Procedure 4B.1/12 Comprehensive Faculty Appraisal Rotation

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Procedure 4B.1/12 Comprehensive Faculty Appraisal Rotation

 

Faculty Appraisal Process for Teaching Faculty

The purpose of the faculty appraisal process is to enhance the strengths of our faculty to maximize benefits for students. The process should be tailored to the individual needs of faculty members, but at minimum incorporate information from students, the dean, and the faculty member. Peer review is also encouraged. Faculty may choose among diverse methods of gathering information from these sources as discussed below.

PROBATIONARY TEACHING FACULTY

During the second semester of each year of the probationary period, the faculty member will compile a portfolio comprised of reflections on dean, peer, and student reviews as well as a list of activities completed for professional development and service to the college. This portfolio culminates in a Goal Summary and Professional Development Plan for the following year. More frequent documentation can be requested by either the faculty member or the dean.

TEACHING OBSERVATION (All reviewers whether peer, dean or external expert will complete reviewer training)

Peer Review: Probationary faculty members may seek peer feedback during the probationary period. This feedback can be provided through either a peer observation of a course, involvement in the Quality Improvement Process (QIP) or the Peer Review of my Online Teaching Experience (PROMOTE).

If the faculty member chooses the peer observation, the faculty member may be reviewed by a college faculty member or an expert teacher in their field from outside ARCC to be arranged by the individual faculty member. The specific results of the peer reviews will be confidential, but a certificate of completion will be provided to document the review and the faculty member will address the feedback in her/his Annual Reflection. Based on this, faculty should develop a short action plan, addressing either one self-identified area for improvement or one area of improvement identified by the peer reviewer in their Goal Summary for the following year.

Dean Review: All probationary faculty must be observed by their dean a minimum of twice during the probationary period. For the third observation, the faculty member may choose through consultation with his/her Dean either Dean Review or Peer Review or both. A dean may request more frequent review of courses.

STUDENT REVIEW

Feedback must be gathered from students in all sections taught by the faculty member in one semester (either fall or spring) of each academic year within the probationary period. In acquiring this student feedback, students will be administered a course evaluation student survey (SIR-II, IDEA or some other Institution-chosen survey that objectively captures students’ perceptions of their learning experience). The student course evaluations must be administered in a way that protects the accuracy and anonymity of the information collected. At a minimum, evaluation forms must be collected by a school official (administrator, staff person, faculty peer) without the faculty member present. The results of these evaluations should be provided to the faculty member as soon after the conclusion of the class as possible.

Faculty may choose to utilize small-group instructional feedback (SGIF) in order to obtain feedback from one of the classes that term; note that this option is limited to one section per semester. (Thus, the course evaluation student survey must be used for the remaining sections taught that term.) In their Annual Reflection, faculty will include a short written reflection, reacting to the student feedback and may include one or more areas for improvement in their Goal Summary for the following year.

 PROFESSIONAL DEVELOPMENT

Probationary faculty members are required to complete professional development activities each year, as identified in their Professional Development Plans. Professional development activities may include a discipline-related conference, convention, workshop, course, webinar series, or any other professional development activity as determined by the faculty member in consultation with her/his dean.

SERVICE TO THE COLLEGE & GREATER COMMUNITY

UFT faculty members are encouraged to provide service to the college and greater community. Service to the college may include, but is not limited to, participation on committees, events, club advising, division coordinating, scheduling, and community outreach. Participation in the peer review process (conducting peer reviews/SGIFs), administering student course evaluations, and/or serving as a new faculty mentor will also be viewed as service to the college. Service to the greater community will include any work in the community outside of the college which heightens the faculty member’s skills either in one’s own discipline or in one’s role as an educator.

DEAN REVIEW OF PORTFOLIO

Probationary faculty must meet with their deans each probationary year to review the portfolio, and discuss the Goals summary and Professional Development Plan.

UNLIMITED FULL-TIME (UFT) FACULTY

To support continued development, UFT faculty will participate in professional development and self-appraisal on a continual basis. During year one of a five-year cycle, each UFT faculty member is required to submit a Goal Summary and Professional Development Plan for years two through five. If the Professional Development Plan changes during the following years, the faculty member must submit an updated plan to his/her dean and the faculty member must still complete all required activities within the five-year period.

UFT faculty members are required to engage in at least one appraisal activity each year and submit an annual reflection on the activities. Appraisal activities include peer review, student review, professional development, service to the college, and/or course observation by a dean. A teaching observation (either peer or dean) and student review are required at least once during the five-year period. Faculty are then free to choose any additional appraisal activity for any year. More frequent documentation can be requested by either the faculty member or the dean.

At the end of the five year period the faculty member will compile a Portfolio comprised of annual reflections on dean, peer and student reviews as well as a list of activities completed for professional development and service to the college. More frequent documentation can be requested by either the faculty member or the dean.

TEACHING OBSERVATION (All reviewers whether peer, dean or external expert will complete reviewer training)

Peer Review: UFT faculty may seek peer feedback through either a peer observation of a course, involvement in the Quality Improvement Process (QIP), or the Peer Review of my Online Teaching Experience (PROMOTE).

If the faculty member chooses the peer observation, the faculty member may be reviewed by a college faculty member or an expert teacher in their field from outside ARCC to be arranged by the individual faculty member. The specific results of the peer reviews will be confidential, but a certificate of completion will be provided to document the review, and the faculty member will address the feedback in her/his Annual Reflection. Based on this, faculty are also encouraged to develop a short action plan, addressing either one self-identified area for improvement or one area of improvement identified by the peer reviewer in their Goal Summary for the following year.

Dean Review: If the faculty member chooses to be observed by their dean, the faculty member and dean will schedule a time for the dean to conduct a teaching observation. The faculty member and dean should meet to discuss the observation within a timely manner.

STUDENT REVIEW

Every fifth year, UFT faculty members are required to gather student feedback on their teaching. Feedback must be gathered from students in all sections taught by that faculty member in one semester (either fall or spring). For seated courses, UFT faculty may choose to gather this feedback through either a course evaluation student survey (SIR-II, IDEA or some other Institution-chosen survey that objectively captures students’ perceptions of their learning experience) or through small-group instructional feedback (SGIF).

The student course evaluations must be administered in a way that protects the accuracy and anonymity of the information collected. At a minimum, evaluation forms must be collected by a school official (administrator, staff person, faculty peer) without the faculty member present. The results of these evaluations should be provided to the faculty member as soon after the conclusion of the class as possible.

Faculty may choose to utilize small-group instructional feedback (SGIF) in order to obtain feedback from one of the classes that term; note that this option is limited to one section per semester. Thus, the course evaluation student survey must be used for the remaining sections taught that term. In his/her Annual Reflection, faculty will include a short written reflection, reacting to the student feedback, and may include one or more areas for improvement in their Goal Summary for the following year.

PROFESSIONAL DEVELOPMENT

During the 5-year period, the UFT faculty member is required to engage in professional development activity each year. This professional development activity should be a part of the process to fulfill the Goal Summary and Professional Development Plan created by the faculty member in year one. Professional development activities in years two through five may include a discipline-related conference, convention, workshop, course, webinar series, or any other professional development activity as determined by the faculty member in consultation with her/his dean.

SERVICE TO THE COLLEGE & GREATER COMMUNITY

UFT faculty members are encouraged to provide service to the college and greater community. Service to the college may include, but is not limited to, participation on committees, events, club advising, division coordinating, scheduling, and community outreach. Participation in the peer review process (conducting peer reviews/SGIFs), administering student course evaluations, and/or serving as a new faculty mentor will also be viewed as service to the college. Service to the greater community will include any work in the community outside of the college which heightens the faculty member’s skills either in one’s own discipline or in one’s role as an educator.

DEAN REVIEW OF PORTFOLIO

UFT faculty members must meet with their deans during the fifth year of each cycle to review the Portfolio.

TEMPORARY PART-TIME (TPT) FACULTY

All TPT faculty members will be observed by the dean during the first semester of teaching at ARCC. During subsequent semesters, if the TPT faculty member teaches in a new delivery method (either on-site or online), the TPT faculty member must be observed in the new delivery method, through the options outlined above. Student evaluations will be administered annually. During their second semester, TPT faculty members are encouraged to undergo a peer observation. During subsequent semesters TPT faculty members are encouraged to select a method for professional development and gathering feedback from the same options available to UFT faculty members.

Faculty Appraisal Process for Library Faculty

The purpose of the faculty appraisal process is to enhance the strengths of our faculty to maximize benefits for students. The process should be tailored to the individual needs of faculty members, but at minimum incorporate information from students, the dean, and the faculty member. Peer review is also encouraged. Faculty may choose among diverse methods of gathering information from these sources as discussed below.

PROBATIONARY LIBRARY FACULTY

PEER REVIEW

All probationary faculty must be observed by their dean a minimum of twice during the probationary period. For the third observation, the faculty member may choose through consultation with his/her Dean either Dean Review or Peer Review or both. A dean may request more frequent review. Faculty may choose one or more peers from: a) current library faculty at ARCC; b) an ARCC teaching faculty for whom the library faculty is providing an in-class information literacy session; and/or c) a library faculty from another location. If the latter option is chosen, the probationary faculty bears full responsibility in arranging this peer observation. The specific results of these peer observations will be confidential, but a certificate of completion will be provided to document the review.

STUDENT REVIEW

Probationary faculty will gather student feedback on their teaching from students in three information literacy sessions taught by that faculty member in one semester (either fall or spring) of each academic year of the probationary period. Faculty may choose to use an ARCC created student evaluation, or a library faculty-created evaluation form. If student evaluations are given, students will be administered a course evaluation student survey (SIR-II, IDEA or some other Institution-chosen survey that objectively captures students’ perceptions of their learning experience). The student course evaluations must be administered in a way that protects the accuracy and anonymity of the information collected. At a minimum, evaluation forms must be collected by a school official (administrator, staff person, faculty peer) without the faculty member present. The results of these evaluations should be provided to the faculty member as soon after the conclusion of the class as possible.

DEAN REVIEW

All probationary faculty must be observed by their dean a minimum of twice during the probationary period. For the third observation, the faculty member may choose through consultation with his/her Dean either Dean Review or Peer Review or both. A dean may request more frequent review. Probationary faculty must also have one meeting per academic year with their dean to discuss their professional development and service to the college community.

PROFESSIONAL DEVELOPMENT

Probationary faculty members are required to complete professional development activities each year, as identified in their Professional Development Plans. Professional development activities may include a discipline-related conference, convention, workshop, course, webinar series, or any other professional development activity as determined by the faculty member in consultation with her/his dean.

SERVICE TO THE COLLEGE & GREATER COMMUNITY

UFT faculty members are encouraged to provide service to the college and greater community. Service to the college may include, but is not limited to, participation on committees, events, club advising, division coordinating, scheduling, and community outreach. Participation in the peer review process (conducting peer reviews/SGIFs), administering student course evaluations, and/or serving as a new faculty mentor will also be viewed as service to the college. Service to the greater community will include any work in the community outside of the college which heightens the faculty member’s skills either in one’s own discipline or in one’s role as an educator.

UNLIMITED LIBRARY FACULTY (UFT)

To support continued development, UFT faculty will participate in professional development and self-appraisal on a continual basis. During year one of a five-year cycle, each UFT faculty member is required to submit a Goal Summary and Professional Development Plan for years two through five. If the Professional Development Plan changes during the remaining years, the faculty member must submit an updated plan to his/her dean and the faculty member must still complete all required activities within the five-year period.

UFT faculty members are required to engage in at least one appraisal activity each year and submit an annual reflection on the activities. More frequent documentation can be requested by either the faculty member or the dean.

At the end of the five year period the Portfolio will include annual reflections as well as a list of activities completed for professional development and service to the college.

PEER REVIEW

UFT faculty should participate in a peer or Dean observation at least once every five years. Faculty may choose from: a) current library faculty at ARCC; b) his/her Dean; c) an ARCC teaching faculty for whom the library faculty is providing an in-class information literacy session; and/or d) a library faculty from another location. If the latter option is chosen, the UFT faculty bears full responsibility in arranging this observation. The specific results of these observations will be confidential, but a certificate of completion will be provided to document the review.

STUDENT REVIEW

UFT faculty will gather student feedback on their teaching from students in three information literacy sessions taught by that faculty member in one semester (either fall or spring) during the evaluation period. Faculty may choose to use an ARCC-created student evaluation, or a library faculty-created evaluation form. If student evaluations are given, students will be administered a course evaluation student survey (SIR-II, IDEA or some other Institution-chosen survey that objectively captures students’ perceptions of their learning experience). The student course evaluations must be administered in a way that protects the accuracy and anonymity of the information collected. At a minimum, evaluation forms must be collected by a school official (administrator, staff person, faculty peer) without the faculty member present. The results of these evaluations should be provided to the faculty member as soon after the conclusion of the class as possible.

PROFESSIONAL DEVELOPMENT

During the 5-year period, the UFT faculty member is required to engage in professional development activity each year. This professional development activity should be a part of the process to fulfill the Goal Summary and Professional Development Plan created by the faculty member in year one. Professional development activities in years two through five may include a discipline-related conference, convention, workshop, course, webinar series, or any other professional development activity as determined by the faculty member in consultation with her/his dean.

SERVICE TO THE COLLEGE & GREATER COMMUNITY

UFT faculty members are encouraged to provide service to the college and greater community. Service to the college may include, but is not limited to, participation on committees, events, club advising, division coordinating, scheduling, and community outreach. Participation in the peer review process (conducting peer reviews/SGIFs), administering student course evaluations, and/or serving as a new faculty mentor will also be viewed as service to the college. Service to the greater community will include any work in the community outside of the college which heightens the faculty member’s skills either in one’s own discipline or in one’s role as an educator.

DEAN REVIEW OF PORTFOLIO

UFT faculty members must meet with their deans during the fifth year of each cycle to review the Portfolio.

TEMPORARY PART-TIME (TPT) Library Faculty

All new TPT faculty must undergo a teaching observation in their first semester at ARCC. Faculty may choose from: a) current library faculty at ARCC; b) his/her Dean; c) an ARCC teaching faculty for whom the library faculty is providing an in-class information literacy session; and/or d) a library faculty from another location. If the latter option is chosen, the TPT faculty bears full responsibility in arranging this peer observation. New TPT faculty should be observed by their dean in their second semester of employment. During subsequent semesters TPT faculty members are encouraged to select a method for professional development and gathering feedback from the same options available to UFT faculty members.

Faculty Appraisal Process for Counseling Faculty

The purpose of the faculty appraisal process is to enhance the strengths of our faculty to maximize benefits for students. The process should be tailored to the individual needs of faculty members, but at minimum incorporate information from students, the dean, and the faculty member. Peer review is also encouraged. Faculty may choose among diverse methods of gathering information from these sources as discussed below.

PROBATIONARY COUNSELING FACULTY

Given the interactive nature of the counseling in a community college setting (students are not assigned a specific counselor) staff consult professionally with their direct supervisor and colleagues on a continuous basis. Probationary faculty members are required to engage in at least one appraisal activity each year, determined in consultation with their supervisor and submit an annual reflection on the activities.

PEER REVIEW

Probationary faculty should participate in a peer review at least once during the probationary period. Faculty will chose one colleague from the counseling department to complete an evaluation of their professional services including teaching (if applicable) large and small group presentation, and a one-on-one discussion with a student who has received counseling services by the counselor to help facilitate the counseling faculty’s continual professional development. The specific results of these peer observations will be confidential, but a certificate of completion will be provided to document the review. Counseling faculty will submit a short written reflection, reacting to the feedback and recommendations made by the peer reviewer. Faculty will also compose and submit a short action plan, addressing either one self-identified area for improvement or one area of improvement identified by the peer reviewer.

STUDENT REVIEW

Probationary faculty must choose a method for gathering student feedback on their counseling and presentation/teaching skills during each year in the probationary period. Feedback must be gathered from students seen by the counselor, and/or in all class sections taught by that faculty member in one semester (either fall or spring) at some point during each five-year period. Options include: small-group instructional feedback (SGIF), course evaluation student survey (SIR-II, IDEA or some other Institution-chosen survey that objectively captures students’ perceptions of their learning experience). If student evaluations are given, they must be administered in a way that protects the accuracy and anonymity of the information collected. At a minimum, evaluation forms must be administered by a school official (administrator, staff person, faculty peer) without the faculty member present. The results of these evaluations should be provided to the faculty member as soon after the conclusion of the class as possible.

PROFESSIONAL DEVELOPMENT

Probationary faculty members are required to complete professional development activities each year, as identified in their Professional Development Plans. Professional development activities may include a discipline-related conference, convention, workshop, course, webinar series, or any other professional development activity as determined by the faculty member in consultation with her/his dean.

SERVICE TO THE COLLEGE & GREATER COMMUNITY

UFT faculty members are encouraged to provide service to the college and greater community. Service to the college may include, but is not limited to, participation on committees, events, club advising, division coordinating, scheduling, and community outreach. Participation in the peer review process (conducting peer reviews/SGIFs), administering student course evaluations, and/or serving as a new faculty mentor will also be viewed as service to the college. Service to the greater community will include any work in the community outside of the college which heightens the faculty member’s skills either in one’s own discipline or in one’s role as an educator.

DEAN REVIEW OF PORTFOLIO

Probationary faculty members must meet with their dean each year to review appraisal activities. During the final year of probation, Goals and Professional Development Plan for the subsequent appraisal cycle will be discussed.

UNLIMITED FULL-TIME COUNSELING FACULTY (UFT)

To support continued development, UFT faculty will participate in professional development and self-appraisal on a continual basis. During year one of a five-year cycle, each UFT faculty member is required to submit a Goal Summary and Professional Development Plan for years two through five. If the Professional Development Plan changes during the five-year period, the faculty member must submit an updated plan to his/her dean and the faculty member must still complete all required activities within the five-year period.

Given the interactive nature of the counseling in a community college setting (students are not assigned a specific counselor) staff consult professionally with their direct supervisor and colleagues on a continuous basis. UFT faculty members are required to engage in at least one appraisal activity each year and submit an annual reflection on the activities. More frequent documentation can be requested by either the faculty member or the dean.

At the end of the five year period the Portfolio will include annual reflections as well as a list of activities completed for professional development and service to the college.

PEER REVIEW

UFT faculty should participate in a peer review at least once every five years. Faculty will chose one colleague from the counseling department to complete an evaluation of their professional services including teaching (if applicable) large and small group presentation, and a one-on-one discussion with a student who has received counseling services by the counselor to help facilitate the counseling faculty’s continual professional development. The specific results of these peer observations will be confidential, but a certificate of completion will be provided to document the review. Counseling faculty will submit a short written reflection, reacting to the feedback and recommendations made by the peer reviewer. Faculty will also compose and submit a short action plan, addressing either one self-identified area for improvement or one area of improvement identified by the peer reviewer.

STUDENT REVIEW

UFT faculty must choose a method for gathering student feedback on their counseling and presentation/teaching skills. Feedback must be gathered from students seen by the counselor, and/or in all class sections taught by that faculty member in one semester (either fall or spring) at some point during each five-year period. Options include: small-group instructional feedback (SGIF), course evaluation student survey (SIR-II, IDEA or some other Institution-chosen survey that objectively captures students’ perceptions of their learning experience). If student evaluations are given, they must be administered in a way that protects the accuracy and anonymity of the information collected. At a minimum, evaluation forms must be administered by a school official (administrator, staff person, faculty peer) without the faculty member present. The results of these evaluations should be provided to the faculty member as soon after the conclusion of the class as possible.

PROFESSIONAL DEVELOPMENT

During the 5-year period, the UFT faculty member is required to engage in professional development activity each year. This professional development activity should be a part of the process to fulfill the Goal Summary and Professional Development Plan created by the faculty member in year one. Professional development activities in years two through five may include a discipline-related conference, convention, workshop, course, webinar series, or any other professional development activity as determined by the faculty member in consultation with her/his dean.

SERVICE TO THE COLLEGE & GREATER COMMUNITY

UFT faculty members are encouraged to provide service to the college and greater community. Service to the college may include, but is not limited to, participation on committees, events, club advising, division coordinating, scheduling, and community outreach. Participation in the peer review process (conducting peer reviews/SGIFs), administering student course evaluations, and/or serving as a new faculty mentor will also be viewed as service to the college. Service to the greater community will include any work in the community outside of the college which heightens the faculty member’s skills either in one’s own discipline or in one’s role as an educator.

DEAN REVIEW OF PORTFOLIO

UFT faculty members must meet with their deans during the fifth year of each cycle to review the Portfolio.

TEMPORARY PART-TIME (TPT) COUNSELING FACULTY

All TPT faculty members will be observed by the dean during the first semester of teaching at ARCC. Student evaluations will be administered annually. During their second semester, TPT faculty members are encouraged to undergo a peer observation. During subsequent semesters TPT Counseling faculty members are encouraged to select a method for professional development and gathering feedback from the same options available to UFT faculty members.

Faculty Appraisal Schedule 

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History: 

09.2010 Updated

08.2011 Updated

06.2012 Updated

05.2014 Updated

06.2016 Updated

07.2017 Technical changes

 

 

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