Common use of Evaluation Instruments Clause in Contracts

Evaluation Instruments. The comprehensive evaluation of faculty will utilize the Faculty Appraisal Guide with forms, that is referenced in Appendix II of this Agreement, and the procedures delineated herein. A link for accessing the Faculty Appraisal Guide shall be posted on the websites of each of the colleges and the District for access by faculty and administrators. Faculty will be evaluated using the same evaluation instruments whether they teach in the classroom, online, or by using a combination of both instructional modes. Faculty not covered by one of these forms and/or guides may suggest modifications of the most suitable form, to be approved by the appropriate manager and the Guild. This process may be initiated by either the evaluee or any of the evaluation committee members. All tenured/tenure-track faculty members will be required to acknowledge on their evaluation form at the time of signing the summary report that they have participated in the assessment of student learning outcomes and discussions with colleagues stating how they use the results of the assessments to improve student learning by checking all applicable boxes below: 🞎 Efforts to incorporate teaching and learning practices and curriculum which reflect diversity, equity, inclusion, accessibility, anti-racism, and respect for the diverse backgrounds of students and colleagues; 🞎 Discussion of outcomes assessment with colleagues at department meetings; 🞎 Revisions to syllabi; 🞎 Revisions to course outlines based upon assessment of learning; 🞎 Revisions to curriculum based upon assessment of learning; 🞎 Revised institutional materials and/or textbooks; 🞎 Requested additional resources through program review to improve student learning; 🞎 Revisions to examinations, course assignments, or class assignments and activities; 🞎 Participation in the collection of SLO data; 🞎 Updated program learning outcomes; 🞎 Pedagogically sound class caps to maximize student success have been discussed with the Xxxx and/or Department Chair; 🞎 Increased workload concerns relating to meeting accreditation standards have been discussed with the Xxxx and/or Department Chair; 🞎 Other (please specify) _ Faculty evaluation committee members shall not make reference to the foregoing in their evaluation comments or their summary report of the evaluee. Formatted: No underline For distance education or HyFlex assignments, no part of the video or audio recording or livestream may be used as part of the faculty member’s evaluation process. For synchronous distance education courses, the livestream may be viewed as part of a scheduled observation. Faculty members teaching a course in a HyFlex modality shall not be evaluated negatively based on conditions unique to the HyFlex modality that would not be applicable in regularly scheduled in-person or distance education modalities.

Evaluation Instruments. The comprehensive evaluation of faculty will utilize the Faculty Appraisal Guide with forms, that is referenced in Appendix II of this Agreement, and the procedures delineated herein. A link for accessing the Faculty Appraisal Guide shall be posted on the websites of each of the colleges and the District for access by faculty and administrators. Faculty will be evaluated using the same evaluation instruments whether they teach in the classroom, online, or by using a combination of both instructional modes. Faculty not covered by one of these forms and/or guides may suggest modifications of the most suitable form, to be approved by the appropriate manager and the Guild. This process may be initiated by either the evaluee or any of the evaluation committee members. All tenured/tenure-track faculty members will be required to acknowledge on their evaluation form at the time of signing the summary report that they have participated in the assessment of student learning outcomes and discussions with colleagues stating how they use the results of the assessments to improve student learning by checking all applicable boxes below: 🞎 Efforts to incorporate teaching and learning practices and curriculum which reflect diversity, equity, inclusion, accessibility, anti-racism, and respect for the diverse backgrounds of students and colleagues; 🞎 Discussion of outcomes assessment with colleagues at department meetings; 🞎 Revisions to syllabi; 🞎 Revisions to course outlines based upon assessment of learning; 🞎 Revisions to curriculum based upon assessment of learning; 🞎 Revised institutional materials and/or textbooks; 🞎 Requested additional resources through program review to improve student learning; 🞎 Revisions to examinations, course assignments, or class assignments and activities; 🞎 Participation in the collection of SLO data; 🞎 Updated program learning outcomes; 🞎 Pedagogically sound class caps to maximize student success have been discussed with the Xxxx and/or Department Chair; 🞎 Increased workload concerns relating to meeting accreditation standards have been discussed with the Xxxx and/or Department Chair; 🞎 Other (please specify) _ Faculty evaluation committee members shall not make reference to the foregoing in their evaluation comments or their summary report of the evaluee. Formatted: No underline For distance education or HyFlex assignments, no part of the video or audio recording or livestream may be used as part of the faculty member’s evaluation process. For synchronous distance education courses, the livestream may be viewed as part of a scheduled observation. Faculty members teaching a course in a HyFlex modality shall not be evaluated negatively based on conditions unique to the HyFlex modality that would not be applicable in regularly scheduled in-person or distance education modalities.

Evaluation Instruments. The comprehensive evaluation of faculty will utilize the Faculty Appraisal Guide with forms, that is referenced in Appendix II of this Agreement, and the procedures delineated herein. A link for accessing the Faculty Appraisal Guide shall be posted on the websites of each of the colleges and the District for access by faculty and administrators. Faculty will be evaluated using the same evaluation instruments whether they teach in the classroom, online, or by using a combination of both instructional modes. Faculty not covered by one of these forms and/or guides may suggest modifications of the most suitable form, to be approved by the appropriate manager and the Guild. This process may be initiated by either the evaluee or any of the evaluation committee members. All tenured/tenure-track faculty members will be required to acknowledge on their evaluation form at the time of signing the summary report report, that they have participated in the assessment of student learning outcomes and discussions with colleagues stating how they use the results of the assessments to improve student learning by checking all applicable boxes below: 🞎 Efforts to incorporate teaching and learning practices and curriculum which reflect diversity, equity, inclusion, accessibility, anti-racism, and respect for the diverse backgrounds of students and colleagues; �� Discussion of outcomes assessment with colleagues at department meetings; 🞎 Revisions to syllabi; 🞎 Revisions to course outlines based upon assessment of learning; 🞎 Revisions to curriculum based upon assessment of learning; 🞎 Revised institutional materials and/or textbooks; 🞎 Requested additional resources through program review to improve student learning; 🞎 Revisions to examinations, course assignments, or class assignments and activities; 🞎 Participation in the collection of SLO data; 🞎 Updated program learning outcomes; 🞎 Pedagogically sound class caps to maximize student success have been discussed with the Xxxx and/or Department Chair; 🞎 Increased workload concerns relating to meeting accreditation standards have been discussed with the Xxxx and/or Department Chair; 🞎 Other (ple_________________________________ase specify) _ Faculty evaluation committee members shall not make reference to the foregoing in their evaluation comments or their summary report of the evaluee. Formatted: No underline For distance education or HyFlex assignments, no part of the video or audio recording or livestream may be used as part of the faculty member’s evaluation process. For synchronous distance education courses, the livestream may be viewed as part of a scheduled observation. Faculty members teaching a course in a HyFlex modality shall not be evaluated negatively based on conditions unique to the HyFlex modality that would not be applicable in regularly scheduled in-person or distance education modalities.

Evaluation Instruments. The comprehensive evaluation of faculty will utilize the Faculty Appraisal Guide with forms, that is referenced in Appendix II of this Agreement, and the procedures delineated herein. A link for accessing the Faculty Appraisal Guide shall be posted on the websites of each of the colleges and the District for access by faculty and administrators. Faculty will be evaluated using the same evaluation instruments whether they teach in the classroom, online, or by using a combination of both instructional modes. Faculty not covered by one of these forms and/or guides may suggest modifications of the most suitable form, to be approved by the appropriate manager and the Guild. This process may be initiated by either the evaluee or any of the evaluation committee members. All tenured/tenure-track faculty members will be required to acknowledge on their evaluation form at the time of signing the summary report that they have participated in the assessment of student learning outcomes and discussions with colleagues stating how they use the results of the assessments to improve student learning by checking all applicable boxes below: 🞎 Efforts to incorporate teaching and learning practices and curriculum which reflect diversity, equity, inclusion, accessibility, anti-racism, and respect for the diverse backgrounds of students and colleagues; �� Discussion of outcomes assessment with colleagues at department meetings; 🞎 Revisions to syllabi; 🞎 Revisions to course outlines based upon assessment of learning; 🞎 Revisions to curriculum based upon assessment of learning; 🞎 Revised institutional materials and/or textbooks; 🞎 Requested additional resources through program review to improve student learning; 🞎 Revisions to examinations, course assignments, or class assignments and activities; 🞎 Participation in the collection of SLO data; 🞎 Updated program learning outcomes; 🞎 Pedagogically sound class caps to maximize student success have been discussed with the Xxxx and/or Department Chair; 🞎 Increased workload concerns relating to meeting accreditation standards have been discussed with the Xxxx and/or Department Chair; 🞎 Other (please specify) _ Faculty evaluation committee members shall not make reference to the foregoing in their evaluation comments or their summary report of the evaluee. Formatted: No underline For distance education or HyFlex assignments, no part of the video or audio recording or livestream may be used as part of the faculty member’s evaluation process. For synchronous distance education courses, the livestream may be viewed as part of a scheduled observation. Faculty members teaching a course in a HyFlex modality shall not be evaluated negatively based on conditions unique to the HyFlex modality that would not be applicable in regularly scheduled in-person or distance education modalities.