Administration

=The responsibilities that accompany the power of an academic administrator=

The responsibilities that accompany the power of an academic administrator in any unit include to:
 * show respect for people's individual career and life projects
 * support the people to do the best work they can within constrained circumstances
 * support faculty members preserve a balance between scholarship, service, and teaching even if that means we set limits and forego worthwhile opportunities
 * promote mentoring and sharing of innovations and achievements
 * consult and listen
 * be transparent and inclusive in consultation re: formulating and deciding on procedures and proposed changes in procedures
 * be careful and efficient with administrative detail
 * make institutional learning possible through documentation of the outcome of deliberations about procedures
 * be organized so that there is sufficient time for careful reviews, searches, consideration of procedural changes, etc. and a fair division of labor in this work
 * model e-etiquette in email discussions (e.g., treating communication as private unless sent to a group as a whole)
 * take care for colleagues' reputations when disputes arise, especially colleagues coming up for or currently under review. (This requires attention to what is documented and accessible to all involved, and avoidance of hearsay.)
 * heal wounds
 * hold up these principles to higher administrators
 * report regularly to the unit on progress on each of these objective.

The responsibilities that accompany the power of an academic administrator in GCOE include to:
 * promote a vision of the Departments and College that does not subordinate the non-PECC (licensure) programs to the requirements of the PECC programs
 * highlight the distinctive contributions of the smaller programs to counterbalance the numerical and institutional dominance of the larger PECC programs
 * promote, not suppress programs as the basic units through which students are educated in GCOE, which means departments can help in coordinating programs but cannot supplant them
 * promote Departmental visions that are distinct from, but support, those of the individual programs
 * respect program faculty members' role as the people able to decide how best to pursue that mission within the constraints of the limited resources available
 * recognize the work of the faculty with lead responsibility in the programs (whatever they are called) in words, communication of information, consultation and planning, reviews for merit and promotion
 * make explicit the rationale for allocation of resources among the Department and programs and move towards equity based on that rationale
 * develop "apprenticeship" relations so that faculty can apply for leave without worrying that responsibilities they have been fulfilling might be neglected in their absence
 * establish procedures and practices that allowed us to communicate and work very efficiently with the reduced resources available. (In particular, each Program should establish a detailed set of webpages to streamline advising)
 * support educational transformation and not simply accommodate to the dominant, regressive forces buffeting public education
 * actively engage in inner-urban education and communities