Faculty Evaluation and Development Sample Clauses

Faculty Evaluation and Development. Student Evaluations At or near the completion of each course taught by a faculty member, each student shall have the opportunity to participate in an evaluation of the course and the faculty member’s delivery of the course using an online evaluation, currently called “Class Climate”. The online evaluation, currently called “Class Climate” will be made available to students electronically under the direction of Institutional Research in a manner designed to insure the confidentiality of the students’ responses. Copies of the aggregate results will be distributed to the faculty member and the Department Chair. The aggregate results will be used: to assist faculty members in evaluating and improving instructional methods; to assist the Chairperson in evaluating the course and the faculty member’s teaching and to identify areas for faculty development; and in the assessment of student perception for institutional improvement. The Administration will not use or consider the aggregate results in the Faculty Recognition Program.4 In addition, the Administration will not use the aggregate results in the process of reappointment, promotion or tenure. Instead, for those, the Chair will summarize the content of the aggregate results (without specific numeric reference) and provide the summary for use by the committees responsible for considering such personnel actions. The aggregate results of the online evaluations of each course will be available to the Chairperson, the Xxxx and the Xxxxxxx. There is no restriction imposed by this Agreement on access to information that is aggregated at a department level. Teaching Portfolio All full-time faculty hired after the 2007-08 academic year must maintain a current teaching portfolio that is updated annually. The teaching portfolio will include the following items: A brief narrative statement by the faculty member with appendices that provide support for claims in the narrative. The teaching narrative should be used to address teaching philosophy, and a description of the evolution of the faculty member’s teaching. A dossier of materials, such as course outlines, syllabus, reading lists and sample corrected work. A description of teaching improvement activities. Student evaluations:
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Faculty Evaluation and Development. 9.1 - Performance Evaluation of Faculty A. Overview B. Evaluation Performance Review (to be conducted by the supervising Xxxx)
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Faculty Evaluation and Development. The purpose of faculty evaluation and development is to establish a continuous improvement process focused on improving instruction, student learning and student support, and promoting professional growth through a meaningful faculty development program. When performance is significantly weak or unsatisfactory, the content of performance evaluation will be linked to the progressive discipline process. Plans will include the following: 1. Continuing Full-time Status and adjunct faculty will be evaluated by the immediate supervisor who may be assisted by continuing full-time status faculty who conduct classroom observations and share input on the classroom observations with the immediate supervisor and faculty member who is being evaluated. In the event qualified full-time status faculty are not available, full-time faculty from other higher education institutions may be utilized to conduct classroom observations. Discussions between the faculty member and his/her immediate supervisor related to evaluation and discipline will be conducted confidentially. Only those persons with a need to know will have access to the results of evaluation and discipline. 2. Every faculty member will have student questionnaires administered in each of his/her classes at least once annually between mid-semester and final examination as determined mutually by the faculty member and his/her immediate supervisor. 3. The student questionnaire will consist of up to twenty (20) questions recommended by CPSC. Up to five (5) additional questions may be added by programs and/or disciplines, and up to five
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Faculty Evaluation and Development. There shall be periodic evaluation as provided by the employer, which may include student evaluation, of all members of the unit. The criterion for the evaluation shall be the quality of performance of professional responsibilities as provided in a mutually agreed upon format between the union and college.
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Faculty Evaluation and Development. The purpose of faculty evaluation and development is to establish a continuous improvement process focused on improving instruction, student learning and student support, and promoting professional growth through a meaningful faculty development program. When performance is significantly weak or unsatisfactory, the content of performance evaluation will be linked to the progressive discipline process. Plans will include the following: 1. Continuing Full-time Status and adjunct faculty will be evaluated by the immediate supervisor who may be assisted by continuing full-time status faculty who conduct classroom observations and share input on the classroom observations with the immediate supervisor and faculty member who is being
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Faculty Evaluation and Development. 9.1 Performance Evaluation of Faculty The parties recognize the importance and value of the evaluation process for assisting the progress and success of both newly-employed and experienced faculty. The evaluation of faculty shall be the responsibility of the Administration. The purpose of faculty evaluation is to promote the highest quality student instruction and faculty job performance by assuring opportunities for evaluation, self-assessment, and encouragement of continued professional growth and development. The Administration shall not assign the evaluation of faculty members to Program Managers and/or department chairs who are members of the same bargaining unit. A. Overview Faculty evaluations consist of the following: • Evaluation Performance Review (to be conducted by supervising Xxxx) o Formal observations o Pre-Evaluation Conference (optional for tenured faculty) o Written evaluation to include documentation on the formal observation and the extent to which primary and professional responsibilities are met and the Faculty Development, Self-Assessment, and Goals Setting Report o Faculty response (optional) • Student Evaluations B. Evaluation Performance Review (to be conducted by the supervising Xxxx)
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Faculty Evaluation and Development. Performance Evaluation of Faculty
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Faculty Evaluation and Development 
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Related to Faculty Evaluation and Development

  • Research and Development (i) Advice and assistance in relation to research and development of Party B; (ii) Advice and assistance in strategic planning; and

  • Training and Development 3.1 Authorities will develop local 'Workforce Development Plans (see Part 4.8),' closely linked to their service delivery plans, which will provide the focus for the establishment of training and development priorities. Training and development should be designed to meet the corporate and service needs of authorities both current and in the future, taking into account the individual needs of employees. Local schemes on training and development should enable authorities to attain their strategic objectives through development of their employees. Training and development provisions should be shaped to local requirements and take account of the full range of learning methods. Such an approach should enable access to learning for all employees. The needs of part time employees and shift workers need particular consideration. 3.2 Employees attending or undertaking required training are entitled to payment of normal earnings; all prescribed fees and other relevant expenses arising. Employees are also entitled to paid leave for the purpose of sitting for required examinations. When attending training courses outside contracted daily hours, part-time employees should be paid on the same basis as full- time employees. (Assistance for other forms of learning, for example that directed at individual development, will be locally determined). Some training can be very expensive and authorities may require repayment of all or part of the costs incurred should an employee leave the authority before a reasonable time period has expired. The authority's policy in this regard should be made explicit. 3.3 Objectives for training and development programmes should include the following: • To enable Councils to attain their strategic objectives via investment in their employees. • To promote equity of access to learning. • To encourage employees to develop their skills and level of responsibility to the maximum of their individual potential. • To widen and modernise the skills profile of employees to maximise their versatility, employability and so, job security. • To enable employees to raise productivity, quality and customer service in pursuit of sustainable improvement 3.4 Authorities should establish local partnership arrangements, to include recognised trade unions, to develop their local workforce development plans. 3.5 The NJC endorses partnership provision such as the "Return to Learn" scheme. Authorities and the recognised trade unions shall encourage and support employees taking on the statutory Union Learning Representative (ULR) role. This will include agreeing facilities and paid release in accordance with statutory provisions. ULRs should be enabled to play a full part in promoting and implementing local training and development programmes.

  • Creation and Development Fee If the Prospectus related to a Trust specifies a creation and development fee, the Trustee shall, on or immediately after the end of the initial offering period, withdraw from the Capital Account, an amount equal to the unpaid creation and development fee as of such date and credit such amount to a special non-Trust account designated by the Depositor out of which the creation and development fee will be distributed to the Depositor (the "Creation and Development Account"). The creation and development fee is the per unit amount specified in the Prospectus for the Trust. (16) Article III is hereby amended by adding the following section:

  • JOB FAMILY: APPLICATIONS DEVELOPMENT‌ Job Title: Director, Systems and Programming Job#: 1200 General Characteristics

  • Staff Development ‌ The County and the Association agree that the County retains full authority to determine training needs, resources that can be made available, and the method of payment for training authorized by the County. Nothing in this subsection shall preclude the right of an employee to request specific training.

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to: i) Developing a more highly skilled and flexible workforce. ii) Providing employees with career opportunities through appropriate training to acquire the additional skills as required by the Company. Taking into account; The current and future skill needs of the Company. The size, structure and nature of the Company. The need to develop vocational skills relevant to the Company and the Electrical Contracting Industry. Where, by agreement between the employee and employer, an employee undertakes training providing skills, which are not a company specific requirement, any time spent in the completion of this training shall be unpaid.

  • DEVELOPMENT OR ASSISTANCE IN DEVELOPMENT OF SPECIFICATIONS REQUIREMENTS/ STATEMENTS OF WORK

  • TECHNICAL EVALUATION (a) Detailed technical evaluation shall be carried out by Purchase Committee pursuant to conditions in the tender document to determine the substantial responsiveness of each tender. For this clause, the substantially responsive bid is one that conforms to all the eligibility and terms and condition of the tender without any material deviation. The Institute’s determination of bid’s responsiveness is to be based on the contents of the bid itself without recourse to extrinsic evidence. The Institute shall evaluate the technical bids also to determine whether they are complete, whether required sureties have been furnished, whether the documents have been properly signed and whether the bids are in order. (b) The technical evaluation committee may call the responsive bidders for discussion or presentation to facilitate and assess their understanding of the scope of work and its execution. However, the committee shall have sole discretion to call for discussion / presentation. (c) Financial bids of only those bidders who qualify the technical criteria will be opened provided all other requirements are fulfilled. (d) AIIMS Jodhpur shall have right to accept or reject any or all tenders without assigning any reasons thereof.

  • Cooperation on forestry matters and environmental protection 1. The aims of cooperation on forestry matters and environmental protection will be, but not limited to, as follows: (a) establishing bilateral cooperation relations in the forestry sector; (b) developing a training program and studies for sustainable management of forests; (c) improving the rehabilitation and sustainable management of forest with the aim of increasing carbon sinks and reduce the impact of climate change in the Asia-Pacific region; (d) cooperating on the execution of national projects, aimed at: improving the management of forest plantations for its transformation for industrial purposes and environmental protection; (e) elaborating studies on sustainable use of timber; (f) developing new technologies for the transformation and processing of timber and non-timber species; and (g) improving cooperation in agro-forestry technologies. 2. To achieve the objectives of the Article 149 (Objectives), the Parties may focus, as a means of cooperation and negotiations on concluding a bilateral agreement on forestry cooperation between the two Parties. Such collaboration will be as follows: (a) exchanges on science and technology as well as policies and laws relating the sustainable use of forest resources; (b) cooperation in training programs, internships, exchange of experts and projects advisory; (c) advice and technical assistance to public institutions and organizations of the Parties on sustainable use of forest resources and environmental protection; (d) facilitating forest policy dialogue and technical cooperation under the Network of Sustainable Forest Management and Forest Rehabilitation in Asia- Pacific Region, initiated at the 15th Asia Pacific Economic Cooperation (APEC) Meeting; (e) encouraging joint studies, working visits, exchange of experiences, among others; and (f) others activities mutually agreed.

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