PERFORMANCE EVALUATION INFORMATION

PERFORMANCE EVALUATION

Purposes of Evaluation

An annual evaluation of all faculty members of each academic division is required for two purposes:

(1) to assess and improve performance and

(2) to provide the administration with accurate information upon which to base personnel actions.

INSTRUCTIONS FOR COMPLETION OF THE EVALUATION FORM

1. Academic Divisions have established procedures designed to collect information regarding each faculty member's performance. These may include student evaluations, annual objectives and professional summaries, and results of classroom observations. The academic division dean is responsible for the annual performance evaluation using established forms and procedures.

2. As part of the evaluation process, the faculty member may provide additional information that he/she considers relevant. This should be confirmed at the beginning of the evaluation period as these may have been amended with the approval of the academic division dean. These may be supplied in memo form or in some other manner that is mutually acceptable.

3. Part I will be used to summarize the faculty member's performance evaluation in terms of the performance factors and to identify a performance rating for each factor. These findings will be discussed with the faculty member.

4. The academic division dean will secure the faculty member's signature where requested. The signature implies neither agreement nor disagreement.

5. The academic division dean will supply the form to the campus President for approval of the merit rating in Part II.

6. The President will review the evaluation and determine whether to sign and forward the form to the CCBC Human Resources Office or to return the evaluation to the dean for reevaluation with the faculty member.

7. If a reevaluation occurs, the process returns to number 3 in this section.

PERFORMANCE FACTORS

The three performance factors to be used in assessing the effectiveness of faculty performance are:

A. Professional Assignment:* The skill and proficiency with which the faculty member plans, conducts and completes the teaching process; facilitates student learning; and completes assignments for which he/she has been given reassigned time. This factor includes what the faculty member does in the classroom, and such other activities as supporting students in reaching their learning goals, collaborating with professional colleagues and technical support staff to identify and assess new technology opportunities, and developing new and innovative courses and instructional materials that reflect the goals, objectives, and philosophy of the learning college. This factor should be measured against the specified roles identified in the attached job description reflective of LearningFirst.

B. College and Community Service: The extent to which the faculty member contributes to the improvement of the department, campus, college or the larger community, as well as the quality of that contribution. These contributions include such activities as serving on or chairing committees or governance groups, academic advising, supporting student recruitment and retention, advising student organizations, volunteering, consulting, participating in speakers' bureaus, serving on boards and commissions, building partnerships with the community, and producing artistic performances. Community Service activities shall be evaluated in accordance with their reflection of the individual’s affiliation with the college and or contribution to college activities.

C. Professional Growth: The extent to which the faculty member continues to learn and expand his/her capabilities and knowledge within his/her field of specialty and/or other fields related to professional assignments, as well as the extent to which the faculty member creates or produces technical, artistic, scientific, or scholarly work resulting in products that can be used by others. These activities may include furthering education, attending conferences, seminars, or workshops, writing manuals, publishing journal articles, authoring textbooks and/or software, updating computer skills, making presentations at professional symposia, and offering demonstrations in the performing arts.

*NOTE:A faculty member who receives a rating of DOES NOT MEET PERFORMANCE EXPECTATIONS in Professional Assignment will not be eligible to receive a merit increase.

TEACHING FACULTY JOB DESCRIPTION

GENERAL FUNCTION

Prepares, teaches and evaluates courses; seeks continuous improvement in teaching methodology and student centered learning; stays current in his/her discipline; maintains scheduled availability to students; develops an individual professional development plan; participates with other faculty in developing and managing courses, curricula and academic policy; contributes to the success of the learning college.

POSITION REQUIREMENTS

Possesses the academic credentials, experience and skills needed to ensure college level learning in courses in his/her discipline or professional area; works effectively with colleagues and students; meets minimum qualifications of rank, as described in the Board of Trustees Policy Manual.

RESPONSIBILITIES AND DUTIES

1. The primary responsibility of teaching faculty is to produce student learning. To do this, the faculty member: 

• Provides instruction through a variety of techniques designed to promote active and independent student learning.
• Improves student learning by keeping abreast of advances in pedagogy and using appropriate technology and a variety of methods of instruction to enhance student learning.
• Develops and continually improves course materials by working together with colleagues to implement appropriate advances in research technology and information literacy.
• Develops an annual individual professional development plan that includes but is not limited to such activities as further education and training, scholarly or artistic work, participation in professional organizations or other appropriate learning activities.
• Stays current in his/her discipline.
• Distributes to students, and places on file, an up-to-date syllabus for each course of instruction and copies of final exams after the semester is complete.
• Meets assigned classes regularly and punctually according to the established schedule, which may include day, evening or weekend hours and assignments to extension centers and to any of CCBC’s campuses.
• Is available to students during posted office hours and in other appropriate ways.
• Evaluates students’ work and maintains class records.

2. A second responsibility of teaching faculty is to support the principles of the Learning College. This includes the following: 

Student Learning

• Contributes to an academic atmosphere that ensures free exchange and mutual learning among all members of the college.
• Develops new and innovative courses that reflect the goals, objectives and philosophy of the learning college.
• Helps students to define and reach their individual learning goals.
• Assesses and evaluates the learning outcomes of programs and courses.
• Provides instruction in a variety of modes and options.

 The Learning College

• Serves on campus and other college-wide committees.
• Participates in professional development activities and college-wide meetings in order to improve teaching effectiveness.
• Participates in regular discipline-based meetings to ensure the maintenance of high quality courses and learning experiences.

 Learning Support

 

• Supports all students in reaching their learning goals.
• Identifies and intervenes with students who experience difficulty achieving their goals.
• Assists with academic advising of students.

Infusing Technology

 

• Incorporates appropriate technologies in the teaching/learning process.
• Works with library staff to ensure information literacy for all students.
• Collaborates with technical support staff to identify and assess new technology opportunities, needs and resources.

 Management Excellence

• Participates in search committees to hire new faculty and staff.
• Serves on department, division, campus and college-wide committees.
• Mentors new and junior members of the department and division.

 Embracing Diversity

• Infuses multicultural and diverse topics and perspectives into the instructional process and conducts classes in a manner that demonstrates respect for individual and cultural differences.
• Participates in activities which enhance the college’s relationship to the community.

 Enrollment Management

• Develops programs that respond to emerging markets and delivery systems that are responsive to current and prospective students.
• Implements strategies that encourage continuous enrollment and promote academic success.

 3. A third responsibility of teaching faculty is active participation in the work of the college and campus. The faculty member: 

• Participates with other faculty members in the development of recommendations on policies and procedures for the campus and college.

 EXPECTATIONS FOR PERFORMANCE IN RANK

A. The instructor is expected to:

1. In Professional Assignment, demonstrate competence in the planning, conduct, and completion of the teaching and learning process and satisfactorily complete assignments for which he/she has been given reassigned time consistent with the specific roles identified in the job description reflective of LearningFirst.

2. Show evidence of involvement in at least one of the two following areas:

a) In College and Community Service, participate in activities at the department/division level and/or community service that will enrich the community life culturally, politically, or socially.

b) In Professional Growth, show evidence of continued efforts in working toward an advanced degree or otherwise furthering his/her capabilities and knowledge within his/her field of specialty and/or other fields related to professional assignments.

B. The assistant professor is expected to

1. In Professional Assignment, demonstrate skill and proficiency in the planning, conduct and completion of the teaching and learning process; facilitate student learning by collaborating with other members of the college staff; and satisfactorily complete assignments for which he/she has been given reassigned time consistent with the specific roles identified in the job description reflective of LearningFirst..

2. Show evidence of involvement in at least one of the following areas:

a) In College and Community Service, demonstrate a consistent level of commitment to the goals of the learning college through active participation in one or more areas of service.

b) In Professional Growth, show evidence of continued learning and expanding of his/her capabilities and knowledge within his/her field of specialty and/or other fields related to professional assignments.

C. The associate professor is expected to

1. In Professional Assignment, demonstrate skill and proficiency in teaching and facilitating student learning outside the classroom; in reflect the goals, objectives, and philosophy of the learning college; in mentoring junior faculty; and satisfactorily completing assignments for which he/she has been given reassigned time consistent with the specific roles identified in the job description reflective of LearningFirst..

2. Show evidence of involvement in both of the following areas:

a) In College and Community Service, make a substantial contribution to CCBC in the department, division, and/or college through active participation in committees or by mentoring new faculty, or through major contributions to staff development or outreach activities.

b) In Professional Growth, demonstrate evidence of keeping up with developments in his/her academic field and related areas of interest to his/her professional assignment through a set plan of study, or through original research, or creative work.

D. The professor is expected to

1. In Professional Assignment, demonstrate skill, proficiency, and sustained renewal in teaching and facilitating student learning outside the classroom. Additionally, demonstrate leadership in one or more areas that further the goals, objectives, and philosophy of the learning college and satisfactorily completing assignments for which he/she has been given reassigned time consistent with the specific roles identified in the job description reflective of LearningFirst.

2. Show evidence of involvement in both of the two following areas:

a) In College and Community Service, make a substantial contribution to CCBC in the department, division, and/or college through active participation in committees or by mentoring new faculty, or through major contributions to staff development or outreach activities.

b) In Professional Growth, demonstrate evidence of keeping up with developments in his/her academic field and related areas of interest to his/her professional assignment through a set plan of study, or through original research, or creative work or in community college education in general

SUMMARY OF PERFORMANCE EVALUATION COMMENTS AND RATINGS

Supervisory comments may be written in the space below each evaluation category, or reference made to additional evaluation materials that are attached. Performance expectations will include the negotiated goals and objectives established for the individual at the beginning of the evaluation period.

Supervisory comments may be written in the space below each evaluation category, or reference made to additional evaluation materials that are attached. Performance expectations will include the negotiated goals and objectives established for the individual at the beginning of the evaluation period.

Rating Categories

Consistently Exceeds Expectations: The faculty member's performance often and notably surpasses expectations in two of the following ways: quality, and service or innovation. Specific examples must be provided consistent with the specific roles identified in the job description reflective of LearningFirst.

Often Exceeds Expectations: The faculty member's performance often and notably surpasses expectations in any of the following ways: quality, service, and/or innovation.Specific examples must be provided consistent with the specific roles identified in the job description reflective of LearningFirst.

Successful Performance: The faculty member successfully and consistently performs his or her job as expected within the specific roles identified in the job description reflective of LearningFirst, and sometimes exceeds expectations.

Needs Development: The faculty member's performance meets some of the important requirements of his or her job, but there is need for improvement in some critical performance areas.

Does Not Meet Performance Expectations: The faculty member's performance drops below expected levels on a consistent basis.

COMPONENTS OF EVALUATION

A. The academic division dean is responsible for the evaluation of all faculty within his/her division. Faculty with professional assignments outside the home division will be evaluated by the home division with input provided from the visited area(s).

B. The academic division dean may require classroom observations whenever deemed necessary.

C. In years not requiring a comprehensive evaluation, peer and classroom observations are not required.

D. Comprehensive evaluations consist of:

1. Input provided by the department head or program director, if appropriate, and other supervisors.

2. Input provided by other faculty; these may be individuals outside the division.

3. Input provided by students or other constituents.

4. Information provided by the faculty in the Annual Professional Summary.

5. Classroom observations conducted by the academic division dean or his/her designee.

E. Administration of Comprehensive Evaluations will be scheduled as follows:

1. During each year of the one-year and the second year of the three-year term contracts.

2. During the third year of the first five-year term contract and every three years thereafter.

3. During a year in which the faculty member is considered for a promotion.

4. During a tenured faculty member’s third year and every three years thereafter.

Annual Goals and Conferences

By the beginning of each fall semester, all faculty will have goal-setting conferences. Consistent with LearningFirst principles, annual goals will provide the foundation for the annual evaluation.

Annual goals and objectives will be reviewed during the course of the year.

In the spring, all faculty will have an evaluation conference in which their evaluations are explained to them.

Special Issues

A. Leaves

1. A sabbatical becomes the Professional Assignment for the duration of the leave. For that period, College and Community Service and Professional Growth are not required. An evaluation of "Successful Performance" is a normal rating for the period of the sabbatical.

2. Leaves without pay for an entire year receive a rating of N/A with COLA awarded but no merit increase.

3. Sick leave for the entire year earns a rating of N/A with COLA awarded but no merit increase.

4. Approved leaves for a semester or any part of a semester require an evaluation based on what annual objectives were met. This category covers such leaves as maternity, urgent personal business, and short-term sickness.

5. Faculty hired in the spring do not begin their first one-year term contract until the following fall semester. As a result, in their first annual evaluation, they receive COLA but no merit increase.

B. Fractional Contracts

These contracts require that expectations be fractionally proportionate to the expectations of a full-time employee on the same rank.