Interviewing. Each department determines its own interview format. Some will use a committee, some will interview one- on-one. Many will require a teaching demonstration. It would be prudent to learn about the departmental expectations for preferred teaching style before scheduling your interview. You may be able to schedule an observation of a current ACC faculty member’s class; contact department chair if you are interested. During the interview, be prepared to discuss: ● your perceptions of the differences between high school and college course instruction/expectations ● the best book you’ve read in your field in the last 6 months ● how you would handle being contacted by a parent about student work ● see additional possible questions on the HR website: o interview evaluation form: xxxxx://xxxx.xxxxxx.xxx/viewer?a=v&pid=sites&srcid=YXVzdGluY2MuZWR1fGFjYy1mb3Jtcy1pb nZlbnRvcnl8Z3g6NWFjOTY3NTNlOWYyNGM3Mg o possible interview questions (from full-time documentation): xxxx://xxx.xxxxxxxx.xxx/hr/hireguide/ftfaculty/sampleqs.html Checklist for Prospective Dual Credit Instructors High school faculty who are interested in teaching dual credit courses on their high school campus for Austin Community College need to be aware of expectations from both their high school and the community college. This checklist will help acquaint instructors with the similarities and differences in requirements for teaching across both school levels. Where there are differences between the requirements listed below, an asterisk indicates which rules apply when dual credit courses are being taught. In some cases, the college rules will apply, in some cases, faculty will have to adhere to both the college and high school requirements. Basic Qualifications: SACSCOC (Southern Association of Colleges and Schools Commission on Colleges) is the accrediting body for Austin Community College. Every prospective dual credit instructor at ACC must meet these minimum requirements. The requirements are below, and more detailed credentialing requirements by course can be found at: xxxx://xxx.xxxxxxxx.xxx/employment-at-acc/full-time-and-adjunct-faculty-position- information/minimum-credential-qualification-requirements To teach: Faculty must have: Academic courses toward AA or AS degrees Master’s degree in teaching discipline or Master’s plus 18 graduate hours in teaching discipline Workforce courses toward AAS degree Bachelor’s degree or higher in the discipline or Associate’s degree in the discipline plus three years documented work experience in the field Courses toward certificate only High school diploma plus three years of documented work experience in the field plus proof of specialized training in the field, e.g., license, certificate, non-credit coursework in the discipline Developmental courses Bachelor’s degree in the discipline or a related discipline plus either one year of high school teaching experience in the discipline or one graduate course in teaching under-prepared students EDUC 1300: Effective Learning Master’s Degree in Psychology, Educational Psychology, or Education or Master’s Degree plus 20 hours of ACC training for teaching the student success course Mission and Values Community Colleges – General The mission of community colleges is to support student access to and success in higher education. You can learn more about the goals of community colleges in general by visiting the website for the American Association of Community Colleges: xxxxx://xxx.xxxx.xxxx.xxx/ Austin Community College – Mission and Values Austin Community College has a clear focus on student success. Our goal is to provide central Texans with high-quality educational opportunities that prepare students for transfer or employment and increase equity for all. You can learn more about our mission, values, and goals here: xxxx://xxx.xxxxxxxx.xxx/board-of- trustees/board-policies Accreditation and Governing Bodies ACC’s policies are guided by the work of several groups. To help you understand some of the abbreviations in the checklist below, you may be interested in learning more about these groups. ACC’s accrediting body is SACSCOC (Southern Association of Colleges and Schools Commission on Colleges). ACC must adhere to the requirements set forth by this agency. You can learn more about SACSCOC, including its mission and values here: xxxx://xxx.xxxxxxx.xxx/
Appears in 2 contracts
Samples: Partnership Agreement, Partnership Agreement
Interviewing. Each department determines its own interview format. Some will use a committee, some will interview one- on-one. Many will require a teaching demonstration. It would be prudent to learn about the departmental expectations for preferred teaching style before scheduling your interview. You may be able to schedule an observation of a current ACC faculty member’s class; contact department chair if you are interested. During the interview, be prepared to discuss: ● • your perceptions of the differences between high school and college course instruction/expectations ● • the best book you’ve read in your field in the last 6 months ● • how you would handle being contacted by a parent about student work ● • see additional possible questions on the HR website: o interview evaluation form: xxxxx://xxxx.xxxxxx.xxx/viewer?a=v&pid=sites&srcid=YXVzdGluY2MuZWR1fGFjYy1mb3Jtcy1pb nZlbnRvcnl8Z3g6NWFjOTY3NTNlOWYyNGM3Mg o possible interview questions (from full-time documentation): xxxx://xxx.xxxxxxxx.xxx/hr/hireguide/ftfaculty/sampleqs.html Checklist for Prospective Dual Credit Instructors High school faculty who are interested in teaching dual credit courses on their high school campus for Austin Community College need to be aware of expectations from both their high school and the community college. This checklist will help acquaint instructors with the similarities and differences in requirements for teaching across both school levels. Where there are differences between the requirements listed below, an asterisk indicates which rules apply when dual credit courses are being taught. In some cases, the college rules will apply, in some cases, faculty will have to adhere to both the college and high school requirements. Basic Qualifications: SACSCOC (Southern Association of Colleges and Schools Commission on Colleges) is the accrediting body for Austin Community College. Every prospective dual credit instructor at ACC must meet these minimum requirements. The requirements are below, and more detailed credentialing requirements by course can be found at: xxxx://xxx.xxxxxxxx.xxx/employment-at-acc/full-time-and-adjunct-faculty-position- information/minimum-credential-qualification-requirements To teach: Faculty must have: Academic courses toward AA or AS degrees Master’s degree in teaching discipline or Master’s plus 18 graduate hours in teaching discipline Workforce courses toward AAS degree Bachelor’s degree or higher in the discipline or Associate’s degree in the discipline plus three years documented work experience in the field Courses toward certificate only High school diploma plus three years of documented work experience in the field plus proof of specialized training in the field, e.g., license, certificate, non-credit coursework in the discipline Developmental courses Bachelor’s degree in the discipline or a related discipline plus either one year of high school teaching experience in the discipline or one graduate course in teaching under-prepared students EDUC 1300: Effective Learning Master’s Degree in Psychology, Educational Psychology, or Education or Master’s Degree plus 20 hours of ACC training for teaching the student success course Mission and Values Community Colleges – General The mission of community colleges is to support student access to and success in higher education. You can learn more about the goals of community colleges in general by visiting the website for the American Association of Community Colleges: xxxxx://xxx.xxxx.xxxx.xxx/ Austin Community College – Mission and Values Austin Community College has a clear focus on student success. Our goal is to provide central Texans with high-quality educational opportunities that prepare students for transfer or employment and increase equity for all. You can learn more about our mission, values, and goals here: xxxx://xxx.xxxxxxxx.xxx/board-of- trustees/board-policies Accreditation and Governing Bodies ACC’s policies are guided by the work of several groups. To help you understand some of the abbreviations in the checklist below, you may be interested in learning more about these groups. ACC’s accrediting body is SACSCOC (Southern Association of Colleges and Schools Commission on Colleges). ACC must adhere to the requirements set forth by this agency. You can learn more about SACSCOC, including its mission and values here: xxxx://xxx.xxxxxxx.xxx/
Appears in 2 contracts
Samples: Partnership Agreement Between, Partnership Agreement
Interviewing. Each department determines its own interview format. Some will use a committee, some will interview one- on-one. Many will require a teaching demonstration. It would be prudent to learn about the departmental expectations for preferred teaching style before scheduling your interview. You may be able to schedule an observation of a current ACC faculty member’s class; contact department chair if you are interested. During the interview, be prepared to discuss: ● your perceptions of the differences between high school and college course instruction/expectations ● the best book you’ve read in your field in the last 6 months ● how you would handle being contacted by a parent about student work ● see additional possible questions on the HR website: o interview evaluation form: xxxxx://xxxx.xxxxxx.xxx/viewer?a=v&pid=sites&srcid=YXVzdGluY2MuZWR1fGFjYy1mb3Jtcy1pb nZlbnRvcnl8Z3g6NWFjOTY3NTNlOWYyNGM3Mg o possible interview questions (from full-time documentation): xxxx://xxx.xxxxxxxx.xxx/hr/hireguide/ftfaculty/sampleqs.html Checklist for Prospective Dual Credit Instructors High school faculty who are interested in teaching dual credit courses on their high school campus for Austin Community College need to be aware of expectations from both their high school and the community college. This checklist will help acquaint instructors with the similarities and differences in requirements for teaching across both school levels. Where there are differences between the requirements listed below, an asterisk indicates which rules apply when dual credit courses are being taught. In some cases, the college rules will apply, in some cases, faculty will have to adhere to both the college and high school requirements. Basic Qualifications: SACSCOC (Southern Association of Colleges and Schools Commission on Colleges) is the accrediting body for Austin Community College. Every prospective dual credit instructor at ACC must meet these minimum requirements. The requirements are below, and more detailed credentialing requirements by course can be found at: xxxx://xxx.xxxxxxxx.xxx/employment-at-acc/full-time-and-adjunct-faculty-position- information/minimum-credential-qualification-requirements To teach: Faculty must have: Academic courses toward AA or AS degrees Master’s degree in teaching discipline or Master’s plus 18 graduate hours in teaching discipline Workforce courses toward AAS degree Bachelor’s degree or higher in the discipline or Associate’s degree in the discipline plus three years documented work experience in the field Courses toward certificate only High school diploma plus three years of documented work experience in the field plus proof of specialized training in the field, e.g., license, certificate, non-credit coursework in the discipline Developmental courses Bachelor’s degree in the discipline or a related discipline plus either one year of high school teaching experience in the discipline or one graduate course in teaching under-prepared students EDUC 1300: Effective Learning Master’s Degree in Psychology, Educational Psychology, or Education or Master’s Degree plus 20 hours of ACC training for teaching the student success course Mission and Values Community Colleges – General The mission of community colleges is to support student access to and success in higher education. You can learn more about the goals of community colleges in general by visiting the website for the American Association of Community Colleges: xxxxx://xxx.xxxx.xxxx.xxx/ Austin Community College – Mission and Values Austin Community College has a clear focus on student success. Our goal is to provide central Texans with high-quality educational opportunities that prepare students for transfer or employment and increase equity for all. You can learn more about our mission, values, and goals here: xxxx://xxx.xxxxxxxx.xxx/board-of- trustees/board-policies Accreditation and Governing Bodies ACC’s policies are guided by the work of several groups. To help you understand some of the abbreviations in the checklist below, you may be interested in learning more about these groups. ACC’s accrediting body is SACSCOC (Southern Association of Colleges and Schools Commission on Colleges). ACC must adhere to the requirements set forth by this agency. You can learn more about SACSCOC, including its mission and values here: xxxx://xxx.xxxxxxx.xxx/xxxx://xxx.xxxxxxx.xxx/ THECB (Texas Higher Education Coordinating Board) guides the efforts of public colleges and universities in Texas. You can learn more about this organization here: xxxx://xxx.xxxxx.xxxxx.xx.xx/ ACC has a service area designated by the State Legislature consisting of most of six counties in Central Texas and 26 public school districts. Within the service area, ACC has a taxing district that is comprised of Austin, Round Rock, Leander, Hays, Elgin, Del Xxxxx and Manor school districts as well as the parts of other districts that are in the City of Austin. Residents vote themselves into the taxing district. As tax-paying residents, students who attend ACC pay lower tuition and fees than residents from out-of-district areas. Tuition and fee rates, as all ACC policies, are approved by the elected ACC Board of Trustees. Coursework Expectations Course Content High School College* Content is determined by the TEKS (Texas Essential Knowledge and Skills). Content is guided by THECB and the ACC department guidelines. Focus is on meeting learning outcomes through content that is chosen by the faculty member and approved by the department. The faculty member has high levels of control of the specific content that is covered. XXX supports the idea that across every level of education, expectations for student learning should increase. As such, courses taught at the College level should require students to meet even higher standards than those same courses taught in high school. See comparative expectations for various educational levels from the Degree Qualifications Profile (DQP) here: xxxx://xxx.xxxxxxxxxxxxx.xxx/press_four/wp- content/uploads/2014/09/DQP-grid-download.pdf Academic Freedom High School College* Standards and expectations are guided by the TEKS. Faculty must meet all standards. Freedom is in how you teach content. Standards are part of accreditation, but so is a high degree of academic freedom. There is more flexibility in what content is taught, and how it is taught in covering department and college- approved learning outcomes. Grading Policies High School College* Determined by campus and/or CHARTER SCHOOL policies. Policies may require reteach and retest. Consequences for attendance are determined by State law and district policies. Guided by departmental requirements. Some departments have explicit requirements, others provide more flexibility in grading to the instructor. Faculty may choose to, but are not required to allow multiple attempts on assignments or exams. Consequences for attendance and adherence to course deadlines are determined by the instructor. Learning Outcomes and Competencies High School College* Must meet TEKS guidelines. Additional outcomes can be required by campus and/or district. See details here: xxxx://xxx.xxxxx.xxx/curriculum/teks/ Must meet SACSCOC guidelines, THECB core curriculum requirements, ACC general education competencies, course SLOs (student learning outcomes), and PSLOs (program-level student learning outcomes). See more information here: xxxx://xxx.xxxxxxxx.xxx/offices/academic-outcomes- assessment/general-education-and-core- curriculum/assessments xxxx://xxx.xxxxx.xxxxx.xx.xx/AAR/UndergraduateEd/W orkforceEd/acgm.htm Assessment of student achievement of learning outcomes at ACC is done through the framework of the Discipline Assessment Cycle (DAC). Every department develops its own assessment plan, which is communicated to faculty teaching courses in that discipline. Additional general information about the DAC can be found at: xxxx://xxx.xxxxxxxx.xxx/offices/academic-outcomes- assessment/discipline-assessment-cycle Regulations of Privacy High School College* Follow FERPA - parents and guardians have access to student information. Follow FERPA - only student has access to information, regardless of their age. Students may choose to fill out paperwork to allow parents to have access. See further information here: xxxx://xxx.xxxxxxxx.xxx/ferpa Disability Services High School College* Follow ARD paperwork or 504 plan. All accommodations and modifications must be provided. In the college setting, course and curriculum modifications are not required for students with disabilities. However, accommodations will be approved by college Student Accessibility Services (SAS) office on a course by course, case by case basis. Approved accommodations must be implemented by faculty. Students must provide a Notice of Approved Accommodations signed by an SAS Coordinator to faculty before any accommodations can be provided. Accommodations may not be provided before faculty receive a Notice of Approved Accommodations. The provision of accommodations is not retroactive. Learn more here: xxxx://xxx.xxxxxxxx.xxx/support- and-services/services-for-students/student- accessibility-services-and-assistive-technology Classroom Details Syllabus High School College* Syllabus requirements are guided by district and/or campus procedures. Students may or may not be given a syllabus for each class. All faculty are required to provide a syllabus on the first day of class, and to post the syllabus online (see details about online submission below under Administrative Requirements / Other Requirements - lighthouse). There are specific requirements for syllabus content guided by departments. Master syllabi for courses are available online: xxxx://xxx.xxxxxxxx.xxx/offices/academic-outcomes- assessment/master-syllabi/master-syllabi-repository Contact Hour Requirements High School College* None for faculty. SACSCOC and THECB have strict requirements for instructional time per course. Courses are scheduled to fulfil these requirements, so ACC does not allow faculty to end class early, or cancel class. Calendar High School College* Calendar is more flexible to account for student schedules and school activities. Due to contact hour requirements, there is very little flexibility in the calendar. You may need to work with your CHARTER SCHOOL to adjust class meeting days to maintain required contact hours as necessary. The ACC calendar, including withdrawal deadlines and other important dates can be found here: xxxx://xxx.xxxxxxxx.xxx/calendars/important-dates- and-deadlines Administrative Requirements Evaluation Process High School College* School district evaluation policies will be followed. Evaluated by Department. Faculty must complete portfolios each year, and input forms each semester (FIF). Each department will share their process with faculty. Student evaluations must be completed every semester. See evaluation details here: xxxx://xxx.xxxxxxxx.xxx/hr/eval/faculty.php Attendance Certification High School College* Daily attendance is required and must be posted for all courses. Faculty are not required to take daily attendance, however course attendance certification is required by census date. See details here: xxxx://xxx.xxxxxxxx.xxx/facstaff/attendance- certification-questions-and-answers Grade Submission High School College* Guided by district policy in HS only classes. Grades are submitted online (xxxx://xxx.xxxxxxxx.xxx/online-services) and deadlines are specified each semester by the academic calendar. Required Training High School* College* Many required trainings, guided by district and/or campus. ADA and Sexual Harassment annually. Dual Credit Adjunct Training inclusive of Departmental Training as required (four hours in total); all new faculty must be assigned a mentor. Professional Development High School* College* District and SBEC rules apply. ACC requires 12 clock hours for Full-Time faculty and 4 clock hours for Adjunct faculty each fiscal year. Selections must be approved by your department chair. Departmental Meetings High School* College* Mandatory as determined by campus procedures. Departments determine meeting frequency. New high school adjuncts are expected to attend at least one generally at the beginning of the Fall or Spring semester.
Appears in 1 contract
Samples: Partnership Agreement
Interviewing. Each department determines its own interview format. Some will use a committee, some will interview one- on-oneone‐ on‐one. Many will require a teaching demonstration. It would be prudent to learn about the departmental expectations for preferred teaching style before scheduling your interview. You may be able to schedule an observation of a current ACC faculty member’s class; contact department chair if you are interested. During the interview, be prepared to discuss: ● your perceptions of the differences between high school and college course instruction/expectations ● the best book you’ve read in your field in the last 6 months ● how you would handle being contacted by a parent about student work ● see additional possible questions on the HR website: o interview evaluation form: xxxxx://xxxx.xxxxxx.xxx/viewer?a=v&pid=sites&srcid=YXVzdGluY2MuZWR1fGFjYy1mb3Jtcy1pb nZlbnRvcnl8Z3g6NWFjOTY3NTNlOWYyNGM3Mg o possible interview questions (from full-time full‐time documentation): xxxx://xxx.xxxxxxxx.xxx/hr/hireguide/ftfaculty/sampleqs.html Checklist for Prospective Dual Credit Instructors High school faculty who are interested in teaching dual credit courses on their high school campus for Austin Community College need to be aware of expectations from both their high school and the community college. This checklist will help acquaint instructors with the similarities and differences in requirements for teaching across both school levels. Where there are differences between the requirements listed below, an asterisk indicates which rules apply when dual credit courses are being taught. In some cases, the college rules will apply, in some cases, faculty will have to adhere to both the college and high school requirements. Basic Qualifications: SACSCOC (Southern Association of Colleges and Schools Commission on Colleges) is the accrediting body for Austin Community College. Every prospective dual credit instructor at ACC must meet these minimum requirements. The requirements are below, and more detailed credentialing requirements by course can be found at: xxxx://xxx.xxxxxxxx.xxx/employment-at-acc/full-time-and-adjunct-faculty-position- xxxx://xxx.xxxxxxxx.xxx/employment‐at‐acc/full‐time‐and‐adjunct‐faculty‐position‐ information/minimum-credential-qualification-requirements minimum‐credential‐qualification‐requirements To teach: Faculty must have: Academic courses toward AA or AS degrees Master’s degree in teaching discipline or Master’s plus 18 graduate hours in teaching discipline Workforce courses toward AAS degree Bachelor’s degree or higher in the discipline or Associate’s degree in the discipline plus three years documented work experience in the field Courses toward certificate only High school diploma plus three years of documented work experience in the field plus proof of specialized training in the field, e.g., license, certificate, non-credit non‐credit coursework in the discipline Developmental courses Bachelor’s degree in the discipline or a related discipline plus either one year of high school teaching experience in the discipline or one graduate course in teaching under-prepared under‐prepared students EDUC 1300: Effective Learning Master’s Degree in Psychology, Educational Psychology, or Education or Master’s Degree plus 20 hours of ACC training for teaching the student success course Mission and Values Community Colleges – General The mission of community colleges is to support student access to and success in higher education. You can learn more about the goals of community colleges in general by visiting the website for the American Association of Community Colleges: xxxxx://xxx.xxxx.xxxx.xxx/ Austin Community College – Mission and Values Austin Community College has a clear focus on student success. Our goal is to provide central Texans with high-quality high‐quality educational opportunities that prepare students for transfer or employment and increase equity for all. You can learn more about our mission, values, and goals here: xxxx://xxx.xxxxxxxx.xxx/board-of- xxxx://xxx.xxxxxxxx.xxx/board‐of‐ trustees/board-policies board‐policies Accreditation and Governing Bodies ACC’s policies are guided by the work of several groups. To help you understand some of the abbreviations in the checklist below, you may be interested in learning more about these groups. ACC’s accrediting body is SACSCOC (Southern Association of Colleges and Schools Commission on Colleges). ACC must adhere to the requirements set forth by this agency. You can learn more about SACSCOC, including its mission and values here: xxxx://xxx.xxxxxxx.xxx/
Appears in 1 contract
Samples: Partnership Agreement
Interviewing. Each department determines its own interview format. Some will use a committee, some will interview one- on-one. Many will require a teaching demonstration. It would be prudent to learn about the departmental expectations for preferred teaching style before scheduling your interview. You may be able to schedule an observation of a current ACC faculty member’s class; contact department chair if you are interested. During the interview, be prepared to discuss: ● • your perceptions of the differences between high school and college course instruction/expectations ● • the best book you’ve read in your field in the last 6 months ● • how you would handle being contacted by a parent about student work ● • see additional possible questions on the HR website: o interview evaluation form: xxxxx://xxxx.xxxxxx.xxx/viewer?a=v&pid=sites&srcid=YXVzdGluY2MuZWR1fGFjYy1mb3Jtcy1pb nZlbnRvcnl8Z3g6NWFjOTY3NTNlOWYyNGM3Mg o possible interview questions (from full-time documentation): xxxx://xxx.xxxxxxxx.xxx/hr/hireguide/ftfaculty/sampleqs.html Checklist for Prospective Dual Credit Instructors High school faculty who are interested in teaching dual credit courses on their high school campus for Austin Community College need to be aware of expectations from both their high school and the community college. This checklist will help acquaint instructors with the similarities and differences in requirements for teaching across both school levels. Where there are differences between the requirements listed below, an asterisk indicates which rules apply when dual credit courses are being taught. In some cases, the college rules will apply, in some cases, faculty will have to adhere to both the college and high school requirements. Basic Qualifications: SACSCOC (Southern Association of Colleges and Schools Commission on Colleges) is the accrediting body for Austin Community College. Every prospective dual credit instructor at ACC must meet these minimum requirements. The requirements are below, and more detailed credentialing requirements by course can be found at: xxxx://xxx.xxxxxxxx.xxx/employment-at-acc/full-time-and-adjunct-faculty-position- information/minimum-credential-qualification-requirements To teach: Faculty must have: Academic courses toward AA or AS degrees Master’s degree in teaching discipline or Master’s plus 18 graduate hours in teaching discipline Workforce courses toward AAS degree Bachelor’s degree or higher in the discipline or Associate’s degree in the discipline plus three years documented work experience in the field Courses toward certificate only High school diploma plus three years of documented work experience in the field plus proof of specialized training in the field, e.g., license, certificate, non-credit coursework in the discipline Developmental courses Bachelor’s degree in the discipline or a related discipline plus either one year of high school teaching experience in the discipline or one graduate course in teaching under-prepared students EDUC 1300: Effective Learning Master’s Degree in Psychology, Educational Psychology, or Education or Master’s Degree plus 20 hours of ACC training for teaching the student success course Mission and Values Community Colleges – General The mission of community colleges is to support student access to and success in higher education. You can learn more about the goals of community colleges in general by visiting the website for the American Association of Community Colleges: xxxxx://xxx.xxxx.xxxx.xxx/ Austin Community College – Mission and Values Austin Community College has a clear focus on student success. Our goal is to provide central Texans with high-quality educational opportunities that prepare students for transfer or employment and increase equity for all. You can learn more about our mission, values, and goals here: xxxx://xxx.xxxxxxxx.xxx/board-of- trustees/board-policies Accreditation and Governing Bodies ACC’s policies are guided by the work of several groups. To help you understand some of the abbreviations in the checklist below, you may be interested in learning more about these groups. ACC’s accrediting body is SACSCOC (Southern Association of Colleges and Schools Commission on Colleges). ACC must adhere to the requirements set forth by this agency. You can learn more about SACSCOC, including its mission and values here: xxxx://xxx.xxxxxxx.xxx/xxxx://xxx.xxxxxxx.xxx/ THECB (Texas Higher Education Coordinating Board) guides the efforts of public colleges and universities in Texas. You can learn more about this organization here: xxxx://xxx.xxxxx.xxxxx.xx.xx/ ACC has a service area designated by the State Legislature consisting of most of six counties in Central Texas and 26 public school districts. Within the service area, ACC has a taxing district that is comprised of Austin, Round Rock, Leander, Hays, Elgin, Del Xxxxx and Manor school districts as well as the parts of other districts that are in the City of Austin. Residents vote themselves into the taxing district. As tax-paying residents, students who attend ACC pay lower tuition and fees than residents from out-of-district areas. Tuition and fee rates, as all ACC policies, are approved by the elected ACC Board of Trustees. Coursework Expectations Course Content High School College* Content is determined by the TEKS (Texas Essential Knowledge and Skills). Content is guided by THECB and the ACC department guidelines. Focus is on meeting learning outcomes through content that is chosen by the faculty member and approved by the department. The faculty member has high levels of control of the specific content that is covered. XXX supports the idea that across every level of education, expectations for student learning should increase. As such, courses taught at the College level should require students to meet even higher standards than those same courses taught in high school. See comparative expectations for various educational levels from the Degree Qualifications Profile (DQP) here: xxxx://xxx.xxxxxxxxxxxxx.xxx/press_four/wp- content/uploads/2014/09/DQP-grid-download.pdf Academic Freedom High School College* Standards and expectations are guided by the TEKS. Faculty must meet all standards. Freedom is in how you teach content. Standards are part of accreditation, but so is a high degree of academic freedom. There is more flexibility in what content is taught, and how it is taught in covering department and college- approved learning outcomes. Grading Policies High School College* Determined by campus and/or ISD policies. Policies may require reteach and retest. Consequences for attendance are determined by State law and district policies. Guided by departmental requirements. Some departments have explicit requirements, others provide more flexibility in grading to the instructor. Faculty may choose to, but are not required to allow multiple attempts on assignments or exams. Consequences for attendance and adherence to course deadlines are determined by the instructor. Learning Outcomes and Competencies High School College* Must meet TEKS guidelines. Additional outcomes can be required by campus and/or district. See details here: xxxx://xxx.xxxxx.xxx/curriculum/teks/ Must meet SACSCOC guidelines, THECB core curriculum requirements, ACC general education competencies, course SLOs (student learning outcomes), and PSLOs (program-level student learning outcomes). See more information here: xxxx://xxx.xxxxxxxx.xxx/offices/academic-outcomes- assessment/general-education-and-core- curriculum/assessments xxxx://xxx.xxxxx.xxxxx.xx.xx/AAR/UndergraduateEd/W orkforceEd/acgm.htm Assessment of student achievement of learning outcomes at ACC is done through the framework of the Discipline Assessment Cycle (DAC). Every department develops its own assessment plan, which is communicated to faculty teaching courses in that discipline. Additional general information about the DAC can be found at: xxxx://xxx.xxxxxxxx.xxx/offices/academic-outcomes- assessment/discipline-assessment-cycle Regulations of Privacy High School College* Follow FERPA - parents and guardians have access to student information. Follow FERPA - only student has access to information, regardless of their age. Students may choose to fill out paperwork to allow parents to have access. See further information here: xxxx://xxx.xxxxxxxx.xxx/ferpa Disability Services High School College* Follow ARD paperwork or 504 plan. All accommodations and modifications must be provided. In the college setting, course and curriculum modifications are not required for students with disabilities. However, accommodations will be approved by college Student Accessibility Services (SAS) office on a course by course, case by case basis. Approved accommodations must be implemented by faculty. Students must provide a Notice of Approved Accommodations signed by an SAS Coordinator to faculty before any accommodations can be provided. Accommodations may not be provided before faculty receive a Notice of Approved Accommodations. The provision of accommodations is not retroactive. Learn more here: xxxx://xxx.xxxxxxxx.xxx/support- and-services/services-for-students/student- accessibility-services-and-assistive-technology Classroom Details Syllabus High School College* Syllabus requirements are guided by district and/or campus procedures. Students may or may not be given a syllabus for each class. All faculty are required to provide a syllabus on the first day of class, and to post the syllabus online (see details about online submission below under Administrative Requirements / Other Requirements - lighthouse). There are specific requirements for syllabus content guided by departments. Master syllabi for courses are available online: xxxx://xxx.xxxxxxxx.xxx/offices/academic-outcomes- assessment/master-syllabi/master-syllabi-repository Contact Hour Requirements High School College* None for faculty. SACSCOC and THECB have strict requirements for instructional time per course. Courses are scheduled to fulfil these requirements, so ACC does not allow faculty to end class early, or cancel class. Calendar High School College* Calendar is more flexible to account for student schedules and school activities. Due to contact hour requirements, there is very little flexibility in the calendar. You may need to work with your ISD to adjust class meeting days to maintain required contact hours as necessary. The ACC calendar, including withdrawal deadlines and other important dates can be found here: xxxx://xxx.xxxxxxxx.xxx/calendars/important-dates- and-deadlines Administrative Requirements Evaluation Process High School College* School district evaluation policies will be followed. Evaluated by Department. Faculty must complete portfolios each year, and input forms each semester (FIF). Each department will share their process with faculty. Student evaluations must be completed every semester. See evaluation details here: xxxx://xxx.xxxxxxxx.xxx/hr/eval/faculty.php Attendance Certification High School College* Daily attendance is required and must be posted for all courses. Faculty are not required to take daily attendance, however course attendance certification is required by census date. See details here: xxxx://xxx.xxxxxxxx.xxx/facstaff/attendance- certification-questions-and-answers Grade Submission High School College* Guided by district policy in HS only classes. Grades are submitted online (xxxx://xxx.xxxxxxxx.xxx/online-services) and deadlines are specified each semester by the academic calendar. Required Training High School* College* Many required trainings, guided by district and/or campus. ADA and Sexual Harassment annually. Dual Credit Adjunct Training inclusive of Departmental Training as required (four hours in total); all new faculty must be assigned a mentor. Professional Development High School* College* District and SBEC rules apply. ACC requires 12 clock hours for Full-Time faculty and 4 clock hours for Adjunct faculty each fiscal year. Selections must be approved by your department chair. Departmental Meetings High School* College* Mandatory as determined by campus procedures. Departments determine meeting frequency. New high school adjuncts are expected to attend at least one generally at the beginning of the Fall or Spring semester.
Appears in 1 contract
Samples: Partnership Agreement
