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									                             GOVERNORS STATE UNIVERSITY

                            UNIVERSITY LIBRARY
                             DIVISION CRITERIA
                                    FOR
                RETENTION/TENURE/PROFESSIONAL ADVANCEMENT

                                        September 1, 1997


The Library Resource Professional's academic preparation and professional performance contribute
to the educational, service and research missions of Governors State University. Each Library
Resource Professional applying for retention, tenure or professional advancement is to be evaluated
within the scope of his/her professional responsibilities. These responsibilities must relate to the
mission and goals of the University Library. The areas of evaluation include:

               I.      Primary Duties
               II.     Research/Creative Activity
               III.    Service

The evaluation criteria stated below are understood to be guidelines. Judgment is to be used in
determining how well Library Resource Professionals meet the established criteria. The evaluation
process should ensure that performance be evaluated in terms of quality and that achievements are
not merely enumerated. Evaluations, as used below, can refer to solicited or unsolicited narratives
as well as survey-type evaluations from appropriate sources, e.g. patrons, library professionals,
faculty, staff and administrators.

These Division Criteria shall be effective September 1, 1997 and shall remain in effect for the
duration of the Agreement. For the 1997-1998 evaluations, faculty employed prior to September 1,
1997 may choose to be evaluated under the Criteria that were in effect during 1996-1997.


PRIMARY DUTIES

Performance of primary duties is the most important component of the three areas of evaluation.
Each Library Resource Professional who applies for retention, tenure or professional advancement
shall have his/her performance evaluated on the basis of the written assignment of primary duties.
These duties are outlined formally in the Assignment of Duties Worksheet, which is discussed and
renegotiated annually, and revised as necessary. General categories include:

       1.      Acquisitions;
       2.      Cataloging/organization of material;
       3.      Function coordination;
       4.      Reference/information services;
       5.      Information access instruction;



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       6.      Selection/collection development;
       7.      Online/CD-ROM searching;
       8.      Creation of instructional/information materials;
       9.      Special projects.

The above list is to provide examples and is not intended to be exhaustive.

It is generally accepted that technology is a tool that is an integral part of the duties Library
Resource Professionals perform to serve GSU students, faculty, staff, and community members.
Some examples of electronic tools we use in serving patrons directly and indirectly are the
following: computer indexes and abstracts; online full text documents, articles, etc.; computer
discs; the Internet; electronic catalogs; automated document delivery; electronic library
management systems, i.e., circulation, acquisitions, and serials control systems; and bibliographic
utilities. Library Resource Professionals are involved in planning, developing and delivering library
service related to distance education in assigned subject areas. Some examples of Library Resource
Professional involvement in distance education include: developing and maintaining web pages;
library instruction using computer networks; specialized reference assistance using e-mail, and/or
the Internet or telephone; and selection of electronic resources.

Each Library Resource Professional is responsible for presenting appropriate documentation of
accomplishments and contributions in the performance of primary duties.

LEVELS OF PERFORMANCE

Evaluations and samples of work will have equal importance.

Level I -- Retention in First Year of Probation

In order to be retained in probationary year one, evaluators must rate PERFORMANCE OF
PRIMARY DUTIES AS AT LEAST SATISFACTORY.

Satisfactory performance of primary duties is evidenced by, but not limited to:

1.     Evaluations which indicate satisfactory performance of primary duties from at least one of
       the following: peers, patrons, library professionals, faculty, staff and administrators.

2.     Samples of work demonstrating satisfactory performance. Examples include
       bibliographies, policies and procedures, reports, database searches, original cataloging
       records, library instruction materials, and staff training materials.

The above is for illustrative purposes and is not intended to be exhaustive.




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Level II -- Retention in Second Year of Probation

In order to be retained in probationary year two, evaluators must rate PERFORMANCE OF
PRIMARY DUTIES AS AT LEAST EFFECTIVE.

Effective performance of primary duties is evidenced by, but not limited to:

1.     Evaluations which indicate effective performance of primary duties from at least one of the
       following: peers, patrons, library professionals, faculty, staff, and administrators.

2.     Samples of work demonstrating effective performance. Examples include bibliographies,
       policies and procedures, reports, database searches, original cataloging records, library
       instruction materials, and staff training materials.

The above is for illustrative purposes and is not intended to be exhaustive.

Level III -- Retention in Third through Fifth Years of Probation

In order to be retained in probationary years three through five, evaluators must rate
PERFORMANCE OF PRIMARY DUTIES AS AT LEAST HIGHLY EFFECTIVE.

Highly effective performance of primary duties is evidenced by, but not limited to:

1.     Evaluations which indicate highly effective performance of primary duties from at least one
       of the following: peers, patrons, library professionals, faculty, staff, and administrators.

2.     Samples of work demonstrating performance at the highly effective level. Examples
       include bibliographies, policies and procedures, reports, database searches, original
       cataloging records, library instruction materials, and staff training materials.

The above is for illustrative purposes and is not intended to be exhaustive.

Level IV -- Tenure and PAI (Professional Advancement Increase)

In order to obtain tenure or PAI, including PAI/Primary Duties, PAI/Research, or PAI/Service,
evaluators must rate PERFORMANCE OF PRIMARY DUTIES AT THE SUPERIOR
LEVEL.

Consistently superior performance of primary duties is evidenced by, but not limited to:

1.     Evaluations which indicate consistently superior performance of primary duties from at
       least one of the following: peers, patrons, library professionals, faculty, staff, and
       administrators.




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2.     Samples of work demonstrating consistent performance at a superior level. Examples
       include bibliographies, policies and procedures, reports, database searches, original
       cataloging records, library instruction materials, and staff training materials.

The above is for illustrative purposes and is not intended to be exhaustive.

RESEARCH/CREATIVE ACTIVITY

Research and creative activities should be evaluated based on their contribution to the discipline,
profession, unit, or the University. The GSU-UPI Agreement requires that evaluation of
research/creative activities include consideration of:

       "... the quality and quantity of research/creative activity; contributions to the
       employee's discipline or field; extent and nature of national, state, or local
       recognition of research/ creative activity; extent and nature of participation in
       professional organization."

                                                                 Article       13.4d.(2)    GSU-UPI
Agreement

I.     The documented research/creative activity must:

       1.      Relate to librarianship, the Library Resource Professional's other disciplines, or have
               clear application to Library, University, or community needs.

       2.      Be at a level of quality and significance required for the candidate's probationary
               year.

II.    Examples of suitable research/creative activities include, but are not limited to:

       1.      Publication/production of an original, creative work such as books, monographs,
               journal articles, book reviews, bibliographies, essays, videotapes, exhibits, training
               materials, performances, and computer software.

       2.      Presentations, panel discussions, and lectures.

       3.      Professional development activities such as workshops, advanced study, service on
               external evaluation teams, and bibliographic research.

       4.      Teaching or team teaching a university level course.

III.   Sources for evaluative judgment are:

1.     Production/publication of an original, creative work is given the highest value. This
       product may be a book, monograph, journal article, book review, bibliography, translation,




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     essay, videotape, exhibit, show/performance, computer software, map, or patent. Several
     factors may be considered when evaluating this work:

     a.     the size or quantity of the work (e.g. a book may carry more value than a journal
            article; two publications may indicate greater achievement than one);

     b.     the role of the Library Resource Professional in the production (e.g. researcher,
            bibliographer, indexer, instructor, author, co-author, editor, contributor, compiler,
            coordinator, performer, or producer);

     c.     the quality of the work (this may be based on the judgment of the evaluators and/or
            on evaluations by professionals in the field);

     d.     the significance of the work (this may be based on internal and external
            evaluations);

     e.     the extent of the audience (whether local, regional, national, or international);

     f.     the nature of the work (whether professional or popular);

     g.     the reputation of the medium of publication/presentation (whether a refereed
            journal, etc.).

2.   Awards given to Library Resource Professionals are frequently considered evidence of
     achievement in the area of research/creative activity. Typically awards such as grants,
     contracts, mini-grants, fellowships and internships are given to Library Resource
     Professionals. A recognition award that carries no monetary value may also be considered.

3.   Presentations may be counted as research/creative activity. These may include teaching or
     team teaching a course, individual lectures, panel discussions, papers presented to
     professional groups, poster sessions, or professional consultations.

4.   A variety of professional development activities may also be research/creative activities.
     Examples of these are:

     a.     bibliographic research;
     b.     service as referee, evaluator, grant reviewer, or consultant;
     c.     advanced study; obtaining certifications;
     d.     membership in professional organizations at the local, state, regional, national, or
            international level;
     e.     grant preparation.




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LEVELS OF PERFORMANCE

Level I -- Retention in the First Year of Probation

In order to be retained in probationary year one, evaluators must rate PERFORMANCE IN
RESEARCH/CREATIVE ACTIVITY AS AT LEAST APPROPRIATE.

Appropriate Performance - A Library Resource Professional should concentrate his/her major
efforts in the first year of employment in the Primary Duties category. An appropriate scope of
activity is defined as a limited amount of activity selected from those items listed under Level II and
performed in a satisfactory manner.

Level II -- Retention in the Second Through Fourth Years of Probation; and PAI/Service

In order to be retained in probationary years two through four and to obtain a PAI/Service,
evaluators must rate PERFORMANCE IN RESEARCH/CREATIVE ACTIVITY AS AT
LEAST EFFECTIVE.

Effective performance in the area of research/creative activity is evidenced by, but not limited to at
least one of the following:

1.     Research activity associated with assigned duties or with topics consistent with the goals or
       activities of the University.

2.     Documentation of specified research objectives as stated in the Assignment of Duties
       Worksheet.

3.     Attendance at workshops, conferences, or conventions at the local, state, regional, national,
       or international level.

4.     Participation at least as co-originator in the production/publication of an original creative
       work.

5.     Completion of courses related to professional development or as applicable toward the
       second degree requirement for librarians.

6.     Publishing reviews of print or non-print media.

7.     Editing, indexing, abstracting, or translating published works.

8.     Other relevant items.




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Level III -- Retention in the Fifth Year of Probation; Tenure; and PAI/Primary Duties

In order to be retained in the fifth year of probation, or to obtain tenure or a PAI/Primary Duties,
evaluators must rate PERFORMANCE IN RESEARCH/CREATIVE ACTIVITY AT THE
SIGNIFICANT LEVEL.

Significant performance in the area of research/creative activity is evidenced by, but not limited to
at least one of the following:

1.      Earning a fellowship, grant, or other external funding to pursue professional activity.

2.      Publication of article(s) in professional journals, and/or publication of books, chapters in
        books, bibliographies, bibliographic essays, or indexes.

3.      Organizing and/or presenting a seminar, workshop, exhibit, videotaped forum, or similar
        presentations for professional, educational, civic, or service organizations at the local, state,
        regional, national, or international level.

4.      Research activity associated with offices or committees of professional organizations.

5.      Internal publications and production of research/creative activities related to the
        performance of primary duties.

6.      Creation of user education or staff training materials beyond the requirements of the
        assignment of primary duties.

7.      Editing, indexing, abstracting, or translating published works.

8.      Receipt of the second master’s degree or a certificate of advanced study.

9.      Successful completion of a doctoral dissertation or the equivalent.

10.     Public lectures in the Library Resource Professional's areas of expertise.

11.     Teaching or team teaching a university-level course in addition to regularly assigned
        primary duties.

12.     Regularly publishing reviews of print or non-print media.

13.     Other relevant materials.

Level IV -- PAI/Research

In order to obtain a PAI/Research, evaluators must rate PERFORMANCE IN
RESEARCH/CREATIVE ACTIVITY AT THE SUPERIOR LEVEL.



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Superior performance in the area of research/creative activity is evidenced by, but not limited to:

1.     Earning a fellowship, grant, or other external funding to pursue professional activity.

2.     Publication of article(s) in professional journals, and/or publication of books, chapters in
       books, bibliographies, bibliographic essays, or indexes.

3.     Organizing and/or presenting a seminar, workshop, exhibit, video-taped forum, or similar
       presentations for professional, educational, civic, or service organizations at the local, state,
       regional, national, or international level.

4.     Research activity associated with offices or committees of professional organizations.

5.     Internal publications and production of research/creative activities related to the
       performance of primary duties.

6.     Creation of user education or staff training materials beyond the requirements of the
       assignment of primary duties.

7.     Editing, indexing, abstracting, or translating published works.

8.     Receipt of the second master’s degree or a certificate of advanced study.

9.     Successful completion of a doctoral dissertation or the equivalent.

10.    Public lectures in the Library Resource Professional's areas of expertise.

11.    Teaching or team teaching a university-level course in addition to regularly assigned
       primary duties.

12.    Regularly publishing reviews of print or non-print media.

13.    Other relevant materials.


SERVICE

The University Library is a service provider. Library Resource Professionals play a significant role in
providing service to the University and the broader community at the local, state, and national level.
The GSU-UPI Agreement indicates that evaluation of the effectiveness of a Library Resource
Professional's service within the unit, profession, university, or community will include consideration
of:




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      "...the extent and nature of leadership; degree of participation; quality and length of
      service; extent and nature of national, state, or local recognition of service; and the
      relationship of the service to the employee's assigned responsibilities; and the
      relationship to the university mission."

                                                              Article 13.4d.(3) GSU-UPI
Agreement

I.    Service to the University Community

1.    Services to the University as a member or chair of a committee, or as an officer of a
      University organization. This may also include student recruitment, advising a student
      organization, or other student organization work. Factors to be considered in this category
      are:

      a.      The nature of the committee/organization (e.g. divisional, collegial, university-
              wide);

      b.      The frequency of meeting attendance required by the responsibility and
              documentation thereof;

      c.      The level of responsibility required by the Library Resource Professional's role and
              evidence of contribution to the committee/organization effort.

2.    Developing/organizing non-credit workshops/seminars not included in primary duties.

II.   Service to the External Community

1.    Public (Community) Service. This category includes activities related to the Library
      Resource Professional's area of specialization or assignment of duties that benefit the
      community, university-community relations. Examples include: instruction in the use of
      technology to access information, instruction in non-credit courses; non-instructional
      services; serving as an officer in a professional organization; work in the Library Resource
      Professional's area of specialization that aids social, economic, or political organizations
      attempting to improve community life.

2.    Service as a member or officer of a committee/organization. Factors to be considered in
      this category are:

      a.      the nature of the committee/organization (is the organization local, regional, or
              national in scope?);

      b.      the frequency of meeting attendance required by the responsibility;

      c.      the documentation of meeting attendance;




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       d.      the level of responsibility required by the Library Resource Professional's role.

3.     Service on editorial boards of professional journals or magazines. Factors that may be
       considered in this category are:

       a.      the quality of the publication and its relation to the applicant's discipline or
               assignment of duties;

       b.      the extent of the applicant's responsibility (e.g. is s/he the only editor or one of 50?);

       c.      evaluation by others involved in the publication.

4.     Participation in external accreditation and/or program reviews.

5.     Developing/organizing non-credit workshops/seminars not included in primary duties.


The Library Resource Professional may document his/her service in each category by including in
the portfolio a description of service activities along with committee minutes and reports, written
evaluations from committee members or the committee chair, evaluations from the agencies in
which the applicant served, programs and other printed materials that list the Library Resource
Professional as a participant, as well as other relevant documentation.


LEVELS OF PERFORMANCE

Level I -- Retention in the First Year of Probation

In order to be retained in probationary year one, evaluators must rate PERFORMANCE IN
SERVICE AS AT LEAST APPROPRIATE.

Appropriate Performance - A Library Resource Professional should concentrate his/her major
efforts in the first year of employment in the Primary Duties category. An appropriate scope of
activity is defined as a limited amount of activity selected from those items listed under Level II and
performed in a satisfactory manner.

Level II -- Retention in the Second Through Fourth Years of Probation; and PAI/Research

In order to be retained in probationary years two through four, or to obtain a PAI/Research,
evaluators must rate PERFORMANCE IN SERVICE AS AT LEAST EFFECTIVE.

1.     The Library Resource Professional documents regular participation in a University
       committee.




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2.     The Library Resource Professional documents regular participation in a collegial
       committee.

3.     The Library Resource Professional documents participation in external service activities.

Level III -- Retention in the Fifth Year of Probation; Tenure; and PAI/Primary Duties

In order to be retained in the fifth year of probation, to obtain tenure or a PAI/Primary Duties,
evaluators must rate PERFORMANCE IN SERVICE AT THE SIGNIFICANT LEVEL.

1.     The Library Resource Professional documents significant service to the University
       community in areas appropriate to his/her discipline.

2.     The Library Resource Professional documents significant performance in a leadership role
       either externally or at the University level.

3.     The Library Resource Professional documents significant participation in the union, library,
       and/or professional organizations.

4.     The Library Resource Professional receives an award or other recognition for service
       activity.

Level IV -- PAI/Service

In order to obtain a PAI/Service, evaluators must rate PERFORMANCE IN SERVICE AT THE
SUPERIOR LEVEL.

1.     The Library Resource Professional documents superior service to the University community
       in areas appropriate to his/her discipline.

2.     The Library Resource Professional documents superior performance in a leadership role
       either externally or at the University level.

3.     The Library Resource Professional documents superior participation in the union, library,
       and/or professional organizations.

4.     The Library Resource Professional receives an award or other recognition for service
       activity.


                                    SUMMARY STATEMENT

The evaluation process is not a science. These criteria and guidelines are designed primarily to
provide a range of factors which the evaluators should consider. The criteria and guidelines are not




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designed as explicit standards against which an individual's performance may be judged in any kind
of mechanistic fashion.

It must be reemphasized that the evaluation criteria stated above is understood to be a guideline.
JUDGMENT is to be used in determining how well an individual meets the adopted criteria. The
evaluation process should ensure that performance be EVALUATED IN TERMS OF QUALITY
and that achievements are not merely enumerated.

Fac:DAC-UL/030398




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