Current through all regulations passed and filed through September 16, 2024
(A) Background.
(1) Research in the area of faculty
evaluation has generally concluded that an evaluation program should be
comprehensive. The program should incorporate the use of different
responsibilities (e.g., classroom teaching, college service), the use of
different methods of information collection (e.g., classroom visits,
questionnaires, interviews, etc.), and the use of more than one source (e.g.,
students, peers, supervisor). This approach, although time consuming, is
considered appropriate for several reasons. First, faculty differ significantly
in their responsibilities. Second, it is consistent with the conclusion that no
single theory of instruction is superior to all others; there is no one
recognized view of effective instruction as perceptions vary among educators.
Third, more than a single type of information is necessary to adequately
document faculty effectiveness and to provide feedback for
improvement.
(2) Another feature of
the procedure described herein is that it relies heavily upon the professional
relationship between the faculty member and his/her immediate superior. The
emphasis given to each responsibility and the source of information about
performance in each of those categories will be decided mutually by the faculty
member and his/her immediate supervisor. The setting of goals for the faculty
member's professional development will be the responsibility of the faculty
member, with approval by the immediate supervisor.
(B) Categories of faculty performance.
Faculty at the college may be assigned professional
responsibilities in the areas listed-below. Experience indicates, however, that
all faculty do not perform the same tasks. They do not spend equal time and
effort performing the various aspects of their individual assignments. The
procedure for evaluation of faculty performance must, therefore, balance the
institution's need for uniformity and fairness with the diversity and
flexibility of professional responsibilities.
(1) Teaching
Direct instruction: this includes lecture, lab, clinical, or
instruction in other settings, including preparation, presentation, evaluation,
out of class consultation, and student orientation.
(2) Counseling: this includes student
advising, group and individual counseling, seminars, orientation of new
students, liaison with other faculty, and direct student instruction.
(3) Library services: this includes patron
services, direct student instruction, reference seminars, and liaison services
with other faculty.
(4) College
service: this includes College governance, campus and district committees,
curriculum development.
(5) Student
service: this includes admissions/recruiting, advising and placement of new
students, student activities, and athletics.
(6) Public service: this includes
participation in community services programs, continuing education, and public
relations programs.
(7)
Professional service: this includes professional growth and
development.
(C) Sources
of information.
(1) Standard evaluation
instruments will be used district-wide to gather information from the following
sources:
(a) Supervisor - The immediate
supervisor will evaluate overall effectiveness and performance of the faculty
member's teaching and other responsibilities based on visitation of classes and
day to day interaction.
(b)
Students - Students will be asked to evaluate the basic elements of a course
including tests, course content, method of instruction, materials,
etc.
(c) Self - Self evaluation may
take the following forms: a rating form; video records, informal feedback or
other methods.
(d) Peers -Peer
evaluation may involve: evaluation of course materials such as outlines,
syllabi, examinations, texts and/or classroom observations. Colleagues can
comment on organization, methodology, currency of materials, appropriateness of
course goals, content and grading procedures. The specific elements/components
of peer evaluation will be decided upon by the individual faculty member and
the immediate supervisor. Peer will include any faculty member in the division
of the faculty member being evaluated.
(e) Other - Clinical, practicum, field
experience, cooperative education, directed practice, and observation sites may
also provide evaluation information on the faculty member's performance at that
location.
(2) Although
each of the five sources listed
in this paragraph can provide significant
information, no one source can be expected to provide accurate and reliable
assessments for all of the various kinds of faculty responsibilities. It is
important, therefore, to clarify which sources will be used for each faculty
role. This is demonstrated in the following chart.
|
|
Students
|
Self
|
Peers
|
Supervisor
|
Sources
|
|
Teaching
|
x
|
x
|
x
|
x
|
x
|
|
College Service
|
|
x
|
x
|
x
|
|
|
Student Service
|
x
|
x
|
x
|
x
|
x
|
|
Public Service
|
|
x
|
x
|
x
|
x
|
|
Professional Service
|
|
x
|
x
|
x
|
x
|
(D) Instruments used.
The college will provide appropriate instruments and
questionnaires developed by the joint committee on faculty evaluation and which
have been approved by the assistant vice president for human resources for the
collection of information. Only the approved college evaluation forms will be
used by persons participating in the process. These forms will be evaluated and
updated on an annual basis by the policy-established permanent joint committee
on faculty evaluations. The following forms are provided:
(1) Immediate supervisor summary evaluation
form
(2) Classroom visitation
(counseling observation; library observation) forms
(3) Student evaluation
questionnaire
(4) Self evaluation
and reporting form
(5) Peer
evaluation form
(6) Clinical site
observation form
(E)
Individualizing the evaluation system.
(1) The
challenge of accounting for the different kinds of faculty assignments can be
addressed by emphasizing the significance of each assignment or role. Each
faculty member will come to an agreement with his or her immediate supervisor
on the combination of roles or activities comprising the contractual
responsibilities for the academic year and consistent with teaching load
responsibilities, as applicable, contained in the college's contract with the
CCC-AAUP. Faculty will therefore, be evaluated on the basis of their individual
contributions to the college instead of being forced into a particular role
model. The evaluation will be structured in accordance with the approximate
ratio of teaching to non-teaching activities. This combination will include
evaluation by the immediate supervisor, the faculty member's students, and any
other sources agreed upon by the faculty and immediate supervisor.
(2) In the event that the contractual
responsibilities should change substantially during the year, an adjustment in
the agreement will be made by the immediate supervisor in conjunction with the
faculty member.
(F) Steps
and sequence for implementation.
(1) At least
one-half of the tenured faculty in each budget unit/area will be evaluated at
least once each year; all non-tenured faculty will be evaluated according to
the college policy on faculty evaluation.
(2) Prior to the beginning of the fall
semester of each year, the office of human resources will distribute to faculty
and their immediate supervisors copies of all forms and questionnaires that
will be used in the faculty evaluation process.
(3) By the end of the fourth week of classes
of Fall Semester, each full-time faculty member to be evaluated will meet and
reach agreement with the appropriate supervisor on the combination of roles and
activities comprising the contractual responsibilities for the academic year.
By the end of the fourth week of the appropriate semester, each part-time
faculty member will meet with the appropriate supervisor to discuss the
evaluation plan.
(4) When peer
evaluation is part of the process, by the end of the fourth week of the fall
semester, the immediate supervisor and the faculty member to be evaluated will
agree upon a faculty colleague(s) to act as a source for peer review.
(5) Supervisor evaluation.
(a) The immediate supervisor will observe at
least one class of the faculty member being evaluated during either the Fall or
spring semester; for counseling faculty, there will be an observation of one
student counseling session, either in person or via tape recording. Prior to
the observation, a conference will be held between the faculty member and the
immediate supervisor to schedule the observation and to discuss the course or
counseling objectives. Within one week of the observation, the classroom
visitation report or counseling observation report will be prepared by the
immediate supervisor and submitted to the faculty member for discussion with
the faculty member. This report will also be kept by the supervisor for
inclusion in the summary evaluation report, which will be completed in the
spring.
(b) By the end of the
fourth week of the spring semester, the immediate supervisor will complete and
submit to the faculty member a summary evaluation report. Included in the
report will be copies of all evaluation forms, materials, and questionnaires
that were used to complete the summary report. A conference between the
immediate supervisor and the faculty member will be scheduled to discuss this
report. The report will be signed by the faculty member and submitted to the
appropriate dean by the end of the seventh week of the spring semester. The
report will provide for comments by the faculty member.
(6) Student evaluation.
(a) For instructional faculty, the student
evaluation form will be administered during the last three weeks of the
semester to one of the faculty member's classes chosen by the faculty member
during the fall semester and one class section during the spring semester. The
completed evaluation forms will be delivered by the faculty member's supervisor
to the appropriate office on each campus for tabulation. The faculty member and
the immediate supervisor will receive a copy of the tabulated report and will
have access to the original questionnaires completed by the students.
(b) For counseling faculty, the student
evaluation form will be obtained from a sample of
forty students who
have had appointments with the counselor and from one group of students in
orientation where possible. The sample to be surveyed will include students
from each of the fall and spring semesters. The completed evaluation forms will
be delivered to the appropriate office on each campus for tabulation. The
faculty member and the immediate supervisor will receive a copy of the
tabulated results and will have access to the original questionnaires completed
by the students.
(c) For librarian
faculty, forms will be distributed to one class of students who have had a
formal orientation to the library and to a sample of those for whom the
librarian has provided other direct service. Both will be completed during the
fall and spring semesters. The faculty member and the immediate supervisor will
receive a copy of the tabulated results and will have access to the original
questionnaires completed by the students.
(G) Self-evaluation.
When self-evaluation is part of the process, the self
report/evaluation instrument will be submitted by the faculty member to the
appropriate supervisor by the end of the fifth week of the spring semester. The
report should include such documents as a completed faculty activity survey,
professional development form, a completed self evaluation form and copies of
course syllabi, handouts, tests and any other relevant information.
(H) Peer evaluation.
When peer evaluation is part of the process, the peer
evaluation instrument will be submitted by the faculty member to the
appropriate supervisor by the end of the fifth week of the spring semester.
Additional documents may be submitted (as agreed upon by the faculty member and
the peer evaluator) which support the evaluation.
(I) Professional development plan.
By the end of the seventh week of the spring semester, the
faculty member will submit to the immediate supervisor a professional
development plan mutually agreed to by both the faculty member and the
supervisor (e.g., reading, professional literature, attending conferences,
seminars, conventions, etc.), which will then be formally discussed and agreed
upon by both parties for the next evaluation period. Assistance in both the
preparation of the plan and its execution will be made available through the
office of institutional development. Although the responsibility for the
completion of the plan is that of the faculty member and the immediate
supervisor, the institutional development office will be given a copy of each
plan so they can be used
(1) collectively to develop workshops, seminars,
and other activities common to the faculty in general and
(2) to
encourage appropriate institutional support.
(J) In the event that a faculty member and
immediate supervisor cannot agree upon an aspect of the evaluation process or
the faculty member may request a re-evaluation, the issue will be resolved
according to the grievance policy described in the current agreement between
the college and the CCC-AAUP.
(K)
Permanent joint committee on faculty evaluation.
The permanent joint committee on faculty evaluation will be
responsible for monitoring the effectiveness of the policy and procedure and
making appropriate recommendations for improvement as deemed necessary.
Replaces: part of 3354:1-30-08
