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 ▇▇▇▇ and the ▇▇▇▇▇▇▇. 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:

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

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.

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

Faculty Evaluation and Development. Performance Evaluation of Faculty

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 ▇▇▇▇) 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 ▇▇▇▇)

Faculty Evaluation and Development