Faculty Evaluation

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					                         NWCCD
           Tenure-Track Faculty Evaluation Process

Table of Contents

Tenure-Track Faculty Evaluation Overview ..............................................................................2
Tenure-Track Faculty Evaluation Checklist ...............................................................................3
Student Evaluation Overview .......................................................................................................4
Self-Reflection Overview ...............................................................................................................5
Self-Reflection Form
     Instructional Impact Statement ..................................................................................................6
     Peer Coaching Overview ...........................................................................................................7
     Peer Coaching Report ................................................................................................................8
College Service/Professional Activity Evaluation .......................................................................9
     College Service and Professional Activity Lists ................................................................ 10-13
Supervisor Evaluation Overview ................................................................................................14
Supervisor Evaluation
     Instructional Observation Form ......................................................................................... 15-18
     Faculty Evaluation Report Form ..............................................................................................19
                                                                            Revised Version, 4/3/2009
                                                                                         Page 2 of 19




               Tenure-Track Faculty Evaluation Overview

It is the responsibility of each faculty member to ensure that the components to their evaluation
are completed in a timely fashion. Tenure-track faculty members are expected to complete their
evaluation no later than February 15th of every year until achieving tenure. Faculty Senate will
review this evaluation process by April 15th of each year. For those tenure-track faculty who are
in their 4th year, this collected documentation may serve as part of the approval process.


The Tenure-Track Faculty Evaluation will include the following components:

    20% of overall evaluation: student evaluation score

    20% of overall evaluation: self-reflective evaluation score (includes an instructional

     impact statement & peer coaching summary).

    20% of overall evaluation: college service/professional activity score

    30% of overall evaluation: supervisor evaluation (or peer evaluation)

    10% of overall evaluation: faculty responsibilities checklist
                                                                         Revised Version, 4/3/2009
                                                                                      Page 3 of 19


             Tenure-Track Faculty Evaluation Checklist

Tenure-Track Faculty
 Determine your average student evaluation for the previous year.
 Identify a peer coach to observe a class and help complete your self-reflection. Peer coaches
   outside of the subject area are encouraged.
 Complete your instructional impact statement based upon each semester’s student comments
   (found on the self-reflection form) and yearly goals.
 Working with your peer coach, complete the peer coach report on the self-reflection form.
 Working with your supervisor, schedule an instructional observation and ensure completion
   of the Faculty Responsibilities Checklist.
 Compile your College Service and Professional Activity Report Form.

Submit the following to your supervisor by February 15th of each year:
 Self-Reflection (Instructional Impact Statement and Peer Coaching Documentation)
 Supervisor’s Instructional Observation
 College Service and Professional Activity Report Form
 Faculty Responsibilities Checklist
 Faculty Evaluation Report Form
                                                                            Revised Version, 4/3/2009
                                                                                         Page 4 of 19


Student Evaluation Overview
       On the basis of the average scores reported to one decimal place from the provided
evaluation forms, faculty will be rated using the student responses from the Student Evaluation.
All tenure-track faculty members are expected to complete student evaluations in each course
every year. The average score from student responses used in determining the faculty member’s
student evaluation rating are from all courses taught during one year for tenure-track faculty.
       Upon receipt of the comments from each semester, all faculty members are to complete
an instructional impact statement (part of the self-reflection) summarizing conclusions and
instructional goals gleaned from that year’s student evaluations. The average scores and
instructional impact statements should be retained by the faculty and copies must be submitted to
the supervisor and forwarded to the VPAA office as part of the self-reflection component (see
page 5). Supervisors must also provide feedback on the instructional impact statements regarding
the faculty’s conclusions and instructional goals.
       It should be recognized that as this program continues, it will become an expectation that
supervisors be allowed the option of validating the goals and conclusions derived from student
evaluations by examining the original comments. In the event of substantive conflict between a
faculty member and their supervisor regarding those conclusions, the Faculty Senate may be
approached to provide a mediating evaluator.
       In the event of a discrepancy, or concern raised by a supervisor, Faculty Senate may be
asked to provide a peer evaluator to validate the Student Evaluation rating. In those courses
where team-teaching is used, the division or program directors are encouraged to arrange for
individual faculty evaluations, but allowed some discretion in how that information is collected
for tenured faculty.
       If during the year, a non-tenured faculty member does not give student evaluations for
every class, penalties will be assessed as determined by the supervisor.
                                                                           Revised Version, 4/3/2009
                                                                                        Page 5 of 19


Self-Reflection Overview
All faculty members are expected to complete a self-reflective analysis each year as part of their
ongoing evaluation. A file copy of the completed and signed instructional impact statement for
all contracted faculty will be kept by the supervisor and also forwarded to the VPAA office each
year. The self-reflection consists of the following components:
       1. Instructional impact statements generated each year and includes the following
            components:
            a. Student evaluation average for the year
            b. Discussion of each semester’s evaluations
            c. Discussion of instructional goals & completion of past goals
            d. Supervisor comments regarding goals.
       2. Peer coaching report, generated each year, summarizing instructional strengths and
            strategies for improvement developed from at least one peer coaching session (see
            page 7-8).


The self-reflection rating depends on successful completion of an instructional impact statement
each semester of the evaluation period and a peer coaching session over the evaluation period as
described above.

   Rating      Performance
     4         Exceeds Expectations
     3         Professional (Meets Expectations)
     2         Needs Improvement
     1         Unprofessional
                                                                          Revised Version, 4/3/2009
                                                                                       Page 6 of 19


Self-Reflection Form
   1. Instructional Impact Statement
Student Evaluation Average (calculated over 1 year): _____ (Use this number in the Evaluation
Report Form on page 19).

While completing the instructional impact statement, also consider the following questions:
       a) In general, what do I need help with in terms of instruction?
       b) What help do I need in supporting the mission of the college?
       c) What specific support do I need from the institution to help me do my job well?

Conclusions and Instructional Goals Developed based on each semester’s evaluations and other
instructional goals:



Instructional Goals met from previous evaluation period:



_______________________________
Faculty Signature
_____________
Date



Supervisor Comments:



_______________________________
Supervisor Signature
_____________
Date

(if requested) Faculty Senate Reviewer Comments:

______________________________
Faculty Senate Reviewer Signature
_____________
Date
                                                                           Revised Version, 4/3/2009
                                                                                        Page 7 of 19


(Self-Reflection Continued)
Peer Coaching Overview
*This is an observation only, not an evaluation.

Tenure-track faculty need to complete one (1) peer coaching session per year. A peer coaching
session consists of an observation of instruction by a full-time faculty member (tenured or non-
tenured), followed by a debriefing session during which the observed faculty and peer coach
identify instructional strengths and strategies for improvement. The peer coach completes a
summary about the observation, and the observed faculty member responds to the summary and
the discussion on the Peer Coaching Report. The peer coach signs off on the summary, verifying
the accurate reflection of the post-instruction discussion.

Arranging peer coaching sessions is the responsibility of the faculty member, but the supervisor
may assist faculty in locating an appropriate peer coach. Peer Coaches outside of the subject area
are encouraged. If the previous evaluation indicates a need for improvement, the division
chair/program director and faculty member should work together to identify an appropriate
number and range of peer coaches.

     Rating Performance                       Cumulative Number of Documented
                                                  Peer Coaching Sessions
                                                    TENURE-TRACK FACULTY
        4       Exceeds Expectations                       2 or more
        3       Professional (Meets
                Expectations                                1 with discussion
        2       Needs Improvement                         1 without discussion
        1       Unprofessional                                      0
                                                                              Revised Version, 4/3/2009
                                                                                           Page 8 of 19


Self-Reflection Form (continued)
   2. Peer Coaching Report
The peer coach creates a short summary of what was observed with suggestions.
The observed faculty creates a summary report based on the discussion and the written summary
from the peer coach, and the peer coach signs the document after verifying its accuracy. While
completing the peer coaching report, consider the following questions:
   a) In general, what do I need help with in terms of instruction?
   b) What help do I need in supporting the mission of the college?
   c) What specific support do I need from the institution to help me do my job well?

Instructional strengths identified during this peer coaching session:




Strategies for improving instruction identified during this peer coaching session:




_______________________________
Faculty Signature
_____________
Date

I agree that the strengths and strategies identified above are consistent with the instructional
activity I observed.

_______________________________
Peer Coach Signature

_______________________________
Course observed
_____________
Date
                                                                          Revised Version, 4/3/2009
                                                                                       Page 9 of 19


College Service/Professional Activity
Record earned points using the Report Form following the Activity Point system on the next
page. Tenure-track faculty will be rated according to the following scale.

                                              College Service and Professional
                                                       Activity Points
    Rating     Performance                             Tenure-Track
                                              1st Year       2nd & 3rd           4th Year
                                                              Years
        4      Exceeds Expectations         More than 3     More than 6        More than 8
        3      Professional (Meets
                                                 3                6                7-8
               Expectations)
        2      Needs Improvement                 2               3-5               4-6
        1      Unprofessional                    1               0-2               0-3




        College Service and Professional Activity Evaluation
                           Report Form
Activity                                                                  Points
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______
__________________________________________                                ______

Total                                                                     ______
                                                                           Revised Version, 4/3/2009
                                                                                      Page 10 of 19


College Service and Professional Activity List
Points to be earned for various college service and professional activities are listed below.
Faculty are required to present supporting evidence to their supervisors. Points may not carryover
from one evaluation period to another. Activities explicitly described as a condition of a faculty
member’s employment may not be counted.

Opportunities for College Service
A. Service to the Discipline and Department
       Mentor of new faculty member (Tenured Faculty Only)
            3 points, 3 points yearly maximum
       Mentor of adjunct faculty member
            1 point, 2 points yearly maximum
       Serving on selection committee for new discipline or department faculty
            2 points, 4 points yearly maximum

B. Service to Instruction
       Developed a new course
            2 points, 4 points yearly maximum
       Developed a retention/success strategy for a challenging course
            2 points, 4 points yearly maximum
       Volunteered tutoring time outside of regular duty hours
            1 point per 2 hours, 4 points yearly maximum
       Offered workshops or presentations on teaching strategies
            2 points, 4 points yearly maximum
       Developed a course assessment tool
            2 points, 4 points yearly maximum
       Participated in a peer coaching session
            1 points, 6 points yearly maximum
       Proctored an assessment for Institutional Use
            1 point, 4 points yearly maximum
       Implemented an alternative delivery strategy utilizing course management
       software, Interactive Television, or Web-based tools
            2 points, 4 points yearly maximum

C. Service to the College
       Membership on Curriculum and Standards or Faculty Senate
            4 points, 8 points yearly maximum
       Membership on a standing committee
            4 points, 8 points yearly maximum
       Chair of a standing council or committee
            3 points in addition to membership points, 6 points yearly maximum
       Membership on AQIP accreditation committee
            3 points, 6 points yearly maximum
       Membership on an ad hoc committee
                                                                      Revised Version, 4/3/2009
                                                                                 Page 11 of 19

           2 points, 4 points yearly maximum
       Chair of an ad hoc committee
           2 points in addition to membership points, 4 points yearly maximum
       Proctored an assessment for institutional use
           1 point, 4 points yearly maximum
       Organizer of a lecture or artistic series
           3 points, 6 points yearly maximum
       Serving on a selection committee for a new administrator
           2 points, 4 points yearly maximum

D. Service to Students
     Advisor to a student organization recognized by the institution
          3 points, 3 points yearly maximum
     Participation in a college promotion activity
          1 point, 5 points yearly maximum
     Handling an advising overload (overload to be determined by division
     chair or program director)
          1 point per semester, 2 points yearly maximum

E.   Service to the Community
       Application of a recognized area of expertise in the community
            1 point per half day, 4 points yearly maximum
       Participation in community outreach activities
            1 point per half day, 4 points yearly maximum
       Participation in a community event as a representative of the institution (e.g.,
       judging forensics, science fair coach, creative writing contest reader)
            1 point per half day, 4 points yearly maximum

F.   Other Service Activities
       Activities in this category must be pre-approved by your Division Chair or
       Program Director.
            1- 8 points, 8 points yearly maximum. Points assigned should be in line
            with those assigned to other listed activities. The Division Chair or
            Program Director will make every effort to equate points to the amount of
            effort involved.
                                                                     Revised Version, 4/3/2009
                                                                                Page 12 of 19



Opportunities for Professional Activity
 A. Professional Organizations
      Current membership in a professional organization
           1 point each, 3 points yearly maximum
      Served on a committee of a professional organization
           1 point each, 3 points yearly maximum
      Held an elective or appointed office or chaired a committee of a local or state
      professional organization
           2 points in addition to membership points, 6 points yearly maximum
      Held an elective or appointed office or chaired a committee of a regional or
      national professional organization
           2 points in addition to membership points

 B. Further Education and Degrees
      Participated in a scholarly, pedagogical workshop, institute, short course, or
      presentation
           2 points each, 4 points yearly maximum
      Additional work experience in an instructionally-relevant field
           2 points each, 4 points yearly maximum
      Audited a graduate course
           2 points each, 4 points yearly maximum
      Received graduate course credit (other than dissertation or thesis credit)
           3 points per course, 9 points yearly maximum
      Completed a graduate degree from an accredited institution
           6 points

 C. Scholarly Activities
      Attended a professional conference
           2 points each, 6 points yearly maximum
      Gave a presentation at a professional conference
           4 points per presentation at a local or state conference, 5 points per
           presentation at a regional or national conference
      Served on a discussion roundtable/panel at a professional conference
           2 points each, 4 points yearly maximum
      Published an article, short story, or poem in a scholarly publication
           4 points each, 8 points yearly maximum
      Published an article, short story, or poem in a non-scholarly publication
           2 points each, 6 points yearly maximum
      Published a new edition of a book
           8 points
      Revised a book
           4 points
      Published a book review in a scholarly publication
           2 points each, 4 points yearly maximum
                                                                      Revised Version, 4/3/2009
                                                                                 Page 13 of 19

       Served as an editor of a scholarly publication
           4 points
       Served as a referee for a scholarly publication
           2 points per submission refereed, 4 points yearly maximum
       Reviewed a manuscript or software prior to publication
           2 points per review, 4 points yearly maximum
       Published a comment, note, or letter to the editor in a scholarly publication
           1 point each, 2 points yearly maximum

D. Awards, Grants, Artistic Commissions, and/or Fellowships
     Received an award, grant, artistic commission, or fellowship (excluding tuition
     grants for graduate school)
         2 points if local, 4 points if statewide, 6 points if regional, and 8 points if
         national or international
     Served on a grant review panel
         2 points each, 4 points yearly maximum

E.   Creative Activities (Primarily for Fine arts and Humanities Faculty)
       Performed in a musical, dramatic, or media production
            4 points, 8 points yearly maximum
       Created a musical, dramatic, or media work which was performed, published,
       exhibited, and/or broadcast
            8 points
       Directed or produced a musical, dramatic, or media event, performance,
       broadcast, recording, arts festival or arts event
            6 points
       Designed and/or implemented the technical work (scenery, costume, lighting,
       sound, etc.) for a musical, dramatic, or media production, mural or logo
            4 points each, 8 points yearly maximum

F.   Other Professional Activities
       Activities in this category must be pre-approved by your Division Chair or
       Program Director.
            1-8 points, 8 points yearly maximum. Points assigned should be in line
            with those assigned to other listed activities. The Division Chair or
            Program Director will make every effort to equate points to the amount of
            effort involved.
                                                                            Revised Version, 3/27/2009
                                                                                         Page 14 of 19
Supervisor Evaluation Overview
Tenure-track faculty will be observed at least once per year by their immediate supervisor; or if
both parties agree, a tenured peer who will act in the supervisor’s capacity.
       Prior to an observation, faculty must submit all current semester syllabi to their
supervisor (or designated peer evaluator). The supervisor should arrange all observations in
advance to allow the faculty member an opportunity to provide any relevant instructional context
prior to the observation.
       A copy (electronic or hardcopy) of the observation form signed by the evaluator should
be provided to the faculty member within one week of the evaluation. Pre- and post-observation
meetings are encouraged but not required. While the supervisor is expected to maintain copies of
all observation records, the faculty member is responsible for tracking their evaluations and
reporting all ratings for a given evaluation period. In the event either party has concerns about
the observation, Faculty Senate may be approached to arrange for a senate-assigned peer
evaluator. A faculty member may approach Faculty Senate to request instructional observations
by a senate-assigned peer evaluator, the number of observations not to exceed the number of
observations completed by the faculty member’s supervisor. Ratings arrived at by the peer
evaluator would then be averaged with the ratings arrived at by the supervisor.
       In those situations where faculty are observed in a clinical, lab or practical setting,
supervisors may agree in advance with their division or program faculty as to the dimensions and
expectations of the supervisor evaluation.


   Rating      Performance
     4         Exceeds Expectations
     3         Professional (Meets Expectations)
     2         Needs Improvement
     1         Unprofessional
                                                                         Revised Version, 3/27/2009
                                                                                      Page 15 of 19
                               Supervisor Evaluation
Instructional Observation Form
Classroom observation is an opportunity for faculty to receive specific feedback on their
instructional style and abilities. The observer should note specific strengths, make general
comments on the class observed, and provide suggestions for improvement based upon their
observation of instruction and review of the syllabus. In addition to comments, the observer will
use the scale below to rate the instruction observed on the scale below; any rating of 2 or lower
must be accompanied by comments.

                          Exceeds Expectations                     4
                          Professional (Meets Expectations)        3
                          Needs Improvement                        2
                          Unprofessional                           1
                          Not Observed                             N/A

                                                                           Rating (4-1,
                                                                              N/A)
Common course syllabus expectations are met



Methods of assessment are clear and appropriate



Lesson has a connection to the course objectives



Lesson objectives are made clear



Presentation is organized and logical



Sufficient time is spent on explanations



Lesson makes connections with previous learning
                                                                            Revised Version, 3/27/2009
                                                                                         Page 16 of 19



Students are given sufficient time to ask questions and/or take notes



Instructor responds appropriately to student questions



Instructor’s demeanor is respectful, professional, and conducive to a
safe learning environment



Instructor uses correct English



Instructor promotes sensitivity to diversity in the classroom



Questions and input are invited



All students are engaged in the lesson



Please total the ratings; do not include any areas which were not          _____ points of
observed in the grand total
                                                                           ______ possible

Please divide the number of points by the number of areas rated and        ______Average
round to the nearest whole number

Comments:

Non-instructional concerns:

Instructor Signature*                                               Date

Observer Signature                                                  Date

*Indicates Awareness Only
                                                                          Revised Version, 3/27/2009
                                                                                       Page 17 of 19


                     Supervisor Evaluation (continued)
Faculty Responsibilities Checklist and Report Form Overview
Division Chairs or Program Directors should meet annually with each full-time faculty member
to complete the Faculty Responsibilities Checklist on the next page and use the meeting to
review all aspects of the current evaluation cycle. For their full evaluation, tenured faculty
members report the three-year average for their Responsibilities Checklist.

    Rating     Performance
      4        Exceeds Expectations
      3        Professional (Meets Expectations)
      2        Needs Improvement
      1        Unprofessional



Faculty are also required to complete the Faculty Evaluation Report Form on page 19. This
report form is based on the following overall rating:
Overall Rating Explanation
   Tenure-Track Faculty are evaluated every year for the first four years:
       0.3*Supervisor Rating + 0.2*Self-Reflection Rating + 0.2*Service/Activity Rating +
       0.2*Student Evaluation Rating + 0.1*Faculty Responsibility Rating
                                                                             Revised Version, 3/27/2009
                                                                                          Page 18 of 19
                        Supervisor Evaluation (continued)
Faculty Responsibilities Checklist

Faculty Responsibilities (Satisfactory/Unsatisfactory)
_______ Maintained office hours
                More than three unexcused absences constitutes an unsatisfactory rating
_______ Met deadlines for preparing, updating, and submitting course syllabi
_______ Attended division/program meetings
                More than one unexcused absence constitutes an unsatisfactory rating
_______ Turned in attendance reports by deadline set by Records Office
_______ Submitted grade reports on time
_______ Administered student evaluations on schedule
_______ Submitted schedule (including office hours) to the Division Chair or Program
            Director/Program Director
_______ Completed book orders by deadline set by Bookstore
_______ Appropriately maintained any instructional equipment and supplies
_______ Attended graduation ceremony

Comments (Please explain any unsatisfactory ratings):




Rating
4        Exceeds Expectations                0 unsatisfactory ratings
3        Professional performance             1 unsatisfactory rating
2        Improvement required                2 or 3 unsatisfactory ratings
1        Unprofessional performance          4 or more unsatisfactory ratings


Faculty Signature*                                                            Date _____________

Supervisor Signature*                                                         Date _____________

*Indicates Awareness Only
                                                                           Revised Version, 3/27/2009
                                                                                        Page 19 of 19




Faculty Evaluation Report Form
Submit this form as well as the self-reflection form to your supervisor prior to Feb. 15th of each
year.

Name: _____________________

___ Tenure-Track (circle one)       1st Year 2nd Year     3rd Year 4th Year
___ Tenured



A) Student Evaluation Average:                                            x 0.2 =

College Service/Professional Activity Points*: _____
B) College Service/Professional Activity Rating:                          x 0.2 =

C) Self-Reflection Rating:                                                x 0.2 =

D) Supervisor Rating*:                                                    x 0.3 =

E) Faculty Responsibilities Rating*:                                      x 0.1 =

Overall Evaluation Rating (Sum of Lines A through E)                          =



_________________________
Faculty Signature
______________
Date


_________________________
Supervisor Signature
______________
Date


*Average over 3 years for tenured faculty.

 Faculty should submit a list to their supervisor documenting college service and professional
activity over the period being evaluated (1-3 years).

				
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