By applying transparent, equitable criteria that align individual qualifications, licensure, clinical and teaching expertise, workload balance, and program and student needs will ensure high-quality instruction and a fair distribution of responsibilities.

Faculty performance considerations should be reviewed holistically, taking into account teaching effectiveness, professional responsibilities, and adherence to institutional expectations. When performance concerns are identified, the focus is on timely feedback, clear expectations, and appropriate support to promote improvement and success.

I have been reminded that effective onboarding of new faculty involves clear communication of expectations, thorough orientation to institutional policies and culture, and intentional support to ensure a smooth transition and early teaching success.

I understand the importance of recognizing different state-specific requirements and how required credentials ensures compliance, credibility, and effective teaching to support our students.