Candidate’s Self-Assessment Clause Samples

Candidate’s Self-Assessment. During the first fall semester, the candidate needs to complete an initial self-assessment (form C1 or C2, as appropriate). This first self- assessment should focus on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-assessment needs to be completed no later than the 12th week of the semester and submitted to the chair of the ITRC.

Candidate’s Self-Assessment. During the fourth fall semester, the candidate needs to complete a final tenure review self-assessment (form C2). This self-assessment should focus on the candidate’s accomplishments during the tenure review process and look forward to their continuing contributions to the college in the future should they be granted tenure. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-assessment needs to be completed no later than the 12th week of the semester and submitted to the chair of the ITRC.

Candidate’s Self-Assessment. During the second fall semester, the candidate needs to complete a second self-assessment (form C2). This second self-assessment should focus equally on accomplishments of the past year as well as on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-assessment needs to be completed no later than the 12th week of the semester and submitted to the chair of the ITRC.

Candidate’s Self-Assessment. During the third fall semester, the candidate needs to complete a third self-assessment (form C2). This third self-assessment should focus equally on accomplishments of the past year as well as on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-assessment needs to be completed no later than the 12th week of the semester and submitted to the chair of the ITRC.

Candidate’s Self-Assessment. During the second fall semester, the candidate needs to complete a second self-assessment (form C2). This second self-assessment should focus reflect equally on accomplishments of the past year, the student evaluations from the previous year, as well as on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-assessment will require the unit member to demonstrate an understanding of diversity, equity, inclusion and accessibility (DEIA) competencies and antiracist principles, and how they have put those principals into practice to support student success. improve equitable student outcomes and course completion Competencies to Demonstrate Unit members will demonstrates an understanding of lived experiences of culturally diverse students, employees and communities in the district and uses that understanding to contribute to student success equity inclusion and accessibility. Unit members must demonstrate an understanding of DEIA and anti-racism as part of the institution’s greater mission. The self-assessment needs to be completed no later than the 12th week of the semester and submitted to the chair of the ITRC. after student evaluations and will address student responses as contained in the student evaluations. The self-assessment will be and submitted to the chair of the ITRC and the academic area administrator. The candidate will include a copy of their self- assessment in their electronic portfolio.

Candidate’s Self-Assessment. During the first fall semester, the candidate needs to complete an initial self-assessment (form C1). This self- assessment should focus on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-evaluation also will require the candidate to demonstrate an understanding of diversity, equity, inclusion and accessibility (DEIA) competencies and antiracist principles, and how they have put those principals into practice to improve equitable student outcomes and course completion. Competencies to Demonstrate Unit members will demonstrates an understanding of lived experiences of culturally diverse students, employees and communities in the district and uses that understanding to contribute to student success equity inclusion and accessibility. Unit members must demonstrate an understanding of DEIA and anti-racism as part of the institution’s greater mission. The self-assessment needs to be completed after student evaluations and will address student responses as contained in the student evaluations. The candidate will submit the self assessment to the chair of the IRTC and the academic area administrator. A copy of the self assessment must be included in the candidate’s portfolio. Note: Candidates will be expected in years two, three and four, to reflect on student evaluation data in their self- assessments (Form C2)

Candidate’s Self-Assessment. During the fall semester, the candidate needs to complete a self-assessment (form C2). This self-assessment should reflect equally on accomplishments of the past year, the student evaluations from the previous year, as well as on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-assessment will require the unit member to demonstrate an understanding of diversity, equity, inclusion and accessibility (DEIA) competencies and antiracist principles, and how they have put those principals into practice to improve equitable student outcomes and course completion. Competencies to Demonstrate Unit members will demonstrate an understanding of lived experiences of culturally diverse students, employees and communities in the district and uses that understanding to contribute to student success equity inclusion and accessibility. Unit members must demonstrate an understanding of DEIA and anti-racism as part of the institution’s greater mission. The self-assessment needs to be completed after student evaluations and will address student responses as contained in the student evaluations. The self-assessment will be submitted to the chair of the ITRC and the academic area administrator. The candidate will include a copy of their self-assessment in their electronic portfolio.

Candidate’s Self-Assessment. During the second fall semester, the candidate needs to complete a

Candidate’s Self-Assessment. During the first fall semester, the candidate needs to complete an initial self-assessment (form C1 or C2, as appropriate). This first self-assessment should focus on the plans and goals that the candidate hopes to achieve in the coming semesters. This document should be realistic and reasonable and focus specifically on issues relevant to the candidate’s faculty position with the District. The self-evaluation also will require the candidate to demonstrate an understanding of diversity, equity, inclusion and accessibility (DEIA) competencies and antiracist principles, and how they have put those principals into practice to improve equitable student outcomes and course completion. [The intent of this paragraph is to implement Title 5 requirements for including DEIA standards in evaluation and tenure review; specific definitions of competencies, evaluation criteria, 4.1.1 and procedures are still to be ] Competencies to Demonstrate Unit members will demonstrates an understanding of lived experiences of culturally diverse students, employees and communities in the district and uses that understanding to contribute to student success equity inclusion and accessibility. Unit members must articulate demonstrate the an understanding importance and impact of DEIA and anti-racism as part of the institution’s greater mission. (Syllabus) self assessment The candidate will submit the The self-assessment needs to be completed no later than the 12th week of the semester after student evaluations and will address student responses as contained in the student evaluations. will be and submitted to the chair of the IRTC and the academic area administrator. The candidate will include a copy of their self-assessment in their electronic portfolio a copy of the self assessment must be included in the candidate’s portfolio. Note: Candidates will be expected in years two, three and four, to reflect on student evaluation data in their self-assessments (Form C2)