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Alabama Cooperative Extension System

Regional Extension Agent Career

Ladder Matrix

Purpose: The purpose of establishing a career ladder for the 21st century Regional Extension Agents positions is to provide a system for measuring and documenting career growth; advancements in leadership, professionalism, and maturity; and administrative and programmatic accomplishment. To facilitate the development of such a career ladder, the following guiding principles provide an organizational framework.

REA Position Duty REA Tier 1 REA Tier 2 REA Tier 3

Program Leadership; 40% – 65% time

commitment

Cooperates and

informs internal

stakeholders

Has positive

working

relationship with

staff and clients in

assigned

geographical and

subject- matter

area; mentee

Growth and

expansion across

geographic area and

interdisciplinary

network; increasing

internal network

growth within the

system and within

respective

disciplinary area;

viewed by peers as a

mentor

Recognized as a leader within

disciplinary area; sought out by peers

and external stakeholders; brings

forth innovative programming ideas

and curriculum;

viewed as a senior leader in the

discipline and across ACES

Needs assessment Participates

in needs

assessment

activities

Conducts and

analyzes

assigned area

needs

assessment

Conducts and

analyzes multi-state

or state needs

assessments

Plan-of-work Develop POW

with other REA

and CECs; relies

on resources of

the PPT and

feedback from

PPT;

understands local

issues

Contributes to the

development of the

PPT team plan of

work; assumes

leadership for

assigned PPT

projects

POW is complex

with measured

impacts and

addresses statewide

needs,

opportunities, and

challenges;

demonstrates

leadership within

PPT

Program complexity Responds to

programming needs

and information using

routine sources and

materials, matches

information and

programs with

audience needs

Offers

comprehensive

disciplinary

programming to

support long-term

transformational

change; participates

in interdisciplinary

programming

Offers comprehensive

and complex

programming to

support long-term

transformational

change; Initiates

interdisciplinary

programming;

drawing directly from

the research base

Program delivery Functions as an

effective educator;

demonstrates effective written

and oral

Functions as an

effective educator using innovative and

creative approaches; serves as

Serves as a role

model for others using innovative and

creative approaches to program

development and

delivery;

communication skills a role model;

demonstrates

outstanding written

and oral

communication

skills

demonstrates

superior written

and oral

communication

skills

Program impact Conducts program

evaluations to reach

POW goals; making

positive regional

impacts

Conducts program


POW goals; making

positive impacts on

assigned area and

statewide

stakeholders

Conducts

comprehensive

program


POW goals; making

positive impacts on

state and multi-state

stakeholders

Impact analysis and

reporting

Learn appropriate

techniques of

program evaluation

and writing impact

statements; utilizes

ACES reporting

system; submits

impact statements

Continually

conducts regional

program

evaluations and

reports well

prepared

quantitative or

qualitative impact

reports; shares

results with

Intense evaluation of

major regional and

statewide programs to

prepare impact

statements; prepares

long-term impact

reports. Assists in

development of

statewide evaluations

stakeholders &

partners

Program Management- 10% – 30% time

commitment

Fiscal management Learn fiscal

management

protocols to

comply with

ACES financial

policies and

procedures

Securing and

managing fiscal

resources within

ACES policies;

managing revenue

budget; serves as a

good steward of the

financial resources

Managing fiscal

resources; uses

multiple revenue

streams to enhance

programs

Volunteer/partnership

management

Building

relationships with

existing volunteers

and partnerships;

recruits volunteers;

effective

management of

volunteers

Establishes and/or

trains new partners

and volunteers;

outstanding

management of

volunteers

Empower a core

group of

volunteers/partners

to enhance the

programmatic

growth and

program expansion

superior

management of

volunteers and

partners

Revenue generation

(Extramural awards, grants, contracts,

sponsorships, programming fees and

etc.)

Receives local

extramural awards from traditional

sources appropriate for the discipline;

generates sufficient revenues for

personal

programming costs

Leading and

collaborating to receive extramural

awards from multiple sources;

generates revenues to meet personal

and multi-agent

programming costs

Leading in securing

major extramural

awards from statewide

and national sources;

obtains AU

Foundation and

Alabama 4-H Club

Foundation gifts from

donors not currently

giving to other ACES

programs; generates

revenues to support

personal and PPT

program costs

Human Resource

Supervision (if

applicable)

Completes required

training;

developing HR

skills; respected by

ACES employees;

adequately

establishes duties

and evaluates

personnel; manages

routine HR

responsibilities

with some

assistance

Manages routine

HR responsibilities

without extensive

assistance; fosters

professional growth

and development

of supervised staff;

employee issues are

handled with

professionalism

and are timely

Fosters empowerment

of personnel; manages

complex HR

responsibilities without

extensive assistance;

fosters continued

professional

development of

supervised staff;

addresses personnel

issues professionally

and timely

Leadership style Managerial Innovative Transformational;

catalytic

Civil rights compliance Sets and

implements goals

related to

reaching targeted

under-served and

under-

represented

audiences

Demonstrates

innovative ways to

meet targeted under-

served and under-

represented

audiences

Continuously

demonstrates

innovative ways to

meet targeted under-

served and under-

represented audiences;

sought out by

underserved audiences

to serve in leadership

roles

ACES Public Relations; 10% - 20% time

commitment

Stakeholder relations and

communication

Provides subject-

matter support to

local and regional

Establishes,

organizes, and

facilitates

networks and

Provides leadership and

subject-matter support

at local, regional, and

state

networks and

coalitions to

build

community

capacity

coalitions at the

local and regional

level to build

community

capacity

level for networks

and coalitions

Stakeholder organization

relations

Establish

relationships

with

stakeholder

organizations

Networks and actively

participates in

stakeholder

organizational

programming

Recognized as

leader; sought

out by

stakeholders to

serve in

leadership roles

Media relations Establish media

contacts

Actively uses multiple

media outlets

Innovative use of

all media

resources; sought

out as expert for

media sources

Fostering new and

underserved clientele

Identify new and

underserved

clientele

Engage new and

underserved clientele

in Extension

programming

Incorporates

new and

underserved

clientele in

program

planning and

Extension

leadership

roles

ACES ambassador Branding

ACES; serves

as a positive

role model for

the

organization;

understands

mission and

goals of ACES

Recognized as an ACES

spokesperson; continues

to establish positive

relationships in

counties/region;

contributes to the

mission and goals of

ACES

Serving as a

liaison for ACES

to community and

state groups;

actively

advocates for the

mission and goals

of ACES

Organizational citizenship Supports the

ACES

organization and

mission;

knowledge of

parent institutions

and available

resources; seen by

co-workers as a

team player;

interacts

professionally and

Fosters a positive

culture within the

organization; mission

implementation;

regionally recognized as

a

spokesperson; provides

positive professional

leadership to

stakeholders and peers

Positive force for organizational

excellence and advancing the

organizational mission; serves as

a role model and

mentor to stakeholders and

peers; recognized for

professionalism

collegially with

stakeholders and

peers

and synergistic

leadership by stakeholders and

peers

Extension Scholarship –

5% - 10%

time

commitment

Scholarly contribution to

Extension

Provides input

into new

programs and

utilizes

research-based

curriculum and

resources

Recognized as an

expert/resource;

develops

curriculum within

the PPT; authors

routine Extension

outputs (print, video

&/or digital)

Authors complex

Extension

scholarly outputs

(print, video &/or

digital); presents

to professional

organizations;

leads curriculum

development

within the PPT;

recognized as an

resource within

the state and/or

multi-state

April 15, 2016

Personnel - Employee Promotion/Career ReviewGuidelines for Appointment, Evaluation and Promotion of County Extension Agents and Staff Chairs Policy Number C.E.S.P. 1-69

Date Revised: 9-13-2016 Supersedes: 6-1-2015

SUMMARY: Establishes criteria/guidelines for County Extension Agent appointments and promotion.

The single most important factor ensuring the successful future of the University of Arkansas Cooperative Extension Service involves employing and developing personnel of the highest quality. Extension must appoint outstanding qualified agents, facilitate their professional development, and provide a thorough review of their annual performance.

The promotion system is provided to reward those county agents who demonstrate sustained professional growth and significant programmatic accomplishment through time.

The document is intended to provide guidelines for the appointment and promotion of county Extension agents consistent with the policies of the Cooperative Extension Service, the Division of Agriculture and the University of Arkansas System. The first section outlines the general requirements for initial appointment. Subsequent sections deal with evaluation and promotion procedures. A sample vita is included, complete with examples of the types of information called for under each category.

Appointment

A job description will be developed prior to advertisement of a position. Upon appointment, non-tenured titles will be assigned to each qualified professional staff member. The selected candidate will initially be appointed to Rank I.

Evaluation

Annual performance evaluations are an integral part of the professional development of Extension agents. The evaluation procedure is intended as a means of assessing the agent's performance and is structured to ensure that the agent fulfills his/her potential and performs at a level commensurate with his/her rank. As such, evaluations form an important basis from which to consider an agent’s candidacy for promotion in rank.

Annually, the evaluation process for county Extension agents will be as follows:

September 1: Plan of Work submitted in AIMS.

September 30: Program year ends.

October 15: Submit Performance Appraisal County Extension Agent Reporting Form sent to immediate supervisor.

October 15: Immediate supervisors may begin holding performance appraisal conference with employee(s) to reviewreporting form and program documentation. Ratings are not shared with employees until approval from DistrictDirector.

November 15: Deadline for Staff Chairs to send rating of employee to District Director for final approval.

November 16: After approval from District Director, staff chair reviews Performance Appraisal Summary Form withagent.

December 31: Deadline to have signed performance appraisal ratings in to District Director.

Arkansas Cooperative Extension

Forms

E.E.V.A.L. 149 Performance Appraisal County Extension Agent Guide

E.E.V.A.L. 150 Performance Appraisal County Extension Reporting Form

E.E.V.A.L. 151 Performance Appraisal Summary Form for County Extension Agents and Staff Chairs

Promotion

Promotion in rank is an important goal of Extension agents. The organization and the academic community recognize promotion in rank as a significant accomplishment. Promotion confirms recognition of a sustained high level of performance.

Promotion should not be granted based solely on satisfactory performance or length of service, but should reflect progressively higher competence and achievement. There is no fixed requirement for minimum years in rank before a faculty or staff member can be promoted. However, it is difficult to demonstrate adequate progress in less than five complete years in rank. Applications for promotion prior to five years in rank will be regarded as early action and considered only for exceptionally strong and well-documented cases. Only full-time (100 percent-appointed) employees are eligible for promotion.

Agent II

To be promoted from Agent I to Agent II, the agent must hold a Bachelor’s in an appropriate field and show evidence of establishing credibility with the clientele, analyzing clientele needs and successfully implementing programs. The Agent must have demonstrated the ability and competence necessary to:

• Provide leadership for determining the content, priorities and emphasis for programming efforts in the county • Effectively use the program development process to address the varied educational needs of targeted audiences • Adopt and effectively use appropriate educational methods and techniques for communicating with specific audiences • Use specialists for technical assistance and planning • Recruit, train, and involve volunteers to enhance education programs • Function effectively with clientele, other Extension faculty, and representatives of local organizations and agencies • Use evaluations to improve program impact • Use appropriate mass media to market effectively and interpret the value and benefit of Extension educational programs • Establish and maintain relationship with local residents, county government, agencies, and organizations • Demonstrate ability to cooperate effectively as a team member with coworkers • Participate in relevant professional associations and community organizations • Demonstrate effective teaching skills

Agent III

To be promoted from Agent II to Agent III, the agent must hold a Master’s degree in an appropriate field. The agent must have demonstrated the ability and competence necessary to:

• Integrate information from a variety of sources to effectively address critical issues and educational needs of clientele • Modify programs based on clientele needs • Provide leadership to create partnerships and/or collaboration with external groups to plan programs to meet current and future needs • Develop, implement, and disseminate programs, and utilizing techniques which are innovative, comprehensive, and timely to meet the needs of targeted clientele • Use evaluations to provide evidence of long-term program impact • Provide evidence of support for local Extension programs and activities by serving on committees, task forces, and in advisory capacities • Effectively use appropriate communication tools to consistently market and interpret the benefit and value of Extension educational programs such as Internet, weekly radio/TV shows, and columns • Effectively integrate volunteers into the Extension program

https://uaex.edu/extension-policies/templates/eeval-149.pdf



• Establish networks, coalitions and collaborations which further the work of Extension in serving clientele • Effectively cooperate as a team member with co-workers and others and exhibit team building skills • Participate and contribute to the strengthening of professional associations • Serve in leadership positions in community organizations and professional associations • Establish credibility within the local community as a leader and an important resource for the advancement of the community • Demonstrate effective teaching skills

Distinguished Agent

Agents awarded the designation of Distinguished Agent must have a Master’s degree, hold the rank of Agent III, and have excelled in all areas for which they have been given responsibility. The Distinguished designation is recognized for a body of work done by an individual during the whole of his or her Extension career. They must demonstrate a record of outstanding accomplishment in program planning, delivery and evaluation, spanning a number of years. They must be recognized for their service to and leadership within their professional peer groups, the Extension Service, and the communities they have lived and worked.

The Distinguished Agent designation is not part of the standard promotion procedure and achieving Distinguished Agent status is rare. During those years when applications are solicited, the review process for Distinguished Agent will follow the same process as the promotion timeline to Agent II and III. The Associate Vice President for Agriculture - Extension will determine the number of Distinguished Agents. Only individuals ranked as Agent III may apply. The Associate Vice President for Agriculture-Extension will appoint a separate committee for reviewing and recommending the Distinguished Agent designation. After reviewing the committee’s recommendation, the Associate Vice President for Agriculture-Extension will make the final decision. There is no appeal.

Promotion Application

The evaluation for promotion shall be within the context of the position description and the stated expectations for a County Extension Agent. An application will consist of:

Promotion document (see sample provided);

Letter from the immediate supervisor;

Supporting materials o No more than 3 samples of Educational Materials (II C & D) o No more than 3 samples of Program Evaluation (II D) o No more than 3 samples of Print Media (III-A-1) o No more than 5 samples of Extension Publications (III-A-3)

The promotion application will cover the period since the initial appointment or the last promotion, except for Distinguished Agent. As noted above, the Distinguished designation is recognized for a body of work done by an individual during the whole of his or her Extension career. The complete promotion application must be in PDF format. Hard copies will not be considered. An applicant may withdraw the application for promotion at any step of the process.

State Peer Review Committee

The State Peer Review Committee will be appointed by the Associate Vice President for Agriculture – Extension and will consist of seven (7) members and two (2) alternates. The chair will be appointed by the AVP for Agriculture-Extension. Agents who have reached rank III or Distinguished will serve on the committee. The committee will have representation from each district and the four program areas: 4-H and Youth Development; Agriculture and Natural Resources, Community and Economic Development and Family and Consumer Sciences.

One representative from either the Division Affirmative Action Office or the Human Resources Office will train members on proper procedures, act as an advisor and attend the meeting as a non-voting member.

The alternates will serve in the absence of regular members or in the event that a committee member is under consideration for promotion. An individual committee member will serve no longer than three (3) years. Terms of the committee membership rotation plan will be staggered to ensure continuity. By accepting the assignment to a promotion review committee, members agree to attend the meeting. All promotion committee meetings must have

100% attendance and be interactive either in person or via distance technology with video capabilities. The committee will require a simple majority of “yes” votes. An “abstain” or “present” vote counts as a “no” vote.

FLORIDA – Career Ladder

Levels Education

and

service

required

Salary

incentives*

Extra salary for

degree

Florida Extension Agent

I

Extension Agent

II

Extension Agent

III

Extension Agent

IV

BS

MS + 5yr

MS +

10yr

MS +

10yr

9% higher

than rank

below

Must be more

than halfway to

MS by the time

of promotion

from I to II.

Cannot advance

beyond II unless

MS is in hand.

$7,000 for

master’s

degree; another

$7,000 for

Ph.D. degree

*Base starting salary for Extension Agent I, BS degree is currently $40,000.

GEORGIA

Appointments and Promotion guidelines for public service faculty (all agents and some

specialists)

http://outreach.uga.edu/policies/appointment-and-promotion-guidelines/

http://outreach.uga.edu/policies/appointment-and-promotion-guidelines/

3/19/2018

PROFESSIONAL PROMOTION PROCEDURES FOR COUNTY EXTENSION AGENTS

UNIVERSITY OF KENTUCKY

Introduction Extension Agents are professional educators who work collaboratively with faculty, specialists, associates and clientele in carrying out educational programs of the Cooperative Extension Service in all counties of the Commonwealth. The Cooperative Extension Service is the primary outreach arm of the University of Kentucky. In accomplishing the University’s outreach mission, Extension agents are expected to develop and conduct educational programs that meet the needs of individuals and communities across the state.

One of the most important factors in ensuring the success of the Cooperative Extension Service involves the employment, development and retention of high quality personnel. One mechanism for encouraging continued professional growth and development is through the implementation of a professional promotion system. Such a system outlines specific expectations of different stages of professional development and employee performance, and thus provides the motivation that encourages professionals to achieve a high level of performance.

Often referred to as a “career ladder,” an agent professional development system rewards individuals for securing additional education and training, as well as for outstanding job performance and experience gained through Extension program development. The result is that the Cooperative Extension Service will advance and retain the best-qualified individuals who will develop into top-notch professionals carrying out the highest quality educational programs. This high level of performance will reflect positively on the University of Kentucky Cooperative Extension Service and will have a positive impact on the lives of individuals, families and communities.

Career Ladder Levels Agents can progress through five levels. These levels or categories are for internal use and are not intended for use with the public.

The five advancement categories are referred to as: Level I Level II Level III Level IV Level V

Promotion Criteria and Standards There are two tracks for advancement in the career ladder. Track A applies to employees hired July 1, 2005 or after. Agents employed before July 1, 2005 can advance through Track A, Track B, or they can start in Track B and then switch to Track A. The criteria and minimum standards for each track are spelled out in the following table.

Agent Professional Promotion SystemCriteria and Standards

3/19/2018

GradeLevel Requirements

Formal Education

Professional Development

Service Performance

Formal Education(Provide copy of graduate

transcript)

Service

Performance


transcript) Professional Development

Service

Performance


Service

Performance

III Master’s Degree in an approved program of study

II


I Bachelor’s degree (must be promoted by end of year 5)

Bachelor’s Degree

Performing at "Meets Expectations" or higher rating on last Performance Evaluation

≥ 8 years ≥ 3 years Performing at "Meets Expectations" or higher rating on last Performance Evaluation

12 hours in approved graduate program with a minimum of a 3.0 GPA

N/A

- New Agent Orientation- A minimum of 83 in-service training hours completed (at

least 35 hours of Core Training in-services; at least 48hours of additional in-service training) since date of initialemployment.

- Completion of Mentor Packet (if hired after July 1, 2016)

- A minimum of 83 in-service training hours completed (atleast 35 hours of Core Training in-services; at least 48hours of additional in-service training) since date of initialemployment.

IV

≥ 14 years ≥ 22 years

≥ Performing at an (Occasionally or Consistently) Exceeds Expectation rating for the last 5 years Performance Evaluation.

≥ Performing at an (Occasionally or Consistently) Exceeds Expectation rating for the last 5 years Performance Evaluation.

Bachelor’s Degree (required), PLUS:

Evidence of further professional or academic training (desirable)

2. Program Accomplishments – documentedsuccess in serving clientele of the county andbeyond

3. Teamwork and Organizational Support –recognized as a strong proponent of teamwork inthe county and with program peers, specialists,and administrators; support of CES, College,and UK

4. Contributions beyond county to the program andorganization

5. Diversity - Reaches a broad spectrum of county population

Agents admitted to this grade will be recognized for outstanding performance through demonstration of these characteristics:

1. Leadership – recognized as a leader among peers2. Program Accomplishments – documented

success in serving clientele of the county andbeyond

3. Teamwork and Organizational Support –recognized as a strong proponent of teamwork inthe county and with program peers, specialists,and administrators; support of CES, College,and UK


Bachelor’s Degree

At least 72 hours of in-service training since Jan. 1st of year promoted to Level II≥ 15 years

At least 72 hours of in-service training since Jan. 1st of year promoted to Level II≥ 8 years ≥Performing at an (Occasionally or Consistently) Exceeds Expectation rating on 3 of the last 5 years Performance Evaluation

4. Contributions beyond county to the program andorganization


1. Leadership – recognized as a leader among peers

At least 82 hours of in-service training since Jan. 1st of year promoted to Level III.Contributions to research projects or academic publications.Evidence of significant Community Development work.

Master’s Degree in an approved program of study (required), PLUS:

Evidence of further professional or academic training (desirable)

At least 82 hours of in-service training since Jan. 1st of year promoted to Level III.Contributions to research projects or academic publications.Evidence of significant Community Development work.

≥Performing at an (Occasionally or Consistently) Exceeds Expectation rating on 3 of the last 5 years Performance Evaluation


transcript)

General Criteria(Include up to a 2 page

narrative, double-spaced, using bullet points to

summarize your experiences and activities)

(If start date is on or after July 1, 2005, agent must

advance within Track A) Track B

N/A N/A

N/A N/AN/A N/A

3/19/2018

Service

Performance

Peer Review


(Include up to a 2 page narrative, double-spaced, using

bullet points to summarize your experiences and activities)

Master’s Degree in an approved program of study (required), PLUS:



1. Leadership – recognized as a leader among peers 1. Leadership – recognized as a leader among peers2. Program Accomplishments – documented success in serving clientele of the county and beyond

2. Program Accomplishments – documented success in serving clientele of the county and beyond

3. Teamwork and Organizational Support – recognized as a strong proponent of teamwork in the county and with program peers, specialists, and administrators; support of CES, College, and UK

3. Teamwork and Organizational Support – recognized as a strong proponent of teamwork in the county and with program peers, specialists, and administrators; support of CES, College, and UK

3. Supervision of interns or mentor for new agents4. Completion of a significant professional certification or in-service training program, and/or5. Participation in a professional international assignment

6. Publishing in a professional journal

7. Obtaining grants

1. Study leave that results in significant enhancement of knowledge and skills2. A significant role in the development and/or delivery of new educational materials or programs that are used beyond the person’s county

V

4. Contributions beyond county to the program and organization

4. Contributions beyond county to the program and organization



Bachelor’s Degree (required), PLUS:

3. Supervision of interns or mentor for new agents4. Completion of a significant professional certification or in-service training program, and/or5. Participation in a professional international assignment

6. Publishing in a professional journal

Evidence of further professional or academic training (desirable) Evidence of further professional or academic training (desirable)

At least an average of 20 hours per year of in-service training since Jan. 1st of year promoted to Level IV and evidence of significant Community Development work.

At least an average of 20 hours per year of in-service training since Jan. 1st of year promoted to Level IV and evidence of significant Community Development work.

Evidence at the highest level of additional professional development experiences such as:

Evidence at the highest level of additional professional development experiences such as:


transcript)

General Criteria(Include up to a 2 page

narrative, double-spaced, using bullet points to

summarize your experiences and activities)

Note: All requirements outlined in this document are subject to further review and future revision

Positive recommendation of a peer review committee named by the Director (to be composed of agents who have attained the highest level)

Positive recommendation of a peer review committee named by the Director (to be composed of agents who have attained the highest level)

≥20years ≥ 30 years≥Acquired a Consistently Exceeds Expectation Performance Evaluation rating at least once in the last 5 years.

≥Acquired a Consistently Exceeds Expectation Performance Evaluation rating at least once in the last 5 years.

Approval of the Director of the Kentucky Cooperative Extension Service with consultation from the appropriate Assistant Director

Approval of the Director of the Kentucky Cooperative Extension Service with consultation from the appropriate Assistant Director

7. Obtaining grants

1. Study leave that results in significant enhancement of knowledge and skills2. A significant role in the development and/or delivery of new educational materials or programs that are used beyond the person’s county

3/19/2018

Years of Service Years of service in an agent equivalent position with Cooperative Extension in other states will apply to career ladder applications. Incentive There is a monetary promotion incentive when a person moves from one level to the next. Although standard incentive amounts have been established for advancement at each level, the amount of the incentive may vary from year-to-year depending upon the resources available. Application Process The application provides information as to how the agent meets the criteria for promotion established for each level. It is the responsibility of the agent to apply for consideration for promotion to the next level. The application will guide that process. Applicants to Level V may apply two consecutive years. If their application is denied the second year, from then on they will be allowed to apply on an every other year basis. Timeline for Applying The completed application must be submitted to the District Director no later than February 1 in the year in which the agent is requesting promotion. The District Director will forward the application to the Assistant Director for County Operations. Promotions will be effective July 1 of that year. Final Decision The final decision on promotions will be made by the Director of the Cooperative Extension Service.

Peer Review Committee A Peer Review Committee is appointed to review applications and recommend to the Director persons qualified for promotion to Level V. The final decision on promotion will be made by the Dean and the Director after reviewing the application, the committee recommendation, and the input of Cooperative Extension administration. The committee is composed of five agents who have already been promoted to Level V. They are from different parts of the state and from the different program areas. Committee members will be appointed for three-year terms with persons rotating on and off each year. The review process of the committee is established by the Director of the Cooperative Extension Service. Appeals Procedure Agents have the right to present grievances concerning promotion decisions. Agents are encouraged to seek resolution of concerns through established supervisory channels, however if the matter cannot be resolved satisfactorily, the agent may seek a hearing by an Appeals Committee appointed by the Director.

3/19/2018

Implementation 1. Persons employed July 1, 2005 or after must be promoted to Level II within five years of the first

July 1 after initial employment or their employment will be terminated. This provision will not apply to persons hired before July 1, 2005. Exceptions to the five-year period can be requested for such reasons as family medical leave or military leave.

2. Agents seeking promotion from Level I to Level II must complete at least 35 hours of in-service

credits selected from a list of Core In-Service Training topics. These topics have been identified as critical to the development and success of agents across program areas, particularly those new to Extension. For new agents, these credit hours should be obtained within the first 18-24 months of employment. Although required by new agents, all agents (particularly those with recommendations from a District Director) are encouraged to enroll if there is a desire to enhance skills in a particular area. The list of trainings is available through Program and Staff Development and is noted in the KERS In-Service Catalog as “CORE” Topics.

3. Only Extension experience in an agent, associate or specialist position will count as service time

for purposes of promotion. This experience can be from any state Extension Service. Non-Extension work experience will not count toward promotion. Even though Extension service time in other states will be counted, required performance ratings must be with the Kentucky Cooperative Extension Service.

4. Agents who are working toward completion of a Masters must have been admitted into an

approved graduate program in a subject matter discipline relevant to the agent’s Extension position (as judged by the District Director and the appropriate Assistant Director). To meet the 12-hour requirement, there is a 3.0 GPA minimum and the hours must count toward the approved Masters.

5. The number of in-service training hours taken each year should represent a reasonable amount of time for agents to be away from their county (typically 20 to 40 hours) and the training should be directly related to the agents’ program area.

6. Applicants to Level V may apply two consecutive years. If their application is denied the second

year, from then on they will be allowed to apply on an every other year basis.

LOUISIANA

Career ladder for agents :

Assistant Agent – entry – B.S. degree

Associate Agent – minimum of 3 years experience as an assistant agent, 15 hours graduate

credit including 2 required courses

Agent (full) – minimum of 8 years experience as an assistant/associate agent, master’s degree

MISSISSIPPI STATE UNIVERSITY EXTENSION

EXTENSION AGENT

CAREER ADVANCEMENT

GUIDELINES

Original document created in 2007 by Mr. Larry Mann, Staff Resources Officer (retired) and Dr. Ronnie White, Extension Professor (retired), Mississippi State University

Updated in 2017 by Dr. Marina Denny, Assistant Professor, Mississippi State University

MISSISSIPPI STATE UNIVERSITY EXTENSION

EXTENSION AGENT

Career Advancement Guidelines

TABLE OF CONTENTS

Page

Introduction 1

Title, Rank, and Evaluation Criteria 2

Degree and Professional Experience Eligibility Requirements 11

Extension Agent Promotion Process Timeline 12

Regional and State Peer Review Committees 13

Appendices

Appendix A: Intent to Apply for Promotion form

Appendix B: Sample External Recommendation Letter

Appendix C: Dossier Format and Submission Checklist

Appendix D: Regional Peer Review Committee Recommendation Form

Appendix E: State Peer Review Committee Recommendation Form

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1

INTRODUCTION

The Mississippi State University Extension Service (MSU-ES) provides informal, research-based

educational opportunities to help the people of Mississippi. This unique role distinguishes

Extension Agents as a key local source of information and education. Extension Agents have a

direct and often immediate impact on the quality of life of individuals, families and communities.

Extension Agents work collaboratively with faculty specialists and other colleagues in the MSU-ES

system. They also develop linkages with other agencies, organizations and institutions on the

county, state and national level.

Extension Agents are expected to be innovative, creative and progressive in their work. They must

foster cooperative working relationships with other faculty/staff and maintain knowledge of current

educational information, research efforts and organizational agendas to produce effective programs.

They must be knowledgeable of the changing external communications and/or information

technology environment, as well as the needs and preferences of users of their services. They must

then be able to incorporate their knowledge into effective educational program delivery that meets

clientele and community needs.

The purpose of this career advancement track is to provide a system for measuring and

documenting the progress of Extension Agents in their profession and for rewarding their

professional efforts and accomplishments.

Mississippi State University Extension is an equal opportunity employer. All qualified applicants

will receive consideration for employment without regard to race, color, religion, sex, national

origin, disability status, protected veteran status or any other characteristic protected by law.

2

TITLE, RANK AND EVALUATION CRITERIA

Title and Rank

Professional Agent titles (i.e. Ag Agent, FCS Agent, 4-H Agent, etc.) were re-titled Extension Agent

(with ranks I, II, III and IV), effective January 1, 2013. A typical Extension office will consist of at

least two professional Agents per county. In counties with two Agents, one Agent will have

designated responsibilities of 50% Agriculture & Natural Resources (ANR), 40% 4-H Youth

Development (4-H), and 10% Community Resource Development (CRD), while the other Agent

will have designated responsibilities of 50% Family & Consumer Science (FCS), 40% 4-H, and 10%

CRD. Counties with 8,000 or more 4-H eligible youth (aged 8 to 18) may have a third Agent with

designated responsibilities of 90% 4-H and 10% CRD. Currently, there are a small number of

Agents across the state with 90% CRD and 10% 4-H responsibilities.

MSU-ES utilizes a career advancement system designed to accommodate the unique position

responsibilities of Extension Agents based on growth and development within established

performance standards. While most Extension Agents are hired into the organization as an Agent I,

it is possible to start at a higher rank, based on education and prior professional experience. Table 1

describes the characteristics associated with each ranking for an Extension Agent.

Table 1. Characteristics of Extension Agent Ranks at MSU-ES

Title & Rank Associated Characteristics

Extension Agent I

Meets the minimum requirements for employment, has the potential for successful performance in Extension work, and exhibits potential for further academic work. Must have a master’s degree or a bachelor’s degree with a minimum 2.75 GPA.

Extension Agent II

In addition to the criteria for Agent I, has the potential for successful professional growth, demonstrates evidence of an ability to plan, organize, develop, implement and evaluate successful educational programs and services, and demonstrated qualities of leadership, drive, and initiative.

Extension Agent III

In addition to the criteria for Agent II, possesses a master’s degree with a minimum 2.75 GPA and has consistently demonstrated innovative, creative and progressive performance beyond the satisfactory level and continues to demonstrate professional growth. Five years as Agent II and 10 years of professional experience.

Extension Agent IV

In addition to the criteria for Agent III, consistently demonstrates excellence in performance and service to clientele and community. Serves as a coach and mentor to others. Six years as Agent III and 17 years of professional experience.

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Performance Indicators and Promotion Criteria

Each Extension Agent has a unique and fundamental role within the land-grant university system

based on a specific assignment. Agents work individually and as team members with professional

peers, sharing relevant knowledge and technology. Extension Agents are expected to recognize the

value of and to seek interdisciplinary approaches to problem solving, foster and participate in

collaborative relationships with colleagues and groups, and show respect for other disciplines.

Extension Agents will be evaluated for career advancement as established in these guidelines.

Determination of an individual’s level of accomplishment will be based on evidence of overall

contributions to the Extension system. There should be evidence of sustained performance

throughout the review period.

A performance indicator is a type of performance measurement used to evaluate the success of

an individual in terms of making progress toward strategic goals. This assessment often leads to the

identification of potential improvements and setting of additional goals. An evaluation of the

following performance indicators form the basis for an accurate assessment by the regional and

state peer review committees for Extension Agents in the MSU-ES system.

Program Planning and Development of Educational Programs

A variety of peer and clientele inputs should be used to determine the content, quality, priority, and

emphasis of the Extension Agent’s programmatic leadership. This should reflect the assimilation and

synthesis of information from program development committees, clientele organizations, and key

industry leaders relative to the program priorities of MSU-ES. This should also be evidenced by

participation in Program Development teams and quality Plans of Work.

Program Delivery (Instruction), Implementation, and Evaluation of Educational Programs

Extension Agents should demonstrate a command of the subject discipline, progressive assimilation

of knowledge and the ability to use engaging, lively, interactive and educationally sound teaching

techniques adapted to diverse audiences. Extension Agents are expected to participate in disciplinary

and interdisciplinary programming efforts to adequately address the needs of clientele. Quality and

effectiveness should be represented through clientele and peer evaluation of programs, measurable

outcomes and impact statements that speak to increasing knowledge, improving practices and

changing lives.

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Other Instructional Extension Activities and Responsibilities

It is expected that Extension Agents work diligently and effectively to respond to and support a

variety of clientele needs that may not fit neatly into a local or statewide Extension program. These

efforts are evidenced by activities such as teaching at workshops, giving presentations, consulting on

the phone or in person, and creating publications and other educational materials. Additional

financial, material, and human support should be sought to extend program effectiveness. Agents

should demonstrate effective working relationships with all levels of elected and appointed officials,

external funders, and representatives of local groups and organizations.

Leadership, Governance, and Achievements

Extension Agents are expected to establish and enhance teamwork, communication and mutual

support among colleagues. Evidence of achievement may include efforts to promote Extension

services and raise public awareness via diverse and relevant media. Professional association

leadership positions, service to others, and recognition for significant accomplishments are

important components for Extension Agents to highlight.

Volunteer Management

Efforts to recruit, orient, train, utilize, and evaluate volunteers are extremely important, since

volunteers enhance an Extension Agent’s ability to connect and impact members of the community.

Master Gardeners, Homemaker Volunteers, 4-H leaders, and advisory board members are the

primary volunteers with whom most Agents should interact. Keep good records of your efforts with

volunteers, as well as the time the volunteers donate to the organization. Their time is valuable,

literally and figuratively.

Professional Development and Continuing Education

Each Extension Agent is expected to advance professionally through formal and informal

educational opportunities. This includes professional development opportunities in which an

Extension Agent participates during the year, as well as progress towards earning a masters or

doctoral degree. Professional development opportunities may include in-service training associated

with a particular Extension statewide curriculum or competency development.

Pages 5 through 10 provide evaluation rubrics that outline the satisfactory criteria for each performance indicator at each rank for Extension Agents I, II, III, and IV.

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PERFORMANCE INDICATOR: Program Planning and Development of Educational Programs

Satisfactory Performance Criteria

Agent I Agent II Agent III Agent IV

Demonstrates the interpersonal skills necessary to develop existing and/or enhance new networks of stakeholders

Demonstrates a basic understanding of conducting and interpreting standardized local needs assessments

Develops a thorough understanding of ongoing local Extension programs and activities that meet identified community/ stakeholder needs

Develops a thorough understanding of ongoing state Extension programs that meet identified community/ stakeholder needs

Successfully acquires the necessary training and competency development associated with delivery of relevant educational programs

In addition to the criteria for Agent I…

Provides leadership for determining the content, priorities, and emphasis of local Extension programming efforts

Demonstrates a thorough understanding of conducting and interpreting local needs assessments

Demonstrates efforts to plan and develop programs for non-traditional and underserved clientele

Develops Plans of Work that accurately identify clientele needs and establish SMART objectives

Effectively uses the program development process to address the varied educational needs of targeted audiences

In addition to the criteria for Agent I and II…

Integrates information from a variety of sources to effectively address critical issues and educational needs of clientele

Modifies Extension programs and activities based on clientele needs

Effectively plans and develops programs for non-traditional and underserved clientele

In addition to the criteria for Agent I through III…

Plans and develops comprehensive and innovative Extension programs with effective evaluation tools and methods that document achievement of identified program objectives

Demonstrates creativity in seeking solutions to complex educational problems and issues

Provides leadership to create partnerships and/or collaboration with external groups to plan programs to meet current and future needs

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PERFORMANCE INDICATOR: Program Delivery (Instruction), Implementation, and Evaluation of Educational Programs



Develops the teaching and communications skills necessary to effectively deliver needed educational programming to a diversity of target audiences

Demonstrates a basic understanding of pedagogy, andragogy, and informal teaching methodology

Demonstrates a basic understanding of various methods of program evaluation

Demonstrates a basic understanding of educational program outcomes and impacts

Participates in learning opportunities to enhance content knowledge about programmatic area(s) and relevant curricula


Effectively uses appropriate, standard educational methods and techniques for communicating with a diversity of audiences

Demonstrates efforts to deliver relevant programs to non-traditional and underserved clientele

Facilitates collaborations with specialists and other technical support people in county educational programs and activities

Utilizes appropriate methods for solving problems and achieving objectives

Recruits, trains, and involves volunteers to enhance educational outreach efforts

Utilizes feedback and evaluation to improve instructional effectiveness


Successfully delivers relevant programs to non-traditional and underserved clientele

Successfully adapts traditional educational methods and techniques to accommodate non-traditional settings and/or audiences

Utilizes feedback and evaluations to improve/ enhance programmatic impacts

Demonstrates efforts to enhance skills in using and developing specialized instructional materials


Provides comprehensive technical assistance and expert guidance to internal and external clientele as needed

Delivers, implements, and evaluates educational programs and activities that are innovative and comprehensive

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PERFORMANCE INDICATOR: Other Instructional Extension Activities and Responsibilities



Develops a thorough understanding of teaching methodologies and other outreach strategies to address clients’ needs and problems when a full educational program is not needed or feasible

Develops skills to create effective publications, fact sheets, media communications, and other educational outreach materials to facilitate learning and knowledge transfer


Demonstrates the appropriate use of a diversity of teaching methodologies and other outreach strategies

Produces effective publications, fact sheets, media communications, and other educational outreach materials

Demonstrates efforts to acquire in-kind and monetary support for programs

Develops effective working relationships with community leaders


Continues to improve teaching and outreach strategies and educational materials to address clients’ needs

Maintains a successful system of in-kind and monetary support for programs

Maintains effective working relationships with community leaders


Demonstrates a comprehensive knowledge of areas of program responsibility

Provides leadership and mentorship to colleagues to help them strengthen their teaching and outreach skills

Viewed as a leader and change agent for the local community and as a trusted representative of Mississippi State University Extension

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PERFORMANCE INDICATOR: Professional Leadership, Governance, and Achievements



Demonstrates ability to cooperate effectively as a team member with colleagues

Explores relevant professional associations and community organizations


Joins and participates in relevant professional associations and community organizations

Demonstrates support for local and regional Extension programs and activities by actively serving on committees and task forces and in advisory capacities


Submits applications / seeks nominations for professional awards and recognition

Demonstrates support for statewide Extension programs and activities by actively serving on committees and task forces and in advisory capacities

Demonstrates service to others in the profession, including formal and informal mentoring

Holds leadership positions in professional organizations


Effectively manages paraprofessionals (if applicable) as an integral part of the Extension program

Demonstrates a track record of professional awards and recognition

Contributes to the strengthening of professional organizations

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PERFORMANCE INDICATOR: Volunteer Recruitment and Management



Develops a thorough understanding of the role of volunteers in Extension

Explores opportunities to recruit a diversity of volunteers to enhance educational efforts

Establishes clear goals and outlines roles and responsibilities for volunteers across program areas of responsibility

Establishes an effective working relationship with advisory council members


Effectively recruits, trains, and utilizes volunteers to enhance educational efforts

Participates in learning opportunities to enhance volunteer management skills

Develops and maintains a positive rapport with volunteers

Determines strategies to strengthen existing core of volunteers through ongoing teaching/training/ teambuilding opportunities


Effectively manages and integrates volunteers into all aspects of local Extension planning and programming, including fundraising, generating community support, etc.


Maintains a strong an effective core of active volunteers that enhances Agent’s programming impacts

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PERFORMANCE INDICATOR: Professional Development and Continuing Education



Establishes a professional development plan with achievable short-, medium-, and long-term goals for personal and professional growth

Demonstrates adherence to established timeline for achieving professional development goals

Completes any necessary professional competency development in preparation for learning and implementing Extension statewide/regional/local curricula


Continues to demonstrate efforts to enhance professional competencies through formal and/or non-formal educational opportunities

Participates in relevant in-service training for effective program delivery and subject-matter knowledge enhancement


Holds a Master’s degree in an appropriate field.

Continues to enhance professional competencies through formal and/or non-formal educational opportunities


Maintains professional competencies through necessary trainings and certifications

Contributes to the strengthening of professional development opportunities for colleagues by participating in staff development research and inquiries

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DEGREE AND PROFESSIONAL EXPERIENCE ELIGIBILITY REQUIREMENTS Extension Agent I Must have a master’s degree or bachelor’s degree with a minimum 2.75 GPA.

Extension Agent II By September 30th of the year submitting dossier, must have a minimum of 3

years of experience as Extension Agent I.

Extension Agent III By September 30th of the year submitting dossier, must have a master’s degree

and 10 years of professional experience with a minimum of 5 years of

experience as Extension Agent II. Agents without a master’s degree

employed prior to July 1, 2002, with at least 15 years of professional

experience, are eligible for promotion consideration to Extension Agent III.

Extension Agent IV By September 30 of the year submitting dossier, must have a master’s degree

and 17 years of professional experience with a minimum of 6 years of

experience as Extension Agent III.

Professional experience shall be defined as full-time employment in a job or position normally

requiring a college or university degree. Only full-time professional employment, after

completion of a relevant bachelor’s degree, shall be considered. Prior professional

experience must be evaluated to determine equivalent MSU-ES experience. The following list

establishes the equivalency ratio for different types of professional experience:

One year of Extension Service (other states or ES-USDA) = 1 year of MSU-ES service

One year Extension Program Associate/Assistant (or equivalent) = 1 year of MSU-ES service

One year Military experience = 1 year of MSU-ES service

One year teaching in a specialized subject matter field* = .75 year of MSU-ES service

One year of other full-time teaching experience = .50 year of MSU-ES service

One year relevant commercial experience = .50 year of MSU-ES service

One year managing a commercial farm enterprise = .50 year of MSU-ES service

One year graduate assistant (research, teaching, or extension) = .25 year of MSU-ES service

*Agricultural science, Agricultural education, Family & Consumer science, or equivalent

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EXTENSION AGENT PROMOTION PROCESS TIMELINE

July Extension Director initiates promotion process through distribution of promotion information.

Aug 15 Agent seeking promotion submits Intent to Apply for Promotion (Appendix A) form to Regional Extension Coordinator (REC).

Aug 31 REC verifies Agent’s eligibility for promotion consideration and notifies the Agent and the Program & Staff Development (PSD) Specialist.

Agent begins the process of soliciting at least three (3) external letters of recommendation from key clients/stakeholders. See Appendix B for a Sample External Recommendation Letter.

September RECs nominate Regional Peer Review Committee members for each region. The PSD Specialist trains committee members on the review process and evaluation criteria.

Sept 30 Agent submits completed promotion dossier to his/her REC. Refer to Appendix C for the Dossier Format and Submission Checklist.

October Extension Director selects members for the State Peer Review Committee. The PSD Specialist trains committee members on the review process and evaluation criteria.

Oct 1-30 Regional Peer Review Committee reviews submitted dossier and recommends either YES or NO for continuation with the promotion process. If the committee recommends NO, detailed written feedback and suggestions for improvement are required.

Regional Peer Review Committee Recommendation form (Appendix D) is submitted to the REC, and REC then discusses the regional committee’s recommendation with the Agent.

If the Agent received a YES vote and chooses to continue with the promotion process, his/her Research & Extension Center Head (R&E Center Head) and REC will each write a letter of recommendation to be added to the Agent’s dossier.

Oct 31 REC submits the Agent’s completed dossier to the Extension Director’s Administrative Assistant.

Nov 1-15 State Peer Review Committee reviews submitted dossier and recommends either YES or NO for promotion. State Peer Review Committee Recommendation form (Appendix E) is submitted to Extension Director.

Nov 16-30 Extension Director consults with the Associate Extension Directors for review of all promotion materials and recommendations.

December Extension Director makes final promotion decision and sends notification of status to R&E Center Head, REC, and Agent.

February Extension Director advises Vice-President of promotion decision.

July 1 Promotion decision becomes effective.

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REGIONAL AND STATE PEER REVIEW COMMITTEES

Role and Responsibilities

The role of the Regional and State Peer Review Committees is to review colleagues’ submitted

dossiers, assess each dossier for strengths/weaknesses, and submit a recommendation which

provides input for the Extension Director regarding the promotion of Extension Agents according

to the established criteria. The Extension Director has final approval for MSU-ES Agents.

The Peer Review Committees will:

Assist in the execution of the promotion process.

Keep confidential all information and deliberations concerning promotions.

Thoroughly review all candidate dossiers in order to adequately discuss qualifications and accomplishments in relationship to the established criteria.

Be responsible for upholding the standards as presented in the Extension Agent Career Advancement Guidelines.

The Regional Peer Review Committee will make a recommendation for each candidate for further review by the State Peer Review Committee.

The State Peer Review Committee will make a recommendation for each candidate to be

submitted to the Extension Director for final approval.

Regional Peer Review Committee Structure

The Regional Peer Review Committee must consist of five (5) full-time Agents, with at least three

(3) Agents at a rank of IV. The remaining two committee members can be Agent III or IV.

The REC will nominate Agents to serve on their respective regional committee.

The R&E Center Head will appoint one Agent (rank IV) to serve as chair for their respective regional committee.

Committee members may serve no more than three (3) consecutive years.

Agent IIIs will review and make recommendations only on dossiers submitted by Agents with a rank of I or II. Agent IVs will review and make recommendations on all submitted dossiers.

With the exception stated above (Agent IIIs will review only dossiers with ranks I and II), all committee members will review all submitted packets, regardless of primary program area.

Committee members should adequately represent all five Extension program areas (Ag, Natural Resources, FCS, 4-H and CRD).

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State Peer Review Committee Structure

The State Peer Review Committee must consist of eight (8) full-time Agents, with at least five (5)

Agents at a rank of IV. The remaining three committee members can be Agent III or IV.

The chair of each regional committee is automatically appointed to the state committee.

The RECs will nominate one additional Agent from each region (that did not serve on the Regional Peer Review Committee) to serve on the state committee.

The Extension Director will appoint the chair of the state committee.

Committee members may serve no more than three (3) consecutive years.

Agent IIIs will review and make recommendations only on dossiers submitted by Agents with a rank of I or II. Agent IVs will review and make recommendations on all submitted dossiers.

With the exception stated above (Agent IIIs will review only dossiers with ranks I and II), all committee members will review all submitted packets, regardless of primary program area.

Committee members should adequately represent all five Extension program areas (Ag, Natural Resources, FCS, 4-H and CRD).

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APPENDIX A

INTENT TO APPLY FOR PROMOTION FORM

16

PAGE INTENTIONALLY LEFT BLANK

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INTENT TO APPLY FOR PROMOTION EXTENSION AGENTS

Due to Regional Extension Coordinator by August 15th

This section to be completed by the Extension Agent

Name:

County: Region:

Current Rank: Extension Agent I II III

Date of Appointment to Current Rank (enter as mm/dd/yyyy):

# of Years at Current Rank* (as of September 30th of current year):

Promotion Rank Sought: Extension Agent II III IV

This section to be completed by Regional Extension Coordinator

Candidate meets minimum time* in current rank:

YES NO (if NO, attach documentation supporting exception to required minimum time)

Candidate meets degree requirement (if seeking promotion from Agent II to Agent III):

YES NO NOT APPLICABLE

*Minimum time required at each rank:

For promotion to Agent II – 3 years as Agent I

For promotion to Agent III – 5 years as Agent II

For promotion to Agent IV – 6 years as Agent III

The following signatures verify Extension Agent’s eligibility for consideration for promotion to

the designated rank.

Regional Extension Coordinator: Date:

MSU-ES Program & Staff

Development Representative: Date:

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APPENDIX B

Sample External Recommendation Letter

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{Stakeholder Name}

{Stakeholder Address}

{City, State, Zip}

{Date}

To Whom It May Concern:

I am writing in strong support of the promotion of Ms. Jane Doe, FCS and 4-H Agent in Paradise County.

I came to know Ms. Doe when she first offered the Walk-a-Weigh program at our local community center. As a registered nurse, I recognized the importance of this program and brought my mother to participate. Since going through the program, my mother lost 15 pounds, complains less often about pains in her joints, and has made a conscious effort to eat healthier.

Once I realized the positive impact of this program on my family, I became an advocate for MSU Extension, its outreach services, and in particular, Ms. Jane Doe.

I currently serve on Ms. Doe’s FCS advisory council, and I continue to be impressed with the breadth of her knowledge and incredible commitment to her job and to this community. Ms. Doe communicates with the advisory council quite frequently and solicits our input on a regular basis. Her programming efforts align well with what the council members feel are the critical needs of the community.

Ms. Doe also has extended her FCS knowledge to the youth of our community, offering basic sewing and cooking classes to 4-H clubs and after-school groups. But she’s not only teaching our youth new skills; she’s instilling in them a sense of pride, community, and civic responsibility. The products made by the kids in the sewing classes have been donated to the nursing home and homeless shelter.

Overall, Ms. Jane Doe is an asset to Paradise County and its residents, and I highly recommend her for promotion.

Sincerely,

{Stakeholder Name}

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Appendix C

Dossier Format and Submission Checklist

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Dossier Format and Submission Checklist

Title Page

Table of Contents (use the list below)

Curriculum Vitae

Academic Background

Professional Background

Grants or Other Programmatic Funding/Support

Program Planning and Development of Educational Programs (list by program area)

Needs Assessments

Statewide and local programs selected

Related in-service training and/or competency development

Community and in-school 4-H clubs

Extension advisory committees

Civil rights / Affirmative Action strategies

Program Delivery and Evaluation of Educational Programs (list by program area)

Name of Program

Situation statement

Target audience(s)

Delivery method(s)

Evaluation tool(s)/method(s)

Outcomes and impact statements

Other Instructional Extension Activities and Responsibilities (list by program area)

Teaching

Consulting

Group Process Facilitation

Other

Professional Leadership, Governance, and Achievements

Volunteer Recruitment and Management

Professional Development and Continuing Education

Appendices of Supporting Documentation

External Letters of Recommendation (at least 3; solicited by Agent)

Additional Forms (to be added as dossier proceeds through review process)

Intent to Apply for Promotion form

Regional Peer Review Committee Recommendation form

R&E Center Head recommendation letter

REC recommendation letter

State Peer Review Committee Recommendation form

State Program Leader recommendation letter

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Recommendations for Preparing a Quality Dossier

Keep in mind that the promotion dossier is a representation of your BEST work as an Extension

Agent since you were first hired or since the time of your last promotion (whichever is more recent).

The dossier should NOT be a collection of everything you’ve done during that time. Part of being a

good Extension Agent is knowing how to properly select and highlight the work that demonstrates

your outcomes and impacts.

Here are some recommendations for assembling the promotion dossier:

Focus the majority of content in the dossier on your activity as an Extension Agent since your last promotion, if applicable.

Create tabbed and labeled sections, based on the checklist provided on page 25 of these promotion guidelines. This will make it easier for you to organize your information, and it will help make the Regional and State Peer Review Committees’ job easier as well.

Be strategic with what you include in your dossier. Provide sufficient information for the Regional and State Peer Review committees to clearly understand your efforts, but do not overwhelm them with too much “stuff.”

o Carefully select good, strong examples of newsletters, promotional flyers, articles/press releases, meeting minutes, etc. to include in your dossier. Do not provide copies of everything from Day 1. More is not always better.

o Do not include examples of materials you did not create directly or that don’t demonstrate your direct efforts, including sign-in sheets, food receipts, etc.

If your primary program area is either FCS or ANR, also be sure to demonstrate clear evidence of your programmatic efforts and impacts in 4-H and CRD.

Clearly report activities with advisory committee(s), including needs assessments, meetings, and recruitment/management of members.

Provide program evaluation summaries that demonstrate changes in knowledge and/or behavior.

Clearly distinguish Extension programming efforts (statewide and local programs) from other Extension activities and responsibilities (presentations, consultations, field visits, etc.).

Rely on your REC and R&E Center Head for guidance and advice as you work through this process.

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Appendix D

Regional Peer Review Committee Recommendation Form

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REGIONAL PEER REVIEW COMMITTEE RECOMMENDATION FORM

Region: Name of Candidate:

Current Rank: Rank Sought:

Program planning and development of educational programs Strengths Area(s) Needing Improvement

Program delivery (instruction), implementation, and evaluation of educational programs Strengths Area(s) Needing Improvement

Other instructional Extension activities and responsibilities Strengths Area(s) Needing Improvement

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Leadership, governance, and achievements Strengths Area(s) Needing Improvement

Volunteer management Strengths Area(s) Needing Improvement

Professional development and continuing education Strengths Area(s) Needing Improvement

GENERAL COMMENTS:

Committee recommendation for promotion:

_____ YES. No additional modification/documentation is needed.

_____ YES, with additional minor modification/documentation before proceeding to state peer review.

_____ NO. Insufficient evidence to support expectations for promotion.

Signed: Regional Peer Review Committee Chair Date

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Appendix E

State Peer Review Committee Recommendation Form

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STATE PEER REVIEW COMMITTEE RECOMMENDATION FORM

Region: Name of Candidate:

Current Rank: Rank Sought:

Program planning and development of educational programs Strengths Area(s) Needing Improvement

Program delivery (instruction), implementation, and evaluation of educational programs Strengths Area(s) Needing Improvement

Other instructional Extension activities and responsibilities Strengths Area(s) Needing Improvement

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Leadership, governance, and achievements Strengths Area(s) Needing Improvement

Volunteer management Strengths Area(s) Needing Improvement

Professional development and continuing education Strengths Area(s) Needing Improvement

GENERAL COMMENTS:

Committee recommendation for promotion:

_____ YES. No additional modification/documentation is needed.

_____ YES, with additional minor modification/documentation before next eligible promotion opportunity.

_____ NO. Insufficient evidence to support expectations for promotion.

Signed: State Peer Review Committee Chair Date

We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.

extension.msstate.edu

NORTH CAROLINA

Career Ladder not yet complete (email from Rich B. on May 22, 2018

OKLAHOMA

COOPERATIVE EXTENSION SERVICE

CAREER LADDER PROGRAM

for

Extension Field Personnel Including: County Educators

Area Specialists District Specialists

CNEP Coordinators CNEP Professionals/Special Projects

2018

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I. INTRODUCTION

Oklahoma Cooperative Extension Service educators extend the Oklahoma State University system to the people of Oklahoma through a variety of outreach educational programs. They perform a vital role in the triad of functions – teaching, research, and Extension – which forms the basis of the Land Grant University System. In this document, the term "Extension educator" refers to all OCES field staff professionals serving as a county educator, district specialist, area specialist, CNEP coordinator, or CNEP professional/special project educator.

In furthering the Extension mission, Extension educators are expected to develop innovative and progressive programs that meet clientele and community needs. By educating adults and providing youth with leadership development programs, Extension educators have a direct and often immediate impact on the quality of life of individuals, families, and communities. This unique role distinguishes Extension educators as a key local source of information and education.

The purpose of the OCES Career Ladder is to provide a system for measuring and documenting the progress of Extension educators in the profession and for rewarding their professional accomplishments. The Career Ladder system is provided to reward educators who demonstrate sustained professional growth and significant programmatic accomplishment through time in the Oklahoma Cooperative Extension Service.

Promotions are intended to be significant career milestones. Because of this, promotion is a measure of professionalism that must be earned. County educators hired after January 1, 2006, will spend a minimum of five years in a level between promotions.

Oklahoma Cooperative Extension Service is an equal opportunity employer. Equal opportunity shall be afforded with the Oklahoma Cooperative Extension Service to all employees and applicants for employment regardless of race, color, national origin, religion, gender, age, disability, or status as a Vietnam-era veteran.

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II. TITLE, INITIAL ASSIGNMENT PROCEDURES, AND EVALUATION CRITERIA AND DOCUMENTATION

Title

The career ladder will place individuals in one of three levels, e.g. Levels I through III. The designated level will be used for internal recognition of career accomplishments. It is not intended to be used in the official educator title. The Extension educator will continue to be identified by program area and county/district/area.

Hiring Assignment Procedures 1. Assignment of rank upon initial employment - new Extension educators will enter the OCES Career

Ladder at Level I. 2. Assignment of rank upon re-hire – Extension educators will return to the OCES Career Ladder at the

same level they held when they separated. Re-hired educators cannot apply for a higher level until they have held their new position for at least three years after the first January 1 following their re-employment date. Their application will then be subject to the eligibility requirements for “Currently Employed Educators” as given on page 5, with the exception that the years of service at any level need not be continuous.

3. If an Extension educator is re-hired, who was previously not in the OCES Career Ladder (i.e. they were

employed prior to January 1, 2006), they will enter at Level I. As with all re-hires, they cannot apply for a higher level until they have held their new position for at least three years after the first January 1 following their re-employment. Upon becoming eligible to make their first application for a higher level, they may apply for Level II or Level III if they meet the qualifications found under “Initial Assignment Procedures for Extension educators Separated Prior to January 1, 2006 and then Re-hired” on page 6. Re-hired educators can only make one application under this set of procedures. However, this application does not have to be made during the first available application period. For example, if the educator feels it is to their advantage to wait one or more additional years before applying under this procedure they may do so.

Evaluation Criteria 1. Extension educators will be evaluated for advancement through the three levels of the Career Ladder as

established in these guidelines. Determination of an individual’s level of accomplishment will be based on evidence of overall contributions to the Extension system. A combination of critical professional endeavors forms the basis for an accurate assessment of an Extension educator.

2. Extension educators will be evaluated in the following three standards:

• Professionalism • Programming • Professional Development

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Portfolio Narrative and Documentation A portfolio and additional documentation addressing all standards will be included as a part of the educator’s application packet. Performance in the three categories listed above (Professionalism, Programming, and Professional Development) will be evaluated based on standards contained in the “OCES Standards of Achievement” on pages 12 and 13. For each of the three categories, there are subcategories, under which the standards are listed. See the example below:

Programming • Program Development and Impact Assessment

o Level II -- Developed a needs assessment for planning and implementing programs -- Adapted and effectively used appropriate educational programs, including a variety of educational teaching methods and techniques (describe your role) -- Utilized appropriate marketing techniques and provided visibility to OCES

programming -- Consistently evaluated the effectiveness of programming and reported documented outcomes and impact on selected programs

o Level III -- Expanded the needs assessment used for planning and implementing programs -- Aided in development of a variety of instructional materials and consistently taught educational programs that addressed expressed needs (describe your role) -- Expanded appropriate marketing techniques and provided visibility to OCES

programming -- Demonstrated ability to acquire funding and resources to enhance programming -- Consistently evaluated the long-term effectiveness of programming through a

variety of evaluation techniques used to show impact on clientele; reported impact to decision makers, and others

For the category “Programming,” one subcategory is “Program Development and Impact Assessment.” For this subcategory there are four standards for Level II and five for Level III. Note, in total, there are 12 standards for Level II and 13 standards for Level III. All standards should be addressed in the narrative.

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III. ELIGIBILITY REQUIREMENTS Definitions

January 1, of the year following the initial date of hire, is the date that will be used to calculate OCES years of continuous professional service.

Professionals holding appointments between .5 FTE to 1.0 FTE are eligible to apply for the career ladder. Years of service will be counted the same irrespective of whether the individual is full-time. The salary increments given for advancement will be proportionate to the FTE’s of employment.

Prior Extension service as a para-professional, classified employee, or in a grant funded position does not count as prior service. Employment must have been as a permanent county educator, area educator, district educator, CNEP coordinator, or CNEP professional/special projects educator in Oklahoma. Requirements for Currently Employed Extension Educators Level II Degree Requirements and Professional Experience

• A bachelor’s degree (or higher degree) in an appropriate subject matter discipline is required

• A minimum of five continuous years in rank at Level I • Requires performance appraisal ratings with no unsatisfactory or needs improvement

ratings, or equivalent ratings, for each of the past three years of OCES employment

Level III Degree Requirements and Professional Experience • A master’s degree (or higher degree), approved in advance by administration (District

Extension Director), in an appropriate subject matter discipline is required • A minimum of five continuous years in rank at Level II • Requires performance appraisal ratings with no unsatisfactory or needs improvement

ratings, or equivalent ratings, for each of the past three years of OCES employment

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Initial Assignment Procedures for Extension Educators Separated Prior to January 1, 2006 and then Re-hired Educators employed prior to January 1, 2006, and subsequently re-hired after January 1, 2006, may initially apply for Levels II and III under the following requirements. Applicants must have been employed by OCES for at least three years after the first January 1 following their re-employment date. Level I Degree Requirements and Professional Experience

• A bachelor’s degree required Level II Degree Requirements and Professional Experience

• A bachelor’s degree (or higher degree) in an appropriate subject matter discipline is required

• A minimum of five total years of OCES professional experience (does not have to be continuous service and does not require 5 years of service at Level I)

• Requires performance appraisal ratings with no unsatisfactory or needs improvement ratings, or equivalent ratings, for each of the last three years of OCES employment

Level III Degree Requirements and Professional Experience

• A master’s degree (or higher degree) approved in advance by administration (District Extension Director), in an appropriate subject matter discipline is required

• A minimum of 10 total years of OCES professional experience (does not have to be continuous service and does not require five years of service at Level II)

• Requires performance appraisal ratings with no unsatisfactory or needs improvement ratings, or equivalent ratings, for each of the last three years of OCES employment

Note: As denoted above, the first application after being re-hired can be for Level III if the applicant has 10 or more years of prior service. If the application for Level III is not supported, the application will automatically be considered for Level II. The consideration of Level II assignment may then either be granted or denied. Any application after the first application will be subject to the same rules as those for currently employed educators (see the section on page 5). These rules only allow for application to the next higher level.

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IV. EXTENSION PROFESSIONAL CAREER LADDER A. Professional Progression

Educators will self-nominate for advancement. However, during their annual performance review, Extension educators and their supervisor should discuss their readiness to submit a portfolio for advancement consideration.

Promotion to a higher level will be based on the educator’s accomplishments since his or her last promotion in rank. Extension educators hired after January 1, 2006 (with the exception of educators with prior service with OCES), will remain in a professional rank for a minimum of five years before submitting a portfolio for consideration of promotion to the next level. The number of years an educator is in a rank before advancing will be based on the individual’s professional accomplishments while still meeting the minimum years of professional experience for that level. Upon promotion to the next level, an educator will receive a salary increase. For 2018, the salary increases will be:

Advancement from Level I to Level II $2,500 Advancement from Level II to Level III $3,000

An exception to the above increases will be granted to Educators employed prior to January 1, 2006 and

re-hired after January 1, 2006. They may initially apply for and receive a Level III designation if they have 10 or more years of prior service. If granted a Level III designation, they will receive a salary increase of $2,500 plus $3,000 for a total of $5,500.

In the future, every effort (budget conditions permitting) will be made to sustain these increases. In

addition, the intent is to adjust the levels upward as the general salary level rises over time.

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B. Application Process

The application review process is intended to ensure that educators being considered for promotion have an opportunity to present credentials for review and recommendation in a uniform manner by both their peers and their administrators. The reviews and recommendations made will be based on a portfolio prepared by the educator that emphasizes achievements according to designated criteria.

The Associate Director will announce the application process and deadlines. Those interested in applying must submit, to their District Extension Director, an “Intent to Apply for Promotion” form (see Appendix III - page 17) prior to the announced deadline. The “Intent to Apply for Promotion” form will be returned to the applicant within 10 business days and will indicate whether the applicant is eligible to apply for advancement. Eligible applicants will submit one hard copy of their completed portfolio and one electronic copy (either on a CD or flash drive containing one PDF file of all documentation) to the Staff and Program Development Director by the specified deadline. The PDF will be made available to the Peer Review Committee and District Directors via a password protected website. Peer Review Committee members may make their initial choice to review the hard copy or the electronic copy of the portfolio. Thus, it is critical that the hard copy and electronic copy be identical (including the title page). Failure to submit identical hard and electronic versions of the portfolio will result in disqualification of the application.

Each portfolio submitted by an eligible applicant will be reviewed by a Peer Review Committee. Each member must vote to “recommend” or “not recommend” promotion and record their vote on the “Confidential Voting Record of the Peer Review Committee” form (see Appendix IV - page 18). After each portfolio is reviewed, the Peer Review Committee will provide a written summary in support of the committee’s recommendation by completion of the “Peer Review Committee Recommendation” form (see Appendix IV - page 19). Recommendations for promotion should present a convincing argument for the Committee’s recommendation. Recommendations to not promote should also present a convincing argument for the Committee’s position and a clear explanation to the applicant of the criteria they failed to fulfill and why. The applicant’s District Extension Director will review the applicant’s portfolio and validate that the content of the portfolio is complete and factual and then make a recommendation regarding promotion. Specifically, the District Extension Director will render a written opinion to the Associate Director as to whether the portfolio content reporting the applicant’s achievements in professionalism, programming, and professional development are consistent with their observation of the applicant’s work. The report and recommendation of the District Extension Director will be confidentially submitted to the Associate Director and will not be returned to the applicant. Portfolios found by the District Extension Director to be inconsistent will be further examined by the Associate Director. Confirmation of a significant inconsistency will result in the disqualification of the application.

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The Associate Director will review each portfolio, the recommendations of the Peer Review Committee, and the District Extension Director’s review statement. The Associate Director may ask for verbal clarification and/or additional written considerations from the Peer Review Committee and/or the District Extension Director who reviewed the portfolio. If these clarifications result in unresolved issues and/or an unclear decision, the Associate Director may seek additional review and input as he/she deems appropriate, including additional input from selected District Extension Directors, Assistant Directors, and/or other sources as deemed appropriate by the Associate Director.

Upon completion of his/her review, the Associate Director will make a recommendation to the Vice President, Dean and Director for final approval. Notification of the final decision will be at the Vice President, Dean and Director’s discretion and may be either direct or through administrative channels. Peer Review Committee Formation and Operation

The Peer Review Committee will be composed of seven educators who have achieved Level III ranking. Committee members will serve three-year terms. Two new members will be named to the committee each year, except in every third year when three new members will be named. 2010 was the first year in which three members were selected. Each year all District Extension Directors will nominate two Level III educators to serve on the committee. The Associate Director will select the final committee members from those nominated. The committee will be composed of at least one representative from each district. It will have at least four County Educators and at least one, but not more than three, District and/or Area Educators. In addition, at least two committee members will have program responsibilities in each of the following areas: Agriculture; Family and Consumer Sciences; and 4-H Youth Development. Replacement of committee members during the year due to resignations, retirements, etc. will be done by each District Extension Director making one nomination and the Associate Director selecting a replacement from the set of nominees. The replacement member will serve out the term of the individual being replaced. In the event that illness or irreconcilable scheduling conflicts prevent a current Peer Review Committee member from serving in the review process, the Associate Director will name a substitute. In selecting a substitute, the Associate Director will give preference to educators who have recently served on the Peer Review Committee and who have similar attributes with regard to position and district served in.

A chair and chair-elect for the Peer Review Committee will be selected by the committee. The Staff and Program Development Director will organize the first meeting for the Peer Review Committee for the purpose of selecting a chair-elect (and a chair if needed), and training the committee with regard to its duties. The Peer Review Committee chair will convene and facilitate subsequent meetings of the Peer Review Committee. The chair will assure that all applicants’ portfolios are reviewed in a fair and equitable manner and will provide the final committee recommendations.

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V. APPEALS PROCEDURE FOR PROFESSIONAL PROGRESSION A. Career Ladder applicants have the right to present grievances concerning progression through the professional career ladder. Basis for an appeal exists when, in the opinion of the Extension educator, one or more of the following occurred:

• Failure to follow the prescribed procedures.

• Failure to adhere to the established criteria for determining progression in rank.

• Discovery of significant evidence in support of the Career Ladder applicant related to academic credentials, length of professional service, and/or performance appraisal information.

B. Career Ladder applicants having concerns or grievances regarding other aspects of the professional Career Ladder are encouraged to seek resolution of those concerns through established supervisory channels prior to filing a written appeal. If the matter cannot be resolved, the educator may seek a hearing by an appeals committee. C. The written appeals shall include the basis for the appeal and must contain any supporting evidence and/or documentation to be considered. Written appeals concerning denial of progression in rank must be filed with the Associate Director within 20 working days of notification of denial.

D. The appeals committee(s) shall be appointed by the Associate Director to review and/or hear individual appeals regarding progression in rank. The committee(s) will contain no less than five and no more than seven members and will include a combination of peers and administrators. E. The appellant may request to meet with the appeals committee to present his/her case. Such a request shall be included in the written appeal. The appellant may be accompanied by an advisor, which person may be an attorney. If such an advisor accompanies the appellant, the advisor may not make statements on behalf of the appellant, nor may the advisor address the Appeals Committee. If the appellant chooses to be accompanied by an attorney, the appellant must notify the Associate Director’s office of such intent in writing no less than five working days before the date the appeal is to be heard. The educator will be solely responsible for any legal expenses incurred in connection with such representation. F. The appeals committee shall judge the merits of the appeal and forward its written recommendation with supporting documentation to the Associate Director for final action within 20 working days from the end of the appeal hearing. G. The Associate Director will notify the educator in writing of acceptance or rejection of the appeal committee recommendation. Notification will be made within 60 working days of receipt of the written appeal.

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H. Appeal steps A through G are intended to be consistent with and comply with section 4.01 of the Oklahoma State University Policy and Procedures Number 3-0746 (P&P No. 3-0746) titled “Grievances and Complaints for Staff.” That section states:

4.01 Complaints and grievances are processed as follows: A. Step One— In an attempt to resolve complaints in a timely manner, all complaints should be

considered and, if possible, resolved at the lowest administrative level starting with the immediate supervisor. If the complaint is not resolved at this point, the complainant must discuss the point(s) of dissatisfaction with the appropriate administrator at least one level above the complainant's immediate supervisor, but not including the Vice President.

B. Step Two—If the disagreement is not resolved it may be referred to Human Resources for assistance

and mediation that may lead to a suitable disposition without the need for a formal grievance process.

C. Step Three— If informal discussion between the complainant and the supervisor(s) does not resolve the issue, the complainant may submit a formal written request to the Assistant Vice President of University Human Resources requesting that a Grievance Committee be formed to consider the grievance and supporting evidence. The written request must be made within fourteen calendar days from the end of informal discussion.

Hence, as an administrative/professional employee of Oklahoma State University you may file a grievance with the Oklahoma State University Assistant Vice President of Human Resources after the completion of the Career Ladder appeals process. Indeed, if you so choose, you may file a grievance directly with the OSU Assistant Vice President of Human Resources and by-pass the Career Ladder appeals process so long as you comply with Section 4.01 of P&P Number 3-0746 as given above. You can view P&P Number 3-0746 in its entirety at:

https://stillwater.sharepoint.okstate.edu/Policies/Shared%20Documents/Grievances%20and%20Complaints%20for%20Staff.pdf

Questions about this procedure should be referred to the OCES Staff and Program Development Director’s office at 405-744-7969 or Oklahoma State University Assistant Vice President of Human Resources office at 405-744-7420.



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VI. OCES STANDARDS OF ACHIEVEMENT Professionalism

• Teamwork/Cooperation o Level II

-- Demonstrated ability to cooperate effectively as a team with OCES co-workers within the assigned county/area

o Level III -- Demonstrated ability to cooperate effectively as a team with OCES co-workers on a county, multi-county, district, and state level

• Networking o Level II

-- Established and maintained relationships with non-OCES professionals, individuals and groups.

o Level III -- Expanded and sustained relationships and describe your role with non-OCES

professionals, individuals, and groups (discuss your role) • Mentoring

o Level II -- Sought and utilized the assistance of informal and/or formal mentors

o Level III -- Provided informal and/or formal mentoring to fellow educators and/or peers

Programming

• Program Development and Impact Assessment

o Level II -- Developed a needs assessment for planning and implementing programs -- Adapted and effectively used appropriate educational programs, including a variety

of educational teaching methods and techniques (describe your role) -- Utilized appropriate marketing techniques and provided visibility to OCES

programming -- Consistently evaluated the effectiveness of programming and reported documented

outcomes and impact on selected programs o Level III

-- Expanded the needs assessment used for planning and implementing programs -- Aided in development of a variety of instructional materials and consistently taught

educational programs that addressed expressed needs (describe your role) -- Expanded appropriate marketing techniques and provided visibility to OCES

programming -- Demonstrated ability to acquire funding and resources to enhance programming -- Consistently evaluated the long-term effectiveness of programming through a

variety of evaluation techniques used to show impact on clientele; reported impact to decision makers, and others

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• Partnerships o Level II

-- Developed partnerships with clientele, sponsors, donors, commodity groups, and other agencies to complement programming

o Level III -- Expanded and sustained effective working partnerships with clientele, sponsors,

donors, commodity groups, and other agencies to enhance programming • Volunteers

o Level II -- Recruited, trained, and recognized volunteers to enhance educational outreach

o Level III -- Effectively integrated volunteers into an active role within OCES programming


• Professional Organizations

o Level II - -Participated in appropriate professional associations

o Level III -- Contributed to the strengthening of appropriate professional associations

through leadership and/or active service • Professional Skill and Subject Matter Development

o Level II -- Developed competency and knowledge in areas of program responsibility and

process skills o Level III

-- Updated and applied expertise in areas of program responsibility and process skills • Recognition/Awards

o Level II -- Earned recognition at county level by clientele, peers, and others for expertise in

program area o Level III

-- Earned recognition at district, state, or national level by clientele, peers, and others for expertise in program area

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2018

Timeline for Managing Promotion in Professional Career Ladder System for Extension Educators

Week of January 8 The Vice President, Dean, and Director and Associate Director, through the District

Extension Directors, will initiate the promotion process through distribution of promotion information.

February 1 Career Ladder training via Adobe Connect February 12 “Intent to Apply for Promotion” form submitted by Extension Educators to District

Extension Directors. February 26 Due date for return of “Intent to Apply for Promotion” form from the District Extension

Directors. District Directors will also send a copy of the returned form to the Staff and Program Development Office.

April 6 (by 4:00 pm) Extension educators will submit a completed portfolio (one hard copy and an electronic

copy on either a CD or flash drive) to the Staff and Program Development Office. April 23 - May 11 The Peer Review Committee will meet during this period to review/discuss all portfolios

and the District Extension Directors will validate the portfolios. May 14 - June 8 The Associate Director will review the portfolios and make recommendations to the Vice

President, Dean, and Director. June 11 - June 22 The Vice President, Dean and Director will make decisions regarding promotion of

educators and will send notifications of status through the Associate Director and/or District Extension Directors or directly to the applicant.

July 1 Promotion decisions are effective.

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Appendix I

Checklist for Portfolio Format Failure to closely follow the specifications in this checklist will result in disqualification of the application. Submit a portfolio in a 3-ring notebook (appropriate size for number of pages in portfolio) and an electronic copy of the portfolio on either a CD or flash drive. The notebook portfolio and the electronic copy must both contain the following:

1) Title page (see Appendix V)*

2) Table of Contents

3) Résumé (2 page maximum)

4) Narrative Format A brief biographical paragraph should be included All standards in each category and subcategory of achievement are to be addressed and appropriately identified in order listed 20 page maximum (front of page only) summary of specific areas of criteria (Standards of Achievement) Georgia Theme font, font size 12 minimum 1½ line spacing – 1 inch margins on top, bottom, and sides Numbered pages Graphs, tables, and charts are acceptable to supplement written narrative Do not use plastic sleeves

5) Documentation labeled and tabbed to identify standards**

Maximum of one page/sheet of documentation per standard (can be front and back) of pages Plastic sleeves may be used for holding documentation One sleeve per standard, labeled and tabbed

6) Portfolio should be neat, organized, clean, and concise

7) Deliver or mail a hard copy of the completed portfolio, and either a CD or flash drive containing one PDF file (with the same pages/documents in the same format as the documents in the portfolio), to the Staff and Program Development Director’s Office by due date

NOTE: *The title page can be used on the cover of the portfolio notebook and as the first page of the portfolio. It must be included as the first page in the electronic copy. **Scanned versions of the supporting documentation may be used on the CD or flash drive.

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Appendix II

Tips for Writing an Effective Career Ladder Portfolio

The challenge in writing a Career Ladder portfolio is to develop a concise, readable, and comprehensive document that explains your program to supervisors, peers, and others. Not all reviewers will know your clientele, resources, situation, or accomplishments like you do. A brief biographical paragraph should be included to describe your situation. The portfolio must help them understand the challenges you face, the work you have done, and the impact you have made. The portfolio should represent all years of service for the level of application and all standards must be addressed in the narrative section. If you have split appointments (i.e. Ag/4-H Youth Development or FCS/4-H Youth Development, etc.) be sure to include information about all of the program areas for which you are responsible. When addressing the standards in the “Programming” section of the portfolio narrative, the presentation seems most effective when several exemplary programming efforts are highlighted which describe programming that fulfills all or most of the standards. The narrative should strive to describe the quality and program cohesiveness of the applicant’s programming over time and subject matter, as well as the effectiveness/impact of their programming (to the extent possible with examples). As needed, the applicant should consider supplementing these “case study” exemplary programs with some short information bytes to show the breadth of programming and fulfillment of each programming standard.

Prepare your portfolio using Georgia theme font, size 12 minimum, with 1½ line spacing and 1 inch margins at top, bottom, and sides of each page. Graphs, tables, and charts are acceptable if they are explained in the narrative. Carefully follow these and other style and formatting specifications described in these guidelines for preparing your portfolio. The written narrative cannot exceed 20 pages of summary information regarding the three specific areas of criteria – professionalism, programming, and professional development. Do not use plastic sleeves on narrative pages, however, sleeves may be used for holding documentation. Documentation must be in written format only -- no CD, DVD, or video tapes. Documentation sleeves are to be limited to no more than one sleeve per standard and each sleeve must be labeled and tabbed. The reviewers will be expecting a portfolio that is organized and formatted according to these guidelines and will be better able to evaluate your accomplishments if you follow them carefully. Do not include documentation that is not discussed in the narrative.

Avoid acronyms and abbreviations because peer reviewers from other program areas may be unfamiliar with specific elements of your program, and may not recognize acronyms or abbreviations that are familiar to you.

Use the first person and active voice wherever possible in describing your activities and accomplishments. Use of the word “I” is not only acceptable; it is preferable, as it identifies what you contributed. Make every word count and replace long words with short ones and technical terms with non-technical terms. Keep sentences and paragraphs short and to the point. Proofread carefully to minimize typographical errors.

Have an on-going dialogue with your supervisor and district staff on preparing your portfolio. Have your portfolio informally reviewed by other educators in your district in order to ensure that you have presented your accomplishments in a clear, concise writing style that addresses the criteria.

To help you learn more about the portfolios, you are highly encouraged to attend the career ladder

training that will be offered.

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Appendix III

2018 CAREER LADDER INTENT TO APPLY FOR PROMOTION

Due Date to District Extension Director: February 12, 2018

Completed by Applicant: Name County District Current OCES Hire Date: Prior OCES Service Dates: Check the one which is applicable: I intend to apply for Level II I intend to apply for Level III Signed: Date: (Applicant) I have notified my County Extension Director of my intent to apply (if applicable). Signed: Date:

(County Extension Director) ===================================================================== The following to be completed by District Extension Director: Applicant meets minimum time in level: ______YES ______NO Applicant meets approved degree requirements: ______YES ______NO Applicant has not received an unsatisfactory or needs improvement rating or an equivalent rating for the past three years on performance appraisals: ______YES ______NO The applicant is eligible / not eligible (circle one) for consideration for promotion to the designated level: District Extension Director: Date: District Extension Director will return a copy of this completed form to the applicant and the Office of Staff and Program Development within ten (10) business days.

Due Date for Return from the District Extension Director: __ February 26, 2018 __

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Appendix IV

CONFIDENTIAL VOTING RECORD OF PEER REVIEW COMMITTEE (For Review by the Associate Director Only – Not to be returned to the Applicant)

Name of Applicant:

Current Level: Application Level II □ III □ __________________________________________ Recommend □ Do not Recommend □ Signature of Committee Member #1

__________________________________________ Recommend □ Do not Recommend □ Signature of Committee Member #2






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PEER REVIEW COMMITTEE RECOMMENDATION Name of Applicant:

Current Level: Application Level: II □ III □ Identify strengths/weaknesses of portfolio in the respective areas with comments primarily focused to support committee recommendation. Additional pages should be added as necessary. Professionalism: Programming: Professional Development:

Recommend Promotion: Level II □ Level III □

Do Not Recommend Promotion: Level II □ Level III □ Reasons: Signature, Peer Review Committee Chair Date

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Appendix V

OKLAHOMA COOPERATIVE EXTENSION SERVICE

CAREER LADDER

Name

County

District

Level applying for

Year

SOUTH CAROLINAPROMOTION GUIDELINES FOR FIELD OPERATIONS

(updated January 2018)

There are five ranks among Extension Agents as follows: Assistant Agent, Associate Agent, Senior Associate Agent, Senior Agent and Distinguished County Agent. All agent positions with a 50% or greater Extension appointment are eligible for promotion. Rank is not considered a working title.

The table below indicates the time an agent must spend at the previous rank prior to application for promotion. Years of service are calculated as of July 1st of current year. Please note: if your most recent EPMS rating was either Improvement Needed or Unsuccessful, you will not be eligible for promotion until you have completed one additional evaluation cycle at Successful rating or higher.

Assistant to Associate Agent: ($1,800) – must receive 70% or greater on attached scoring rubric *Masters/Ph.D. -- 2 years as Assistant

Bachelors ------ 3 years as Assistant

Associate to Senior Associate: ($2,800) - must receive 75% or greater on attached scoring rubric *Masters/Ph.D. -- 6 years as Associate

Bachelors ------ 7 years as Associate

Senior Associate to Sr. Agent: ($4,000) - must receive 80% or greater on attached scoring rubric All Degrees ---- 3 years as Senior Associate

Distinguished County Agent: ($5,000) - must receive 85% or greater on attached scoring rubric All Degrees ---- 10 years as Sr. Agent (last 5 years must have highest rating on EPMS**)

There are 10 slots maximum for DCA – this includes current DCAs – selection committee of current DCAs will review these applications and put forth recommendations to Extension Director.

* Directly related to current position (at discretion of Extension Administration)

** EPMS ratings changed in 2010. Therefore, beginning in 2010, “Substantially Exceeds” becomes “Exceptional” in regards to qualifications for Distinguished County Agent.

The Field Operations Office will notify agents when the eligibility requirements have been met. All promotion considerations are pending available funding each year. If agent is not eligible for promotion, packet submissions will be denied and returned to applicant. It is the responsibility of the agent to contact Field Operations in the event of an eligibility related discrepancy. To initiate the promotion process, the agent must assemble a packet in accordance with the attached guidelines. New agents (hired within last 2 years) must complete the Mentoring Program and include a copy of their certificate with promotion packet. The completed promotion packet (with letters of support signed by District Director and Program Team Leader) should be submitted to Field Operations by date specified in notification email. Agent evaluations, CUMIS data, and plans of work are a matter of record and are available to all supervisors in establishing their recommendation.

A Promotion Review Committee (PRC) will be established, consisting of District Directors, Program Team Leaders, a representative from Staff Development, and a Distinguished County Agent. In reviewing each

packet, the PRC may solicit feedback from the appropriate channels (such as District Director and/or Program Team Leader). PRC will utilize attached scoring rubric to determine final score for each candidate. The Extension Director will receive and review all recommendations for promotion from the PRC and the final decision will rest with the Director. Agents will be notified in writing regarding the outcome of their promotion application.

The promotion file should be completed for the period since the agent's last promotion. The purpose of the promotion file is to provide a dossier of accomplishments for review. It is designed to provide evaluation materials for the following criteria:

Publication Record A major educational method of teaching is through newspapers, leaflets, newsletters, fact sheets, peer reviewed papers/facts sheets/bulletins/ 4-H Manuals, audio visual presentations, multi-media productions, etc. Please note - program announcements are NOT considered publications. Agents should effectively deliver programs through a balance of delivery methods. Matching these teaching techniques to the plan of work is important.

Presentations When agents are invited to make presentations, it is an indication of their value to the client. Such invitations should be consistent with the Extension plan of work. Presentations to professional organizations, societies, professional meetings/conferences and associations (including agent associations) are an indication of scholarly achievement and are even higher in value if referred by one's peers. Plans of work generally designate target audiences. The effectiveness with which an agent is personally involved in reaching these audiences is important. In order for invited presentations to be considered, one must provide impact data on the presentation. Agents should be teachers and not just organizers or facilitators of courses/meetings.

Stakeholder Changes The most important promotion evaluation criteria involve positive, documented stakeholder change. Extension is stakeholder driven and, as a result, stakeholder change is a measure of one's effectiveness. Demonstrations which have resulted in adopted practices are noteworthy. Successful projects, whether joint or personal, which have directly enhanced beneficial stakeholder change are viewed positively and measured by impact data, such as, CUMIS reporting, follow up surveys, testimonials.

Extension Agents are "change agents" and, as a result, must infuse new, unbiased science based knowledge into their teaching. The promotion package should demonstrate how new knowledge has been infused into the program for stakeholder benefit. This knowledge must be based on unbiased research.

Diverse audiences are vital to the vision of Extension delivery. The extent to which an agent delivers programs to a diverse population is important and must be documented with impact indicated.

External Funding: Grants /Contracts/Gifts that relate to Program Mission It is the responsibility of every agent to obtain the resources necessary to deliver effective programs. Grants, contracts, proposal activity, in-kind gifts and other resources are a measure of agent effectiveness in these areas. These funds must be received and documented before credit is given. The effort of Agents to acquire local/external funds for salary purposes is heavily considered in this selection.

Program Uniqueness and Impact/ Growth Agents must be creative and innovative in programming as well as program delivery. This does not mean that all innovations are successful. In fact, it is recognized that innovation brings with it a degree of failure. Nevertheless, creative agents generally challenge the minds of their clients and create an environment for learning. These innovations must be documented, as well as suggestions on program improvement.

Extension constantly changes and, as a result, programming must also change. The file should demonstrate how an agent's program has adapted to local need. Redirection involves needs identification, program development (program objectives, target audience, timeframe, instructional strategies, identification of programming resources, and evaluation strategy), retraining, program delivery and client acceptance. A record of program delivery and impact data must be demonstrated with each program.

At each promotional level, documented program growth is expedited. For example, how has this agent improved the program through growth: from a local level to a county wide level to a district level to a state level etc. This growth must be measured by impact data.

Teamwork Client interaction in Extension programming is imperative. Agents must demonstrate effective committee activity. This should include number and effectiveness, as well as demonstrated attention to client diversity.

Extension programming is interdisciplinary and, as a result, agents must be team players. Teamwork can involve staff, volunteers, agencies, specialists and commercial firms. Teamwork should focus on client benefit. Extension operation thrives on committees and teams for program development and implementation. The degree and activity of participation is an indication of agent teamwork. Modern Extension programming requires a degree of specialization that is shared in many ways, i.e., multi-county, multi-state, multi-agency, etc. Multi-county efforts should focus on efficiency, eliminating duplication of effort, and constantly keeping quality of programs and client needs in focus. Professional Development

The professional development of an agent is a shared responsibility between the agent and the organization. By far, the majority of professional development activity is the agent's responsibility. The file should demonstrate activity in society/association membership. Offices held are an indication of leadership and interest. Honors, especially those that are not self-nominated, are valuable in determining professional development and peer esteem. List offices held and honors received (list the awarding organization, years served, year honored and type of honor).

Several forms of in-service training should be reviewed. List all in-service trainings attended (dates, type of training and how it was utilized). The relevancy of training to the plan of work is important. Participation in training of a regional and national nature, if applicable to program delivery, is encouraged.

SCORE COMMENTS0-5

Publication Record: Publication Record :

1. Create one new fact sheet or technical

publication pertaining to your subject matter per

year. Program Team Leader must review prior to

publication. OR

2. Update two old fact sheets or technical

publications pertaining to your subject matter per

year. Program Team Leader must review prior to

publication.

3. Produce six newsletter/newspaper articles, or

other popular press publications per year

5

Presentations: Develop and deliver high quality

targeted and relevant educational programmatic

presentations in the area of your expertise. A

minimum of six formal presentations per year

should be delivered and evaluation of each

presentation by the stakeholders should be part of

your evaluation.

5

Stakeholder Changes: Provide impact data that is a

clear indication of the adoption of practices in your

specific program area, with the stakeholders you

have worked with.5

Grants & Contracts: The agent must clearly

demonstrate an effort to obtain external funding to

promote their program.5

Program Uniqueness: Creative and innovation

programs are used and amended based on local

need. 5Teamwork: There is a clear expectation that the

agent will attend 75% of all team meetings. They

will participate in at least one team educational

program per year. They will participate in at least

one cross-disciplinary program per year.

5Professional Development: It is expected that

agents will participate in professional development

opportunities that will improve their ability to

deliver high impact programs. Agents should attend

at least two in-service trainings, two webinars, or

one state/national conference that has a direct

impact on their professional development.

5

FACTOR TOTALS 35

TOTAL POINTS 35

TOTAL POINTS AVAILABLE 35TOTAL SCORE (%) 100

Promotion Requirment

Assistant to Associate 70% or greater

Associate to Senior 75% or greater

Senior Associate to Senior Agent 80% or greater

Senior Agent to Distinguished Agent 85% or greater

FACTOR

PROMOTION GUIDELINES for

COUNTY and AREA EXTENSION EDUCATORS

UT Extension The University of Tennessee

Institute of Agriculture

Cooperative Extension System Tennessee State University

October 1, 1993

(Revised February 21, 2017)

Promotion Guidelines Agents & Area Specialists

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TABLE OF CONTENTS

A. Schedule ..................................................................................................................... 3

B. Guidelines for Submitting Promotion Materials .......................................................... 4 I. Job Description ...........................................................................................4 II. Biographical Data ...................................................................................... 4 III. Evidence of Effective Extension Education Programs ................................... 5 IV. Administrative Responsibility ..................................................................... 5 V. Professional Development Activities ........................................................... 6 VI. Special Cooperative Extension Assignments ................................................ 6 VII. Professional Organizations, Honors and Awards Received ........................... 6 VIII. Other Activities .......................................................................................... 6 IX. Letters of Program Support ........................................................................ 6 X. Appendix – Support Materials .................................................................... 6 XI. Dossier Checklist and Format ..................................................................... 7

C. Dossier Development Checklist ................................................................................... 8

D. Flow Chart ................................................................................................................. 9

E. Policies and Procedures for Promotion Review Process ...............................................10 I. Eligibility Requirements ................................................................................ 10 II. Dossier Preparation and Its Evaluation ..................................................... 10 III. Peer Evaluation ....................................................................................... 10 IV. Promotion Review Sequence and Participants’ Roles ................................10 V. Committee Composition and Election. ..................................................... 12


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Schedule of Promotion Review Process

July All county and area educators notified of promotion policy and

deadlines.

September 1 No later than September 1, regional committee meets with all candidates eligible for promotion and their County Extension Directors to assist with dossier preparation.

October 1 Candidate's dossier due to County Extension Director or immediate

supervisor. (i.e., If candidate is a County Extension Director or area specialist, dossier is forwarded to the Regional Director).

October 15 County Extension Director makes recommendation regarding

candidate’s promotion by completing form ADM F-145. Candidate's dossier (three copies, each in three-ring binder as described later) due to regional office. Regional Director immediately makes dossier available to Regional Peer Promotion Advisory Committee. Regional Director notifies UT Extension Dean’s office and TSU Associate Dean’s office of names of candidates.

October 15 - Regional Peer Review Committee reviews dossier from their

respective regions, meets with candidates to make suggested November 15 corrections/amendments to dossier before returning to Regional

Director by November 15.

November 15 Regional Director receives dossier from Regional Peer Promotion Advisory Committee, consults with regional program leaders and appropriate department head for area specialists, and prepares recommendation regarding candidate's promotion by completing form ADM F-145.

December 15 Three copies of each dossier, County Director’s recommendation and

Regional Director's recommendation forwarded to UT Extension Dean’s office for distribution to State Peer Promotion Review Committee.

December 16 One copy of the dossier for each TSU candidate is delivered to the

TSU Associate Dean’s Office.

Mid-January State Peer Promotion Review Committee meets with the UT Extension Dean and TSU Associate Dean to review dossiers and prepare their recommendation, completing form ADM F-146.


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February UT Extension Dean consults with Extension Administrative Team

regarding recommendations for promotion for each candidate. March 1 UT Extension Dean submits recommendations to UTIA Chancellor for

promotions of UT Extension employees by completing form PR-1. TSU Associate Dean for Extension, after internal review by and signatures from Extension Program Leaders submits recommendations, for approval and processing to TSU Dean CAHNS, TSU Vice President and Human Resources office for promotions of TSU Extension employees.

April UTIA Chancellor submits recommendation by completing form PR-1.

June Board of Trustees act on promotion recommendations.


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GUIDELINES for SUBMITTING MATERIALS for PROMOTION of COUNTY and AREA EDUCATORS

of UT and TSU EXTENSION

Candidate will submit promotion materials to his or her immediate supervisor in triplicate by October 1. The candidate must use the following guidelines for submitting promotion review materials. Please note that a dossier checklist has been added to this section listing ALL items to be included in the promotion packet. The checklist must be followed at the candidate, regional and state levels. An individual who submits a dossier and does not follow guidelines, will not be recommended for promotion.

DOSSIER (three-ring notebook)

Begin the dossier with a Table of Contents. Information provided by the candidate for promotion should be arranged in the following order in the dossier (use dividers to separate sections):

I. Job Description

A. Include all up-to-date, applicable job description(s) reflecting program responsibilities reported in the dossier. All job descriptions must have been approved by the appropriate UT/TSU administrator when put in effect, or be approved by the applicable current administrator for UT or TSU (currently Dr. Delton C. Gerloff or Dr. Shirley W. Hastings for UT or Dr. Chandra Reddy for TSU personnel.)

B. On a separate page, include a brief demographic summary which includes general county/area data plus applicable program related data (economic development, urban/rural, ag. enterprises, single-parent families, teen pregnancy rates, family incomes, audience needs, etc). This summary should not exceed one page.

C. Brief overview of extension program regarding how the agent/area specialist spends most of his/her time with a focus on major program responsibilities and day-to-day activities (number of 4-H clubs, FCE clubs, consumer horticulture calls, youth and adult project groups, special interest county programs, recognition programs, etc.) Agents should also include a list of all staff members in the office where assigned with each person’s assignment and title clearly listed.

II. Biographical Data

Submit current biographical data that includes formal education and work experience, (include dates of employment, highest degree completed).

III. Evidence of Effective Extension Education Programs

Program Responsibilities: Individual Extension education programs should be specifically titled and listed separately. Organize materials by programs, not separate events and activities. Materials should be in order by year with the most recent year first. Major program efforts should coincide with areas of candidate's responsibilities. Include clientele


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impacts of your programs for a minimum of the past three calendar years (but no more than five years). Also include major program efforts made or concluded in the first eight months (January through August) of the current program year in which this document is submitted for review. Priority programs must be included in the current year’s documentation. Major program areas reported should be listed on the Table of Contents page. State clearly and concisely information which provides evidence of effective teaching in the individual’s Extension education program. It is the candidate's responsibility to provide evidence of effective Extension teaching. SHOW PROGRAM IMPACT!

Each Reported Program Area Should Include the Following:

1. Provide a brief written summary (one or two page description) of the major impact of efforts. A minimum of three previous years’ work plus 8 months of the current year must be included. These summary statements should be concise and include information on how the agent affected behavioral, knowledge and/or economic change with clientele. Summary should include the teaching methods used to deliver the program(s). Statements should also be included as to how the data were collected and the level of change attained. Include numeric data along with other accomplishments to demonstrate program scope.

2. Evidence of Effective Teaching / Annual Impact Statement Report. Include reports submitted for the specific program area. If a report involves the effort of more than one individual, provide a brief statement as to your major role. (Include here if not already provided in item #1)

3. Success Story: Provide one major success story that shows impact in the reported program area. Your success story should be more specific than the program impact reported in item one. All success stories within a dossier should be dated as to the year programs were completed or impacts occurred.

4. Include, in an appendix, examples of support materials such as evaluations, pre- and post-tests, newsletters, news articles, etc.

IV. Administrative Responsibility

(County Extension Director or Acting County Extension Director Only) Any management, supervisory or budget duties of the candidate should be included in this section. A brief summary of the status of the county with regard to staff, funding and resource development, liaison with county government and other advisory boards and other management issues should be included. This summary should cover the past five years OR cover the period from the individual’s appointment date to present, if less than five years.

V. Professional Development Activities

Include in-service education and other professional development activities since last promotion or in recent years. List by title or content description, date, the number of days

involved, and the units and types of credits received. Group activities as follows:


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A. Personal Professional Development Plan. Update and Current.

B. Inservice education received: list specific inservice attended by title and

date attended.

C. Participation in other professional development activities. Give names of organization offering the program.

D. Graduate credits earned beyond the last degree awarded. Title this section

"Courses For Credit." Include the institution and year credit was received.

VI. Special Cooperative Extension Assignments List special Extension regional, state, multi-state and national Extension assignments. Be specific and include dates. Specify what the candidate's role was in each assignment.

VII. Professional Organizations, Honors and Awards Received

List membership in national and/or state organizations and societies. Indicate offices/committees held, or other specific assignments (give dates). List awards or honors received (give dates). List presentations and/or other duties (give dates).

VIII. Other Activities

Include activities in organizations (public, community, etc.) governmental agencies, and industrial organizations.

IX. Letters of Program Support

Include three (3) letters of reference from individuals who have knowledge of the quality of your county/area program and to your individual performance as it relates to your job description.

X. Appendix – Support Materials

The following are suggestions: * Use tabs to separate sections. * Organize support materials to coordinate with specific program narratives and

information in the dossier. * Include samples of evaluation instruments used by the candidate. * Be very selective in materials chosen as support materials. CONSIDER QUALITY,

not quantity. * Limit support material to significant items that relate directly to the educational

program conducted by the candidate showing program impact. Limit materials to a documentation of educational program, NOT a scrapbook of activities and events.

* Do not include slide sets or videos. A script may be included if appropriate, but a brief outline would be better.

* Do not include thesis or publications. Abstracts; however, are appropriate, if applicable.


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XI. Dossier Checklist and Format

DOSSIER CHECKLIST

A dossier checklist form is provided on the following page to make sure all necessary items are included in the candidate’s promotion packet. The checklist will be followed at the candidate, regional and state levels.

FORMAT

The promotion material should be presented in triplicate (one original and two quality machine copies). Use one-inch three ring binder notebooks for the dossiers. The use of other than three ring binders is unacceptable.

In developing the promotional materials, the candidate should use the following format:

* Use no font smaller than 10 point. * Index each notebook. * The candidate's name should appear on the outside of all notebooks. * Follow the outline provided. * Include a Table of Contents.


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UT/TSU Extension Dossier Development Checklist

Table of Contents

I. Job Description - Demographics - Program Overview

II. Biographical Data

III. Evidence of Effective Extension Education Programs - Summary - Annual Impact Statement Reports* - Success Story

IV. Administrative Responsibility**

V. Professional Development Activities

VI. Special Cooperative Extension Assignments

VII. Professional Organizations, Honors and Awards Received

VIII. Other Activities

IX. Letters of Program Support

X. Appendix - Support Materials

*Can substitute other materials showing impact if approved by Regional Directors. Impact for a minimum of three years plus the most recent eight months (January - August) prior to submitting dossier should be included. **Do not include this section if you do not have County Extension Director responsibilities.


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Flow Chart

1. County Extension Director coaches candidate regarding promotion opportunities, policy and procedures.

2. Regional Peer Promotion Advisory Committee meets with promotion candidates and their

Extension Directors advising candidates on ways to prepare dossier.

3. Candidate prepares dossier and submits to immediate supervisor by October 1.

4. County Extension Director or Area Specialist submits dossier directly to Regional Director.

5. County Extension Director reviews dossier, prepares recommendation (ADM F-145) and submits to regional office by October 15.

6. Regional Director retains County Extension Director’s recommendation and makes dossier

available to Regional Peer Promotion Advisory Committee.

7. Regional Peer Promotion Advisory Committee reviews dossier and completes ADM F-144 advising candidate on ways to improve dossier.

8. Regional Peer Promotion Advisory Committee either submits dossier to the Regional Director or

returns to candidate with suggestions for improvement.

9. Candidate may resubmit dossier to Regional Peer Promotion Advisory Committee for further consideration or send directly to regional director.

10. Regional Director, after consultation with Regional Program Leaders, reviews

recommendation(s)/suggestion(s) from County Extension Director, Regional Advisory Committee and the dossier, and prepares recommendation on ADM-145.

11. Regional Director forwards dossiers and recommendations to Dean’s office by December 15.

12. Dean makes dossiers available to State Peer Promotion Review Committee.

13. UT Extension Dean and TSU Associate Dean meet with State Peer Promotion Review

Committee. State Peer Promotion Review committee reviews all dossiers and completes Form ADM F-146, outlining their recommendation and justification for that recommendation.

14. State Peer Promotion Review Committee returns their recommendations (ADMF-146) and dossiers

to Dean by February 1.

15. Dean consults with Extension Administrative Team and appropriate Regional Director to discuss recommendation as necessary. Dean records recommendation on form PR-1.

16. Dean submits recommendations for promotion to Chancellor Institute of Agriculture.

17. UT Board of Trustees acts on promotion/tenure recommendations.


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POLICIES and PROCEDURES for PROMOTION REVIEW for

COUNTY and AREA EXTENSION EDUCATORS

The Dean of UT Extension makes recommendations for the promotion of Extension professional staff to the Chancellor of the Institute of Agriculture. Promotion is based upon an evaluation of the candidate's dossier and recommendations of the County Extension Director, Regional Director, peer review committee, and administration.

I. Eligibility Requirements

Candidates must meet all eligibility requirements for the promotion on June 30th of the year that the promotion is to become effective. In the event an advanced degree is expected and is necessary to meet length of service requirements, the degree must have been conferred prior to June 30th of the promotion year. [See Handbook for County, District, Area and State Extension Agents and Specialists (Non-Tenure Track), last revised February 21, 2017.]

II. Dossier Preparation and its Evaluation

It is the candidate’s responsibility to develop and submit documentation for promotion. It is intended for the dossier to contain program impact and educational effectiveness. The candidate's dossier will be independently evaluated during each step of the evaluation sequence, and regardless of the recommendation received, will continue through all levels of evaluation. Only the candidate is permitted to interrupt and halt the process.

III. Peer Evaluation

Peer evaluations will be conducted at both the regional and state levels.

A. Region: The Regional Peer Promotion Advisory Committee acts only in an advisory capacity.

B. State: The State Peer Promotion Review Committee will prepare a written report, including recommendations for or against promotion, and submit it to the Dean. The report will evaluate the effectiveness of the candidate's performance. Also, it will contain a summary of the committee vote (number for and number against). The report shall be signed by the committee chairperson.

All proceedings of the Peer Review Committees will be CONFIDENTIAL.

IV. Promotion Review Sequence and Participants’ Roles

C. Candidate: 1. Is responsible for initiating the promotion process. 2. Meets with Regional Peer Promotion Advisory Committee at the

predetermined date (no later than September 1) if he/she desires to apply for promotion and would like assistance in preparing a promotion dossier.


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3. Maintains appropriate documentation for promotion and prepares dossier prior to October 1.

4. Submits dossier to her/his County Extension Director or immediate supervisor by October 1.

5. County Extension Director or Area Specialist will submit her/his dossier directly to the Regional Director.

D. County Extension Director:

1. Attends Regional Peer Promotion Advisory Committee meeting with candidate for promotion (no later than September 1).

2. Coaches candidate prior to October 1. Note: County Director should provide counseling and advice for promotion and professional development.

3. Completes the recommendation with "substantial statements" justifying recommendation. "Substantial statement" means that information must be provided to show the extent of the candidate's accomplishments and effectiveness as an Extension educator. A recommendation without evidence and documentation is of little value.

4. Submits recommendation form ADM. F-145 and candidates' dossier to Regional Director by October 15. Regional Director retains County Extension Director's recommendation and immediately forwards dossier to the Regional Peer Promotion Advisory Committee.

E. Regional Peer Promotion Advisory Committee:

1. Meets with all interested qualified candidates for promotion and their County Extension Directors to assist them with dossier preparation (no later than September 1).

2. Receives candidate's dossier for review immediately after October 15. 3. Reviews the dossier and advises candidate. If necessary, the dossier may be

returned to candidate for consideration of changes. Dossier should be returned to the Regional Peer Promotion Advisory Committee by specified date.

4. Peer Promotion Advisory Committee distributes copy of review form ADM. F- 144 to:

* Candidate * County Extension Director * Regional Director

5. Dossier submitted to the Regional Director by November 15, for evaluation, recommendation, and transmittal to the Dean.

F. Regional Director:

1. Works with Regional Peer Promotion Advisory Committee to set a date for meeting with qualified candidates for promotion and their County Extension Directors no later than September 1 and notifies potential candidates of the meeting.

2. Receives dossier from the chair of the Regional Peer Promotion Advisory Committee.


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3. Regional Program Leader(s) review(s) dossier and provide(s) input. 4. When the candidate is an Area Specialist, the Regional Director will also

solicit input from the appropriate Department Head(s). 5. The Regional Director, following consultation with Regional Program

Leaders, completes recommendation with substantial statements to justify recommendation on ADM. F-145. "Substantial statement" means that sufficient information in addition to the recommendation must be provided which will allow the Dean to determine how effective an agent has been in his/her assignment. The Regional Director must quantify the recommendation in order for the record of accomplishment to be properly evaluated.

6. Forwards dossier and all recommendations to the Dean by December 15. Three copies (one original and two copies) of the dossier will be submitted in three ring binders.

7. Dean forwards County Extension Director’s and Regional Director's recommendations and dossiers to the State Peer Promotion Review Committee for evaluation and recommendation.

G. State Peer Promotion Review Committee:

1. Receives dossier from the Dean's office. 2. Reviews dossier. 3. Completes recommendation with substantial statements to justify

recommendation on Adm. F-146. 4. The chair of the State Peer Promotion Review Committee forwards dossier

and committee recommendation to the Dean by February 1.

H. Dean: 1. The Dean, following consultation with the Extension administrative council,

prepares his recommendation for each candidate by completing form PR-1. 2. Dean meets with each Regional Director to discuss his recommendation(s)

prior to forwarding them to the Chancellor, Institute of Agriculture. 3. Dean submits recommendation(s) for promotion to the Chancellor,

Institute of Agriculture in April (exact date TBA).

V. Committee Composition and Election I. Regional Peer Promotion Advisory Committee: The committee shall consist of

four individuals in each region with the rank of Extension Agent III or Area Specialist III. County Extension Directors may serve on the peer review committee provided the rank of Extension Agent III has been achieved. If a region does not have eligible individuals with the rank of Extension Agent III or Area Specialist III, individuals with the rank of Extension Agent II or Area Specialist II may be elected and serve. The Regional Peer Review Committee will consist of one agent or area specialist from each of three categories:

* one 4-H (includes agents with a 4-H assignment or area specialists); * one Adult Family and Consumer Sciences (includes EFNEP, agents and

area specialists);


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* one Adult Agricultural agent (includes agents and area specialists); * and one "TSU" agent or area specialist from any program area. In the event

that no one meets requirements as listed above, a qualified agent or area specialist in another region may be asked to serve until such time as an individual within the region becomes qualified.

NOTE: In those instances of dual assignments, the Regional Director must decide on which part of the ballot each agent/area specialist member will be listed. No one will be eligible to be nominated for more than one advisory committee assignment.

The term of elected members shall be three years following the prescribed rotation method. A committee member cannot be elected to serve two consecutive terms where other qualified agents or area specialists are employed. If no other qualified agents or area specialists are employed in the region/institution, the qualified agent or area specialist may serve consecutive terms until another qualified individual is employed. The committee member will be eligible for re-election to the committee after sitting out for one term (three years). In each election, the agent receiving the second largest number of votes in each agent category will be an alternate committee member in case of vacancy, conflict of interest, etc. The regional chair will be elected by committee members annually.

J. State Peer Promotion Review Committee: The committee shall consist of a

minimum of 12 members composed of the three Regional Peer Promotion Advisory Committees. The Dean, UT Extension, and Administrator, TSU Cooperative Extension System, may jointly choose to appoint up to three “At Large” members (one per region) at any time additional members are needed to ensure the committee is representative (race, gender, ethnicity, etc.) of Tennessee Extension. The chair and vice-chair will be elected by the committee annually. Members of the Regional Peer Promotion Advisory Committee will review the dossiers of but will not vote on their respective regional candidate(s). The Dean (or Dean's designee) of UT Extension and the Associate Dean of TSU Cooperative Extension will serve as conveners of the first meeting but will not participate in subsequent committee deliberations. The Dean (or Dean’s Designee) and Associate Dean will rejoin the committee on the last day of deliberations to hear recommendations for / against promotion and justifications.

K. Committee Formation Schedule:

1. By August 1: Regional Directors conduct elections to select elected members of Regional Peer Promotion Advisory Committee.

2. August 15: Each Regional Director announces membership of her/his Regional Peer Promotion Advisory Committees to the Dean.

3. September 1: The Dean UT Extension and Associate Dean TSU Cooperative Extension System jointly announce membership of the State Peer Promotion Committee.


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D: Committee Rotation: Initial committee members were elected in 1993 for the following rotation schedule: 1. Agricultural representative elected for one-year term. 2. Family and Consumer Sciences representative elected for a two-year term. 3. 4-H Youth Development representative elected for a three-year term.

TSU representatives were elected initially (2009) on the following schedule: 1. Western Region elected to a three-year term. 2. Central Region elected to a one-year term. 3. Eastern Region elected to a two-year term.

After the first election, committee members shall be elected to serve three-year terms.

All Extension educators within a region will be eligible to vote for their regional representatives. In each election, the Extension educator receiving the largest number of votes shall serve both on the Regional Peer Advisory Committee and on the State Peer Promotion Committee. The Extension educator receiving the second largest number of votes in each work area will serve as an alternate in case of vacancy, conflict of interest, etc.

Note: The election of the new member of the Regional Peer Promotion Advisory Committee takes place about the same time that the committee conducts the training session for those wishing to apply for promotion. Therefore, it is recommended that both the newly elected member and the individual he/she is to replace help in conducting the regional assistance session.

Revised 2/21/2017