English Language Insitute
Promotion Policies and Procedures:
July 13, 2004
The English Language Institute (ELI) is a service-oriented, self-supporting
unit of the University of Delaware. Through its Intensive English Program,
the ELI offers English language instruction and academic and cultural
orientation. Its clients include international students wishing to improve
their language skills for matriculation into graduate or undergraduate
programs and professionals wanting to improve their language skills for
career advancement. The core program of academic, business, and culture
track Listening/Speaking and Reading/Writing classes operates year-round
in six 8-week sessions. Significant ELI services to the University include
the testing and screening of international students and providing English
as a Second Language expertise for international projects and grants.
Some ELI faculty members teach in the MATESL program as well as provide
training and supervision for MATESL candidates. Special programs offered
by the Institute include pre-academic language training for conditionally
admitted or pre-admitted graduate and undergraduate students; short term
English for Specific Purposes Programs; the University of Delaware English
as a Foreign Language Teacher Training Institute; and the International
Teaching Assistant Training Program. In addition, there is a Corporate
Program of Business English for professionals, serving local and international
corporations. ELI faculty members also regularly serve as visiting professors
at overseas universities. Finally, the Institute jointly administers
and provides teachers for the elementary and intermediate Limited English
Proficiency Programs of the Christina Schools.
Teaching comprises the heart of the ELI professional’s performance.
At the ELI, pedagogy is paramount because the Institute exists only so
long as it satisfies its clients’/students’ goals. This fact is reflected
in a teaching load which is heavier than that carried by most of the
other academic units at the University of Delaware. Continuing contract
faculty who hold the rank of Instructor are required to possess a Master’s
degree in Teaching English as a Second Language (TESL) or a related field
and to have at least 3 years’ teaching experience
in an intensive English language program.* Institute faculty,
who typically hold either 2 10-month or 11-month contracts, have administered
workloads that often assign a weighted effort of 90% for teaching and
10% for service.
The promotion ladder described herein recognizes the professional achievements
of ELI faculty and offers career growth. “Promotion” in this document
refers to the act of reclassifying faculty who hold non-tenure track
positions to the ranks of assistant, associate, or full professor.
Promotion to Assistant Professor
A faculty member who wishes to apply for promotion to the rank of Assistant
Professor must have a minimum of 6 years Intensive English Program (IEP)
experience. It should also be noted that although new faculty generally
enter at the Instructor level, those newly hired faculty who have attained
a higher faculty rank at other universities or departments may apply
to retain their prior rank, provided they meet all of the criteria contained
in this document for each respective rank.
In assessing a candidate for promotion to the rank of Assistant Professor,
the Peer Review and Promotion Committee is to look for excellence in
teaching and service and, where applicable, scholarship, based on the
candidate’s individual workload agreement over the previous period of
at least six years.
Criteria for Promotion from Instructor to Assistant Professor
The candidate’s performance in the area of teaching must be consistently
ranked on supporting documents at or near the level of excellent (e.g.,
on course evaluations the number 2 designates “very good” and 1 designates “excellent;” therefore,
the candidate’s evaluative 3 ranking must be consistently less than 2).
In reviewing an applicant’s submission in teaching, the Peer Review and
Promotion Committee is to consider the quality of performance, the consistency
of quality in performance, and the scope of teaching experience. The
Committee’s evaluation will include both quantitative and qualitative
assessments. Where applicable, the candidate’s teaching performance is
to be measured by student course evaluations, peer reviews, unsolicited
student comments, and qualitative student evaluations. The Peer Review
and Promotion Committee will also make a special effort to estimate the
commitment, dedication, and general teaching reputation of the candidate
beyond classroom performance. In assessing teaching excellence for promotion
to the rank of Assistant Professor, the Peer Review and Promotion Committee
will expect a well-rounded and distinguished performance.
In order to be considered for promotion, the candidate will submit a
dossier, documenting his or her professional accomplishments during the
previous period of at least six years. A candidate should endeavor to
present his/her case effectively but succinctly. Although each dossier
will differ, reflecting the individual accomplishments of each candidate,
the following general guidelines should be followed.
The dossier will include:
- A list of potential external reviewers: The list should include
three individuals who are familiar with the candidate’s work. (The
Committee may or may not choose to use these reviewers.)
- An updated curriculum vitae: The vitae should list presentations
and publications, courses developed and/or taught, students advised
and other instructional activity, grants and contracts obtained,
professional development activity, service, and research projects.
- A personal statement: This may be up to five pages in length,
highlighting particular achievements or areas of activity to which
the candidate wishes the committee to pay particular attention.
- Copies of the candidate’s individual workload agreement: The candidate
will include a copy of the workload agreement for each year under
review.
And where appropriate, the dossier will also include:
- A representative selection of former students: These are to be
references who can attest to the candidate’s work, with complete
home addresses and, where possible, email addresses. Unsolicited
comments from students may also be included.
(Note: Candidates are not required to submit annual evaluations by the
Director or class observations by ELI administrators, though these may
be included at the candidate’s discretion.)
Teaching
The following additional items must be included
in the dossier as collective evidence of teaching quality and effectiveness:
- Course Evaluations.** Complete
statistical summary sheets for all courses taught in the most recent
three years, along with the corresponding evaluation prompts for each
distinct course. A representative sampling of students’ written comments
should be included.
- Course Development. Summaries of courses created, as well
as the nature of substantive changes and enhancements made to each
regularly taught course.
- Advisement. A statement of advisement activities which may
include counseling students on professional or academic objectives
and/or progress, clarifying personal linguistic goals and expectations,
helping with cultural adjustment, and providing advice for learning
success, future ELI course selection, and referrals for counseling.
Moreover, for more advanced ELI students, advisement may include guidance
on graduate/undergraduate plans or professional development opportunities.
In the case of those teaching in the public schools, it may include
parent/teacher meetings regarding students. (Note: “Advisement” is
distinct from activities such as assisting students on particular course
assignments.)
- Student Testimonials. Letters or emails from a representative
selection of students and advisees attesting to the faculty member’s
effectiveness as an instructor or advisor. (Note: This item does not
apply to faculty in public school settings.)
- Faculty Development and/or Mentoring. Evidence of mentoring
or training ELI colleagues and/or documentation regarding the conducting
of internal or external teacher training workshops provided through
ELI programs.
- Conference Presentations. Evidence of presentations at professional
meetings (regional, national, or international).
The following item may be included:
- Teaching of non-ELI courses. Course evaluations for classes taught
in other UD departments.
Service
The demonstration of excellence in service can be
made through documentation of accomplishments in the following areas:
- Leadership on Committees. Demonstrating leadership on standing
and ad hoc committees at the University, College, or academic unit
level is required. The dossier should document the leadership and committee
accomplishments and include evidence (through committee minutes, input
from colleagues and administrators, annual reports by committee chairs,
or other sources) of the effectiveness of the candidate’s service.
- Special Projects and Assignments. Coordinating a special program,
writing grants, editing ELI publications, coordinating a campus colloquium
series or conference, supervising student teachers, or advising a student
organization. The submission should include a description of the 5
activity and its importance to the mission of the ELI, CHEP, or University
as a whole. Evidence of the effectiveness of the candidate’s effort
is required.
- Service to the Profession. Participation in professional organizations
and societies (state, regional, national, or international level) as
an officer, committee chairperson, editor, advisory board member, completion
of a special project, or consultancy.
- Community Service. Service to community organizations, documented
by descriptions of services provided and letters of appreciation/evaluation.
- Publications and Performances. Articles, speeches, and other
performances in fields other than ESL. (Note: A cross-disciplinary
article that is at least partially applicable to ESL would be included
in the scholarship section. Articles pertaining to fields other than
ESL would be included here.)
Scholarship
Prior to July, 2004, “scholarly & creative activities and/or professional
development” were required of all full time ELI faculty. Effective July
1, 2004, the unit’s newly approved workload agreement reflects a 90%
teaching (which includes professional development—e.g., attending and/or
presenting at conferences, participating in training workshops, taking
course work, etc.) and 10% service distribution for many, though not
all, faculty members. Faculty members may elect the Summer Research Option
to continue their scholarly pursuits, which effectively changes their
workload distribution. The Peer Review and Promotion Committee must
refer to the individual workload agreement for each year of the candidate’s
performance to evaluate the quality of scholarship.
The scholarly record (where appropriate) for promotion to Assistant
Professor should include evidence from one of the following categories:
- juried articles,
- published textbooks,
- scholarly or professional books,
- monographs published by a professional society,
- chapters in an edited book,
- a published video or multi-media work,
- instructional software,
- principle or major contributing writer for a curriculum,
- articles in professional publications, or
- development of tests used across the Institute curriculum or published.
The evidence for the quality of scholarly work includes: the reputation
of the publisher, an editorial process that involves several experts,
published reviews of the work, citations, evidence of impact or influence
of the work on the profession, and solicited letters from experts about
the quality of the work.
Promotion to Associate Professor
At any time after the appointment or promotion to the rank of assistant
professor, a candidate may apply for promotion to the rank of associate
professor. Only documentary 6 evidence from the intervening period may
be included in the dossier. The candidate must meet the requirements
previously listed for promotion from instructor to assistant professor
(see page 3 for dossier requirements). Since teaching is a primary part
of the mission of the ELI, the candidate’s performance in the area of
teaching must continue to be ranked on supporting documents at or near
excellent.
In addition, the following teaching evidence must be provided:
- Evidence of presentations at professional meetings or conferences
at the regional, national, or international level at least once every
two years.
- Evidence of respect and leadership within the ELI faculty as a mentor,
material writer, and/or curriculum developer.
In the areas of service and/or scholarship (where the candidate’s
workload agreement makes it appropriate), the candidate must show
evidence of increased scope of activity or influence in the profession.
Evidence of at least one of the following must be provided:
- Evidence of professional meritorious service at the national level.
- Scholarship from at least two of the ten categories for scholarly
activity.
Promotion to Full Professor
At any time after the appointment or promotion to the rank of associate
professor, a candidate may apply for promotion to the rank of full professor.
Only documentary evidence from the intervening period may be included
in the dossier. The candidate must meet the requirements previously listed
for promotion from assistant professor to associate professor (see previous
sections). Since teaching is a primary part of the mission of the ELI,
the candidate’s performance in the area of teaching must continue to
be ranked on supporting documents at or near excellent.
The following additional teaching evidence must be
provided:
- Evidence of presentations at professional meetings or conferences
at the national or international level at least once every two years.
- Teaching within the MATESL or other graduate level programs.
The following additional service evidence must be
provided:
- A national reputation as either a scholar or a leader in the field.
The following additional scholarship evidence must be
provided (where appropriate to the candidate’s workload agreement):
- Multiple scholarly works from at least two of the ten categories,
which must include multiple submissions of juried articles, chapters
in a book, monographs, or scholarly/professional books.
- Evidence of scholarship that has made an important contribution
to the candidate’s field.
The Peer Review and Promotion Committee
The Peer Review and Promotion Committee is a standing committee, as
described in the ELI By-Laws. Its membership is determined as follows:
Three faculty members, all of whom having passed a
peer review, with two of the members either having earned the rank
of Assistant Professor or having passed a thirteenth year review.
One of the faculty members will serve as Chair and will be responsible
for any written reports or recommendations on behalf of the committee.
Members will serve three-year alternating terms. Candidates for membership
to the Peer Review and Promotion Committee shall be approved by a
vote of the full time faculty. The Director shall appoint a chair
from among the faculty-approved committee members.
In determining a candidate’s eligibility for promotion, the Peer Review
and Promotion Committee will do the following:
- Solicit external reviews of the candidate. Although the candidate
may supply a list of suggested reviewers, the committee itself will
determine a balanced list of external reviewers. The Committee will
send copies of the candidate’s dossier (see below) to these reviewers,
and add the reviewers’ responses to the dossier. Where appropriate,
such as when addressing areas where there is ambiguity or concern,
the committee will conduct phone interviews with external reviewers.
- Review the dossier and request additional materials from the candidate
if needed.
- Make a final recommendation by October 1.
- Inform the ELI Director and the candidate in writing of the recommendation
of the Committee concerning the candidate’s promotion. This statement
will be signed by all members of the Committee and will include a
list of reasons for the action recommended. The statement will address
each of the areas of activity: instruction and service and, where
applicable, scholarship.
- After reviewing the candidate’s dossier, the Peer Review and Promotion
Committee will submit its written recommendation to the ELI Director.
In making its recommendation, the Peer Review and Promotion Committee
is to follow the guidelines contained in the Faculty Handbook, Chapter
3, Section K and include a rationale for its decision. The ELI Director
will add his/her recommendation and forward the dossier to the Dean
of CHEP, to the University Promotions and Tenure Committee Chairperson,
and to the Vice Provost.
Appeal Process
A candidate who receives a negative recommendation from the Promotion
Committee and/or School Director may schedule a meeting with the Committee
and/or Director to consider additional evidence, which the candidate
may add to the dossier to clarify or enhance it. The Committee and/or
director will consult with the candidate regarding this additional evidence
within 15 days from the time the candidate is informed of a negative
recommendation and must render a final recommendation within ten days
after the consultation. Further appeals may be provided to the College
Promotion and Tenure Committee, which will consider any written appeal
the candidate may wish to make of the decisions rendered by the Peer
Review and Promotion Committee or the College P & T Committee.
Deadlines
The time schedule for the Promotion process will be as follows (note
that dates given are to be taken as indicating the closest working date):
- March 15th: The faculty member must notify the ELI Director
of the intention to be considered for promotion.
- April 15th: The faculty member must deliver a list of potential
external reviewers to the Peer Review and Promotion Committee Chair.
- April 30th: The Peer Review and Promotion Committee must deliver
a set of potential reviewers to the candidate. Each must indicate conflicts
of interest that might exist with any of these potential reviewers
or any member of the ELI’s faculty with regard to the evaluation of
any aspect of the dossier.
- September 1: The dossier must be submitted to the ELI Director.
It must also be made available to the faculty as a whole for comments.
- September 20: Faculty comment period ends.
- October 1: The Peer Review and Promotion Committee sends its
recommendation letter to the ELI director.
- October 15: The Director sends the Peer Review and Promotion
Committee’s letter and the Director’s letter to the College P & T Committee.
*In accordance with UCIEP (Consortium
of University and College Intensive English Programs) guidelines, full
time faculty hired after 1999, must have prior ESL/EFL teaching experience
and at least a master's degree in TESL/TEFL, or a master's degree in
a related field with coursework in the areas of linguistics, culture
and society, educational foundations, secondlanguage pedagogy, second-language
assessment, and language teaching practicum.
**In those courses where student
course evaluations are not administered/required (such as in public
schools), faculty must include teacher observations in lieu of course
evaluations.
ELI Faculty Handbook Table of Contents |