6.1.c

6.1.c Personnel

Summarize policies, procedures, and practices of faculty workload; unit's use of faculty and
personnel in ensuring coherency and integrity of programs and operations; and resources and
opportunities for professional development.

Faculty workload is determined by the AAUP Collective Bargaining Agreement and is laid out as 12
flcs (faculty load credits) per semester per full-time faculty. The 12 flcs may include combinations of 3-
or 4- credit courses, supervisions of field and clinical experiences, research reassigned time, special
administrative tasks and chair/associate chair administration. Part-time faculty may carry no more than
two assignments per semester which add up to no more than 8 credits. Assignment of teaching and nonteaching
responsibilities are determined by program coordinator in consultation with individual faculty.
Faculty are primarily responsible for courses within their areas of expertise and experience. In cases
where multiple sections necessitate the hiring of adjunct faculty, a full-time faculty member may be
assigned as their mentor. Faculty are responsible for the drafting of course syllabi, determining course
content and outcomes (based on the EPP's conceptual framework and state and national standards) and
implementation. Please see relevant articles from the AAUP Collective Bargaining Agreement for details
about professional rights and responsibilities (article 4), working conditions (article 9) and workload (article 10).

All new faculty, including part-time faculty are offered an orientation to the university and its services at
the start of the Fall semester. New full-time faculty are also supported by the Dean's office by way of
two meetings with the Dean during their first year of appointment to discuss their individual tenure and
promotion plans. The Dean also prioritized resources for their professional development. Additionally,
full-time and part-time faculty are provided a handbook describing the university, policies and
procedures related to teaching, and other services.

EPP faculty meet as a department once a month and within their own programs equally as often.
Program coordinators and individual faculty are jointly responsible for coherency of content between
courses, integrity of program and for implementing program and EPP-wide assessments. They are
supported by the new CAEP committee to meet these aims. Faculty in conjunction with the Coordinator
of Educational and Clinical Experiences determine the expectations for field and clinical experiences.
The Coordinator meets with all the clinical supervisors once a month to conduct ongoing training,
quality control and to seek their input on programmatic improvements.

EPP faculty meet annually at a retreat to review EPP-wide data, determine programmatic changes,
implement and discuss EPP-wide changes. During the May 2016 retreat, EPP faculty decided to increase
the number of annual retreats to three meetings. The first EPP retreat will be in early Fall semester to
review Spring data and to implement or monitor changes in the upcoming Fall semester. Thus the first
retreat meeting for the upcoming academic year will be on August 26, 2016. The second EPP retreat
meeting will be in late December to discuss/review Fall implementations and to examine the data on
candidates' performance in licensure tests. The third EPP retreat will be in late May to compare annual
data with previous years, to determine trends and to plan for programmatic changes for the future years.
See the Assessment Transition timeline and the procedures for data management.

EPP faculty, both full-time and part-time, can avail themselves of all professional development
opportunities offered by the Office of Professional Development, the Center for Instructional
Technology and the Office of Equity and Diversity. Additionally, full-time faculty may seek research
release time and (if applicable) sabbatical release time to pursue their scholarly interests. Periodically,
the Dean, in coordination with the CAEP committee organizes EPP level professional development.
During the 2015-2016 academic year, the EPP faculty attended professional presentations by/on edTPA
(Fall 2015) and were offered a collegial consultation of EPP level assessment practices by Ball State
University (Spring 2016). During the pilot of edTPA (2015-2016), faculty were provided
implementation and local score of portfolio training, coordinated with the Connecticut State Department
of Education.

Eastern EPP is committed to maintaining its deep roots in intellectual and scholarly activities, effective
teaching practices, and continued and ongoing professional development.

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