SPANISH-AMERICAN INSTITUTE
«FirstNAME» «LastNAME»
2013
Faculty
Administrator
& Staff
Handbook
updated July 2013
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This Faculty, Administrator and Staff Handbook is a reference manual to provide administrators, staff and faculty with general information about relevant school policies and procedures. It is a supplement and a guide, not a definitive legal document. The information in this handbook is correct as of the date of publication. The provisions and the policies contained herein may be modified, substituted, and deleted at any time without notice. This Faculty,
Administrator and Staff Handbook is
intended to be used in conjunction with the school catalog and other
Institute publications. All faculty,
administrators and staff members are
responsible for being familiar with the contents of this and other
publications. |
MISSION, PHILOSOPHY AND OBJECTIVES
FACULTY, ADMINISTRATOR AND STAFF RESPONSIBILITIES
Student Recruiting Practices by Faculty, Administrators
and Staff
Faculty Teaching Responsibilities
Administrators and Staff Responsibilities
Professional Growth/Annual Professional Development Plan
Professional Growth And Development Opportunities
Faculty Responsibilities Outside the Classroom
Professional Development Policy
ACADEMIC AND ADMINISTRATIVE POLICIES AND PROCEDURES
Process for Assessing English Language Proficiency
Policy on Retaining Proficiency and Grade Reports
Policy on Dissemination of Information
“Fair Use” Guidelines for Duplicating Copyrighted
Materials
Terms of Employment / Appointment
Performance Review Policy for Administrators and Staff
Personnel Grievance Procedures
Access to and Maintenance of Personnel Files
Policies and Procedures for Termination
Tuition Remission for Dependents
APPENDIX A Sample of a Typical Annual Faculty Development
Plan/Summary
APPENDIX B Sample of Typical Faculty Classroom
Observation Report Form
APPENDIX C Sample of Typical Current Student Survey
APPENDIX D Typical Sample of Student Evaluation of Faculty and Courses Form
APPENDIX E Sample of Typical Student-Faculty Evaluation
Form
Mission Statement
The
Spanish-American Institute's mission is to provide effective English language
and business skills training to individuals seeking entry-level office
employment, job advancement, further non-academic studies, personal enjoyment
or cultural enrichment.
Philosophy
The Institute serves a
largely foreign-born population which faces a double challenge:
· to acquire entry-level office skills in keyboarding, accounting,
computer operation and
· to improve English language ability.
The Institute believes that
students who can anticipate progress on both fronts from the start of classes
are more likely to begin and to successfully complete training. Courses
and programs at the Spanish-American Institute permit an individual to pursue
these two goals simultaneously.
Objectives
The Institute implements this
philosophy through:
· the establishment and maintenance of an effective faculty,
· the development of business, computer, and language courses and
programs, and
· the integration of a varied English as a Second Language course
sequence.
FACULTY, ADMINISTRATOR AND STAFF RESPONSIBILITIES
An Overview
Faculty
The faculty members form the expert professional body
charged with devising, developing, and evaluating the educational programs and
courses of study, under the leadership of the Dean of Academic Affairs, who is
the chief academic officer, and within the framework of the school's
educational mission and goals and fiscal resources.
Membership in the profession carries with it responsibilities for the advancement of knowledge, the intellectual growth of students, and the improvement of society. Each faculty member must order and evaluate his/her activities in terms of his/her commitment to these goals, the mission of the school, as well as in terms of his/her personal and professional development. Moreover, a member of the Spanish-American Institute faculty has a special obligation to understand the nature of this institution, and to appreciate its unique characteristics and its mission, philosophy and objectives.
Administrators and Staff
Administrators and staff work with the faculty in devising, developing and evaluating the Institute's educational programs and courses of study. All must consistently strive to identify the needs of the Institute's students and assist in meeting these needs.
Student Recruiting Practices by Faculty, Administrators and Staff
The Institute subscribes to and has long adhered to the spirit and letter of the ethical recruiting practices articulated by the Commission on English Language Program Accreditation (CEA).
All Institute personnel (faculty, administrators and staff) are required to "...follow ethical standards for recruiting students and promoting programs". Institute faculty, administrators and staff must ensure that the Institute's policies and procedures "...are made clear to prospective students and/or student sponsors. In any recruitment transaction, the student's interests and well-being must be paramount."
Institute faculty, administrators and staff must be sure
to avoid misunderstandings "...due to language difficulties, cultural differences
or inadequate knowledge of
Faculty Student-Service Associates and administrators should be careful to deal directly only with students, their family members or friends. The Institute does not engage the services of outside recruiters, agents or representatives. Faculty Student-Service Associates and administrators engaged in admissions activities should never consider themselves as "recruiters" for the Institute. They should first seek to understand who the student is and what the student's objectives are. With this knowledge, the Faculty Student-Services Associate or administrator engaged in admissions activity can explain completely how courses at the Institute may serve the student in moving toward accomplishment of his or her objectives.
Only the President is authorized to engage outside recruiters, contractors or third-party entities for any purpose. There are in fact no recruiter authorizations. The Institute does not engage contractor or third-party entities in the admissions or recruitment process.
Faculty Student-Service Associates and administrators engaged in admissions activities should provide straightforward, accurate and complete information about the Institute and its courses of study. They should never glorify or extol.
Good Teaching Practice
Teaching
is the primary and central activity of Spanish-American Institute for all of
its non-academic courses of study. The
quality of its teaching is the chief determinant of the school's success or
failure in fulfilling its mission. Although
the Institute's mission is non-academic, it endorses the following "Seven
Principles for Good Practice in Undergraduate Education," which have been
formulated by the American Association of Higher Education for its non-academic
courses of study. These principals are a
useful guide to effective teaching and learning. They are:
1. Good Practice Encourages Student-Faculty Contact. Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well, enhances students' intellectual commitment and encourages them to think about their own values and future plans.
2. Good Practice Encourages Cooperation Among Students. Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding.
3. Good Practice Encourages Active Learning. Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.
4. Good Practice Gives Prompt Feedback. Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during school, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.
5. Good Practice Emphasizes Time on Task. Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.
6. Good Practice Communicates High Expectations. Expect more and you will get it. High expectations are important for everyone--for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
7. Good
Practice Respects Diverse Talents and Ways of Learning. There are many roads to learning. People bring different talents and styles of
learning to school. Brilliant students
in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not
do so well with theory. Students need
the opportunity to show their talents and learn in ways that work for
them. Then they can be pushed to
learning in new ways that do not come so easily.
Faculty Teaching Responsibilities
The teaching duties and responsibilities of faculty include:
· participation in ongoing student orientation activities including: assure ongoing student orientation provided including a) adjusting to the course of study, b) pre-enrollment orientation, c) orientation after enrolling, d) orientation initial period after starting classes, e) ongoing mentoring and orientation activities, f) adjustment to surrounding culture and community, g) understanding immigration regulations and procedures, h) understanding health and safety issues, i) importance of medical insurance, j) health and safety issues in and out of school.
· regular and punctual attendance at assigned course hours
· careful preparation and planning for instructing assigned classes in accordance with course objectives
· prompt correction of examinations and other student work assignments
· conduct informal student conferences to review individual student progress
· participation in departmental selection of course texts, instructional equipment, library books, and non-print resource materials
· participation in departmental development, evaluation and revision of course objectives and outlines, instructional strategies, and systems of evaluation of student learning
· familiarity with and adherence to school academic policies
·
adherence to administrative procedures governing
such things as examinations and grade reports
Faculty members shall show respect for the student as an individual and adhere to their proper role as intellectual guides and counselors. They shall endeavor to define the objectives of their courses and to devote their teaching to the realization of those objectives. Faculty members shall make every reasonable effort to foster honest academic conduct and to assure that their evaluations reflect, as nearly as possible, the true merit of the performance of their students. Faculty members shall avoid any exploitation of students for private advantage and acknowledge significant assistance from them.
Administrators and Staff Responsibilities
Administrators and staff duties and responsibilities include:
·
assure student ongoing orientation services are
provided in a timely manner including: assure ongoing student orientation provided including
a) adjusting to the course of study, b) pre-enrollment orientation, c)
orientation after enrolling, d) orientation initial period after starting
classes, e) ongoing mentoring and orientation activities, f) adjustment to
surrounding culture and community, g) understanding immigration regulations and
procedures, h) understanding health and safety issues, i) importance of medical
insurance, j) health and safety issues in and out of school.
· regular and punctual attendance during assigned hours and timely accomplishment of support tasks
· support faculty in the preparation and planning for instructing classes in accordance with course objectives
· prompt and correct maintenance of student records
· conduct informal student conferences to review individual student progress
· review students' records for satisfactory academic progress, attendance and financial obligation compliance
· provide students with timely notice of academic progress, attendance and financial obligations, compliance concerns and remediation options
· participation in departmental selection of course texts, instructional equipment, library books, and non-print resource materials
· participation in departmental development, evaluation and revision of course objectives and outlines, instructional strategies, and systems of evaluation of student learning
· familiarity with and adherence to school academic policies
·
adherence to administrative procedures governing
such things as examinations and grade reports
Administrators and staff members shall show respect for
the student as an individual and adhere to their proper role as intellectual
guides and counselors. They shall endeavor
to clarify course objectives to
students. Administrators and staff shall
make every reasonable effort to foster honest academic conduct and to assure
that students understand their evaluations and how they reflect, as nearly as
possible, the true merit of the performance of each student. Administrators and staff members shall avoid any exploitation of
students for private advantage and acknowledge significant assistance from
them.
Professional Growth
Professional Growth/Annual Professional Development Plan
Faculty
Faculty members have responsibilities to their discipline and to the advancement of knowledge generally. To this end, they shall devote their energies to developing and improving their scholarly competence and to remaining informed and knowledgeable about developments in the academic areas to which their teaching assignments relate.
Each faculty member is asked to submit an annual "Professional Development Plan" which details specific professional goals and the means to be employed to attain them.
The accelerating pace of change in technological and other developments that directly affect our programs makes it imperative that our faculty stays abreast of developments in their fields. They need to know the most current skills needed in the job market today and the equipment and technology used to support those skills. They must be aware of changing technology and how this will affect the job market in the near future and in the long run. They must also continually develop their teaching skills by incorporating new techniques, methods, and materials. To support faculty development, Spanish-American Institute may pay for additional educational training when it relates to approved curricula, as well as provide time for faculty to attend seminars, workshops, and other activities related to professional growth. Workshop surveys such as Meeting And Workshop Survey help to assess the efficacy of these activities.
To assure that faculty members continue to develop throughout their careers, the following activities and policies have been instituted:
1. All instructors are encouraged to take courses in education, such as general methodology, teaching methods, curriculum development, educational psychology, educational testing, educational measurement and especially ESL education. The Coalition of New York State Career Schools sponsors State Education Department-approved Teacher Training Courses.
2. Faculty members are encouraged to pursue additional external studies including graduate degrees, technical seminars and programs, computer courses and educational seminars and especially in ESL or linguistics.
3. Instructors attend faculty meetings which include review of new publications, textbooks, software, and materials.
4. Instructors are offered in-house training provided by both outside and on‑staff experts which focus on the structure of English and second language acquisition. This allows instructors to obtain technical knowledge and instructional methods of other courses offered at the school and enhances student relations by orienting faculty to the full range of the Institute’s curricula.
5. The school purchases educational and technical videos, books, and journals. The school also receives examination copies of new texts and materials from publishers, manufacturers, and suppliers. All of these materials are shared with the faculty.
6. Instructors are informed of upcoming technical and educational seminars and conferences for ESL professionals and are encouraged to attend.
7. Instructors are invited to audit Institute courses.
Administrators and Staff
Administrators and staff meet the same standards in the areas of professional growth and development as faculty members. Indeed long-standing Institute practice has been to strive for nearly all administrative and staff members to also meet New York State Education Department educational and methods course requirements for New York State Teacher of English to Speakers of Other Languages and other teaching area licenses.
This practice assures that all Institute employees, not just faculty, are sensitized to the particular ESL learning needs of its students.
1. All administrators and staff members are encouraged to take courses in education, such as general methodology, teaching methods, curriculum development, educational psychology, educational testing, educational measurement and especially ESL education. The Coalition of New York State Career Schools sponsors State Education Department-approved Teacher Training Courses.
2. All administrative and staff members are encouraged to pursue additional external studies including graduate degrees, technical seminars and programs, computer courses and educational seminars and especially in ESL or linguistics. They are eligible for the same partial tuition reimbursement opportunities as faculty members.
3. Instructors attend faculty meetings which include review of new publications, textbooks, software, and materials.
4. Administrators and staff are offered in-house training provided by both outside and on‑staff experts which focus on the structure of English and second language acquisition. This allows all employees to obtain technical knowledge and instructional methods of other courses offered at the school and enhances student relations by orienting all employees to the full range of the Institute’s curricula.
5. The school purchases educational and technical videos, books, and journals. The school also receives examination copies of new texts and materials from publishers, manufacturers, and suppliers. All of these materials are shared with all employees.
6. Administrators and staff are informed of upcoming technical and educational seminars and conferences for ESL professionals and are encouraged to attend.
7. Administrators and staff are invited to audit Institute courses.
Professional Growth And Development Opportunities
Faculty
The Institute provides professional growth and development opportunities to faculty through faculty meetings, faculty workshops and by disseminating information about and subsidizing outside activities by faculty:
·
language teaching
methodology
·
the nature of
language/languages
·
the structure of
English
·
second language
acquisition
·
intercultural
communication
·
practicum experience
·
accreditation
agency evaluator training
·
encouraging
professional faculty, administrator and staff association memberships
Among the instruments used to assess the effectiveness of faculty meetings and workshops is the online survey: http://www.sai.nyc/Forms/survey/FacultyMeetingAndWorkshopSurveys.html.
Administrators and Staff
The Institute provides professional growth and development opportunities to administrators and staff with the same focus as with faculty through meetings, workshops and by disseminating information about and subsidizing outside activities to administrators and staff on an equal basis with faculty including:
·
language
teaching methodology
·
the
nature of language/languages
·
the
structure of English
·
second
language acquisition
·
intercultural
communication
·
practicum
experience
·
accreditation
agency evaluator training
·
encouraging
professional administrator and staff association memberships
Among the
instruments used to assess the effectiveness of meetings and workshops is the
online survey: Meeting
And Workshop Survey.
Faculty Responsibilities Outside the Classroom
Research and scholarship may include the following activities:
· research which leads to the discovery of new knowledge or new applications of existing knowledge
· research intended to lead to publication in scholarly journals or books
· ongoing reading and research to maintain proficiency and growth in one's field of professional specialization
· research intended to lead to the preparation and presentation of a scholarly paper to a professional society, or a paper in one's field of specialization to any group
· editing professional journals and serving as a referee of manuscripts that have been submitted to a journal
· reviewing texts in one's field of specialization for publishers
· holding membership or an office in professional associations
· attendance and participation in meetings, conferences, and conventions of professional associations
· institution-sponsored research
· discipline-connected consultation or discipline-connected community service
· other similar activities
Professional Development Policy
SPANISH-AMERICAN
INSTITUTE recognizes the value of on-going professional development. Therefore, we have established three avenues
to ensure that our faculty receive and participate in continuous, on-going
professional development practices.
First,
SPANISH-AMERICAN INSTITUTE holds faculty meetings on a Saturday each term. Attendance is encouraged for all faculty,
administrators and staff as outlined in
this Handbook. Meetings are held on Saturday in order to ensure that all faculty, administrators and staff will
be able to attend and participate. The
first part of the day is conducted as a regular, business meeting. The second portion of the day is an intensive
workshop dedicated to a specific aspect of instruction. The Institution provides an ESL Professional
from the outside to come and conduct the workshop. Workshops included:
·
Learning Taxonomy—Moving From Lower to Higher
Order Language and Thinking Skills
·
Introduction to the NorthStar Approach
·
Four Skills Integration and Burning Questions: Connecting Through Grammar and Theme
·
Transform the Way You Teach: Blended Learning.
The meeting and workshop is followed by the
ever-popular "The Idea Exchange" Luncheon at a local restaurant where informal
discussions on the topics of the day are continued and collaborative, collegial
relationships developed.
Secondly,
as outlined in the Faculty, Administrator and Staff Handbook, all
personnel complete a Development Plan. Results of the individual plans provide data
for the following year’s summary evaluation, documented by evidence that the
previously agreed upon Plan’s goals
and objectives have been accomplished.
Faculty meet with the Dean of Academic Affairs to develop the plan,
setting professional development goals and objectives. A file, along with documentation is
maintained. Documentation includes
college transcripts, course or workshop certificates, state licenses copies,
test completion results for professional licenses or certificates, letters or
certificates recognizing participation, and in-house workshop attendance. Administrators and staff meet with the President or his designee
to develop and review their plans.
Lastly,
the Institute periodically provides funds for faculty, administrators and staff to join the New York State TESOL
organization. Through this organization,
faculty, administrators and staff are able to connect with other ESL
Professionals in the state, stay current on best practices in the field and
participate in NYS TESOL workshops and conferences.
Academic Governance
The Spanish-American Institute is committed to the principles of academic governance. These principles have a twofold purpose. To assure that faculty, administrators and staff:
1. participate
substantially in decisions affecting
academic matters
2. have a voice in administrative decisions directly affecting them
Faculty, administrators and staff members discharge their responsibilities for participation in academic governance largely by means of attendance at faculty meetings. Attendance at general faculty/administrator/ staff meetings is paid and strongly encouraged.
Advising and Tutoring
Faculty, administrators, and staff may engage in academic counseling, tutoring, or discussion regarding coursework.
Advisement sessions are informally communicated to students on an “as needed” basis.
Faculty, administrators and staff are urged to remember that they have a responsibility to the whole person and should be sensitive to the stresses and concerns in student's lives outside the classroom. They are not expected to solve all these problems, but should be prepared to refer appropriate students to a Dean for counseling and referral.
School Life
A school is an institution that extends beyond the bounds of the classroom, and faculty are vital members of that institution. As such members, faculty, administrators and staff may make themselves available to further the institution's goals. As part of this responsibility, faculty occasionally may:
· participate in institutionally sponsored activities to recruit students
· coordinate, advise, and supervise student organizations or student activities not directly related to the course of study
· advise and counsel students during registration period
· attend school-sponsored activities, such student activities, orientation, and open houses
ACADEMIC AND ADMINISTRATIVE POLICIES AND PROCEDURES
Process for Assessing English Language Proficiency
All English-as-a-Second
Language faculty members shall demonstrate English Language Proficiency.
New York State Department of Education
requires all faculty to have a
“
. . .A temporary teacher's permit valid for one year, during which time a 30-
clock-hour approved course in general teaching methods from a proprietary
school association recognized by the commissioner or a
three-semester-credit-hour course in general teaching methods from an
institution whose programs are registered or recognized by the department shall
be completed”.
After
the provisional period, the following is needed for a full license:
“.
. . a full teacher's license after completion of two additional 30-clock-hour
approved professional education courses from a proprietary school association
recognized by the commissioner or three additional semester credit hours in
appropriate professional education from an institution whose programs are
registered or recognized by the department during the period of validity of the
provisional license. Such full teacher's license shall be valid for a period of
four years, and a teacher shall apply for the renewal of such teacher's license
every four years.”
Based
on
Lastly,
either the President or the Dean of Academic Affairs interview prospective
candidates. Through this process,
language proficiency is first assessed informally. Persons identified through this process as
desirable candidates for ESL teaching positions who are not native English
speakers are evaluated for appropriate proficient use of the English language
by attaining at least a 7 on the TOEIC Speaking Test or a comparable TOELF
Speaking score. If a job offer is made,
official transcripts and evaluation of foreign credentials are obtained.
Policy on Retaining Proficiency and Grade Reports
The Institute retains
proficiency and grade reports indefinitely with the students permanent paper records. The proficiency and grade reports are maintained
with student permanent record folders and on electronic media in the
SchoolWorks Progress database on site with off site backup.
Policy on Dissemination of Information
The Institute will use, as appropriate, all reasonable means to communicate policies, procedures, academic status, and updates to the public, students, staff and administration. This includes email, SMS text messaging, regular post office mail, memos, meetings, school website, social media, bulletin boards and shared network drives.
Students, faculty, staff and administrators for their part will assist in this effort by making every reasonable effort to keep the Institute updated on changes to their e-mail addresses, home addresses, and cell phone and land-line phone numbers.
Academic Freedom
The Institute adheres to the principles of academic
freedom with correlative responsibilities as stated in the 1940 "Statement
of Principles on Academic Freedom and Tenure" jointly formulated by the
American Association of University Professors and the Association of American
Colleges.
It is the policy of the Board of Trustees that there should prevail at the Spanish-American Institute an atmosphere of freedom and that there should be no political or religious propagandizing in the educational programs and courses of study. Academic freedom, however, does not mean academic license. With freedom there must be responsibility for statements, speeches, and actions.
Academic freedom is essential to the functioning of a school. It applies to its teaching, research, and public service and involves both faculty and students. The principle of academic freedom is designed to protect the faculty member's freedom to teach and to conduct research. It also protects the student's freedom to learn. Faculty members are responsible for providing students with the same kind of freedom which they claim for themselves, namely, the freedom to consider conflicting views and to make their own evaluation of data, evidence, and doctrines. Furthermore, faculty members have a responsibility to maintain an atmosphere conducive to intellectual inquiry and rational discussion. It is not the responsibility of a faculty member in a democracy to indoctrinate his/her students with ready-made conclusions on controversial subjects. The faculty member is expected to train students to think for themselves, and to provide them access to those materials which they need if they are to think intelligently. Hence, in giving instruction upon controversial matters the faculty member is expected to be of a fair and judicial mind, and to set forth justly, without suppression or innuendo, the divergent opinions of other investigators.
No faculty member may claim as a right the privilege of discussing in the classroom controversial topics outside his/her own field of study. The faculty member is morally bound not to take advantage of his/her position by introducing into the classroom provocative discussions of irrelevant subjects not within the field of his/her study.
Academic Administration
The Dean of Academic Affairs is the chief academic officer, reporting directly to the President. The Dean of Academic Affairs is responsible for matters related to the curriculum and to the faculty. The Faculty English, Computer and Business Chairpersons are assigned in Career Program and Intensive English Divisions.
Library
It is important that each faculty member be familiar with the resources contained in the Spanish-American Institute Library and work to improve the collection. The Institute relies upon faculty members for their expertise in determining appropriate books, periodicals, and other learning resources to purchase. The faculty suggestions are encouraged.
Use of the Library is integral to any school education, not only in support of the educational programs but also to prepare students for a lifetime of learning. In an information society such as ours, students need to become familiar with the many different sources of information that exist. Faculty members are therefore urged to assign work to students that requires them to use the Library and other learning resources.
Syllabi
Academic policies applicable to each course, including learning objectives and methods of assessing student achievement, are made explicit by the instructor. The syllabi make this information available to students.
A syllabus for each course offered at Spanish-American
Institute is on file with the Department Chairs, in the Dean of Academic Affairs’ office, in
the Institute’s Library and online at http://www.sai.nyc/syllabi/ESL-PlusCourseOfStudySyllabiSummer2013.html
and http://www.sai.nyc/syllabi/All-Non-ESLSyllabi20130423.html.
Syllabi are in effect a contract between instructor and student, specifying each party’s responsibilities. They should be clear and unambiguous.
Attendance
Good attendance is a critical component of student success and is a factor in the final grade. It is the policy of the school that students are expected to attend class regularly in every course for which they have registered. Instructors are required to keep accurate daily attendance records.
Since even a single day's absence from class may be an indication of problems that could lead to a student's dropping out of school, instructor weekly attendance reports are used to e-mail Weekly Attendance Alert Letters to each student. Early intervention may save a student.
Teaching Schedules
The Dean of Academic Affairs and President in consultation with the Department Chairs and individual faculty determine the courses to be offered. Individual faculty teaching assignments are then scheduled by the Institute's President. Effort is made to arrive at mutually satisfactory teaching schedules, but faculty may not unilaterally choose their courses or times of their courses.
Grading Procedures
The method of assessment for each course is stated in the syllabus.
It is the responsibility of the instructor to assess student progress on an impartial, consistent and fair basis. The instructor is also required to maintain complete, accurate and detailed records of the basis on which each grade was awarded. All such records must be kept in ink, and must be kept available at all times in the school.
The following is the grading scale in use at Spanish-American Institute:
|
LETTER GRADE |
POINTS |
|
MEANING |
|
A |
4.0 |
90 100% |
honors |
|
B+ |
3.5 |
85-89% |
excellent |
|
B |
3.0 |
80 84% |
above average |
|
C+ |
2.5 |
75-79% |
average |
|
C |
2.0 |
70-74% |
satisfactory |
|
D |
1.5 |
65-69% |
passing |
|
F |
0. |
60-64% |
failing |
|
W |
- |
- |
withdrawal |
|
I |
0. |
- |
incomplete |
|
N |
- |
- |
new student |
|
Ab |
0 |
- |
Exam Absence |
For good cause
(and at the discretion of the instructor) extensions may be granted for late
submission of required assignments. In
such cases, the student must receive a grade of “Incomplete” . All missing work must be submitted and graded
no later than the first week of the following semester. All incomplete grades revert to Failure at
the beginning of the second week of the next semester.
An application
for changing an official grade must be made in writing by the instructor within
60 days of the original submission of grade and must state the reason for the
request. Final determination of that
application will be made by the President or his designee.
Complaint Procedures
Students and all
employees (including faculty, administrators and staff) who have concerns,
dissatisfactions, or complaints are encouraged to bring them to the Institute's
attention as promptly as possible.
Problems involving classroom matters should first be discussed directly
with the faculty member involved.
Questions about administrative policies or non-academic matters should
be discussed with a Faculty Student-Services Associate.
Concerns unresolved with
a Faculty Student-Services Associate may be discussed with a Dean. Dissatisfactions unresolved with a Dean
should be presented to the President,
Remaining issues may be
submitted in writing to the Board of Directors.
The submission should describe the problem in detail, include any
available documentation, and be signed by the student or employee. The Board will make appropriate inquiries and
recommend a resolution within thirty (30) days of receiving the written concern
and will notify the student or employee of those findings.
At no time shall a final
determination be made by a person or persons directly involved in the complaint
itself. Students and employees are
assured that no adverse action will be taken against anyone expressing a
concern through this mechanism.
A student or employee who is not satisfied with the Institute's
complaint resolution and who has reason to believe that the institution has
acted contrary to its published standards or that conditions at the institution
appear to jeopardize the quality of the instructional programs or the general
welfare of its students may file a written complaint with the New York State
Education Department. Any person who
believes he or she has been aggrieved by the institution on or after May 4,
1994, may file a written complaint with the Department within two years of the
alleged incident, as follows:
The person should first try
to resolve the complaint directly with the institution by following the
internal complaint procedures described above.
Copies of all documents and correspondence should be kept.
If a person is unable to
resolve the complaint with the institution or believes that the institution has
not properly addressed the concerns, he or she may request a complaint form by
telephoning the Postsecondary Complaint Registry or writing to the New York
Education Department, Postsecondary Complaint Registry, 116 West 32 Street,
14th Floor, New York, NY 10001,
212-643-4760 / Fax: 212-643-4765.
The Postsecondary Complaint
Registry Form should be completed, signed and sent to the above address. The
completed form should indicate the resolution being sought and any efforts that
have been made to resolve the complaint through the institution's internal
complaint processes. Copies of all
relevant documents should be included.
After receiving the completed
form, the Department will notify the complainant of its receipt and make any
necessary request for further information. When appropriate, the Department
will also advise the institution that a complaint has been made and, when
appropriate, the nature of the complaint.
The complainant will also be notified of the name of the evaluator
assigned to address the specific complaint.
The evaluator may contact the complainant for additional information.
The Department will make
every effort to address and resolve complaints within ninety days from receipt
of the complaint form.
Some complaints may fall
within the jurisdiction of an agency or organization other than the State
Education Department. These complaints will be referred to the entity with
appropriate jurisdiction. When a complaint concerns a matter that falls solely
within the jurisdiction of the institution, the complainant will be notified
and the Department will refer the complaint to the institution in question and
request that the matter receive a review and response.
Upon conclusion of the
Department's complaint review or upon the disposition of the complaint by
referral to another agency or organization, or to the institution, the
Department will issue a written notice to the complainant describing the
resolution of the complaint. The complainant may contact the Department
evaluator directly for follow-up information or for additional assistance.
In addition, students and employees may
contact the Institute’s accrediting body, the Accrediting Council for
Independent Colleges and Schools, 750 First Street, NE, Suite 980, Washington,
DC 20002-4242, Telephone: 202-336-6780,
Fax: 202-842-2593.
About CEA
The
Commission on English Language Program Accreditation (CEA) was founded in 1999
by English language professionals as a specialized accrediting agency.
The purpose was to provide a means for improving the quality of English
language teaching and administration through accepted standards. CEA conducts
accreditation reviews in the
In
September 2003, CEA was recognized by the U.S. Secretary of Education as a
national accrediting agency for English language programs and institutions.
This recognition gave CEA the distinction of being the only specialized
accrediting agency for English language programs and institutions in the
The ESL-Plus Course of Study at the
Spanish-American Institute was accredited by CEA in December 2012.
You can learn more about CEA on their website.
There you will also find the standards for CEA
accreditation.
CEA Complaint Procedure
A CEA complaint form
can be obtained by following this link or on the CEA website: http://cea-accredit.org/
Housekeeping
Instructors are responsible for:
·
maintaining a professional and orderly
atmosphere in the classroom,
·
insuring that the necessary supplies and
equipment are available, and
·
following Institute procedures for reporting
equipment in need of repair and for ordering teaching supplies through a Dean or
the President..
Smoking Policy
Smoking is not permitted.
Emergency Procedures
Faculty, administrators and staff should immediately notify the administration of all emergency situations including fire, safety and health. Every effort should be made to maintain a calm and orderly environment. Fire alarm boxes are located at each of the exits. All employees should familiarize themselves with the location of all fire extinguishers, alarms and exits.
When an evacuation is necessary an alarm will sound. Please lead your class in a calm and orderly manner through the nearest exit and proceed out of the building. All administrators and staff should assist faculty as they assemble their student at the nearest, safe location designated by emergency personnel and await further instructions.
Faculty Services
· photocopying: class-related materials may be photocopied for “next-day” use. Faculty should be careful to respect copyright laws (see “Fair Use” below) and be mindful of budgetary constraints
· e-mail addresses: available to each faculty, administrator and staff member. It is accessible on the school network or over the Internet
· Internet access on the school’s leased line, DSL/T-1 and WiFi wireless connection is available to all faculty administrators and staff for professional and school-related purposes
“Fair Use” Guidelines for Duplicating Copyrighted Materials
The
Spanish-American Institute requires all employees to observe the legal restrictions on
duplication of copyrighted material in the United States Copyright Law. The duplication of multiple copies of print
and graphic material for classroom use is restricted by the Law's "fair
use" guidelines.
While
the Law does not provide an exact measure of the amount of copyrighted material
that a faculty member may duplicate without first seeking permission from or making
payment to the author or publisher of the copyrighted material, it does provide
guidelines restricting the nature and amount of material that may be duplicated
and the amount that may be duplicated in any time period.
The
Spanish-American Institute strives to provide teachers and students with
comprehensive copyrighted required textbook and workbook materials for all
courses. Faculty are encouraged to
maximize the use of school textbooks and workbooks in their classes and to use
additional material only when absolutely necessary. In those instances, The Spanish-American
Institute has adopted the following "fair use" requirements for
multi-copying of copyrighted material, consistent with standards used at many
other postsecondary institutions.
All employees are required
to observe the following school copyright policy, whether the material for
classroom use is being duplicated by the Spanish-American Institute or by a
source outside the school:
1.
"Consumable
works" such as workbook material may never be copied for classroom
use.
2.
The same item
shall not be duplicated over and over again.
3.
No more than 10%
or 1,000 words, whichever is less, of a longer prose work may be
duplicated for classroom use.
4.
For all other
material, consult with the Dean of Academic Affairs before duplicating multiple
copies.
Equal Employment Opportunity
The school is an Equal Opportunity Employer and does not restrict employment, salaries, and access to training because of race, color, religion, age, gender, sexual orientation, veteran status, national origin, or qualified handicap. The school will provide equal opportunities for all qualified individuals in employment policy and practice.
Any employee or applicant for employment who perceives that he/she has been treated discriminatorily on the grounds of race, color, religion, gender, sexual orientation, age, national origin, physical or mental handicap, or veteran status may consult with or file a written complaint with the President.
Terms of Employment / Appointment
The hiring of new administrators, faculty and staff is the responsibility of the President, who will identify positions to be filled, advertise and recruit, and interview candidates. Hiring is done by the President with the advise as deemed appropriate of the Deans and/or Department Chair.
The primary qualification for all faculty is an appropriate degree from an accredited institution. Previous teaching experience is desirable. All earned degrees must be documented in the faculty member's file by transcripts. In addition, non-native speaking ESL faculty will demonstrate proficiency by TOEIC or TOEFL scores.
Teaching Load
The teaching load is mutually agreed to between the teacher and the President at the time a job offer is made and is included in the Terms of Employment Memo.
Course Assignments
Course assignments are mutually agreed to between the President and the faculty member with the recommendation for the Dean of Academic Affairs and/or Department Chair.
Other Duties
Administrators and staff are assigned such other duties as may from time to time be deemed to be in the best interests of the Institute and its students.
Compensation
The compensation as of September 2013 is $13.30 per hour.
Length of Employment
The appointment may continue from session to session as mutually agreed between the President and Faculty Member, to meet the needs of the Institute and its students in the best judgment of the President considering such conditions as enrollment, student evaluations, class observations, readiness for class and punctuality.
Employment Condition Changes
When, in the best judgment of the President, it is in the best interests of the Institute and its students to change the conditions of employment due to changes in enrollment or teacher performance, there will be a conference with the President to discuss the changes.
Orientation
Each new faculty member receives an extensive orientation from the President, Dean of Academic Affairs and fellow teachers that includes an introduction to the students, faculty, and staff, as well as discussions of the Institute's mission and educational philosophy. New faculty members receive Institute publications including the school catalog, the Student Handbook, inter-office procedures, a detailed job description, and the Faculty Handbook. The Faculty Handbook is a comprehensive volume providing all policies and procedures that directly affect faculty members.
Evaluation
Faculty
The Dean of Academic Affairs evaluates faculty annually.
The annual evaluation is partially based on classroom observations and student course evaluations.
After an evaluation conference with the Dean of Academic Affairs, the faculty member signs the school file copy of the evaluation/professional development form and receives a copy of their own. The evaluation is partially based on classroom and student observations and evaluation a and documented outcomes of the previous year’s professional development plan.
The primary purpose of these evaluations is to help the instructor identify ways in which to improve his or her teaching performance. The evaluation is used as one of the bases for annual review.
Copies of faculty evaluation forms are included in the Appendix of this Handbook as follows:
· APPENDIX A Sample of a Typical Annual Faculty Development Plan/Summary, on page 28
· APPENDIX B Sample of Typical Faculty Classroom Observation Report Form, on page 29
· APPENDIX C Sample of Typical Current Student Survey, on page 31
· APPENDIX D Typical Sample of Student Evaluation of Faculty and Courses Form, on page 33
· APPENDIX E Sample of Typical Student-Faculty Evaluation Form, on page 35
Performance Review Policy for Administrators and Staff
The President, Dean of Student Services and
Dean of Administrative Services will review Administrators and Staff in a manner similar to that outlined
for Faculty above.
Resignation
Employees
should provide as much notice as possible of their decision to resign from
employment. Faculty members are expected
to return all school property and materials and to complete and submit all
school and student records prior to issuance of final payroll.
Personnel Grievance Procedures
The Institute recognizes the
right of employees to express their grievances and to seek a solution
concerning disagreements arising from working relationships, working
conditions, employment practices, or differences of interpretation of policy
that might arise between the Institute and its employees.
The Institute encourages the resolution of grievances on an informal basis whenever possible.
The grievance procedure is not
intended to circumvent the normal channels of communications, nor to set aside
the "open door policy" for employees established by supervisors and
administrators. However, when a
complaint cannot be resolved informally, the school provides for a formal
review which will seek a fair and timely resolution. No employee will be discriminated against
because he/she elects to use the formal procedure described below.
Excluded from this policy are complaints concerning:
· wages and salaries
· termination related to reductions in staffing or to expiration of temporary or externally funded grants or contracts
· performance-related dismissals during the probationary period of employment
· school statements concerning policies and rules
· falsification of application (or resume) for employment and other employment-related documents
All grievances must be initiated within thirty (30) calendar days from the date of the action giving rise to the grievance. Normally, the grievance must first be discussed with the immediate supervisor. If this does not resolve the situation, a formal written grievance is submitted to a Dean. The written grievance should:
· identify the policy or rule which is alleged to have been violated
· contain a concise statement of the facts involved
· contain the remedy sought
The Dean will meet with the individuals involved and
reach a decision within ten (10) working days from the date the grievance is
filed. If additional time is needed, the
grievant will be notified of the reasons for the delay, and when a reply can be
expected. In the event this does not
resolve the issue follow the Institute’s Complaint Procedure.
Access to and Maintenance of Personnel Files
Information in personnel files is regarded as highly confidential and dissemination of information from personnel files is limited so that only those parties authorized by the employee, approved administratively, or legally warranted, receive it.
The individual personnel file includes, among other items, the following:
· a copy of the faculty member's letter of employment
· documentation of all earned degrees
· a curriculum vitae
· information relating to the faculty member's academic and professional accomplishments submitted by the faculty member or placed in the file at his/her request
· copies of ratings and evaluations of the faculty member's professional performance made by students, peers, and supervisors
· signed receipt for the Catalog and the Faculty Handbook
Only such information as is germane to the person's employment with the Institute shall be retained in these files. Examples of this type of information are:
· information pertaining to bona fide occupational qualifications
· service on school committees, councils, and task forces
· summaries of pre-employment recommendations
· behavior and discipline matters
·
personnel actions such as appointment, change of
status, and reappointment
·
professional development activities
· awards, elected offices, service to outside organizations and professional associations
The
employee shall have the right to inspect his/her file and to have a copy of any
document in the file.
Sexual Harassment
The Institute is committed to maintaining a humane atmosphere in which individuals do not abuse their personal authority or power in interpersonal relationships. More specifically, the Institute does not condone actions and words which a reasonable person would regard as either gender discrimination or sexual harassment.
Sexual harassment is defined as any continuing pattern unwelcomed sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature, which is upsetting or threatening, when
· submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment
· submission to or rejection of such conduct by an individual is used as a basis for employment or academic decisions affecting such individual, or
· such conduct has the purpose or effect of unreasonably interfering with an individual's working or learning environment or creating an intimidating, hostile, or offensive working environment
Complaints of sexual harassment should be made to the immediate supervisor. Every effort should be made to resolve problems on an informal basis. Prompt action will be taken on formal complaints, and a finding of sexual harassment will result in appropriate disciplinary action.
New York State Education Law requires that effective September 1, 1991, sexual assault prevention information be disseminated on the campus. All faculty members should be familiar with the contents of this handbook’s policies and procedures on sexual harassment.
Alcohol/Drug Use
The
unlawful possession, use, or distribution of illicit drugs and alcohol by
students and employees is prohibited at all times on school premises or as part
of any of its activities. The school is
a Drug-Free Workplace as defined by Federal regulations. Students or employees found violating any
local, state, or federal laws regarding the use, possession, or distribution of
alcohol or other drugs will be subject to the full legal penalty, in addition
to any appropriate school disciplinary action.
A pamphlet titled Information and Details Regarding the
Policies and Procedures for Termination
Faculty and all other employees (including administrative and staff, referred to in this Faculty Handbook Guide as simply "faculty") will generally continue from session to session provided that enrollments are sufficient and that performance meets expectations outlined in this Handbook. Actions or conduct which may bring the Institute into disrepute may be grounds for termination. Faculty members will take care to observe the Alcohol/Drug Use, Sexual Harassment, and Professional Expectations policies and procedures outlined in this Handbook.
Pension
The Institute sponsors 403(b) employee-funded,
tax-deferred pension plans through Chase Manhattan Bank and Manufacturers Life
Insurance Company of
New faculty members are eligible to participate after six months of employment and may obtain detailed information from the plan coordinator.
Tuition Reimbursement
Subject to fund availability, faculty administrators and staff may request tuition reimbursement for appropriate, college-related professional growth courses.
Tuition Remission for Dependents
Subject to fund availability and space, tuition remission for Institute classes may be provided for spouses and for dependent children of full-time employees who have completed one year of service.
Child Care Leave
A faculty member is responsible for making necessary independent arrangements for year-round childcare. However, a leave for childcare may be requested.
Any employee (father or mother) may request a leave of absence without pay for infant care.
A leave of absence without pay for the purposes of childcare will not be prejudicial to the professional advancement of the faculty member.
Leave of Absence Without Pay
This policy covers the status of an employee when that employee is absent without pay but continues a relationship with the school.
In general, although a leave of absence is considered a privilege and approval is not automatic, the school does not deny an employee's reasonable request for a leave of absence unless such leave would interfere with the necessary work of the institution.
An unpaid leave of absence may be granted for any of the following reasons:
· illness
· child care
· military obligation
· personal business
· other purposes necessary to the well-being of the employee and/or otherwise deemed beneficial to the Institute
Leaves shall be for an approved period of time, and employees will normally return to duties similar to their former position. If the employee must be replaced during the leave period, the school will attempt to reemploy the individual in a comparable position. If openings for which the employee is qualified are nonexistent, the employee may take a lower-level position temporarily until an equivalent position becomes available; the rate of pay will be commensurate with the level of work performed.
Overstaying a leave of absence without approval or seeking and accepting other employment without previous authorization constitutes an automatic resignation and the loss of the privilege of reinstatement.
A written
request for leave must be submitted in advance.
Professional Event Expenses
Faculty members are encouraged to attend off-campus meetings related to professional development and/or to the conduct of official school business with the prior approval of the appropriate supervisor. Written requests must include the reasons for attendance and estimated expenses. Requests should be made in a timely fashion and are subject to budgetary constraints. Well-defined arrangements for the coverage of classes or administrative responsibilities must accompany requests.
Faculty may be reimbursed for PREAPPROVED, reasonable and documented expenses, which may include meals, lodging, transportation, and fees. Within one week of returning to campus, faculty must file a travel expense report including receipts.
Within two weeks a report must be submitted summarizing the conference or meeting.
APPENDIX A Sample of a Typical Annual Faculty Development Plan/Summary
APPENDIX B Sample of Typical Faculty Classroom Observation Report Form
APPENDIX C Sample of Typical Current Student Survey
APPENDIX D Typical Sample of Student Evaluation of Faculty and Courses Form
APPENDIX E Sample of Typical Student-Faculty Evaluation Form
Spanish-American Institute
STUDENT FACULTY EVALUATION FORM
|
Instructor: |
|
|
Course Title: |
|
|
Hour: |
|
|
Room: |
|
|
Week Ending: |
|
Your opinion is important to us and will be used to help our faculty evaluate and improve its service to our students.
Use the following list to evaluate your experience in this class.
Read each item carefully.
Circle the number under each statement that best describes your evaluation.
A rating of 5 is the most desirable rating and a rating of 1 is the least desirable.
These forms will be held in strict confidence.
Instructors will be furnished with a composite rating based on all evaluations.
1. INTEREST IN SUBJECT TAUGHT
|
5 |
4 |
3 |
2 |
1 |
|
Always Interested |
Mildly interested |
uninterested |
||
2. KNOWLEDGE OF SUBJECT TAUGHT
|
5 |
4 |
3 |
2 |
1 |
|
Well Informed |
Average |
Poorly informed |
||
3. PREPARATION OF SUBJECT
MATERIAL
|
5 |
4 |
3 |
2 |
1 |
|
Always Prepared |
Sometimes prepared |
Unprepared |
||
4. PRESENTATION OF MATERIAL
|
5 |
4 |
3 |
2 |
1 |
|
Interesting |
Mildly interesting |
Boring |
||
5. ATTITUDE TOWARD DIFFERENT
VIEWS
|
5 |
4 |
3 |
2 |
1 |
|
Welcomes different Views |
Usually tolerant |
Intolerant |
||
6. ATTITUDE TOWARD STUDENTS
|
5 |
4 |
3 |
2 |
1 |
|
Always Courteous and Interested |
Sometime not courteous |
Often Rude |
||
7. APPROACHABILITY OUTSIDE CLASS
|
5 |
4 |
3 |
2 |
1 |
|
Welcomes Contact |
Tolerates Contact |
Unapproachable |
||
8. PERSONAL APPEARANCE
|
5 |
4 |
3 |
2 |
1 |
|
Appropriate |
Usually Appropriate |
Inappropriate |
||
9. OVERALL EVALUATION OF TEACHER
|
5 |
4 |
3 |
2 |
1 |
|
|
Average |
Inferior |
||
10. OVERALL EVALUATION OF COURSE
|
5 |
4 |
3 |
2 |
1 |
|
Interesting and helpful |
Average |
Boring |
||
What
was the best thing about this instructor and course?
What
area(s) should be improved or changed?
Additional
comments
Tuesday, September 10, 2013