DURATION AND CONDITIONS. 27.1 Any individual agreement between the District and individual faculty member within the representational unit of this Agreement heretofore executed shall be subject to and made subject to and consistent with the terms of this or subsequent agreements to be executed by both parties. If an individual agreement contains any language inconsistent with this Agreement, this Agreement, during its duration, shall be controlling. 27.2 This Agreement shall supersede any rules, regulations, or practices of the District which are or may be in the future contrary to or inconsistent with its terms. The provisions of the Agreement shall be considered part of the established policies of the District. 27.3 For the duration of this Agreement, the Guild and the District shall not be obligated to meet and negotiate with respect to any subject or matter, except those articles in the Agreement which specifically call for meeting and negotiating. 27.4 This Agreement shall constitute the full and complete commitment between both parties and shall supersede and cancel all previous agreements, both written and oral. This Agreement may be altered, changed, added to, deleted from or modified only through the voluntary, mutual consent of the parties in a written and signed amendment to this Agreement. 27.5 The duration of this Agreement shall be from July 1, 2008 through June 30, 2011 (except as provided below). 27.6 The parties agree to amend this Agreement as necessary to implement the resource allocation formula. Any economic improvements will be paid from the resource allocation formula (see Appendix X). I. Community college faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subjects is to seek and to state the truth as they see it. To this end faculty members devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgement in using, extending, and transmitting knowledge. They practice intellectual honesty. Although faculty members may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry. II. As teachers, faculty members encourage the free pursuit of learning in their students. They hold before them the best scholarly standards of their discipline. Faculty members demonstrate respect for the student as an individual, and adhere to their proper role as intellectual guides and counselors. Faculty members make every reasonable effort to xxxxxx honest academic conduct and to assure that evaluation of students reflects their true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation of students for private advantage and acknowledge significant assistance from them. They protect the academic freedom of students. III. As colleagues, faculty members have obligations that derive from common membership in the community of scholars. Faculty members do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas faculty members show due respect for the opinions of others. Faculty members acknowledge their academic debts and strive to be objective in their professional judgement of colleagues. Faculty members accept their share of faculty responsibilities for the governance of their institution. IV. As members of an academic institution, faculty members seek above all to be effective teachers and scholars. Although faculty members observe the stated regulations of their institutions, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Faculty members give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, faculty members recognize the effect of their decisions upon the program of the institution and give due notice of their intentions. V. As members of their community, faculty members have the rights and obligations of all citizens. Faculty members measure the urgency of these obligations in the light of their responsibilities to their subject areas, to their students, to their profession, and to their institutions. When they speak or act as private persons they avoid creating the impression that they speak or act for their colleges or universities. As citizens engaged in a profession that depends upon freedom for its health and integrity, faculty members have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.
Appears in 1 contract
Samples: Faculty Agreement
DURATION AND CONDITIONS. 27.1 Any individual agreement between the District and individual faculty member within the representational unit of this Agreement heretofore executed shall be subject to and made subject to and consistent with the terms of this or subsequent agreements to be executed by both parties. If an individual agreement contains any language inconsistent with this Agreement, this Agreement, during its duration, shall be controlling.
27.2 This Agreement shall supersede any rules, regulations, or practices of the District which are or may be in the future contrary to or inconsistent with its terms. The provisions of the Agreement shall be considered part of the established policies of the District.
27.3 For the duration of this Agreement, the Guild and the District shall not be obligated to meet and negotiate with respect to any subject or matter, except those articles in the Agreement which specifically call for meeting and negotiating.
27.4 This Agreement shall constitute the full and complete commitment between both parties and shall supersede and cancel all previous agreements, both written and oral. This Agreement may be altered, changed, added to, deleted from or modified only through the voluntary, mutual consent of the parties in a written and signed amendment to this Agreement.
27.5 The duration of this Agreement shall be from July January 1, 2008 2016 through June 30, 2011 2018 (except as provided below).
27.6 . The parties agree to amend this Agreement as necessary to implement the resource allocation formulaeconomic improvements (if any) from the Resource Allocation Formula. Any economic improvements will be paid from the resource allocation formula (see Appendix X).
I. Community college faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subjects is to seek and to state the truth as they see it. To this end faculty members devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgement in using, extending, and transmitting knowledge. They practice intellectual honesty. Although faculty members may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
II. As teachers, faculty members encourage the free pursuit of learning in their students. They hold before them the best scholarly standards of their discipline. Faculty members demonstrate respect for the student as an individual, and adhere to their proper role as intellectual guides and counselors. Faculty members make every reasonable effort to xxxxxx honest academic conduct and to assure that evaluation of students reflects their true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation of students for private advantage and acknowledge significant assistance from them. They protect the academic freedom of students.
III. As colleagues, faculty members have obligations that derive from common membership in the community of scholars. Faculty members do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas faculty members show due respect for the opinions of others. Faculty members acknowledge their academic debts and strive to be objective in their professional judgement judgment of colleagues. Faculty members accept their share of faculty responsibilities for the governance of their institution.
IV. As members of an academic institution, faculty members seek above all to be effective teachers and scholars. Although faculty members observe the stated regulations of their institutions, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Faculty members give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, faculty members recognize the effect of their decisions upon the program of the institution and give due notice of their intentions.
V. As members of their community, faculty members have the rights and obligations of all citizens. Faculty members measure the urgency of these obligations in the light of their responsibilities to their subject areas, to their students, to their profession, and to their institutions. When they speak or act as private persons they avoid creating the impression that they speak or act for their colleges or universities. As citizens engaged in a profession that depends upon freedom for its health and integrity, faculty members have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.. This Appendix consists of copies of the official Faculty Appraisal Forms referenced in Article XV, Section 15.1.4 of this Agreement. There are three forms, one each for Classroom Faculty, Counselors, and Librarians. The official Faculty Appraisal booklets, also referenced in 15.1.4 above, are available in the offices of the appropriate manager at all three colleges, and through the offices of each college's Evaluation Coordinator. The booklets describe evaluation domains and criteria, as well as evidence of effectiveness. In addition, the booklets list several "examples of performance" for each criterion. These examples primarily describe behaviors that may indicate whether, how, and how well a faculty member meets the various criteria. The booklets are to be used as guides in the evaluation process, and are not part of the official or unofficial record, as described in 15.1.8 above. Faculty not covered by one of these forms and/or booklets may modify the most suitable, in concert with the appropriate manager and the College Evaluation Coordinator. San Diego Community College District College Faculty Appraisal Form (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards SUBJECT MATTER MASTERY 1. Current Subject Area Knowledge/Professional Development 2. Knowledge of Learning Theory [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] PREPARING FOR TEACHING 3. Course Conceptualization/Integration 4. Organizing/Planning 5. Innovation/Resourcefulness [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] TEACHING (IN THE CLASSROOM) 6. Presentation Skills 7. Adaptability/Flexibility 8. Facilitation Skills 9. Assessment 10. Feedback Skills 11. Skill in Creating the Learning Environment 12. Skill in Managing Class Time 13. Skill in Making Content Relevant [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COACHING & COUNSELING SKILLS 14. Skill in Establishing Rapport/Trust [ ] [ ] [ ] [ ] [ ] SDCCD KNOWLEDGE & INVOLVEMENT 15. Department/College/District Knowledge & Involvement 16. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 17. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly-agreed-upon ethics of their teaching profession 18. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] _______________________________ ____________ _______________________________ ______________ PEER EVALUATOR XXXX _______________________________ ____________ _______________________________ ______________ PEER EVALUATOR (if applicable) EVALUEE _______________________________ ____________ _______________________________ ______________ DEPARTMENT CHAIR COLLEGE PRESIDENT _______________________________ ____________ VICE PRESIDENT COUNSELOR (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards DEVELOPMENT, COORDINATION, & IMPLEMENTATION OF STUDENT SERVICES ACTIVITIES 1. 1. Keeping Reports, Records, Xx Xxxxx, & other documentation 2. Special Functions 3. Organizing & Planning [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] PROFESSIONAL COUNSELING SKILLS 4. Individual Counseling 5. Group Counseling 6. Assessment 7. Group Presentation [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COUNSELING-SPECIFIC SUBJECT MASTERY 8. Knowledge & Utilization of Academic Programs and Curricula, Transfer Information, resources, & District Procedure 9. 9. Professional Growth & Ongoing Preparation [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] INTERPERSONAL-PERSONAL SKILLS 10. Communication 11. Leadership/Influence 12. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 13. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly-agreed-upon ethics of their teaching profession 14. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR XXXX _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR (if applicable) EVALUEE _______________________________ ____________ ______________________________ ____________ DEPARTMENT CHAIR COLLEGE PRESIDENT _______________________________ ____________ VICE PRESIDENT LIBRARIAN (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards PUBLIC & TECHNICAL SERVICES 1. Reference 2. Bibliographic Instruction 3. Circulation of Materials 4. Acquisition of Materials 5. Cataloging [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COLLECTION DEVELOPMENT 6. Overall Knowledge of the Collection 7. Collection Evaluation & Assessment 8. Material Selection & De-selection [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OPERATIONAL LEADERSHIP 9. Organizing & Planning 10. Staff Development [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] SDCCD KNOWLEDGE & INVOLVEMENT 11. Professional Involvement 12. College/District Policies & Procedures 13. Liaison with Faculty & Administration 14. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 15. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly-agreed-upon ethics of their teaching profession 16. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] LIBRARIANSHIP MASTERY 17. Continuing Education [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR XXXX _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR (if applicable) EVALUEE _______________________________ ____________ ______________________________ ____________ DEPARTMENT CHAIR COLLEGE PRESIDENT _______________________________ ____________ VICE PRESIDENT
Appears in 1 contract
Samples: Collective Bargaining Agreement
DURATION AND CONDITIONS. 27.1 Any individual agreement between the District and individual faculty member within the representational unit of this Agreement heretofore executed shall be subject to and made subject to and consistent with the terms of this or subsequent agreements to be executed by both parties. If an individual agreement contains any language inconsistent with this Agreement, this Agreement, during its duration, shall be controlling.
27.2 This Agreement shall supersede any rules, regulations, or practices of the District which are or may be in the future contrary to or inconsistent with its terms. The provisions of the Agreement shall be considered part of the established policies of the District.
27.3 For the duration of this Agreement, the Guild and the District shall not be obligated to meet and negotiate with respect to any subject or matter, except those articles in the Agreement which specifically call for meeting and negotiating.
27.4 This Agreement shall constitute the full and complete commitment between both parties and shall supersede and cancel all previous agreements, both written and oral. This Agreement may be altered, changed, added to, deleted from or modified only through the voluntary, mutual consent of the parties in a written and signed amendment to this Agreement.
27.5 The duration of this Agreement shall be from July January 1, 2008 2016 through June 30, 2011 2018 July 1, 2018 through June 30, 2021 (except as provided below).
27.6 . The parties agree to amend this Agreement as necessary to implement the resource allocation formulaeconomic improvements (if any) from the Resource Allocation Formula. Any economic improvements will be paid from the resource allocation formula formula, which is incorporated herein as a sub-section of this Agreement (see Appendix XINSERT LINK TO CURRENT RAF HERE).
I. Community college faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subjects is to seek and to state the truth as they see it. To this end faculty members devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgement in using, extending, and transmitting knowledge. They practice intellectual honesty. Although faculty members may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
II. As teachers, faculty members encourage the free pursuit of learning in their students. They hold before them the best scholarly standards of their discipline. Faculty members demonstrate respect for the student as an individual, and adhere to their proper role as intellectual guides and counselors. Faculty members make every reasonable effort to xxxxxx honest academic conduct and to assure that evaluation of students reflects their true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation of students for private advantage and acknowledge significant assistance from them. They protect the academic freedom of students.
III. As colleagues, faculty members have obligations that derive from common membership in the community of scholars. Faculty members do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas faculty members show due respect for the opinions of others. Faculty members acknowledge their academic debts and strive to be objective in their professional judgement judgment of colleagues. Faculty members accept their share of faculty responsibilities for the governance of their institution.
IV. As members of an academic institution, faculty members seek above all to be effective teachers and scholars. Although faculty members observe the stated regulations of their institutions, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Faculty members give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, faculty members recognize the effect of their decisions upon the program of the institution and give due notice of their intentions.
V. As members of their community, faculty members have the rights and obligations of all citizens. Faculty members measure the urgency of these obligations in the light of their responsibilities to their subject areas, to their students, to their profession, and to their institutions. When they speak or act as private persons they avoid creating the impression that they speak or act for their colleges or universities. As citizens engaged in a profession that depends upon freedom for its health and integrity, faculty members have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.. This Appendix consists of copies of the official Faculty Appraisal Forms referenced in Article XV, Section 15.1.4 of this Agreement. There are three forms, one each for Classroom Faculty, Counselors, and Librarians. The official Faculty Appraisal booklets Guides, also referenced in 15.1.4 above, are available on each college’s website in the offices of the appropriate manager at all three colleges, and through the offices of each college's Evaluation Coordinator. The booklets guides describe evaluation domains and criteria, as well as evidence of effectiveness. In addition, the booklets guides list several "examples of performance" for each criterion. These examples primarily describe behaviors that may indicate whether, how, and how well a faculty member meets the various criteria. The booklets guides are to be used as guides in the evaluation process, and are not part of the official or unofficial record, as described in 15.1.8 above. Faculty not covered by one of these forms and/or booklets guides may modify the most suitable, in concert with the appropriate manager and the College Evaluation Coordinator, and with the approval of the Guild. San Diego Community College District College Faculty Appraisal Form (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards SUBJECT MATTER MASTERY 1. Current Subject Area Knowledge/Professional Development 2. Knowledge of Learning Theory [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] PREPARING FOR TEACHING 3. Course Conceptualization/Integration 4. Organizing/Planning 5. Innovation/Resourcefulness [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] TEACHING (IN THE CLASSROOM) 6. Presentation Skills 7. Adaptability/Flexibility 8. Facilitation Skills 9. Assessment 10. Feedback Skills 11. Skill in Creating the Learning Environment 12. Skill in Managing Class Time 13. Skill in Making Content Relevant [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COACHING & COUNSELING SKILLS 14. Skill in Establishing Rapport/Trust [ ] [ ] [ ] [ ] [ ] SDCCD KNOWLEDGE & INVOLVEMENT 15. Department/College/District Knowledge & Involvement 16. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 17. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly-agreed-upon ethics of their profession 18. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] _______________________________ ____________ _______________________________ ______________ PEER EVALUATOR XXXX _______________________________ ____________ _______________________________ ______________ PEER EVALUATOR (if applicable) EVALUEE _______________________________ ____________ _______________________________ ______________ DEPARTMENT CHAIR COLLEGE PRESIDENT _______________________________ ____________ VICE PRESIDENT COUNSELOR (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards DEVELOPMENT, COORDINATION, & IMPLEMENTATION OF STUDENT SERVICES ACTIVITIES 1. 1. Keeping Reports, Records, Xx Xxxxx, & other documentation 2. Special Functions 3. Organizing & Planning [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] PROFESSIONAL COUNSELING SKILLS 4. Individual Counseling 5. Group Counseling 6. Assessment 7. Group Presentation [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COUNSELING-SPECIFIC SUBJECT MASTERY 8. Knowledge & Utilization of Academic Programs and Curricula, Transfer Information, resources, & District Procedure 9. 9. Professional Growth & Ongoing Preparation [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] INTERPERSONAL-PERSONAL SKILLS 10. Communication 11. Leadership/Influence 12. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 13. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly-agreed-upon ethics of their profession 14. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR XXXX _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR (if applicable) EVALUEE _______________________________ ____________ ______________________________ ____________ DEPARTMENT CHAIR COLLEGE PRESIDENT _______________________________ ____________ VICE PRESIDENT MENTAL HEALTH COUNSELOR (adjunct and contract faculty) (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards DEVELOPMENT, COORDINATION, & IMPLEMENTATION OF STUDENT SERVICES ACTIVITIES 1. 1. Keeping Reports, Records, Xx Xxxxx, & other documentation 2. Special Functions 3. Organizing & Planning [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] PROFESSIONAL COUNSELING SKILLS 4. Interpersonal Skills 5. Clinical Judgement Skills 6. Group Presentation Skills [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COUNSELING-SPECIFIC SUBJECT MASTERY 7. Knowledge & Utilization of Mental Health Resources and District Procedures 9. 8. Professional Growth & Ongoing Preparation [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] INTERPERSONAL-PERSONAL SKILLS 9. Communication 10. Leadership/Influence 11. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 12. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly agreed upon ethics of their profession 13. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] LIBRARIAN (Evaluee’s Name) DOMAINS/ Criteria Needs Development Competent Exceeds Standards PUBLIC & TECHNICAL SERVICES 1. Reference 2. Bibliographic Instruction 3. Circulation of Materials 4. Acquisition of Materials 5. Cataloging [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] COLLECTION DEVELOPMENT 6. Overall Knowledge of the Collection 7. Collection Evaluation & Assessment 8. Material Selection & De-selection [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] OPERATIONAL LEADERSHIP 9. Organizing & Planning 10. Staff Development [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] SDCCD KNOWLEDGE & INVOLVEMENT 11. Professional Involvement 12. College/District Policies & Procedures 13. Liaison with Faculty & Administration 14. Timely Response to Administrative Requirements (for Chair/Xxxx to evaluate) 15. Demonstrated respect for colleagues, for the traditional concepts of academic freedom, and for the commonly-agreed-upon ethics of their teaching profession 16. Demonstrated sensitivity to the issues of diversity [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] LIBRARIANSHIP MASTERY 17. Continuing Education [ ] [ ] [ ] [ ] [ ] OVERALL RATING: Needs Development Competent Exceeds Standards [ ] [ ] [ ] [ ] [ ] _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR XXXX _______________________________ ____________ ______________________________ ____________ PEER EVALUATOR (if applicable) EVALUEE _______________________________ ____________ ______________________________ ____________ DEPARTMENT CHAIR COLLEGE PRESIDENT VICE PRESIDENT
Appears in 1 contract
Samples: Collective Bargaining Agreement
DURATION AND CONDITIONS. 27.1 Any individual agreement between the District and individual faculty member within the representational unit of this Agreement heretofore executed shall be subject to and made subject to and consistent with the terms of this or subsequent agreements to be executed by both parties. If an individual agreement contains any language inconsistent with this Agreement, this Agreement, during its duration, shall be controlling.
27.2 This Agreement shall supersede any rules, regulations, or practices of the District which are or may be in the future contrary to or inconsistent with its terms. The provisions of the Agreement shall be considered part of the established policies of the District.
27.3 For the duration of this Agreement, the Guild and the District shall not be obligated to meet and negotiate with respect to any subject or matter, except those articles in the Agreement which specifically call for meeting and negotiating.
27.4 This Agreement shall constitute the full and complete commitment between both parties and shall supersede and cancel all previous agreements, both written and oral. This Agreement may be altered, changed, added to, deleted from or modified only through the voluntary, mutual consent of the parties in a written and signed amendment to this Agreement.
27.5 The duration of this Agreement shall be from July January 1, 2008 2016 through June 30, 2011 2018 (except as provided below).
27.6 The parties agree to amend this Agreement as necessary to implement the resource allocation formulaeconomic improvements (if any) from the Resource Allocation Formula. Any economic improvements will be paid from the resource allocation formula (see Appendix XVIII).
I. Community college faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subjects is to seek and to state the truth as they see it. To this end faculty members devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgement in using, extending, and transmitting knowledge. They practice intellectual honesty. Although faculty members may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
II. As teachers, faculty members encourage the free pursuit of learning in their students. They hold before them the best scholarly standards of their discipline. Faculty members demonstrate respect for the student as an individual, and adhere to their proper role as intellectual guides and counselors. Faculty members make every reasonable effort to xxxxxx honest academic conduct and to assure that evaluation of students reflects their true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation of students for private advantage and acknowledge significant assistance from them. They protect the academic freedom of students.
III. As colleagues, faculty members have obligations that derive from common membership in the community of scholars. Faculty members do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas faculty members show due respect for the opinions of others. Faculty members acknowledge their academic debts and strive to be objective in their professional judgement judgment of colleagues. Faculty members accept their share of faculty responsibilities for the governance of their institution.
IV. As members of an academic institution, faculty members seek above all to be effective teachers and scholars. Although faculty members observe the stated regulations of their institutions, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Faculty members give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, faculty members recognize the effect of their decisions upon the program of the institution and give due notice of their intentions.
V. As members of their community, faculty members have the rights and obligations of all citizens. Faculty members measure the urgency of these obligations in the light of their responsibilities to their subject areas, to their students, to their profession, and to their institutions. When they speak or act as private persons they avoid creating the impression that they speak or act for their colleges or universities. As citizens engaged in a profession that depends upon freedom for its health and integrity, faculty members have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.. This Appendix consists of copies of the official Faculty Appraisal Forms referenced in Article XV, Section 15.1.4 of this Agreement. There are three forms, one each for Classroom Faculty, Counselors, and Librarians. The official Faculty Appraisal booklets, also referenced in 15.1.4 above, are available in the offices of the appropriate manager at all three colleges, and through the offices of each college's Evaluation Coordinator. The booklets describe evaluation domains and criteria, as well as evidence of effectiveness. In addition, the booklets list several "examples of performance" for each criterion. These examples primarily describe behaviors that may indicate whether, how, and how well a faculty member meets the various criteria. The booklets are to be used as guides in the evaluation process, and are not part of the official or unofficial record, as described in 15.1.8 above. Faculty not covered by one of these forms and/or booklets may modify the most suitable, in concert with the appropriate manager and the College Evaluation Coordinator. SUBJECT MATTER MASTERY 1. Current Subject Area Knowledge/Professional Development 2. Knowledge of Learning Theory [ ] [ ] [ ] [ ] [ ]
Appears in 1 contract
Samples: Collective Bargaining Agreement
