review Committee The agency director (or designee) will appoint a seven-member agency-level committee the Extension Professional Career Ladder Peer Review Committee for Extension Program Specialists to consider all unit-level recommendations. The agency committee will include at least three members from within the Program Specialist career ladder, reflecting the appropriate disciplinary expertise and rank necessary to evaluate candidates applying for level promotions. The remaining committee membership should be comprised of active Extension specialists (professor or associate professor) from units having at least one Extension Program Specialist. When serving on this committee, all members may participate in deliberations; however, members must abstain from voting on any promotion package that they assessed as a voting unit reviewer during the same promotion cycle. The committee will be responsible for reviewing all recommendations for promotion under this Professional Career Ladder system. The committee's recommendation on requests for promotion will be submitted to the agency director (or designee) for final review and approval. 10

13 VI. APPEALS PROCEDURE FOR PROFESSIONAL PROGRESSION Candidates for promotion are responsible for adhering to the promotion guidelines. If an Extension Program Specialist s promotion is turned down, the candidate has the right to present grievances concerning progression through this professional career ladder by filing a written appeal to the agency director. Basis for an appeal regarding progression in rank exists when, in the opinion of the Extension Program Specialist, the reviewing unit failed to adhere to procedures detailed in this document. A. The written appeal must include foundational reasoning and any supporting evidence and/or documentation to be considered. Written appeals concerning denial of progression in rank must be filed within 20 working days of notification of denial. Individuals having concerns or grievances regarding other aspects of the Professional Career Ladder for Extension Program Specialists are encouraged to seek resolution of those concerns through established supervisory channels before filing a written appeal. On receipt of an appeal request from a promotion candidate, a five-member, ad hoc Appeals Committee shall be appointed by the agency director to review and/or hear individual appeals regarding progression in rank. Committee membership should be composed of Extension Program Specialists chosen from units other than the adloc of appellant and holding a rank equal to or higher than the rank sought by the appellant. B. The appellant may request to meet with the Appeals Committee to present the case. Such a request shall be included in the written appeal. If the appellant elects to be represented by an attorney, the appellant will notify the agency director at least five working days before the date the appeal is to be heard. The appellant will be solely responsible for any legal expenses incurred in such representation. C. The Appeals Committee shall judge the merits of the case and forward its written recommendation with supporting documentation to the agency director for final action. D. The agency director shall notify the appellant in writing of acceptance or rejection of the Appeals Committee recommendation. Such notification shall be made within 60 working days of receipt of the written appeal by the director. 11

14 I. PREPARATIONS FOR PROMOTION Appendix A A. It is recommended that each unit establish a promotion oversight or mentor committee to aid candidates in the development of resources required in the promotion process. Each unit must establish a five-member unit peer review committee for Extension Program Specialists based on Section V.A.1 in the guidelines. B. All individuals in the Professional Career Ladder System for Extension Program Specialists shall receive an annual performance evaluation by their immediate supervisor. If the unit head is not the individual s immediate supervisor, then the unit head will also review the evaluation. C. Individuals who seek promotion should prepare and submit required materials to the unit head. The unit head should establish a submission deadline each year that allows sufficient time for the unit-level review process. The materials required from the promotion candidate are: 1. A promotion request statement (limited to two pages). If appropriate, copies of previous position descriptions may be added to clarify job function throughout an individual s career. 2. A cumulative faculty achievement report (CFAR), as outlined in Appendix B. The CFAR should be comprehensive of the candidate s career and include a current position description. The report must be signed by the candidate indicating it is the most current and correct as of the date of the signature. 3. Four external letters from target audiences. These are solicited or unsolicited letters from individuals to whom the candidate s work is directed; e.g., clientele, agents, specialists, researchers, and staff. The unit head will solicit at least two of these from a list contacts in target audiences selected by the applicant. 4. Representative samples of work, for review at the unit level only. D. Before forwarding materials to the agency-level peer review committee, the unit peer review committee will add: 1. An evaluative statement of CFAR quality regarding the following, as appropriate: program development and implementation, outcome of programs, faculty/staff training and assistance, support of Extension activities, coordination and cooperation, and professional development and service; and 2. A recommendation for or against promotion, including the committee s vote and basis for recommendation. 12

15 E. The unit head (or designee) will add a letter of recommendation for or against promotion, including the unit committee s membership and vote tally, and the unit head s basis for recommendation. F. The unit head (or designee) must inform the candidate in a timely manner of the recommendation for or against promotion at each level of the review process. In the event of a negative promotion decision, the candidate shall be informed in writing concerning the decision. G. Candidates have a right to appeal negative promotion decisions. See Section VI in the guidelines. II. CHECKLIST AND PROCESS SCHEDULE A. Checklist of materials to be submitted by candidate: [ ] Candidate s statement, up to two pages. [ ] Comprehensive cumulative faculty achievement report, which includes current position description. [ ] Four supportive letters solicited or unsolicited letters from individuals to whom the candidate s work is directed. [ ] Representative examples of the candidate s work, for review at the unit level only. Examples should not be forwarded to the agency review committee but should be retained by the unit pending completion of the entire promotion process. B. Checklist of materials added by unit peer review committee and unit head, following the items above: [ ] From unit peer review committee A letter of recommendation for or against promotion, including the committee s vote and basis for recommendation, along with a statement of CFAR quality (See Appendix A, Section I Preparations for Promotion ). [ ] From unit head A letter of recommendation for or against promotion, including the unit committee s membership and vote tally, and the unit head s basis for recommendation. C. Promotion Process Schedule The promotion process begins with the unit head s announcement each year requesting interest on the part of Extension Program Specialists and ends with the effective date of promotion September 1 of the following year. Specific dates will be provided with the annual announcement. Dates in this schedule are general in nature and will vary slightly from year to year. 13

16 Jan-Feb A training session on the program specialist career ladder process and CFAR preparation will be offered annually; open to interested candidates and supervisors. May-June June-July August Mid-Oct Mid-Nov Jan.-Mar. Unit head announces beginning of promotion process and receives responses back from interested candidates. Unit head (or designee) forms unit peer review committee for Extension Program Specialists. Candidates submit promotion request and supporting materials to unit head who forwards them to the unit peer review committee. Unit peer review committee forwards all materials, statements of quality and recommendations for/against promotion to unit head. Unit head forwards promotion package (all materials, excluding work samples), letters of support, the unit peer review committee s recommendations, and his/her letter of recommendation to the agency director (or designee) for distribution to and review by the agency s Extension Professional Career Ladder Peer Review Committee for Extension Program Specialists. Promotion materials forwarded by the unit head are evaluated by Extension Professional Career Ladder Peer Review Committee for Extension Program Specialists. Mid-March Extension Professional Career Ladder Peer Review Committee for Extension Program Specialists transmits recommendations on promotion to the agency director. The agency director makes final decisions and communicates the outcome to the relevant unit heads, and the unit heads then forward the notification to each candidate. Early April Appeals to be filed as appropriate. See Section VI. May Sept 1 Promotions announced. Promotions become effective. 14

17 Appendix B Outline for Cumulative Faculty Achievement Report (CFAR) I. Personal Information A. Name: B. Title: C. Current department or program unit: D. Date initially hired/appointed to Extension: E. Date of last promotion in rank (if applicable): II. Position Description A. Percent Appointment AgriLife Extension: AgriLife Research: Teaching (name university): 100% B. Major Areas of Performance Describe duties related to the headings below, which align with the program specialist performance domains. Simply note if there are no responsibilities to report under a heading. Use sufficient detail to enable reviewers to understand the role and scope of the position. Consider statements that provide context, such as, my technical specialization is, work includes adult/youth audiences with emphasis on, and program development/ delivery/support is primarily focused on. Subsections may be added to emphasize special or unique areas of responsibility. a. Program Development and Implementation b. Outcome of Programs c. Faculty/Staff Training and Assistance d. Support of Extension Activities e. Coordination and Cooperation f. Professionalism and Service g.additional Responsibilities NOTE: A limit of two pages is preferred for the information above. III. Education, Training and Specialization A. Academic Background: Degrees Graduation Date Major University B.S./B.A. M.S/M.A. Ph.D. Ed.D. B. Current Professional Certifications (list with date obtained) 15

18 C. Professional Experience: Starting with the most recent, briefly list and describe your prior roles, jobs, and background. IV. Cumulative Achievements Report your achievements in each performance domain. Refer to Section III, Basis for Evaluation, and Section IV, Standards of Achievement for the rank you are seeking. For content, consider the performance indicators and sources of information for qualitative assessment, as described in the next section of the Appendix. Incorporate subheadings and subsections as desired. Simply note not applicable if a performance area is not part of your job duties. A. Program Development and Implementation B. Outcome of Program C. Faculty/Staff Training and Assistance D. Support of Extension Activities E. Coordination and Cooperation F. Professionalism and Service G. Additional Responsibilities V. Narrative Summary of Major Achievements Present a brief statement/overview of major accomplishments reported in the CFAR (two pages or less) 16

19 Appendix C Performance Indicators and Sources of Information for Qualitative Assessment A promotion candidate s cumulative faculty achievement report shall offer comprehensive, evaluative information, which gives evidence of meeting the standards of achievement in each performance domain, as appropriate to the candidate s position description and the rank sought. Performance indicators and evaluative information may include, but are not limited to, the examples in this appendix. Listings are not inclusive and are intended only to help guide the preparation and evaluation of content in the promotion package. Program Development and Implementation Pertains to development of programs, services, products, and processes, and all related work to plan and determine their methodology, content, priorities, and emphases. Includes all activity designed to teach Extension clientele using a direct contact method, such as educational meetings, workshops, tours, field days, etc., as well as responses to individual client requests for assistance by mail, , phone, or personal conference, etc. It also includes indirect program support directed toward educational programming (preparation and dissemination of newsletters, publications and teaching materials, and mass media usage.) Planning meetings with agents and program councils/committees. Planning meetings with clientele/agencies/organizations. Extension issues/initiatives planning. Interdisciplinary joint planning. Self-initiated program planning efforts. Individual presentations and webinars (list in chronological order, with presentation topic, location and nature of meeting; attendance numbers optional). Presentation materials, publications, and educational resources (with formal citations) e.g., fact sheets, result demonstration reports, videos, PowerPoints, online courses, software, popular and refereed articles, etc. Major activities and role, e.g., short course coordinator, workshop planner, conference chair or committee member, field tour host, etc. Evidence of plans, designs and/or the implementation of field or other projects that demonstrate, evaluate, and/or validate new technology to clientele. Outcomes of Program Pertains to measuring and documenting program outcomes and outputs, as well as clientele engagement (e.g., contacts, contact hours, demographics, and customer satisfaction). Encompasses program or educational product evaluations (including services provided, programs, and processes) that attest to usefulness, effectiveness, impact, creativity, or other dimensions of evaluation. Evaluations may be internal and/or external and emanate from internal clients, users, external clientele, or peers. Evidence of successful programs and impacts may include changes in knowledge, skills, behaviors, adoption of BMPs, improved income, etc. Also includes evidence that the professional has been a catalyst for the initiation or adoption of new methodologies or processes, including those that result from developing interactions with other Extension, research, or 17

20 teaching professionals and external clientele. May include any involvement in evaluating agent progress toward goal achievement in county plans of work, and special evaluation projects such as economic impact studies. Examples of Evaluations and Client Feedback, which may be solicited or unsolicited: Reports that include the impact of technology use. Reports to or from regional program leaders, district Extension administrators, or county Extension directors about responsiveness of the program specialist to CEA or clientele needs. Commendation letter, testimonials, or excepts from them Recognition of services provided in applied research and result demonstrations. Recognition of contributions in preparation of handbooks, educational curricula, or other educational products. Recognition of outstanding faculty/staff professional development training programs. Awards/recognitions from external audiences. Faculty/Staff Training and Assistance Includes all educational activity conducted using a direct contact method, as well as work to develop resources specifically for training and assisting Extension and Texas A&M AgriLife personnel. Includes responding to internal requests by individual office conference, correspondence, telephone, etc. Group programs. Individualized training. Support of Extension Activities Includes internal organizational maintenance and support, such as Extension staff committees concerned with operational efficiency (reports, awards, public relations, etc.), developing individual plans of work; and reporting of all types. Also includes financial and/or material support, to maintain liaison with sponsors in securing and continuing support for Extension educational programs and activities (demonstrations, materials, and other organizational needs, 4-H contests, and leader/cooperator recognition). Grants/contracts funded: brief title, sponsor, funding level, project duration and your role in the project Grants/contract proposals submitted but not funded. Gifts: Brief description, donor, funding level, and your role in acquiring. Please include in kind gifts. Coordination and Cooperation Actions to establish and enhance mutual support among individuals, groups, and organizations that have related responsibilities, resources and/or audiences. This category includes coordination with other members and the supervisor in the planning unit, cooperation with specialists in other disciplines, coordination and scheduling with district Extension administrators and county faculty, and cooperation with other agencies and organizations that have programs and responsibilities for mutual audiences. Committee activities within TAMUS units. Participation with industry groups/other governmental agencies. 18

21 Collaboration and coordination with colleagues: interdisciplinary; departmental/program unit; Extension initiative teams. Professionalism and Service Membership in professional and honor societies: list offices held and/or other major committee responsibilities in professional and job related organizations. TAMUS service: list memberships and chairmanships of departmental, center, school, college, division and/or university committees. Public service: non-extension presentations. Editing: List editing or review of books, scientific journals, etc. Consulting activities. Self-Improvement Activities. List sabbaticals, professional development, or other service activities. Awards/Recognition: individual or team honors/awards received in the reporting year for outstanding performance, products, programs, or services. Service in professional organizations Examples of Internal Peer Awards/Associations agency, Texas A&M AgriLife and TAMUS awards; employee associations awards (state and lower divisions); e.g.: Extension Superior Service Awards Vice Chancellor's Awards in Excellence Regents Fellow Service and Association of Former Students awards Texas Extension Specialists Association Agent associations (TCAAA, TAE4-HA and TEAFCS) Epsilon Sigma Phi Alpha Zeta Chapter Awards Gamma Sigma Delta, Honorary Society of Agriculture, local chapter Examples of External Peer Awards Southern Region and national awards, etc., e.g.: Epsilon Sigma Phi (national organization/awards) Professional association regional and national awards APLU and USDA awards Awards from professional societies, commodity groups, other stakeholder groups, state and federal agency awards Evidence of increasingly sophisticated use and application of technology. Evidence of increasingly sophisticated knowledge of the organization and the land-grant university system. Sharing of expertise within the organization and through activity in professional and industry organizations. Leadership in networking internally, both horizontally and vertically, as well as externally with respective industry professionals and groups. Examples of Professional Development: Participation in and presentations at state and national conferences Membership in professional organizations 19

22 Leadership roles in professional organizations, as well as service (e.g. committee work, editorial service, etc.) Additional Responsibilities Supervisory duties, if applicable. Briefly describe percent of professional time required, scope of supervisory assignment and personnel supervised. Teaching activities, when applicable: 1. List courses, credit hours, sections and individual s role, such as instructor, coordinator, team lecturer, guest lecturer, etc. Can include student evaluations and other measures of student success. 2. List guest lectures (undergraduate and graduate) for campus-based departmentalized units and other universities. Research activities, when applicable: 1. List project numbers, title and duration for service as project leader, investigator or collaborator. 2. List extramural support for research as project leader, investigator or cooperator. Give title, sponsor, amount of funds and project duration. Provide in a cumulative and chronological format. 3. List proposals not funded. Continuing education/international programs, when applicable: 1. Type of activity and role of individual in continuing education. 2. International Program Activities: list countries, projects, role of individual and dates. 20