Title of Proposal: Annual Professional Summary

Portfolio Guidelines for Faculty

Rationale: After an extensive review of the faculty evaluation system at CCBC – conducted by the Senate Evaluation Committee, Vice President McColloch, and consultant Dr. Raoul Arreola – it became clear that the annual evaluation process needed an overhaul. The Evaluation Committee met repeatedly with Dr. McColloch and together with his staff led May and June forum sessions to receive faculty and supervisor input. A Task Force on Faculty Evaluation co-led by Drs. McColloch and Stearns (representing many constituencies and including four Senate Evaluation Committee members and the Senate Chair) then met through the summer to produce the attached document. In late August, we held two additional faculty forum sessions to present this document for feedback from faculty, department coordinators and chairs, and program supervisors. The Task Force subsequently made many suggested revisions. Now we come to the Senate to allow further review and discussion and to seek Senate approval.

Committee Origin: Senate Evaluation Committee

Date of Committee Assignment: Academic Year 2006-2007, Summer and September 2007

Date of Proposal: September 17, 2007

Destination:

Final Location of Approved Proposal:

Annual Professional Summary

Portfolio Guidelines

September, 2007

General Information

Purposes of Evaluation

Evaluation of all faculty members within each academic school is required for two purposes:

(1)to assess and improve performance.

(2)to provide an ongoing record for the purpose of promotion and/or other personnel actions.

Frequency of evaluation:

All faculty members will be evaluated annually.

Annual Professional Summary Portfolio Categories:

To complete their Annual Professional Summary, faculty members should develop a portfolio that contains the materials described in the sections below.

Faculty will be evaluated based upon performance in three weighted areas. Faculty members should demonstrate performance in these three areas, regardless of rank.

In areas of doubt concerning in which category to place an activity it is incumbent upon the faculty member to make his/her case to his/her supervisor. Furthermore, if in doubt about the appropriateness of a particular activity, a faculty member should discuss his/her ideas with his/her department chair prior to participating in an activity to clarify the activity’s relevance and value to the College.

60-70% Teaching/Professional Assignment

20% College/Community Service

10-20% Scholarship/Professional Growth

I. Teaching/Professional Assignment (60-70%)

Teaching includes classroom performance, particularly the classroom dynamic that results in learning, and other activities that support students in reaching their learning goals. Teaching is evaluated by the skill and proficiency with which the faculty member interacts with students, and plans, conducts and completes the learning process. Included in this process is individually or collaboratively developing and evaluating new or innovative pedagogy, technology, courses, instructional materials and assessment tools.

The normal work load for a full-time teaching professional will include duties primarily devoted to classroom instruction and may include a variety of duties given re-assigned time. At a diverse community college, teaching schedules and professional assignments vary greatly. There are differences in the number of classes taught, preparations needed, student load, and levels of difficulty, as well as re-assigned time responsibilities.

Please include a statement regarding the specific nature of your teaching/professional assignment in your Self-Reflective Statement (item B below.) It will be useful to include courses taught, approximate enrollment of each course, and the amount and nature of any re-assigned time.

There are responsibilities that all full-time teaching professionals are responsible for completing. The basic responsibilities are itemized below. It is understood that certain circumstances might have prevented one from attending all events and meeting all responsibilities. Such circumstances should have been discussed with the Supervisor. In such an instance, briefly discuss in your self-reflective statement (item B below.)

Basic responsibilities:

  1. Maintain office hours and keep scheduled appointments with students.
  2. Come to class on time and prepared and use instructional time fully and effectively.
  3. Prepare, distribute, and submit course syllabi according to all college or school guidelines. Document and distribute any changes in a syllabus to the students and school.
  4. Respond to phone calls, e-mails, and other communications in a timely manner.
  5. Provide effective and appropriate assessment with prompt qualitative and quantitative feedback.
  6. Keep instructional materials and student work organized and accessible.
  7. Meet college, school, department or course expectations for administration of assessment instruments and record-keeping.
  8. Support students and other college units (nominate tutors, write letters of recommendation, referstudents to counseling, assist students with special needs, suggest library purchases, help resolve registration issues, maintain student privacy).
  9. Attend scheduled meetings for your Program/Discipline, Department, and School.
  10. Attend College-wide meetings (Fall Focus, Professional Development Day, Teaching Learning Fair, Graduation).

For faculty members given reassigned time, professional assignment will be evaluated by the way the faculty member completes these assignments. It is recognized that curriculum coordinators, committee chairs, program coordinators, department chairs, primarily non-instructional faculty (counselors and librarians) or other individuals with re-assigned time for specific projects have unique and often broad responsibilities that may go beyond those of typical teaching faculty. These assignments will be evaluated by the time, effort and expertise devoted to the activities, their outcomes, and the impact of the activities in advancing the College’s mission. In general, three credits of re-assigned time should be the equivalent of one full work day of each week during the semester and emphasis on documentation of accomplishments should reflect the division of work load between teaching and re-assigned time.

In this section of the Annual Professional Summary faculty should document actions taken to improve teaching and/or the goals for which time was re-assigned, and summarize the effectiveness of those actions. To that end, each faculty member will submit, in the Teaching/Professional Assignment section of his or her Annual Professional Summary:

  1. A brief description and documentation of three to five examples (beyond basic faculty responsibilities) that promoted learning and/or furthered the objectives that re-assigned time was designed to accomplish. Please see item 2 under Evaluation Procedures for a timeline regarding the need to include Classroom Observation results as one of the three to five activities.
  2. A Self-Reflective Statement (no more than two pages) considering strengths, accomplishments, and areas for growth in the faculty member’s Teaching and/or Professional Assignment.

While the following list of examples of item A is not exhaustive, it provides examples to faculty members in writing this section of their Annual Professional Summary Teaching/Professional Assignment.

Examples of additional activities designed to promote learning (item A above):

  1. Activities beyond basic expectations:
  2. Holds additional office hours or review sessions.
  3. Mentors, coordinates instruction with or otherwise supports adjunct faculty
  4. Mentors, coordinates instruction with or otherwise supports tutors, Supplemental Instruction (SI) or coaches.
  5. Mentors students in career development.
  6. Serves as a voluntary advisor.
  7. Evaluates library resources and holdings
  8. Reviews, selects and procures equipment, software, supplies, books, DVD, videos and other materials for classroom use.
  9. Selects textbooks.

Administrative Improvement

  1. Develops or revises syllabi.
  2. Develops or revises Common Course Outlines.
  3. Presents or submits proposals to major college committees (such as Curriculum and Instruction Committee, General Education Review Board) related to teaching or reassigned activities.
  4. Non-compensated course or curriculum coordination.
  5. Coordinates or conducts the administrative and managerial activities related to the functioning of a project, committee, program, or department.
  6. Student and academic service activities related to curriculum, program, or department responsibility.

Instructional Improvement

  1. Uses technology appropriately.
  2. Introduction of a new technology to coursework or instruction.
  3. Improvement in the use of technology.
  4. Enhancement of information literacy.
  5. Demonstrates library research databases in class.
  6. Develops and implements assignments to improve information literacy and skills.
  7. Utilizes the campus library instruction program.
  8. Conversion, development or implementation of classes to on-line or hybrid.
  9. Assesses student learning styles and/or learning goals.
  10. Identifies and implements multi-cultural content, perspectives and frameworks in the classroom.
  11. Implements diverse instructional methodology.
  12. Develops or revises curricula.
  13. Identifies classroom management/civility issues and implements efforts to address them.
  14. Develops orindividually implementsClassroom Assessment Techniques.
  15. Develops and assesses innovative or experimental instructional techniques.
  16. Demonstrates innovation or improvement via sample syllabi, handouts, quizzes, exams, classroom exercises, and other instructional materials or activities.
  17. Introduces or enhances proven learning strategies.
  18. Incorporates reading, writing, speaking and math competenciesinto course requirements where appropriate.
  19. Collaborates with faculty and staff from other disciplines, schools, and divisions.
  20. Participates in activities that respond to departmental/school/college needs as identified by the supervisor requiring additional effort.
  21. Attends and participates in meetings, conferences, or workshops on pedagogy.

Student and/or peer evaluations with comments and response:

  1. Faculty-generated student evaluations.
  2. Standardized student rating forms.
  3. Classroom observations.
  4. Formal and informal feedback.
  1. Please include a Self-Reflection Statement of what you have documented within category A above. This statement should reflect the strengths, accomplishments, and areas for growth in faculty member’s Teaching/Professional Assignment. Circumstances that might have prevented one from meeting basic responsibilities should also be included, along with a plan for improvement.

II. College and Community Service (20%)

College and Community Service is the faculty member’s contribution to the improvement of the institution and/or the larger community.

The quality of that contribution is defined by the time, effort, and expertise devoted to an activity and the extent of the outcome or impact of that activity in advancing the college’s mission.

Community Service activities shall be evaluated relative to the faculty member’s recognized area of expertise. Leadership roles in college and community service often deserve greater recognition.

Faculty should listthe top two to three activities inCollege and Community Service in rank order, from most important to least important, and include a brief description including the time, effort, and expertise expended on the activity, including peer evaluations when appropriate.

While the following list is not exhaustive, it provides examples to faculty in completing this section.

POTENTIAL AREAS OF COLLEGE AND COMMUNITY SERVICE:

  1. Advisement of students as an academic advisor** or sponsor.
  2. Participation in Senate, its standing and special committees or subcommittees.
  3. Participation in course, curriculum, and /or program development beyond that

which is normally expected within the school.

  1. Participation on ad hoc or joint committees.
  2. Advisement of student activities.
  3. Presentation or leadership for college workshops or seminars.
  4. Participation in admissions/outreach activities.
  5. Service on department, school, campus, or college-wide committees.
  6. Participation in cross-disciplinary programs and projects.
  7. Participation in college-wide or program-specific self-study (unless part of

professional assignment).

  1. Preparation of grant prospecti and proposals.
  2. Teaching or tutoring without compensation in special circumstances.
  3. Participation in Continuing Education and Economic Development (CEED) course development, delivery, marketing, and program initiatives.
  4. Publicizing the college in the community.
  5. Participation as a coach of CCBC athletic or forensic activities outside of one’s

professional assignment.

  1. Participation in, or initiation of, college-sponsored community activities.
  2. Participation in student activities.
  3. Participation in speaking engagements to community organizations.
  4. Service on community boards/commissions.
  5. Participation in or providing a service for a community non-profit organization or

institution that draws upon one’s professional expertise.

  1. Service in civic community organizations as a representative of the college.
  2. Performance of media features or appearances.
  3. Chairing of committees.
  4. Presentation/participation in community artistic performances and exhibits.
  5. Consulting as a service to the community (not as a personal business.)
  6. Building partnerships with the community.
  7. Mentoring.
  8. Fund-raising for college-sponsored events or activities.
  9. Participation on college search committees.

**Faculty advising may fulfill all, half, or none of the faculty member’s College and Community Service requirement. A caseload of 12 students equates to 50% of the service requirement and 24 students equates to 100% of the service requirement.

III. Scholarship/Professional Growth (10-20%)

Scholarship/Professional Growth is the faculty member’s continued or expanded learning within his/her field of specialty and/or other fields related to professional assignments. In addition, Scholarship/Professional Growth is the extent to which the faculty member creates or produces technical, artistic, scientific, or scholarly work. It also may include the extent to which the faculty member is active in the intellectual life of his/her discipline as recognized by peers.

Faculty should listthe top two to three activities in Scholarship/Professional Growth in rank order, from most important to least important, and include a brief description including the time, effort, and expertise expended on the activity, including peer evaluations when appropriate.

While the following is not exhaustive, it provides examples to faculty members in completing this section.

POTENTIAL AREAS OF SCHOLARSHIP/PROFESSIONAL GROWTH:

  1. Furthering one’s formal education: working towards a terminal degree, continuing education for certification(s) or continuing licensure(s), additional graduate work.
  2. Furthering one’s technical education by learning new software and/or

technology, upgrading skills for new versions of software and/or technology, or evaluating new software and/or technology for possible inclusion in courses or programs.

  1. In the case of fine arts, performing arts, and physical education, exhibitions, performances, or competitions to expand professional skills beyond regular practice and performance.
  2. Presenting lectures, seminars, or workshops for one’s professional association or related groups.
  3. Public performances, presentations, and exhibitions that recognize one’s area(s) of expertise that involves research and scholarly preparation.
  4. Demonstrable professional practice or employment necessary for certification, licensure or to expand expertise in program or discipline.
  5. Serving as a site visitor for external program evaluation or accreditation.
  6. Research intended to lead to publication in scholarly journals and books or presentation to professional society or group in one’s field(s).
  7. Writing proposalsor abstracts for submission to professional organizations.
  8. Editing professional journals and serving as a referee of manuscripts that have been submitted to a journal.
  9. Reviewing texts in one’s field for a publisher.
  10. Holding an office in or serving on a committee for a professional association.
  11. Attendance and participation in meetings, conferences, workshops, and conventions in one’s field or discipline-specific pedagogy.
  12. Writing and/ or implementing internal or external grant proposals that involve

a substantial amount of research and scholarly preparation.

  1. Authoring manuals, books, articles and/or software.
  2. Receiving awards and/or special recognition for teaching/scholarship or accomplishments in one’s field(s).
  3. Reading books, journals or other professional publications, career related travel (that may include visits to academic institutions, geological formations, museums, collections, organizations, exhibits, or individuals with special knowledge) where demonstrable learning occurs.
  4. Demonstrates sharing of information in one’s professional field by selecting and sharing information with colleagues in written or oral form.

IV. Annual Objectives:

Annual objectives are statements describing specific things the faculty member plans to accomplish during the upcoming evaluation period. They should be measurable and individualized. Four to eight significant objectives are recommended. There should be at least one objective in each of the following areas: Teaching/Professional Assignment, College/Community Service, and Scholarship/Professional Growth.

Annual objectives are to bedeveloped in collaboration with the department chair and are subject to periodic mutual review and revision.

V. Evaluation Procedures

1. Department Chairs are required to meet with all newly hired faculty members to review the faculty job description and faculty expectations. Department Chairs must also review the policies and procedures for promotion to help ensure that all faculty members are collecting all necessary documentation in order to be prepared for promotion.

2. Contracts require that faculty should include the results of classroom evaluations according to the following schedule as one of their three to five accomplishments under teaching:

One year contract-every year

Three year contract-second year of contract

Five year contract-fourth year of contract

Tenured faculty-every third year

3.Faculty members beyond their first year should discuss their preliminary goals and objectives for the subsequent year with their supervisor at their annual evaluation conference and periodically update these as needed.

4. In areas of doubt, faculty should discuss their ideas for College and Community Service and Scholarship/Professional Growth with their Department Chair prior to participating in an activity to clarify the activity’s relevance and value to the college.

5. Both appropriate paid and unpaid activities may be included in College and Community Service and Scholarship/Professional Growth.

6.Annual Evaluation and Promotion procedures will be reviewed as a component of the New Faculty Learning Committee (NFLC) and participation (beyond the first semester)/leadership in the NFLC may provide an opportunity for new faculty to perform College and Community Service.

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