ࡱ> '` #bjbjLULU *6.?.? 88<j$h!42VS@t pd\7bX <.<jx2#2#J2#a$Xjd  TO: Dolores Davison FROM: Judy C. Miner DATE: January 31, 2011 RE: Response to Bill of Particulars The Cabinet and I look forward to our follow-up meeting with the Academic Senate on February 7. Below is a status report on how we have addressed Senate concerns over the past year. The Academic Senate asks the following of the Cabinet and President Miner: That the President, with the Cabinet, articulate a vision for the college that is systematically implemented over more than just a one-year period; Please refer to the 2010 Educational and Strategic Master Plan located at  HYPERLINK "http://www.foothill.edu/staff/irs/ESMP/index.html" http://www.foothill.edu/staff/irs/ESMP/index.html. I am incredibly proud of the campus-wide efforts that produced Version 1.0 and engage in continual updates of the subordinate plans that provide the annual blueprints to achieve long-term goals. Version 2.0 of the ESMP will be available in June 2011as a means for incorporating the aforementioned updates. That the Cabinet follow the process of formative assessment for administrators stipulated by the current contractual agreement; On January 27, I sent an email to all 17Թ and Central Services employees, inviting them to participate in comprehensive evaluations for those administrators due for such evaluations pursuant to the AMA Handbook. Initial responses have been very positive regarding the broader request for input. That the Cabinet and President Miner ask for faculty and Senate input in terms of college decisions which directly impact the faculty; The Cabinet and I utilize formal and informal processes to engage individual faculty, faculty cohorts, the Senate, and the Faculty Association in college decisions that affect faculty. PaRC and its planning committees and task forces, Program Review, Core Mission Workgroups, Career and Technical Advisory Committees are among the formal structures that play major roles in decision-making. Various forums such as open office hours, town halls, classroom and program visits, and individual meetings provide additional opportunities for faculty to comment, advocate, inform. I schedule monthly meetings with the Academic Senate President and monthly or bimonthly meetings with the Faculty Association President and Grievance Officer but also enjoy ready access to them for impromptu feedback, where appropriate, on faculty perspectives. That the President and the Cabinet meet with each division at least once a year, if desired by the division, for an extended conversation about the concerns of the faculty in that division; The Cabinet and I have not received a collective invitation for division meetings but have responded to requests to address specific topics or concerns with divisions and departments. The vast majority of division meetings had Cabinet representation. That the President and the Cabinet hold a joint meeting with the Academic Senate annually; We enjoyed the first such meeting last year and have scheduled the next for February 7. We found the idea to be such a good one that we also schedule annual meetings with ASFC and the Classified Senate. That the President and the Cabinet provide and engage in campus activities for all faculty in the areas of instruction and student success and to provide mentoring and support activities specifically for new faculty for professional growth; We offer weekly workshops for our first-year tenure track faculty and have dramatically expanded year-round professional development activities, including an optional full-day of professional development in winter and spring with a focus on teaching and learning. I visit all first-year tenure track faculty and invite their feedback on how we might further support them. That the Accreditation Liaison Office, along with the Cabinet and the President, actively engage the faculty community in the Accreditation process and provide timely, consistent communication to the faculty through the Accreditation Co-Chairs; Kurt Hueg has done an excellent job in communicating through the Accreditation Co-Chairs as well as the college and district at large. The Cabinet and I are deeply involved in all aspects of accreditation and discuss our institutional progress on a weekly basis. That the President and the Cabinet publicly support the work that faculty do in shared governance, and communicate this work to the greater campus community; The Cabinet and I have publicly thanked, verbally and in writing, individual faculty and the faculty as a whole for their significant contributions to shared governance. The acknowledgements have occurred at opening days, board meetings, community events, conferences, and reports. That the President reaffirm the administrations commitment to the 10+1 areas of faculty primacy as articulated in AB 1725, including primacy over curriculum, and that the administration fully support faculty and uphold their standards as they continue their statewide leadership in curriculum; and I heartily reaffirm the administrations commitment to the 10+1 areas of faculty primacy as articulated in AB 1725 and point with pride to the outstanding curricular leadership by 17Թ faculty in the region, state, and nation. That the President and the Cabinet confirm that all the hard work done on PaRC and strategic initiatives and integrated planning budget will be implemented and used as the main bodies for shared governance at 17Թ. The Cabinet and I have supported and participated in the successful operation and refinement of PaRC and its related bodies for the past year and a half. The best evidence of the authentic role that PaRC plays may be seen in the dynamic Educational and Strategic Master Plan and the 23 faculty hiring recommendations that were accepted and are either completed or in progress.     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PLP^P`LhH.WqE=Z                           ^LsG?7#z*Dk   !$@K#`@Unknown Faculty StaffGz Times New Roman5Symbol3& z ArialK@Palatino Linotype?5 z Courier New5& zaTahoma;Wingdings"1hk Fk F_;p )p )4d,2QHP $P}q2To fire a VPI in the middle of the academic year for anything short of malfeasance or gross incompetence would strain the credibility of any College President anywhere scottlankford Faculty Staff   Oh+'0dP\t      (To fire a VPI in the middle of the academic year for anything short of malfeasance or gross incompetence would strain the credibility of any College President anywherescottlankford Normal.dotFaculty Staff2Microsoft Office Word@@@w7@w7pG4VT$m   N&" WMFC_ 4L4ll UT#m EMF4lE` 8      Rp@Times New RomanGz Times ew Roman@R$\RegisY 0Y Ln0Y dv%   TT,>UUAČA,L P ! "  TT, >L UUAČA,C L P ! " Rp@Palatino LinotypeK@Palatio Linotype5!049* H<* Y 0Y Ln0Y dv%  T`,,whUUAČA,\L TTO:$ TTx,hUUAČAx\L P JTT,WhUUAČA\L P TX,hUUAČAX\L lDolores Davison#  $TT,hUUAČA\L P  TT,jHUUAČA,L P Z~ Tl,UUAČA,L XFROM:#, TTUUAČAL P TTWUUAČAL P TXwUUAČAX L hJudy C. Miner ! +TTxUUAČAxL P  TT,H"UUAČA,L P  Tl,#_UUAČA,SL XDATE:a$$ TT#_UUAČASL P TT#W_UUAČASL P TX#_UUAČAXSL lJanuary 31, 2011  TT#_UUAČASL P  TT,aHUUAČA,L P  T`,qUUAČA,L TRE: TTrUUAČArL P  PTTWUUAČAL P TXUUAČAXL Response to Bill of Particularse      TTUUAČAL P  TT,HUUAČA, L P  TT,WUUAČA,K,L The Cabinet and I look forward to our follow !    &    &TTWUUAČAKL P-T8WUUAČAK'L up meeting with the Academic Senate on e ( &  #(     T,YpUUAČA,AL February 7. Below is a status report on how we have addressed Se   &      & &   TqYUUAČAqL nate concerns over the past       Tl,UUAČA,L Xyear.  TTUUAČAL P  TT,HUUAČA,L P  TT,HNUUAČA,BL P  TT,PBUUAČA,L P T`CPUUAČACL TThe T PsUUAČA#L Academic Senate asks the following #(      & TXsPUUAČAsL P o TPRUUAČA"L f the Cabinet and President Miner:     + TTSPnUUAČASL P  TTUUAČAL P Rp@"Arial{JdY 8 0PY 2E0#e )2%dY 0Y )!00Y @00ί0Y @03&z Arial)0@0) <<PY 0PY Ln0hY dv%  % TXwUUAČAwL P1. % TTUUAČAL P )% Tp9UUAČAL XThat t T:UUAČA:LL he President, with the Cabinet, articulate a vision for the college that is   &  !             ! "  T  EUUAČA94L systematically implemented over more than just a one&" WMFC 4,4l(   ((  (    TT  EUUAČA 9L P-T %EUUAČA9 L hyear period;    TT& AEUUAČA&9L P ! "  TT,GHUUAČA,wL P d! " Rp@Palatino LinotypeK@Palatio LinotypeY < Y Y 0Y Ln0Y dv%  T,zUUAČA,JL Please refer to the 2010 Educational and Strategic Master Plan located at             +     ! "  Rp@Palatino Linotype`Y {UUAČA,oL annual blueprints to achi      T|>{UUAČAoL \eve long TT>{UUAČAoL P-T>{UUAČAoHL term goals. Version 2.0 of the ESMP will be available in June 2011as a $         + !         ! "  T,{UUAČA,3L means for incorporating the aforementioned updates.$      $   TT{ UUAČAL P ! "  TT,BUUAČA,L P ! "  % TXw4UUAČAw(L P2. % TT1UUAČA(L P )% T4UUAČA( L d That the C  TT4UUAČA(L PaTp44UUAČA(L Xbinet  Tx54UUAČA5(L \follow  & T`4UUAČA(L TtheeT4UUAČA(3L process of formative assessment for administrators   ( (  (  TT4UUAČA(L P e ! "  TH6 rUUAČAf*L stipulated by the current contractual agre      Tx 6rUUAČA fL \ement; i( TT6rUUAČAfL P ! "  TTtUUAČAL P ! "  % T,UUAČA,`L On January 27, I sent an email to all Foothill and Central Services employees, inviting them to $      $       &" WMFC 4 4l $     $  ! "  T,+UUAČA,gL participate in comprehensive evaluations for those administrators due for such evaluations pursuant to     #       $           ! "  Tl,,iUUAČA,]0L the AMA Handbook. Initial responses have been v !+! $       T,iUUAČA]5L ery positive regarding the broader request for input.           TT,iUUAČA]L P ! "  TT,jBUUAČA,L P ! "  % TXwUUAČAwL P3. % TTUUAČAL P )% T8UUAČA'L  That the Cabinet and President Miner a     + TUUAČAL hsk for faculty  TUUAČA L d and Senate  TTUUAČAL t input in terms of   (  ! "  T# UUAČA L pcollege decisions   T$# UUAČA $L which directly impact the faculty; &    (   TT# UUAČA L P ! "  TT,% Ha UUAČA,U L P ! "  % T,a  UUAČA, ?L The Cabinet and I utilize formal and informal processes to enga       $   $   TTa  UUAČA ,L ge individual faculty, faculty cohorts, the           ! "  T, O UUAČA, eL Senate, and the Faculty Association in college decisions that affect faculty. PaRC and its planning      !                    ! "  T,  UUAČA, cL committees and task forces, Program Review, Core Mission Workgroups, Career and Technical Advisory $$     #  !  +   +     !  ! "  T, &X UUAČA,L L dCommittees a$$  T' X UUAČA'L @L re among the formal structures that play major roles in decision $  $     $       TT X UUAČAL L P-T X UUAČAL L |making. Various forums $    $ ! "  T,Y u UUAČA, eL such as open office hours, town halls, classroom and program visits, and individual meetings provide       !    $  $        $    ! "  T,  UUAČA, BL additional opportunities for faculty to comment, advocate, inform.         0&V WMFC4 4l $$   # T8  UUAČA 'L I schedule monthly meetings with the    $  $  !   ! "  T*  UUAČA, cL Academic Senate President and monthly or bimonthly meetings with the Faculty Association President !$      $    $  $  !     !     ! "  T, O UUAČA,C hL and Grievance Officer but also enjoy ready access to them for impromptu feedback, where appropriate, on  !  $          $  $$  !    ! "  T%P , UUAČA, L hfaculty perspe   Tx-P  UUAČA- L \ctives.  TTP  UUAČA L P ! " % 6 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 6  .@Times New Roman-  2 7X `,' 2 X `,'@Palatino Linotype-2 fXTO:  2 fn ` 2 f `,"2 fDolores Davison   2 f ` 2 xX `2 XFROM:s  2  ` 2  `,2 Judy C. Miner   2  ` 2 X `2 XDATE:s  2  ` 2  `,#2 January 31, 2011 2  ` 2 X `2 XRE:  2 l ` 2  `,:2 Response to Bill of Particulars  2 a ` 2 X `M2 X,The Cabinet and I look forward to our follow   2 d-`F2 h'up meeting with the Academic Senate on     m2 XAFebruary 7. Below is a status report on how we have addressed Se.     52 nate concerns over the past 2 Xyear.s 2 u `  2 -X ` 2 @X ` 2 RX`2 R_The@2 Ru# Academic Senate asks the following    2 RM o>2 RX"f the Cabinet and President Miner:    2 R% ` 2 d `@"Arial--2 vn1.- 2 vx ` -2 vThat t}2 vLhe President, with the Cabinet, articulate a vision for the college that is    ,'Y2 4systematically implemented over more than just a one     2 -`2  year period;  2  `,' 2 X `,'@Palatino Linotype-z2 XJPlease refer to the 2010 Educational and Strategic Master Plan located at  ,'@Palatino Linotype-- U2 X1http://www.foothill.edu/staff/irs/ESMP/index.htmlo   - @ !X- F2 k'. I am incredibly proud of the campus   2 ;-`2 @ wide efforts  ,'2 Xdthat produced Version 1.0 and engage in continual updates of the subordinate plans that provide the  ,'12 Xannual blueprints to achi2 eve long 2  -`w2 Hterm goals. Version 2.0 of the ESMP will be available in June 2011as a     ,'X2 X3means for incorporating the aforementioned updates.e   2 t `,' 2 X `,'-2 n2.- 2 x ` -2  That the C  2 a`2 binet 2 follow g 2 theX2 -3 process of formative assessment for administrators    2 ] `,'J2 +*stipulated by the current contractual agre2 +zement;g  2 + ` ,' 2 > `,'-2 PX`On January 27, I sent an email to all 17Թ and Central Services employees, inviting them to     ,'2 bXgparticipate in comprehensive evaluations for those administrators due for such evaluations pursuant to   ,'S2 tX0the AMA Handbook. Initial responses have been v  [2 tj5ery positive regarding the broader request for input. 2 t `,' 2 X `,'-2 n3.- 2 x ` -F2 'That the Cabinet and President Miner a    2 tsk for faculty2   and Senatel(2  input in terms of   ,'%2 college decisionsfA2 $ which directly impact the faculty;   2  `,' 2 X `,'-j2 X?The Cabinet and I utilize formal and informal processes to enga   M2 ,ge individual faculty, faculty cohorts, the ,'2 XeSenate, and the Faculty Association in college decisions that affect faculty. PaRC and its planning o  ,'2 Xccommittees and task forces, Program Review, Core Mission Workgroups, Career and Technical Advisory g         ,'2 X Committees a  k2 @re among the formal structures that play major roles in decision    2 -`/2 making. Various forums   ,'2 Xesuch as open office hours, town halls, classroom and program visits, and individual meetings provide     ,'n2 )XBadditional opportunities for faculty to comment, advocate, inform.  F2 )' I schedule monthly meetings with the    ,'2 ;XcAcademic Senate President and monthly or bimonthly meetings with the Faculty Association President e       ,'2 MXhand Grievance Officer but also enjoy ready access to them for impromptu feedback, where appropriate, on       ,' 2 `Xfaculty perspe2 `ctives.g 2 ` `,'"System-՜.+,D՜.+, hp|  p) ' To fire a VPI in the middle of the academic year for anything short of malfeasance or gross incompetence would strain the credibility of any College President anywhere Title 8@ _PID_HLINKSAFP2http://www.foothill.edu/staff/irs/ESMP/index.htmlY   !"#%&'()*+,-./012345789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F`a7Data 1Table$J#WordDocument*6SummaryInformation(6DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q