Components of George Brown College Supports for Contract Faculty

Components of George Brown College Supports for Contract Faculty

Guide for Chairs and Academic Directors

This guide is designed to help articulate supports for contract faculty at George Brown College and provide some tools for Chairs.

“At George Brown College, we proudly make student learning our first priority, creating programs and experiences that lead to ongoing student success first in the classroom and then in the workplace.” The various components included in this guide are designed to support our academic employees deliver quality experiences and aim for continued improvement.

Included here are some resources you may find helpful in your key role of providing performance feedback and ensuring we are meeting the obligations as connected to our strategic initiatives and our Path to Leadership

Please feel free to forward any comments, questions, or suggestions for improvement to Organizational and Staff Development.

Table of Contents

Supporting George Brown Contract Faculty, an Overview …...... 3

Engaging our Contract Faculty ……………………………………………….….. 7

Things to Review with New Contract Faculty………………….………….. 8

Formative and Developmental Feedback ……………………………….….. 9

Teaching Competencies Checklist ………………………………………….…. 10

Sample Observation Forms ………………………………………………….…… 21

A.  Classroom Visit Notes

B.  Teaching Observation Feedback Sheet
Supporting George Brown Contract Faculty

“Sessional, part-time, and partial-load faculty play an integral role at Ontario’s colleges. These faculty members represent the majority of the college faculty workforce, accounting for 68% of academic staff in the 2012/13 school year” (HEQCO, 2014). There are a variety of terms used to refer to these faculty: “non-full-time” or NFT, “other than regular” or OTRFT, sessional, part-time, continuing education, partial load and contract. Hereafter we will refer to all of these employees as contract faculty.

George Brown College employs non-full-time faculty for teaching and learning across the college. These individuals bring current employment sector experience, varied perspectives and fresh ways of thinking. They bring real life experiences and field expertise that benefit our learners and our colleagues.

“At George Brown College, we proudly make student learning our first priority, creating programs and experiences that lead to ongoing student success first in the classroom and then in the workplace” (Academic Plan, 2014).

The contract for sessional, partial load and part-time academic staff can be found on Insite, under the Human Resources forms and templates,

Insite.georgebrown.ca/human_resources/forms.asp Please make sure you complete all necessary details.

The Development of Consistent Practices for the Support and Ongoing Review of Contract Faculty

The need for development of consistent practices for the timely support and ongoing review of contract faculty was labeled a priority that came out of a 2009 research report entitled “Contract Faculty at George Brown College”.

Various supports have been put into place to meet this recommendation as follows:

Orientation – College Wide and Departmental

Organizational and Staff Development created and now delivers a college-wide orientation that is advertised in all academic areas each semester with contract faculty invited to attend. These ‘Welcome’ sessions are delivered free of charge via face-to-face and online delivery at various times during start-up of the semester. In addition, a variety of resources are available on the Staff Development website for all employees. The orientation manual with relevant links is regularly updated to capture the most recent information. The majority of all orientation for contract faculty falls within the responsibilities of the individual centres.

A checklist entitled ‘Things to Review with New Contract Faculty’ has been developed for the academic areas to use. Included are items that our contract faculty have indicated helps them feel a part of the program.

Teaching and Learning Professional Development Opportunities

Various workshops and online resources are available for our contract faculty through Organizational and Staff Development. They are invited to register for sessions during college wide intersession weeks. All Staff Development offerings are available to contract faculty, free of charge, unless otherwise specifically noted. Attendance is supported as much as possible at various events held in collaboration with other colleges.

Tracking of Registration and Professional Development

Organizational and Staff Development implemented a centralized tracking system, ‘PD Place’, that allows any faculty member with a valid employee ID to register for all posted workshops. The system maintains a record of training attended. Both the employee and his/her manager have access to this information for review, tracking and portfolio-building purposes. Learning Profiles can be created to better track mandatory and recommended training internal to the college. All open sessions for our faculty are also open for our contract faculty.

Formative and Developmental Feedback

The teaching competencies for contract faculty are the same as what is expected for the College’s full-time faculty. We realize that many new contract faculty come with stronger industry than teaching experience. In addition to the Student Feedback Questionnaire (SFQ) and other feedback forms created by the individual teachers, Organizational and Staff Development can work with divisions to consider how to gather feedback regarding the student experience. See Appendices for sample forms.

Moreover, contract faculty are strongly encouraged to meet with their chairs or academic directors over the course of each semester to discuss their success in meeting their performance-related expectations.

Quality of Online Teaching and Learning Skills

The College piloted a series of three courses to build skills in the delivery of sound pedagogical practice. This certificate program covers content from the effective integration of technologies through to designing and delivery of content for the online environment. This work is the joint efforts of Organizational and Staff Development, e-Learning and Teaching Innovation, and the Office of Academic Excellence.

Orientation to Teaching and Learning

"Orientation to Teaching and Learning," is a Staff Development certificate program for contract faculty. This course incorporates synchronous discussions and other online components to deliver content and build a learning community. The course starts during week 3 of a semester and runs for seven weeks (five workshop weeks, plus two weeks to allow for catch up and work submission). Content is designed to address teaching and learning strategies, assessment, online delivery and student engagement. Delivery is offered both in face-to-face and online formats.

All Organizational and Staff Development opportunities, including those listed above, are detailed on the website GeorgeBrown.ca/staff_development/

While much work is being done in the area of contract faculty, there are limited resources and there is always more that could be done. The College must take an ongoing, incremental approach to integrating consistent practices. An additional complexity is that most academic divisions have a large number of contract faculty. With a wide variety of specializations, this fact can require customization of processes to provide formative, developmental feedback and individual programs that work best for each division.

Among the activities Chairs/Directors can utilize to provide support for our contract faculty are: facilitating access to professional development activities regarding teaching and learning, classroom observation visits, initiating conversations, and processing survey feedback and issues as they arise.

Some contract faculty are not hired until late in a semester and as a result not all new employees are able to attend orientation sessions. To accommodate these circumstances, Organizational and Staff Development makes resources available online and can provide one-on-one consultation. If requested and available, the team also supports departmental orientation sessions and continues to promote the role it can play in supporting specific training.

The Continuing Education Department also offers a certificate program in Instructing Adults and Teaching and Training Adults ConEd.georgebrown.ca/

Engaging our Contract Faculty

Basic Needs:

·  Ensure contracts are completed and submitted in a timely manner

Inclusion, Recognition and Rewards:

·  Welcome and provide them with the appropriate tools for their role (e.g. course outlines, timetables, contact names and numbers, photocopier codes, frequently asked questions, etc.)

·  Communicate regularly and directly

·  Include them in all relevant newsletters and publications

·  Feature them on divisional websites

·  Encourage attendance at professional development sessions and familiarize them with PD Place and the registration process

·  Promote/invite input into discussions regarding teaching and learning

·  Connect with a Mentor

·  Create events or processes that recognize their contributions

·  Invite them to departmental/divisional meetings and events

·  Forward on email communications of broad or general interest

Evaluating Performance:

·  Create opportunities for contract faculty to receive feedback

·  Provide opportunities for improvement

·  Review and give feedback on their SFQs

·  Complete a performance review process

Things to Review with New Contract Faculty

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Organizational and Staff Development

Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development

Workspace

·  Primary work area

·  Place for personal belongings

·  Faculty mail

·  Access codes and keys

·  Teaching supplies

·  Kitchen area

·  Photocopiers, printers

·  IT support

Employment Terms and Practices:

·  Teaching contract

·  Job description, essential duties and responsibilities

and alignment with divisional objectives

·  The division/program goals

·  Performance goals and expectations

·  Teaching resources for duties

·  Professional ethics and confidentiality practices

·  Security information

·  How to handle and report job site accidents or injuries

Departmental Structure and Organization

·  Administration and operations (who does what)

·  Procedures, manuals, protocols and forms

·  Peers and other personnel

Program Information

·  Program Learning Outcomes

·  Program map

·  Program description from course calendar

·  Faculty meeting times

·  College critical dates

·  Program handbook and orientation materials

·  Coordinator contact information

·  LMS sign-in

·  Help desk

Office Practices

·  Computer login and password

·  College email and voicemail, including home access

·  Interoffice mail and regular mail processes

·  How and whom to inform if not able to make it to class

·  Access to and use of department resources (phones, copiers, Scantron, etc.)

·  Safety tour of the building (first aid, fire exits, muster points, etc.)

·  Copier codes

·  Printing forms and codes

·  Office locations and addresses

Organizational and Staff Development

·  PD Place login

·  Mandatory registrations

o  AODA

o  WHIMIS

o  Orientation

24

Organizational and Staff Development

Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development

Formative and Developmental Feedback for Contract Faculty

Suggestions for Chairs and Academic Directors

New Contract Faculty

·  Share your contact information and general schedule as to when and how it is best to reach you

·  Ask for time within the first couple of weeks of class when you are able to observe the teaching and learning process

·  Host a follow-up meeting to share your observations and questions (e.g. what is working, where are the challenges, etc.)

·  Introduce them to the Coordinator and faculty who have taught or are connected to that course

·  Provide any available resources (e.g. handbook, meeting schedule, training sessions, etc.)

·  Review the SFQ results and any other feedback you receive and share your comments acknowledging strengths and/or flagging concerns – if you cannot meet face-to-face send a written note

·  Should issues arise be available and formulate a strategy for problem resolution. Monitor and provide feedback on the efficacy of the solution

·  Ensure you include contract faculty in divisional email distribution lists

·  Offer assistance and provide information regarding support services

Established Contract Faculty

·  Share your contact information and general schedule as to when and how it is best to reach you

·  Review the SFQ results and any other feedback you receive and share your comments acknowledging strengths and/or flagging concerns

·  Should issues arise be available and formulate a strategy for problem resolution. Monitor and provide feedback on the efficacy of the solution

·  Make connections to further your awareness as to the individual strengths and aspirations and how they may be able to contribute to the department

·  Recognize and celebrate continued investment in facilitating a quality learning experience and putting students first

·  Point to events that foster deeper engagement, such as PD events

·  Ensure you include contract faculty in divisional email distribution lists

Appendix A

Teaching Competencies

24

Organizational and Staff Development

Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development

Contract Faculty Teaching Competencies

This form is designed as a guide for use with all contract teaching faculty. Contained are sections that support teacher self-reflection, observation of teaching practice and the summary comments.

Faculty Name: ______

Department: ______

Program: ______

Date: ______

Chair: ______

The College is committed to the success of faculty and to providing you with meaningful feedback to support your growth and development.

Faculty: ______Date(s) ______

Competency I: Professionalism

Area of Focus / Evident / Proficient / Excellent / Needs Improvement / Unknown/Not Yet /
Commits to a personal teaching philosophy
Engages in conscious reflection about teaching and examines one’s own personal assumptions about the teaching and learning process
Acts as a role model faculty member of the college community within the context of the classroom, department, program, and institution
Represents the College to all stakeholders in a manner that is consistent with the college’s vision, mission, and mandate
Observes legal mandates, board and college policies, administrative procedures, contractual agreements and ethical standards
Facilitates professional growth through reviewing student feedback, self-assessment and reflection and identifies teaching and professional development goals.
Contributes to the culture of ongoing learning through reflective practice and peer support
Overall Comments: /

Faculty ______Date(s) ______

Competency II: Content knowledge

Area of Focus / Evident / Proficient / Excellent / Needs Improvement / Unknown/
Not Yet /
Maintains and demonstrates currency in subject area
Incorporates the use of real world applications and connects content to the industry or vocation
Able to differentiate content that is crucial and that which is peripheral to the discipline/program area
Relates content to the students’ background and perspectives
Incorporates higher and lower-order thinking skills
Knows in advance what content and concepts might be confusing to students and adapts to facilitate understanding
1
Overall Comments: /

Faculty: ______Date(s) ______