Faculty
Evaluation
Performance Evaluation Process for Full-Time Faculty
Performance evaluation
is an assessment of a faculty member’s professional competency
in an instructional role and as a contributor to institutional goals.
A comprehensive performance evaluation provides formative guidance
and direction to facilitate and promote faculty growth and improvement.
I. EVALUATION
COMPONENTS
A.
SELF-EVALUATION
The
purposes of self-evaluation are to use the faculty member’s
self-knowledge to establish goals, acknowledge strengths, and
develop strategies for improvement. This information, along with
student and administrative evaluations, provides valuable insights
into creating professional development plans for growth and improvement.
B.
STUDENT EVALUATION
The
purposes of student evaluation are to provide a comparative element,
broad-scope feedback, and a general assessment of instructor effectiveness
as perceived by students.
C.
ADMINISTRATIVE EVALUATION
The
purposes of administrative evaluation are to provide the faculty
member with information from a supervisory perspective, synthesize
information from various components of the evaluation process,
and assist in the development and implementation of a faculty
professional development plan.
II. EVALUATION
PROCESS
A.
ANNUAL CYCLE
During
the five-year probationary period for faculty members not on continuous
appointment, administrative analysis and evaluation of professional
performance will occur each year. Probationary faculty will complete
an annual performance evaluation based upon:
- Self-evaluation
- Student
evaluation of each course taught each semester [minimum of
two sections]
- Classroom
observation by the respective dean at least once per academic
year
- Administrative
assessment of overall faculty performance based on job description
B.
COMPREHENSIVE CYCLE
Upon
designation of continuing status, a faculty member will complete
a comprehensive performance evaluation at least once every three
years thereafter based upon:
- Self-evaluation
- Student
evaluation of three course sections taught each year
- Classroom
observation by the respective dean at least once during the
evaluation year
- Administrative
assessment of overall faculty performance based on job description
C.
PERFORMANCE EVALUATION
The
performance evaluation process shall consist of a self-evaluation
and a Professional Development Plan [PDP] each year for all faculty
members, and a comprehensive evaluation annually for probationary
faculty members and each third year for continuous appointment
faculty members. The dean shall complete the Summative Performance
Evaluation for Full-time Faculty. Copies of this completed form
shall be forwarded to the Vice President for Academic Affairs
and the faculty member. The original shall be forwarded to Human
Resources for inclusion in the faculty member’s personnel
file.
D.
PROFESSIONAL DEVELOPMENT PLAN [PDP] – ANNUAL CONFERENCE
Annually,
the dean and faculty member jointly shall compose a Professional
Development Plan [PDP] for the next academic year taking into
consideration specific areas of instructional performance that
may need attention, the professional development of the individual,
and institutional goals.
This
packet contains the following sections:
1. Performance
Evaluation Process for Full-time Faculty
2. Self-Evaluation
of Performance for Full-time Faculty
To be completed
annually by each faculty member
3. Summative Performance
Evaluation for Full-time Faculty
To be completed
by the Dean as part of the probationary and comprehensive cycle
4. Professional
Development Plan [PDP] for Full-time Faculty
To be completed
annually by each faculty member
5. Full-time Faculty
Job Description
6. Appendix: Sample
Indicators of Professional Performance for Full-time Faculty
To aid administrative
and self-evaluation
Revised March 2002
ST. CHARLES COMMUNITY COLLEGE
Self-Evaluation of Performance for Full-time Faculty
To be completed annually by each faculty member
NAME ____________________________________
ACADEMIC YEAR ___________
DEPARTMENT
____________________________ DIVISION ___________________
STATUS _______ PROBATIONARY CYCLE
_______ ANNUAL
_______ CONTINUING
_______COMPREHENSIVE
Based
on the current year Professional Development Plan, complete this self-evaluation
form
I. EFFECTIVE
TEACHING & STUDENT LEARNING
II. COLLEGE SERVICE
III. COMMUNITY
SERVICE
IV. EDUCATIONAL
LEADERSHIP
FACULTY MEMBER _________________________________
DATE _________________
Revised
March 2002
ST. CHARLES COMMUNITY COLLEGE
Summative Performance Evaluation for Full-time Faculty
To be completed by the Dean as part of the probationary and comprehensive
cycle
NAME ____________________________________
ACADEMIC YEAR __________
DEPARTMENT
____________________________ DIVISION ___________________
STATUS _______ PROBATIONARY
CYCLE
_______ ANNUAL
_______
CONTINUING
_______COMPREHENSIVE
DEAN’S COMMENTS
I. EFFECTIVE TEACHING & STUDENT LEARNING
II. COLLEGE SERVICE
III. COMMUNITY
SERVICE
IV. EDUCATIONAL LEADERSHIP
V. SUMMARY/CONCLUSIONS
[include recommendation for continuous appointment]
FACULTY COMMENTS
[if desired]
DEAN ______________________________________________
DATE _________________
FACULTY
MEMBER __________________________________ DATE _________________
Revised
March 2002
ST. CHARLES COMMUNITY COLLEGE
Professional Development Plan [PDP] for Full-time Faculty
To be completed annually by each faculty member
NAME ____________________________________
ACADEMIC YEAR ___________
DEPARTMENT
____________________________ DIVISION ___________________
STATUS _______ PROBATIONARY
CYCLE _______ ANNUAL
_______ CONTINUING
_______COMPREHENSIVE
During the evaluation
conference, the dean and faculty member jointly shall compose a Professional
Development Plan [PDP] for the next academic year taking into consideration
specific areas of instructional performance that may need attention,
the professional development of the individual, and institutional
goals.
PDP FOR THE NEXT ACADEMIC YEAR ________________
[To
be completed as a draft by the faculty member before the conference
with the respective dean, and then finalized during that meeting.]
I. EFFECTIVE TEACHING & STUDENT LEARNING
II. COLLEGE SERVICE
III. COMMUNITY
SERVICE
IV. EDUCATIONAL
LEADERSHIP
PROFESSIONAL ASSIGNMENT FOR THE NEXT ACADEMIC YEAR _____________
I. NARRATIVE OF TEACHING ASSIGNMENTS AND OTHER ACTIVITIES [e.g., overloads,
course development, program/ curriculum revision, technology innovation]
FACULTY MEMBER __________________________________
DATE _________________
DEAN
______________________________________________ DATE _________________
FACULTY/DEAN COMMENTS [if desired]
Revised March 2002
ST. CHARLES COMMUNITY COLLEGE
Full-time Faculty Job Description
1.
Introduction
The
contractual obligation of the faculty is to support the implementation
of the educational mission and goals of the College. The faculty participates
in College governance and long-range planning through membership and
participation in committees and task forces. The faculty is expected
to continue development in professional growth and competence, and
is encouraged to participate in service to the community.
2. Contract
Days
Each semester has eighty-six contract days, which includes eighty
class days [with five days of final examinations] and six inservice
days. The contract days, which are considered as full workdays, are
scheduled per the College calendar. Faculty members are expected to
participate in all areas of their assignments, including professional
development and inservice activities, and attendance at Commencement.
3. Faculty Work Load
The primary function of the faculty is effective teaching and the
facilitation of student learning. A full-time, 9-month assignment
typically shall consist of fifteen credit hours per semester and a
total of thirty credit hours per academic year [which may be spread
over the academic year]. This assignment may include at least two
courses per year that are scheduled in the evening, at 7:00 a.m.,
or on Saturday, except as otherwise approved by the Vice President
for Academic Affairs. Every reasonable effort will be made to avoid
five writing courses per semester for English instructors and exceeding
four preparations per semester for all instructors. Assigned administrative
duties, such as department chair or program coordinator, are considered
as part of the full-time assignment with release time given. Administrative
time per week is calculated as two clock hours per credit hour.
The College expectation
is for a flexible 5-day workweek [5 of 7 days] of forty hours, of
which a minimum of twenty-five hours is scheduled. This standard includes
fifteen scheduled credit hours of instruction and ten scheduled on-campus
hours, of which at least five are scheduled office hours at times
convenient for service to students. Given the diversity of faculty
schedules [e.g., clinicals, laboratories, rehearsals, studios] that
require additional contact hours and the variety of institutional
commitments beyond the twenty-five scheduled hours, faculty work activities
will exceed the scheduled hours with some of these hours performed
both on and off campus. The division dean, in conjunction with the
Vice President for Academic Affairs, may approve exceptions to the
5-day faculty workweek.
Before the beginning of each academic year, the faculty and respective
division deans will meet and establish the distribution of each assignment
within these four primary responsibility areas: effective teaching
and student learning, College service, community service, and educational
leadership. The percentages listed in each area below may be adjusted
as the respective dean and faculty member meet to determine the workload
assignment for the next year.
a. Effective Teaching & Student Learning [65%]
The
faculty will fulfill their responsibilities for effective teaching
and the facilitation of student learning, which include but are not
limited to:
- Teaching students
in courses as assigned
- Remaining
current in their respective disciplines
- Meeting all
classes at the appointed time and for the scheduled amount of
time
- Identifying
course objectives and implementing appropriate assessment activities
- Grading students
fairly and consistently
- Developing
and implementing program assessment activities
- Being prepared
for classes with appropriate handouts, laboratory materials, tests,
and syllabi
- Using varying
instructional methods and media to address diverse student learning
styles
- Including
the ACE Center and laboratory support, writing across the curriculum,
critical thinking, and computer activities in the course curriculum
when available and appropriate
- Following
institutional standards and procedures for student attendance
and grade reporting
- Providing
the respective dean, department chair, and each student with a
copy of the syllabus for each class
b. College Service
[20%]
The
faculty will contribute to College service, which includes but is
not limited to:
- Attending
all department, division, and faculty meetings
- Participating
in decisions about textbook selections, course scheduling, budget
development, and course and program review or additions
- Advising students
in academic and program areas
- Being an advisor
for a student club or organization
- Being involved
with student activities
- Serving on
internal governance committees, sub-committees, and other College
task forces and committees
- Participating
in search committees
c. Community
Service [10%]
The
faculty will engage in activities that are of value to the community,
which include but are not limited to:
- Participating
in continuing education activities
- Participating
in community activities related to the College mission and goals
- Participating
in public forums
- Presenting
or producing seminars, lecture series, concerts, exhibits, plays,
etc.
- Participating
in activities such as the Science Fair, Women’s Fair, Job
Fair, Wellness Fair, etc.
- Training or
consulting in business and industry
d. Educational
Leadership [5%]
The
faculty will engage in activities that develop and demonstrate their
abilities as educational leaders, which may include but are not limited
to:
- Participating
in interdisciplinary or disciplinary workshops and conventions
- Research about
effective teaching and student learning
- Creative activities
such as writing, research, editing, and artistic performance or
exhibition
- Pursuing and
completing additional educational course work
- Developing
and presenting inservice workshops and faculty development programs
- Active membership,
conference attendance, and service to professional and educational
associations or organizations
ST. CHARLES COMMUNITY COLLEGE
APPENDIX
Sample Indicators of Professional Performance for Full-time Faculty
To aid administrative
and self-evaluation
I. EFFECTIVE
TEACHING & STUDENT LEARNING
The faculty is expected to provide an effective teaching environment
that is conducive to student learning. The classroom and coursework
should contain elements that recognize and enhance components of the
learning process, employ effective delivery of instructional materials,
and are responsive to the personal and professional needs of students.
A. Learning Process
Examples
of strengths:
- Use a variety
of modalities to promote authentic learning
- Introduce
and reinforce life-long learning skills
- Recognize
and apply proper classroom pacing
- Provide course
materials that are clear, consistent, and current
- Create a positive
classroom climate that facilitates student learning
- Incorporate
student retention activities as a component of course structure
- Assess student
learning outcomes
B. Instructional
Delivery
Examples
of strengths:
- Develop presentations
that are enthusiastic, stimulating, thought provoking, and engaging
to students
- Consider student
readiness and learning comprehension in coursework
- Accommodate
diversity of learning styles and limitations
- Incorporate
group-learning activities
- Use a variety
of learning strategies and presentational styles
- Employ current
instructional technology.
- Incorporate
instructional design skills in
- Preparing
evaluation instruments
- Preparing
course syllabi that follow the prescribed College format
- Organizing
the course
- Updating
and infusing change in the course
- Maintaining
appropriate records [e.g., track attendance, review class rosters,
timely submission of grades]
- Manage laboratories
and classrooms by ordering and maintaining appropriate equipment
and supplies
- Use extended
classroom activities such as field trips, etc.
- Manage external
sites such as clinical settings, co-ops, apprenticeships, internships,
etc.
C. Curriculum
Development
Examples
of strengths:
- Ensure viability
of transfer courses and programs, and network with counterparts
at other institutions
- Use advisory
committee input to ensure viability of courses and programs
- Participate
in course and program assessment process and implementation
- Maintain currency
of the curriculum and reading materials
- Network with
peers, colleagues, and other employees
- Work with
other disciplines to integrate content with related programs
- Work with
support staff [e.g., counselors, librarians, computer laboratory
coordinators]
- Develop program
and department goals and objectives, and pursue them through the
College planning process
- Work with
and support the general education curriculum competencies
- Solicit wide
input and inclusiveness in program development
II. COLLEGE SERVICE
The
faculty should be engaged actively in processes that promote outstanding
programs designed for student success. These areas include curriculum
development, student-centered scheduling, attracting and keeping qualified
adjunct faculty, and management of resources.
A. Course Schedules
Examples
of strengths:
- Work with
other disciplines to avoid schedule conflicts
- Make data-driven
decisions
- Be student-centered
in decisions to accommodate student needs
- Support a
healthy learning environment
- Schedule courses
so students can complete their programs in a timely fashion
- Be present
on campus with teaching and office hours distributed during the
full week
- Advocate scheduling
guarantees
- Teach at nontraditional
times, days, and sites
B. Identify,
Mentor, and Evaluate Adjunct Faculty
Examples
of strengths:
- Assist with
orientation
- Provide educational
resources
- Support continuing
education
- Promote growth,
development, and retention of adjunct faculty
- Be a resource
person
- Participate
in the interview and hiring process
- Participate
in an organized mentoring program
- Develop appropriate
discipline and program handbooks, etc.
C. Augmenting
Resources
Examples
of strengths:
- Seek funding
source alternatives through grant opportunities and fundraising
- Seek equipment
and support materials
- Use external
personnel such as guest lecturers, visiting artists, etc.
- Obtain materials
by loan and lending
D. Resource Management
Examples
of strengths:
- Follow College
budgetary guidelines
- Work with
others to manage the budget and use funds effectively
- Work with
off-site personnel to coordinate student opportunities for clinicals,
apprenticeships, and internships
- Support advisory
committee functions
E. Service to
Students
Examples
of strengths:
- Promote student
accountability and preparedness
- Be accessible
to students
- Maintain
regularly scheduled office hours
- Conduct
student-teacher conferences
- Schedule
additional student-teacher sessions as needed
- Identify and
follow up with students on personal issues, making referrals as
necessary
- Serve as a
role model in professional conduct, enthusiasm, and positive attitude
- Promote long-range
career and educational planning
- Serve as an
advisor to a club
- Advise students
F. Committee
Work
Examples
of strengths:
- Serve as a
committee chair
- Participate
in committee as a member or resource
G. Teamwork within
the College
Examples
of strengths:
- Chair or participate
in search committees
- Participate
in College-wide committees as a member or resource
- Participate
in grant writing activities
H. Recruitment
and Retention
Examples
of strengths:
- Participate
in calling campaigns, college night, etc.
- Organize seminars
for visiting students
- Open classes
to prospective students
- Sponsor activities
such as science and health fairs, etc.
- Recruit students
by writing letters and hosting on-site visit opportunities
- Make school
visitations
- Participate
in retention activities by calling or contacting at-risk students
- Offer alternative
scheduling [e.g., 8-week, late-start classes]
I. Active College
Citizen
Examples
of strengths:
- Recognize
and support needs and resources outside the respective discipline
- Participate
in the development of College-wide goals and objectives
- Attend and
support voluntary College activities
- Sponsorship
of student clubs
III. COMMUNITY
SERVICE
The
faculty is expected to engage in activities that are of value to the
community and responsive to the College mission and values. Evidence
of these activities may include participation in community activities
and committees, being a community partner, and engagement with other
educational institutions.
A. Community Partnerships
Examples
of strengths:
- Serve on community
boards
- Promote educational
partnerships with K-12 districts, four-year institutions, and
work environment
- Network with
K-12 and four-year counterparts
- Seek out internship
and service learning opportunities
- Establish
workshops and academies
- Establish
continuing relationships with school systems
- Showcase student
work
- Participate
in community events such as band concerts, health fairs, cable
shows, etc.
IV. EDUCATIONAL
LEADERSHIP
The
faculty is expected to participate in activities that provide professional
growth and expertise. Institutional support will be given as possible
for activities aligned with the College mission and goals. The faculty
may demonstrate professional development through activities that maintain
currency in their discipline, continuing education, scholarly activity,
and organizational memberships.
A. Personal Advancement in the Discipline
Examples
of strengths:
- Read literature
within the field
- Review and
use current texts
- Attend and
present internally or externally
- Network with
colleagues and professional organizations
- Be a practitioner
- Demonstrate
knowledge of resources
- Conduct classes
that reflect current pedagogical practices
- Assess student
learning and curriculum outcomes
- Participate
in Teaching, Learning & Technology Center presentations
- Visit area
industries and businesses
B. Structured
Educational Activities
Examples
of strengths:
- Attend workshops
or classes related to the discipline
- Participate
in upgrading technical skills [e.g. computer training, laboratory
and mechanical upgrades]
- Complete academic
courses for degree or certificate programs
- Participate
in activities or programs to obtain or maintain licensure or certification
C. Scholarly
Activity
Examples
of strengths:
- Demonstrate
expertise in the discipline such as musical performances, art
exhibits, etc.
- Research about
effective teaching and student learning
- Serve as expert
witness, content authority, adjudicator, etc.
- Write book
reviews, review texts, etc.
- Build skills
directed toward effective learning
D. Memberships
Examples
of strengths:
- Active participation
in professional groups or organizations
- Serve as an
officer in a professional group or organization
- Represent
the College in formal settings
- Transfer information
to colleagues
Revised
March 2002
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