DEVELOPING A PERFORMANCE

IMPROVEMENT PLAN

Article IX Tenure (section 4b)

Tenure Review Committee

Handbook Supplement
TENURE REVIEW COMMITTEE
Each tenure review committee shall
conduct an evaluation of each full-time
probationary employee each quarter
during the regular academic year.

Evaluations shall place primary importance on faculty’s

effectiveness in his/her position.
(see the Probationary Academic Employee Performance Report
)

If the probationer’s performance is unsatisfactory, the

committee will give the probationer written suggestions
of improvement.
 A PERFORMANCE
IMPROVEMENT PLAN
 Outlines concerns that a tenure review committee
has with the probationary faculty member’s recent
performance;
 Shows a willingness to help correct these
deficiencies and clearly explains the consequences if
the performance does not improve;
 Is always required when the evaluation contains an
evaluation of “R,” or “Steps for Improvement
Required” in any category.
PERFORMANCE IMPROVEMENT
PLAN
The following questions must be addressed in an
Improvement Plan:

 Why?
 What has happened?
 What must be done?
 What assistance is available?
 How long?
 What are the consequences?
 WHY?
After the committee has
documented the performance
issues in the quarterly evaluation
report the Improvement Plan
should summarize the issues of
concern and why the faculty
member is receiving the plan.
A general statement is sufficient – something like the
following.
Your performance has steadily deteriorated over the last six
months in the areas or … This improvement plan is
established as a corrective attempt to turn around this decline
in your performance.
WHAT HAS HAPPENEND?
 List the facts (names, dates, places, etc.) that
have lead to the unacceptable performance and
the need for improvement.
 If the specifics have been previously
documented in the evaluation report, reference
those sections of the evaluation.
 Be specific and factual in the language.
 WHAT MUST BE
DONE?
Establish specific, measurable objectives and
timelines for determining progress.
Tell the faculty member what must be done to meet
college standards.
Specify what needs to be done to improve individual
performance.
Think of a list of answers to the question, “What can
the faculty member do in order to meet the job
standard?”
WHAT ASSISTANCE IS AVAILABLE?
Identify resource material or assistance from the
committee, a fellow faculty member, or a specialist in
the area where improvement is needed.
Some common forms of the assistance are:
a. Training publications and books;
b. Visiting other locations to observe the work of
others;
c. Mentoring by faculty;
d. Attending relevant training programs;
e. Trained personnel to work with and assist the faculty
member (i.e. curriculum development specialist).
 WHAT ARE THE
CONSEQUENCES?
The faculty member must know in advance the
consequences of failing to meet the college standards.

In order to avoid the claim, “Nobody told me that I would

be denied tenure,” try using a phrase such as. . .
If you do not correct the performance deficiencies set
forth in this plan and in the evaluation report, the
tenure review committee will recommend denial of
tenure.
CONSEQUENCES (Continued)
The goal is to notify the faculty member
of the ultimate consequences if the
identified performance issues are not
addressed.
Attitude and participation in these efforts
should also be documented in
subsequent quarterly reports.

Formalize the document by providing the faculty

member with a copy and having him/her sign the
original which you will retain.
PERFORMANCE IMPROVEMENT PLAN
To receive credit for having viewed this training
“click” the check mark.

Questions? Need more information?

Please contact:
Human Resource Office
Community Colleges
of Spokane
Email: hro@ccs.spokane.edu