Faculty Planning & Evaluation Handbook 2015 – 2016

Version 2.0, Last Updated 08.25.2015 of 69

Faculty Planning & Evaluation Handbook 2015 – 2016


Table of Contents

Purpose ...................................................................................................................................................................... 4

Purpose of the Committee ..................................................................................................................................... 4

Purpose of Evaluation ............................................................................................................................................ 4

Purpose of this Handbook ...................................................................................................................................... 4

Summary of Performance Evaluations ....................................................................................................................... 5

Factors in the Evaluation of Job Performance ....................................................................................................... 5

Teaching Effectiveness ........................................................................................................................................... 5

Service Activities .................................................................................................................................................... 6

Performance Ratings .............................................................................................................................................. 6

Determining the Final Rating ................................................................................................................................. 8

Deadlines & Responsibilities: Faculty Members ........................................................................................................ 9

Deadlines & Responsibilities: On-Campus Supervisors ............................................................................................ 11

Deadlines & Responsibilities: Online Chairs ............................................................................................................. 14

Deadlines & Responsibilities: Academic Deans........................................................................................................ 16

Faculty Planning and Evaluation Worksheets .......................................................................................................... 19

Purpose of the Worksheet ................................................................................................................................... 19

Frequency ............................................................................................................................................................. 19

Brief Instructions .................................................................................................................................................. 19

Blank Planning Worksheet ................................................................................................................................... 22

Writing Effective SMART Goals for the Classroom .................................................................................................. 31

Classroom/Lab Observations ................................................................................................................................... 33

Frequency and Duration....................................................................................................................................... 33

Primary Observers ................................................................................................................................................ 34

Blank Observation Form ....................................................................................................................................... 35

Student Feedback Forms .......................................................................................................................................... 40

Purpose of Student Feedback .............................................................................................................................. 40

Understanding the Student Feedback Form ........................................................................................................ 40

Administering the Student Feedback Form ......................................................................................................... 40

Interpreting the Student Feedback Form ............................................................................................................ 41

Impact on the Faculty Evaluation Process ........................................................................................................... 42


Blank Student Feedback Form ............................................................................................................................. 43

Important Information: Provisional Faculty ............................................................................................................. 44

Pay Plan for Faculty .................................................................................................................................................. 46

Initial Salary Placement ........................................................................................................................................ 46

Assigning Annual Raises ....................................................................................................................................... 46

Shares Calculation Example ................................................................................................................................. 46

Other Adjustments to Salary ................................................................................................................................ 47

Changes to this Pay Plan ...................................................................................................................................... 47

Development Plans .................................................................................................................................................. 48

Appendix A-1: SBCCOE BP 3-31 and CCCS Policy SP 3-31 ........................................................................................ 50

Appendix A-2: Job Descriptions ............................................................................................................................... 55

Appendix A-3: Appeals Process ................................................................................................................................ 60

Appendix A-4: Observation Pre-Visit Form .............................................................................................................. 62

Appendix A-5: Observation Post-Visit Instructions .................................................................................................. 64

Appendix A-6: Notice to Student Evaluators (On-Campus) ..................................................................................... 65

Appendix A-7: Notice to Student Evaluators (Online) ............................................................................................. 66

Appendix A-8: Provisional Faculty Development Plan ............................................................................................. 67

* Note: Training materials are not included in this handbook. Contact the college-wide training coordinator in Human Resources (HR) for more information.


Purpose Purpose of the Committee In May 2012, the Faculty Planning and Evaluation Committee was reconvened to review the forms and processes relevant to the evaluation of full-time faculty members. The committee’s charge was to create more consistent and equitable guidelines across all campuses and modes of delivery at Front Range Community College (FRCC). The timing of the changes to faculty performance evaluations coincided with the new department chair model and the Colorado Community College System’s (CCCS; System) new evaluation guidelines and ratings. The committee reviewed current processes and forms for the college, solicited feedback from faculty and administrators, considered relevant research, and incorporated applicable CCCS and FRCC policies and/or organizational guidelines to create this resource for provisional, limited, and non-provisional (regular-contract) faculty at all FRCC campuses or sites. Purpose of Evaluation

In the spirit of continuous improvement, and in compliance with CCCS requirements, all full-time faculty members are evaluated annually. As noted in CCCS policy (SP 3-31), “The goal of faculty evaluation is to assess faculty performance and reward contribution to the success of students and improve the environment of the college community.” This process is intended to be appreciative and collaborative for faculty members and their direct supervisors, because “faculty members need to be supported [in] their on-going efforts at developing their teaching quality. [However,] investment in any efforts to continually develop teaching skill should not automatically imply substandard teaching quality. Regardless of relative experience and skill, everyone has the potential to improve” (Cornell University, Teaching Evaluation Handbook, 1992, p. 5). Purpose of this Handbook This handbook is designed as a supplement or reference and briefly explains the forms, processes, and procedures associated with the performance evaluation process at FRCC. However, this document is not a substitute for adequate training or ongoing dialogue, and should be treated as one of many tools designed to help facilitate the performance evaluation process. In short: If you have any questions… ASK early, ASK often!


Summary of Performance Evaluations Factors in the Evaluation of Job Performance As noted in CCCS policy (SP 3-31), “faculty will be evaluated according to their documented responsibilities, job description, and the ability to meet program, college, and Board goals related to their areas of responsibility. These documented responsibilities and goals will determine the specific focus of the faculty member’s work and evaluation in two principal evaluation categories: Teaching and Service. A faculty member would typically be expected to devote 70 percent of his or her effort and attention to teaching activities and approximately 30 percent to service activities. These percentages may be modified in circumstances including but not limited to: provisional status; reduced teaching loads for department chair or other leadership duties; special assignment or projects, such as accreditation; or where performance concerns have been identified. The modified percentages should be specified in the performance plan. The final overall evaluation rating is not meant to be a weighted average of ratings in each category, but should reflect the faculty member’s overall performance based on his or her individual responsibilities.”

Teaching Effectiveness SP 3-31 clearly states that the evaluation of teaching WILL include, but is not limited to:

• Student evaluations (aka student feedback forms) • Direct observation by supervisors • Class structure and organization • Course materials (ex. syllabi, course outlines, lesson plans, etc.) • Command of subject matter • Demonstrated currency in the field and in teaching methodology • Presentation skills • Professional and courteous interaction with students • Availability to students during office hours • Student engagement • Promotion of student achievement

Further, evaluators should consider other elements that may be relevant based on the faculty member’s job description, responsibilities, college/department/discipline goals, and individual goals. SP 3-31 highlights several additional factors for consideration, which include (but are not limited to):

• Assessment of student learning • Documented teaching and curriculum improvement based on assessment results • Incorporation of course, program, and college student learning outcomes • Incorporation of student retention strategies • Integration of technology into coursework, as appropriate to the discipline


Service Activities Service includes fulfilling the mission and goals of the college outside of the classroom. Components of service considered in the evaluation should be based on the faculty member’s job description, role, goals, and documented responsibilities. As noted in SP 3-31, service areas can include (but are not limited to):

• Departmental service (ex. curriculum coordination and development, advising and outreach, administrative assignments, committee work, etc.)

• System, college-wide, and campus committee work • Sponsoring and participating in student activities • Attendance at college activities and events

SP 3-31 also allows for optional service activities, which may include (but are not limited to):

• Serving as the college representative on a local board or commission • Making community or professional presentations (including research) • Serving as a liaison to local schools • Serving as an elected or appointed member of local boards

Further, specific language is included in CCCS policy to address professional, collegial, and/or courteous behavior by faculty members: “Service also includes professional and courteous interaction with colleagues, staff, and community as typically demonstrated by active engagement, collaboration, and constructive cooperation in department and college activities. This shall not diminish constructive, critical debate which is both necessary and appropriate in an academic institution” (SP 3-31).

Performance Ratings As stated in CCCS policy (SP 3-31), “there shall be three performance ratings: Exemplary, Commendable, and Needs Improvement. A formal evaluation conference shall be held at least once during each evaluation cycle, and a written report of the conference (including the supervisor’s rationale for the rating), will be provided to the faculty member.”

Keep in mind that performance ratings will “re-set” at the start of each academic year; that is, faculty members may earn any rating in any year, as applicable to their performance during the corresponding academic terms. For example, earning “Exemplary” during one academic year does not automatically guarantee the faculty member this same final rating in subsequent evaluation cycles. Full-time faculty should mentally note their desired rating before submitting their initial performance plan, and strive for that rating throughout the year. FRCC does not limit the number of individuals that may earn a specific rating; again, all faculty members may earn any rating in any year.


EXEMPLARY According to CCCS policy (SP 3-31), “to receive a rating of ‘Exemplary,’ a faculty member must meet the standards for exemplary performance in both teaching and service. Evidence of exemplary performance must be documented within the performance evaluation.

Examples of the kinds of combinations of qualities or activities an “Exemplary” teacher might demonstrate include, but are not limited to: Exceptional skills in both instructional delivery and course design and planning; engaging students at a high level; demonstrating a strong commitment to using assessment data to guide revision of his or her teaching methods to improve student outcomes; leading the integration of new technology into the classroom; or developing new courses or curriculum, either in the classroom or online, that are of impressive quality.

For service, ‘Exemplary’ faculty typically perform their department and discipline responsibilities at a high level or take active leadership on specific initiatives that meet significant college or department goals. For example, if charged with managing a career/technical program, they might demonstrate strong relationships with industry partners that lead to high levels of program support, internships, and placement rates for students.

Other examples of the type of efforts that might characterize exemplary service include: Effective leadership roles in college or system committees; developing significant new relationships in the community that meet college goals (with institutions like K-12 districts, other colleges, or key business partners); making a contribution to their field of study in published work, presentations, or service in a professional organization; leadership in broader college initiatives that improve teaching and learning such as learning communities, service learning, Writing Across the Curriculum, or similar initiatives. ‘Exemplary’ service should be consistent with the faculty member’s performance plan.”

COMMENDABLE According to CCCS policy (SP 3-31), “to receive a rating of ‘Commendable,’ a faculty member must meet the standard for commendable performance or above in both teaching and service, abide by all college guidelines and CCCS policies and procedures and meet department, college, and Board goals related to his or her area of responsibility, including performance objectives defined in his or her performance plan.

‘Commendable’ faculty members meet basic instructional requirements, including following curriculum guidelines, college and department syllabus policies, assessment requirements, and deadlines for schedules and grades. They demonstrate currency in their field and in teaching methodology. They demonstrate skill in both instructional delivery and course design and planning, as well as innovation in teaching methods and a commitment to continuous improvement of student learning outcomes, including meeting college guidelines for assessment of student learning.

‘Commendable’ faculty members engage actively in service such as serving on department and college committees, engaging in department and college functions and activities, advising students as appropriate, and demonstrating professional and courteous behavior. They also meet the critical duties of their assigned roles. For example, if charged with managing a program, they meet all basic program requirements, including holding productive advisory committee meetings and appropriately advising students. Or, if charged with hiring and mentoring part-time instructors, they provide appropriate screening, orientation, and supervision (including classroom observations).”


NEEDS IMPROVEMENT According to CCCS policy (SP 3-31), “a faculty member ‘Needs Improvement’ when he or she does not meet the criteria of a ‘Commendable’ performance rating in either teaching or service – he or she fails to competently meet the teaching or program management standards outlined above or in college guidelines, fails to provide significant service to the college or their department, and/or violates the expectation of professional and collegial behavior. Any disregard for or violation of established CCCS policy or procedures or college guidelines may also result in this rating.” Faculty designated as “Needs Improvement” in teaching and/or service, as well as faculty who exhibit concerning behavior, may be placed on a Development Plan.

Determining the Final Rating Although the Teaching and Service categories may be rated differently, faculty will receive only ONE final, cumulative performance rating each year. To limit surprises in the final performance meeting, faculty and supervisors should be in direct, frequent conversation across the evaluation period. Further, ratings should be narrative, not numeric (SP 3-31). Because faculty members were hired to teach and lead, “faculty members must meet the standards for Commendable performance or above in both teaching and service to receive an overall rating of Commendable or above… [and] faculty members must meet the standards of Exemplary performance in both teaching and service to receive an overall rating of Exemplary” (SP 3-31). This also means that any individual whose teaching and/or service is designated as “Needs improvement” will receive a final rating of “Needs Improvement.”


Deadlines & Responsibilities: Faculty Members There are different roles and responsibilities in the performance planning and evaluation process. In this section, important deadlines and descriptions are included for Faculty Members. The times provided are the latest possible dates the listed item(s) should be completed; faculty are encouraged to finish these tasks sooner.

DEADLINES: FACULTY AT-A-GLANCE: FACULTY ACTIVITY NARRATIVES: FACULTY

August (by the 4th week)

• Brainstorm Teaching, Service goals for year

• Type draft of Section 1

Reflect on possible teaching and service opportunities for the academic year, including Online Learning (as applicable). Type a rough draft of these goals into Section 1 of the new Planning & Evaluation Worksheet.

September (by the 2nd week)

• Meet with on-campus supervisor (required)

• Meet with online chair (as applicable)

• Discuss proposed plan • Select teaching, service

items for year • Add paragraph for

addt’l activities (optional) • Select percentages for

FALL ONLY

Meet with your on-campus supervisor (and online chair, as applicable) to discuss your proposed plan and collaboratively select 2 – 5 teaching and 2 – 5 service activities for inclusion on your worksheet (Section 1, “Initial Plan,” Parts A-B). Add up to one paragraph for additional activities (Part D) as desired. Also, talk to your on-campus supervisor about the approximate percentage of your proposed teaching and service for the FALL TERM ONLY (Section 1, “Initial Plan,” Part C).

September (by the 3rd week)

• Edit plan as necessary • Finalize Section 1 • E-sign Section 4-A • Email to your on-

campus supervisor (and online chair, if asked)

Based on the meeting with your supervisor(s), finalize Section 1 on the worksheet. Electronically sign the Faculty E-Signature line for the Initial Plan (Section 4, “Signatures,” Part A). Then, email the signed worksheet to your on-campus supervisor (and your online chair, if requested).

November – January

• OPTIONAL: Meet with supervisor(s) to talk about Spring semester

If desired, meet with your supervisor to discuss your plans for the Spring semester. (Due to the size of some departments, it may be necessary to meet prior to your return in January.)

January (by the 3rd week)

• Review Section 1 • Type draft of Section 2,

including goal revisions and reflections

Review Section 1 of the worksheet, but DO NOT delete or change anything there. Then, type a rough draft of important revisions to your initial plan/goals in Section 2 (“Mid-Year Reflections,” Parts A and B), and also reflect on your progress toward your goals thus far.

February (by the 1st week)



• Discuss Section 2 • Select percentages for

SPRING ONLY

Meet with your on-campus supervisor (and online chair, as applicable) to discuss your teaching, service, and anticipated workload designation (Section 2, “Mid-Year Reflections,” Part C) for the SPRING SEMESTER ONLY. Talk about necessary adjustments to the goals you previously established, any new items for the Spring term, and your reflection.


Faculty Member Deadlines, continued

DEADLINES: FACULTY AT-A-GLANCE: FACULTY ACTIVITY NARRATIVES: FACULTY

February (by the 2nd week)

• Edit plan as necessary • Finalize Section 2 • E-sign Section 4-B • Email to your on-


Based on the meeting with your supervisor, finalize your portion of Section 2. Electronically sign in the Faculty E-Signature box for mid-year (Section 4, “Signatures,” Part B). Then, email the signed worksheet to your on-campus supervisor (and your online chair, if requested).

April (by the 2nd week)

• Reflect on the year • Type narrative summary

of teaching, service • DO NOT SIGN YET • Email to your on-


Reflect on your academic year. Then, type an end-of-year narrative for both teaching and service (Section 3, “End-of-Year Evaluation,” Parts A and B). DO NOT SIGN THE FORM YET. Email the worksheet to your on-campus supervisor (and online chair, as applicable).

April (by the 4th week)

Note: HR must have all

finalized forms no later than April 30. This is a firm deadline.



• Discuss narrative and final performance rating

• Physically sign Section 4-C

Meet with your on-campus supervisor (and online chair, as applicable) to discuss your final performance rating for the academic year. Physically sign in the Faculty Signature box for end-of-year (Section 4, “Signatures,” Part C) AT THE END OF OR IMMEDIATELY AFTER the meeting with your supervisor. All faculty members who disagree with their final performance ratings may file an appeal within the timeframe specified by the college (Appendix A-3). Leave the signed copy with your supervisor.

May (last contract date)

• Contact Human Resources if you would like a PDF copy of your final performance evaluation

Before the end of the contract period, each faculty member should receive an electronic copy of his or her final performance evaluation, with comments and signatures from all relevant parties. If you do not receive a final/official copy and would like one for your files, contact the HR office to request one.

Important Notes:

• In addition to the Planning & Evaluation Worksheet, other evaluative pieces (ex. Student Feedback forms, Classroom or Lab Observations, etc.) occur at various times throughout the year for Faculty Members; deadlines will vary. Talk to your supervisor(s) if you have any questions!

• Further, non-provisional faculty or supervisors are always welcome to invite their Academic Dean to their mid-year and/or final performance evaluation meetings. However, the Academic Dean will attend the final evaluation meeting for all provisional faculty members, along with the provisional faculty’s on-campus supervisor.


Deadlines & Responsibilities: On-Campus Supervisors

There are different roles and responsibilities in the performance planning and evaluation process. In this section, important deadlines and descriptions are included for On-Campus Supervisors. The times provided are the latest possible dates listed items should be completed; supervisors are encouraged to finish these tasks sooner.

DEADLINES: ON-CAMPUS SUPERVISORS

AT-A-GLANCE: ON-CAMPUS SUPERVISORS

ACTIVITY NARRATIVES: ON-CAMPUS SUPERVISORS

August (by the 3rd week)

• Arrange individual meetings with all faculty under your supervision

• Remind faculty what is due for this meeting

Arrange 15-30 minute planning meetings with faculty members under your supervision to discuss their initial teaching and service plans for the academic year, and their workload designation for FALL ONLY. Remind faculty to have a rough draft of Section 1 (“Initial Plan,” Parts A-D) typed up by the time of your meeting.


• Meet with all faculty members under your supervision

• Discuss proposed plan, suggest changes (as needed)

• Help faculty pick service, teaching items for year

• Help faculty select the appropriate percentages for FALL ONLY

Meet with all faculty members under your supervision (15-30 minutes each). Review and discuss each person’s proposed plan for teaching and service for the year. By the end of the meeting, each faculty should have 2 – 5 teaching and 2 – 5 service activities for inclusion on their worksheets (Section 1, “Initial Plan,” Parts A, B, and D). Also, talk to faculty members about the approximate percentage for each person’s proposed teaching and service for the FALL SEMESTER ONLY (Section 1, Part C). Suggest changes, as needed.


• Confirm Section 1 is complete and accurate for all faculty members

• Verify e-signature by faculty in Section 4-A

• E-sign Section 4-A • Email to Academic Dean

Make sure you have received electronic copies of these worksheets from all faculty members under your supervision, with Section 1 accurate and complete for each person. Forms should also be electronically signed by the faculty member. Review the worksheets AND electronically sign them (Section 4, “Signatures,” Part A) before emailing all forms to your Academic Dean.


• OPTIONAL: Meet with faculty to talk about the Spring semester

If desired, meet with the faculty members under your supervision to discuss their plans for the Spring semester. (Due to the size of some departments, it may be necessary to meet prior to your return in January.)

January (by the 2nd week)

• Arrange individual meetings with all faculty under your supervision


• Work on a rough draft of your own comments for each faculty member

Arrange 15-30 minute meetings with all faculty under your supervision. Remind faculty to have a rough draft of Section 2 (“Mid-Year Reflections,” Parts A-C) typed up by the time of your meeting. Also, work on a rough draft of your own mid-year comments (Section 2, “Mid-Year Reflections,” Part E, On-Campus Supervisors).


On-Campus Supervisor Deadlines, continued





• Copy and paste feedback from online chair into form (as applicable)


• Review Section 2, suggest changes (as needed)

• Help faculty select the appropriate percentages for SPRING ONLY

• Discuss progress and concerns, including remarks from online chairs (as applicable)

First, copy and paste feedback from the faculty’s online chair into Section 2, as applicable (“Mid-Year Reflections,” Part D, Online Chairs). Then, meet with all faculty members under your supervision (15-30 minutes each). Review and discuss each person’s mid-year updates and reflections for teaching and service, and suggest potential revisions as needed. Also, talk to faculty members about the workload designation for each person’s proposed teaching and service for the SPRING SEMESTER ONLY (Section 2, “Mid-Year Reflections,” Part C). Next, discuss any mid-year comments received from online chairs (as applicable), as well as your own mid-year comments (Section 2, “Mid-Year Reflections,” Parts D and E, Online/On-Campus Supervisors).



• Verify e-signature by faculty in Section 4-B

• Insert your own mid-year comments

• E-sign Section 4-B • Email to Academic Dean

Make sure you have received electronic copies of these worksheets from all faculty members under your supervision, with Section 1 and Section 2 accurate and complete. Forms should also be electronically signed by the faculty member. Review the worksheets, finalize your mid-year comments, AND then electronically sign all forms (Section 4, “Signatures,” Part B) before emailing the worksheets to your Academic Dean.

March (before Spring Break)

• Meet with college-wide chairs to discuss ratings

The college-wide Chair Council should meet to norm faculty performance evaluations (i.e. for improved consistency across campuses, discuss Exemplary, Commendable, and Needs Improvement factors).

April (by the 1st week)

• Meet with your Academic Dean

Meet with your Academic Dean to discuss the performance of all faculty under your supervision.


• Arrange individual meetings with all faculty under your supervision; invite Dean (as applicable)


• Review Section 3-A, B • Finalize your end-of-year

comments and final performance ratings

Arrange 30-60 minute meetings with all faculty under your supervision to discuss their final rating; do not forget to invite the Academic Dean to the final performance evaluation meeting for provisional faculty ONLY. Next, review all faculty members’ end-of-year narratives before finalizing your end-of-year comments and final rating selection for each faculty (Section 3, “End-of-Year Evaluation,” Parts D and E, On-Campus Supervisors). Make sure to include a clear and descriptive rationale for each person’s rating.


On-Campus Supervisor Deadlines, continued





Note: HR must have all finalized forms no later than

April 30. This is a firm deadline.

• Copy and paste feedback from online chair into form (as applicable)



• Dialogue about remarks from online chairs (as applicable)

• Discuss your own comments for each faculty member AND his/her final rating

• Non-Provisional: Faculty and supervisors physically sign Section 4-C and hand-carry form to the Academic Dean

• Provisional: Faculty, supervisors, and the Academic Dean should ALL physically sign Section 4-C

First, copy and paste feedback from the faculty’s online chair into Section 3, as applicable (“End-of-Year Evaluation,” Part C, Online Chairs), and verify all sections of this form are complete and accurate. Then, meet with all faculty members under your supervision (30 – 60 minutes each) to discuss their overall performance and final rating; for provisional faculty ONLY, the Academic Dean must also be present. In these meetings, address end-of-year comments received from online chairs (as applicable) and your own end-of-year comments for the faculty member (Section 3, “End-of-Year Evaluation,” Part D, On-Campus Supervisors), including areas of success and areas of improvement, if needed. Work together to resolve any concerns faculty may have with your comments and/or final rating (Section 3, “End-of-Year Evaluation,” Part E, On-Campus Supervisors). If a faculty disagrees with their final rating, he or she may file an appeal within the timeframe specified by the college (Appendix A-3). For all non-provisional faculty, the faculty member and on-campus supervisor should both physically sign a hard copy of the worksheet (Section 4, “Signatures,” Part C) at the end of their final evaluation meeting. Supervisors should then deliver the signed documents to the appropriate Academic Dean. For all provisional faculty, the faculty member, on-campus supervisor, and Academic Dean should each physically sign a hard copy of the worksheet (Section 4, “Signatures,” Part C) at the end of their final evaluation meeting. Leave the signed form with the Academic Dean.

Important Notes:

• In addition to the Planning & Evaluation Worksheet, other evaluative pieces (ex. Student Feedback forms, Classroom or Lab Observations, etc.) occur at various times throughout the year for On-Campus Supervisors; deadlines will vary. Talk to your Academic Dean if you have any questions!

• Further, non-provisional faculty or supervisors are always welcome to invite their Academic Dean to their mid-year and/or final performance evaluation meetings. However, the Academic Dean will attend the final evaluation meeting for all provisional faculty members, along with the provisional faculty’s on-campus supervisor.


Deadlines & Responsibilities: Online Chairs

There are different roles and responsibilities in the performance planning and evaluation process. In this section, important deadlines and descriptions are included for Online Chairs. The times provided are the latest possible dates the listed item(s) should be completed; supervisors are encouraged to finish these tasks sooner.

DEADLINES: ONLINE CHAIRS

AT-A-GLANCE: ONLINE CHAIRS

ACTIVITY NARRATIVES: ONLINE CHAIRS


• Arrange individual meetings with all online leads on your team

Arrange 15-30 minute planning meetings (in-person, via phone or WebEx, etc.) with all online leads under your supervision to discuss the role and influence of Online Learning in their “Initial Plan” for the year.

September (by the 1st week)

• Meet with all online leads under your supervision

• Communicate with all other faculty on your online team (at least email)

• Help faculty select their online teaching, service items for the year

Meet with online leads under your supervision (15-30 minutes each), and communicate with all other faculty members on your online team (at least a quick email to check-in). Collaboratively select teaching and service items for inclusion on the faculty’s worksheet in the “Initial Plan” (Section 1, Parts A, B, and D). The exact number of items will depend on the depth of that person’s involvement with Online Education, but should not exceed 3 items in each section (to leave adequate room for the faculty member’s on-campus commitments in teaching and service).

September (by the 4th week)

• Email members of online team to request a copy of their worksheet (if desired)

If you would like a copy of your team members’ Planning and Evaluation Worksheets, email them to request a copy; Section 1 should be complete.


• OPTIONAL: Meet with faculty to talk about Spring semester

If desired, meet with the online leads under your supervision (and other faculty teaching online, as desired) to discuss their plans for the Spring semester.



Arrange 15-30 minute planning meetings (in-person, via phone or WebEx, etc.) with all online leads under your supervision to discuss “Mid-Year Reflections.” Finalize your mid-year comments before this meeting.

January (by the 3rd week)




• Finalize mid-year remarks • Email comments to the

faculty and their on-campus supervisors

Meet with online leads under your supervision (15-30 minutes each), and communicate with all other faculty members on your online team (at least a quick email to check-in). Talk about their reflections and any updates or changes to goals; remind faculty members NOT to revise what they originally included in their “Initial Plans,” but to enter any changes in the “Mid-Year Reflections” area (Section 2, Parts A and B). Last, discuss your own mid-year comments (Section 2, Part D) with the faculty member. Be sure to email your mid-year comments to the faculty member and his or her on-campus supervisor by the established deadline.


Online Chair Deadlines, continued

DEADLINES: ONLINE CHAIRS

AT-A-GLANCE: ONLINE CHAIRS

ACTIVITY NARRATIVES: ONLINE CHAIRS


• Email online team members to request a copy of their worksheet (if desired)

If you would like a copy of your team members’ Planning and Evaluation Worksheets (after his or her on-campus supervisor has also provided feedback), email the faculty to request a copy; Sections 1 and 2 should now be completely filled out.


• Meet with college-wide chairs to discuss ratings

The college-wide Chair Council should meet to norm faculty performance evaluations (i.e. for improved consistency across campuses, discuss Exemplary, Commendable, and Needs Improvement factors).



• Finalize your own end-of-year comments

Arrange 15-30 minute planning meetings (in-person, via phone or WebEx, etc.) with all online leads under your supervision to discuss their end-of-year reflections. Finalize your own end-of-year comments (Section 3, “End-of-Year Evaluation,” Part C, Online Chairs) prior to this meeting.




• Discuss final narratives • Email comments to the

faculty and their on-campus supervisors

Meet with online leads under your supervision (15-30 minutes each), and communicate with all other faculty members on your online team (at least a quick email to check-in). Discuss the trajectory of each person’s academic year, and then email your end-of-year comments (Section 3, Part C, Online Chairs) to the faculty member and his or her on-campus supervisor by the established deadline.


• Email online team members to request a copy of their FINAL worksheet (if desired)

If you would like a copy of your team members’ completed Planning and Evaluation Worksheets (after everything has been finalized), email the faculty and ask them to send you a copy once received.

Important Notes:

• In addition to the Planning & Evaluation Worksheet, other evaluative pieces (ex. Student Feedback forms, Classroom or Lab Observations, etc.) occur at various times throughout the year for Online Chairs; deadlines will vary. Talk to your Academic Dean if you have any questions!

• Further, non-provisional faculty or supervisors are always welcome to invite their Academic Dean to the mid-year and/or final performance evaluation meetings. However, the Academic Dean will attend the final evaluation meeting for all provisional faculty members, along with the provisional faculty’s on-campus supervisor.


Deadlines & Responsibilities: Academic Deans

There are different roles and responsibilities in the performance planning and evaluation process. In this section, important deadlines and descriptions are included for Academic Deans. The times provided are the latest possible dates the listed item(s) should be completed; deans are encouraged to finish these tasks sooner.

DEADLINES: ACADEMIC DEANS

AT-A-GLANCE: ACADEMIC DEANS ACTIVITY NARRATIVES: ACADEMIC DEANS


• Arrange individual meetings with all supervisors under your direction

• Remind supervisors what is due for meeting

Arrange 15-30 minute planning meetings with all supervisors under your direction to discuss their “Initial Plans” for teaching and service for the academic year, and their percentages for FALL ONLY. Remind supervisors to have a rough draft of Section 1 (“Initial Plan,” Parts A-D) typed up by the time of your meeting. Note: If the supervisor is involved in Online Learning, plans to incorporate that responsibility should also be discussed.


• Meet with supervisors under your direction

• Discuss proposed plan, suggest changes (as needed)

• Help supervisors select their Teaching, Service items for the year

• Help supervisors select correct percentages for FALL ONLY

Meet with all supervisors under your direction (15-30 minutes each). Review and discuss each person’s proposed plan for teaching and service for the academic year: By the end of the meeting, each supervisor should have 2 – 5 teaching and 2 – 5 service goals for inclusion on their worksheet (Section 1, “Initial Plan,” Parts A, B, and D). Also, talk to supervisors about the approximate percentage for their proposed teaching and service activities for the FALL SEMESTER ONLY (Section 1, “Initial Plan,” Part C). Suggest changes, as necessary.


• Confirm Section 1 is complete/accurate for supervisors and faculty under your direction

• Verify e-signature by faculty and supervisors in Section 4-A

• E-sign Section 4-A • Email to HR office

Make sure you have received electronic copies of the worksheet for ALL faculty and supervisors under your direction, with Section 1 accurate and complete. Forms should also be electronically signed by the faculty member and his/her on-campus supervisor. Review the worksheets, and electronically sign (Section 4, “Signatures,” Part A) EACH form. Then, email ALL of these forms to your campus-specific HR office.


• OPTIONAL: Meet with supervisors to talk about Spring semester

If desired, meet with the supervisors under your direction to discuss their plans for the Spring semester.


• Set up individual mtgs. with all supervisors under your direction

• Remind supervisors what is due for meeting

• Work on a rough draft of your comments for supervisors

Arrange 15-30 minute meetings with all supervisors under your direction to discuss their mid-year updates and reflections for Teaching and Service, and their workload designation for SPRING ONLY. Remind supervisors to have a rough draft of Section 2 (“Mid-Year Reflections,” Parts A and B) typed up by the time of your meeting. Also, work on a rough draft of your own comments for each supervisor (Section 2, “Mid-Year Reflections,” Part D or E).


Academic Dean Deadlines, continued DEADLINES:

ACADEMIC DEANS AT-A-GLANCE:

ACADEMIC DEANS ACTIVITY NARRATIVES: ACADEMIC DEANS

January (by the 4th week)

• Meet with all supervisors under your direction


• Help supervisors select percentages for SPRING ONLY

• Discuss comments for supervisors

Meet with all supervisors under your direction (15-30 minutes each) to discuss their reflections and any updates or changes to their goals; suggest potential revisions, as needed. Remind them NOT to revise what they originally included in their “Initial Plans,” but to enter any changes in the “Mid-Year Reflections” section of the form (Section 2, Parts A and B). Also, talk to supervisors about the workload designation for their proposed teaching and service activities for the SPRING SEMESTER ONLY (Section 2, “Mid-Year Reflections,” Part C). Finally, dialogue about your own mid-year comments for each supervisor with them (Section 2, “Mid-Year Reflections,” Part D or E).


• Confirm Sections 1 & 2 are complete/accurate for supervisors and faculty in your area

• Verify e-signature by faculty and supervisors in Section 4-B

• E-sign Section 4-B • Email to HR office

Make sure you have received electronically signed worksheets for ALL faculty and supervisors under your direction (with Sections 1 and 2 completed) by the established deadline. Review the worksheets: Add your own mid-year comments in the correct section ONLY for supervisors under your direction, but make sure to electronically sign and email ALL of the forms to your campus-specific HR office.


• Deans: Block out this week in your schedule well in advance

The college-wide Deans’ Council will meet to discuss the performance evaluation process. Further, arrange one-on-one meetings with all supervisors in your area to discuss final ratings for faculty under their direction.



Meet with all supervisors under your direction to discuss (and come to agreement on) final performance ratings for all faculty members in their area. Also, write your own end-of-year narrative for each supervisor, and select their final ratings; MAKE SURE to include a clear rationale for each person’s rating in the appropriate comment box (Section 3, “End-of-Year Evaluation,” Parts C-E, Online or On-Campus Supervisors). Finally, arrange end-of-year meetings with all supervisors under your direction; also, verify that you are scheduled to attend final evaluation meetings with provisional faculty and their supervisors.

April (by the 3rd week)


Meet with all supervisors under your direction, as well as provisional faculty and their supervisors, to discuss the trajectory of their academic year and final performance ratings (between 30 – 60 minutes each). Remember to address areas of improvement AND areas of success. At these meetings, everyone should physically sign a hard copy of the worksheet (Section 4, Part C).


Academic Dean Deadlines, continued

DEADLINES: ACADEMIC DEANS

AT-A-GLANCE: ACADEMIC DEANS ACTIVITY NARRATIVES: ACADEMIC DEANS


Note: HR must have all finalized forms no later than April 30. This is a

firm deadline.

• Finalize end-of-year comments and final performance ratings for supervisors

• Confirm ALL sections are complete/accurate for ALL supervisors and faculty under your direction

• Verify physical ink signature by ALL faculty, supervisors in Section 4-C

• Physically sign Section 4-C for ALL faculty and supervisors in your area

• Email PDF copies of all worksheets to HR office

Make sure you have received signed copies of ALL worksheets for faculty and supervisors under your direction by the established deadline; this includes worksheets for both provisional and non-provisional faculty. If you have not already, add your own end-of-year comments in the correct section ONLY for supervisors under your direction, and make sure the correct final rating is selected from the drop-down menu (Section 3, “End-of-Year Evaluation,” Parts C-E, Online or On-Campus Supervisors). Then, confirm that ALL sections of ALL forms are accurate and complete. Finally, physically sign; scan to PDF; and email all of these forms to your campus-specific HR office.

April 30 (firm deadline)

• Check with HR office

Again, make sure the final, official worksheets for ALL faculty and supervisors under your direction have been signed and submitted to your campus-specific HR office by this deadline.


• Refer interested individuals to HR, or simply email them a PDF copy of their final worksheet

Make sure that the on-campus supervisor has emailed a copy of the finalized worksheet to each faculty member by the end of the contract period. The Dean of Online Learning should be informed if there is a performance issue that may impact the faculty member’s ability to teach for Online Learning in the future.

Important Notes:

• In addition to the Planning & Evaluation Worksheet, other evaluative pieces (ex. Student Feedback forms, Classroom or Lab Observations, etc.) occur at various times throughout the year for Academic Deans; deadlines will vary. Talk to your campus Vice President if you have any questions!

• Further, non-provisional faculty or supervisors are always welcome to invite their Academic Dean to the mid-year and/or final performance evaluation meetings. However, the Academic Dean will attend the final evaluation meeting for all provisional faculty members, along with the provisional faculty’s on-campus supervisor.


Faculty Planning and Evaluation Worksheets

Purpose of the Worksheet The Faculty Planning and Evaluation Worksheet is an important, practical tool designed to help faculty members plan for and reflect on meaningful areas of growth, improvement, and success during each academic year. The worksheet is also designed to open, facilitate, and continue a conversation with supervisors. This conversation is essential to make sure that the needs of students, faculty members, departments, and the college as a whole are being met. The conversation should be ongoing and meaningful as faculty members and supervisors collaboratively explore ways to achieve the highest level of service and teaching excellence. This conversation will allow faculty members to talk about their vision for their classes and their own professional future, and will allow faculty to make concrete plans to move toward these goals and assess their own progress. This integral piece of the planning and evaluation process also provides more opportunities for supervisors to mentor and guide faculty members; to identify relevant professional development needs, and connect faculty with resources to help them achieve their goals within and beyond the classroom; to ensure each faculty member’s goals are congruent with the mission and vision of the college; to help faculty find ways to serve their department, discipline, campus, and/or college that fit well with each person’s areas of expertise; and generally, to assess faculty members’ progress toward their professional goals. Frequency A new Faculty Planning and Evaluation Worksheet must be created and kept on file for each academic year. As noted in CCCS policy (SP 3-31), Faculty members will develop and submit for supervisor approval an annual performance plan incorporating teaching and service. Individual performance objectives will be based on the faculty member’s documented responsibilities and the department and college goals. Brief Instructions The Faculty Planning and Evaluation Worksheet is divided into four sections: Initial Plan, Mid-Year Reflections, End-of-Year Evaluation, and Signatures. Brief instructions are provided here for each section of the worksheet; for more information, refer to the deadlines and responsibilities outlined earlier in this handbook. Section 1: Initial Plan, Parts A, B, and D (Deadline: FINAL draft due by the 3rd week of September) Faculty members should all establish and strive toward specific goals during the academic year, and should aim to increase student success through meaningful contributions to teaching and service at the college. In this section of the form, faculty will cast vision for the academic year (primarily the fall semester). When crafting goals for Section 1:

• Items in Section 1 (parts A, B, and D) should clearly outline the faculty’s plans to meet college, campus, department, program, or discipline goals and an explanation of why that objective is important. Faculty involved with Online Learning should include online-specific goals.


• Wording for these goals should be written in SMART format, and must tie to FRCC’s strategic priorities. • These goals should NOT be a simple laundry list of duties or obligations, or completely “safe” goals;

faculty members will not be immediately designated as “Needs Improvement” for missing a goal as long as he or she can actively demonstrate the knowledge and/or value gained from that experience.

• In addition to the “Teaching” and “Service” goals listed on the worksheet, faculty members may add a paragraph addressing other activities, responsibilities, or accomplishments that demonstrate his or her commitment to student success and/or the advancement of the college. This paragraph does not need to be written in SMART format. Between their goals and this paragraph, faculty members should have a clear, accurate record of their academic year all in one place.

Section 1: Initial Plan, part C (Deadline: FINAL draft due by the 3rd week of September) and Section 2: Mid-Year Reflections, part C (Deadline: FINAL draft due by the 1st week of February) Faculty should consider their dual role in providing both teaching and service to the college. As noted in CCCS policy (SP 3-31), a “faculty member would typically be expected to devote 70 percent of his or her effort and attention to teaching activities, and 30 percent to service activities. These percentages may be modified in circumstances including but not limited to: provisional status, reduced teaching loads for department chair or other leadership duties, special assignment or projects (such as accreditation), or where performance concerns have been identified.” Faculty must include an approximate gauge for their fall and spring teaching and service activities on the Planning and Evaluation Worksheet. CCCS policy stipulates that these estimates “should be specified in the performance plan” (SP 3-31). When determining workload designations, remember:

• The 70/30 designation (or the numbers that most accurately reflect the faculty member’s duties) depicts the relative intensity, effort, and emphasis faculty members are expected to put into their job. These numbers are not an exact account of the faculty’s time, but should represent a general estimate of his or her focus during that academic year.

• Faculty are not evaluated on how much time is spent teaching and how much time is spent on service; final ratings are based on a holistic view of each person’s teaching excellence and service activities.

Section 2: Mid-Year Reflections, parts A and B (Deadline: FINAL draft due by the 3rd week of January) In this section of the form, faculty should reflect on their year so far, including progress toward or necessary adjustment of previously identified goals. When crafting a narrative for Section 2, faculty should:

• Clearly outline your progress toward the goals identified in Section 1 (parts A and B), as well as any obstacles encountered and how you worked/are working to overcome such difficulties.

• Explain how and why any goals listed in Section 1 have been modified, if necessary. • Include relevant new goals (ex. SMART goals, ties to the strategic plan, inclusion of Student Learning

Outcomes, or other initiatives), including a description of any changes to committee work, projects, or overall course load that will impact your focus for the Spring term.


Section 2: Mid-Year Reflections, Parts D and E (Deadlines: FINAL drafts due by the 3rd or 4th week of January, depending on role) and Section 3: End-of-Year Evaluation, Parts C and D (Deadlines: FINAL drafts due by the 2nd week of April and no later than each faculty member’s final evaluation meeting) At each stage, online and on-campus supervisors should work with faculty members to collaboratively select goals and/or craft a narrative that accurately reflects the faculty’s focus, challenges, and accomplishments or contributions for the academic year. Supervisors should highlight successes and/or areas of improvement and, as noted in SP 3-31, must also provide a clear rationale for all comments and ratings. As faculty and supervisors are expected to remain in close contact across the year, no information shared in these discussions should come as a surprise to any party. Additionally, if a faculty member has been placed on a development plan, supervisors should document the nature of your concerns on the faculty’s worksheet, outline any progress the faculty has made toward the established plan, and any obstacles he or she has encountered along the way. Section 3: End-of-Year Evaluation, Parts A and B (Deadline: FINAL draft due by the 2nd week of April) This section of the plan provides faculty members with the opportunity to reflect on and assess their individual performance and achievements for the academic year. When crafting a narrative for Section 3, faculty should remember:

• Refer back to and evaluate your progress toward the goals set and/or revised in Section 1 and Section 2 of the worksheet. This section should record areas of success, and areas of growth experienced when things did not go according to plan.

• Faculty should include both on-campus and online achievements, as applicable. • This reflection is the centerpiece for the final performance rating discussion with your supervisor. Since

this is part of the ongoing conversation between faculty and supervisors, neither the elements of the reflection nor the rating discussion should contain any surprising new information.

Section 3: End-of-Year Evaluation, part E (Deadline: Due by the faculty member’s final evaluation meeting) CCCS policy notes that there are now only three final ratings: Exemplary, Commendable, and Needs Improvement (SP 3-31). Based on the faculty’s teaching and service activities throughout the year, and in conversation with other supervisors across the college, supervisors should select one holistic final rating for each faculty member and must provide a clear rationale for all comments and ratings. As faculty and supervisors are expected to remain in close contact across the year, this rating SHOULD NOT be a surprise. Section 4: Signatures (deadlines vary) At various times throughout the year, faculty members, supervisors, and academic deans are required to electronically or physically (ink) sign the Planning and Evaluation Worksheet. At ALL stages (initial, mid-year, and final), signed worksheets must be kept in each person’s employee file in the Human Resources office. Please note that the faculty member has the option to disagree with the performance evaluation; signing the document in the “I Disagree” box signifies confirmation that the evaluation took place, but that no agreement was reached between the evaluator and faculty member. Appeals Regardless which box is signed on the worksheet, faculty members who disagree with their final performance rating may file an appeal within the timeframe specified by the college (Appendix A-3). Even if the “I Disagree” box is signed, performance review appeals are not automatic; interested faculty members should talk to their campus-specific HR office for more details on the appeals process.


Blank Planning Worksheet

Click to enter your name Click to enter your department Click to enter your campus Faculty Name Department Campus

*** ATTENTION ***

This form has been UPDATED to reflect changes determined during the last academic cycle. Basic instructions have been provided in each section of the worksheet; refer to the Faculty Planning and Evaluation Handbook for more information. All sections must be TYPED. The initial plan, mid-year reflections, end-of-year evaluations, and corresponding signatures will be done electronically; only final, end-of-year signatures will be ink and hard copy.

SMART GOALS

The role of SMART goals in the faculty planning process is to provide a format for faculty to spotlight 2-5 objectives they will undertake during the performance period in the promotion of student learning and service to the college. The use of SMART goals is not intended to reduce the myriad of activities that comprise faculty work into a nutshell. Rather, the goals exist to intentionally “call out” prominent deeds faculty hope to accomplish. The SMART goals template guides faculty in capturing pertinent information about why the goal is important, how and when it will be undertaken, and how the faculty member will measure the success of that activity. These goals should further develop the faculty member beyond the faculty job description, which states: “Faculty create academically effective learning environments that pursue activities…” A faculty member is expected to include 2-5 SMART goals in his/her Faculty Planning and Evaluation Worksheet. These goals can be divided between the two categories, Teaching and Service, but there needs to be a minimum of one (1) SMART goal in each category. These SMART goals should focus on those areas the faculty member wishes to develop and/or enhance.

• The acronym “SMART” stands for Specific, Measurable, Attainable, Relevant, and Timely. • Faculty should align their SMART goals with the college’s strategic priorities – FRCC has five strategic priorities

to select from. • These goals should NOT be a simple laundry list of duties or obligations. These goals should be challenging, but

attainable. • All goals (Teaching and Service) should be written in SMART format. This is your opportunity to measure the

great work you are already doing!

Faculty Planning & Evaluation Worksheet Fall / Spring Choose from the menu


A. Teaching • The evaluation of teaching will include, but is not limited to, consideration of student evaluations and direct

observation by supervisors. Evaluators should consider all the following components of teaching: Class structure and organization; course materials, including syllabi, course outlines, and lesson plans; command of subject matter; demonstrated currency in the field and in teaching methodology; presentation skills; professional and courteous interaction with students; availability to students during office hours; student engagement; and promotion of student achievement. (SP 3-31, Evaluation of Faculty Job Performance; Revised July 1, 2013)

• In addition, evaluators should consider other factors that may be relevant based on the faculty member's job description, responsibilities, and individual and college/department goals. These may include, but are not limited to: Assessment of student learning; documented teaching and curriculum improvement based on assessment results; incorporation of course, program, and college student learning outcomes; incorporation of student retention strategies; and integration of technology into coursework as appropriate to the discipline. (SP 3-31, Evaluation of Faculty Job Performance; Revised July 1, 2013)

FACULTY, enter an INITIAL PLAN (state goals in SMART goal format) for teaching innovation, development, and/or improvement; depending on its nature, professional development may be included here. Then, meet with your supervisor to engage in a collaborative conversation about your proposed plan; make any changes as necessary. (Final Draft: Due by the 3rd week of September)

B. Service • Service includes fulfilling the mission and goals of the college outside of the classroom. Components of service

to be considered in the evaluation should be based on the faculty member's job description, role, goals, and documented responsibilities. These may include but are not limited to departmental service, including curriculum coordination and development, advising and outreach, administrative assignments, and committee work; system, college-wide, and campus committee work; sponsoring and participating in student activities; and attendance at college activities and events. Additional activities may include serving as the college representative on a local board or commission, making community or professional presentations, serving as a liaison to local schools, or serving as an elected or appointed member of local boards. (SP 3-31, Evaluation of Faculty Job Performance; Revised July 1, 2013)

• Service also includes professional and courteous interaction with colleagues, staff, and community as typically demonstrated by active engagement, collaboration, and constructive cooperation in department and college activities. This shall not diminish lively, critical debate which is both necessary and appropriate in an academic institution. (SP 3-31, Evaluation of Faculty Job Performance; Revised July 1, 2013)

Section 1: Initial Plan


FACULTY, enter an INITIAL PLAN for service (state goals in SMART goal format) in the box below. Then, meet with your supervisor to engage in a collaborative conversation about your proposed plan; make any changes as necessary. Depending on its nature, research, scholarship, and professional development may be included here. However, community service should NOT be included unless it is directly relevant to your department, discipline, or the mission and goals of the college. (Final Draft: Due by the 3rd week of September)

C. Workload Designation: Fall Semester • FACULTY, in conversation with your supervisor and as required by policy SP 3-31, enter the approximate

percentage for your Teaching and Service plan for the FALL semester only. For most faculty members, approximately 70% of the emphasis of your evaluation will be on your performance as a teacher, while 30% of the emphasis of your evaluation will be placed on college and/or departmental service (note that this does not necessarily mean that 70% of your time is spent in the classroom). At certain times, a faculty member's responsibilities may be changed (ex. provisional faculty may have less service in their first year while instructional coaches, department chairs, program directors, or faculty on special projects may teach less, etc.). Percentages for teaching and service may be adjusted, as necessary, to reflect a shift in duties. (Final Draft: Due by the 3rd week of September)

o Percentage of Load: Teaching, FALL Term: Click to enter/explain your teaching percentage

o Percentage of Load: Service, FALL Term: Click to enter/explain your service percentage

D. Additional Activities

• FACULTY, the following space is for you to write a paragraph identifying other activities you plan to accomplish this year and wish to call attention to. This section does not have to be written in SMART format. Please limit this paragraph to 1000 characters or less.


A. Teaching: FACULTY, enter a MID-YEAR REFLECTION describing your progress toward the teaching innovation, development, and/or improvement in the SMART goals outlined in the Initial Plan, as well as any updates. Then, meet with your supervisor. After the conversation with your supervisor, make any necessary changes before submission. (Final Draft: Due by the 3rd week of January)

B. Service: FACULTY, enter a MID-YEAR REFLECTION describing your progress toward the service-related SMART goals outlined in the Initial Plan, as well as any updates. Then, meet with your supervisor. After the conversation with your supervisor, make any necessary changes before submission. (Final Draft: Due by the 3rd week of January)

C. Workload Designation: Spring Semester • FACULTY, in conversation with your supervisor and as required by policy SP 3-31, enter the approximate

percentage for your Teaching and Service plan for the SPRING semester only. For most faculty members, approximately 70% of the emphasis of your evaluation will be on your performance as a teacher, while 30% of the emphasis of your evaluation will be placed on college and/or departmental service (note that this does not necessarily mean that 70% of your time is spent in the classroom). At certain times, a faculty member's responsibilities may be changed (ex. provisional faculty may have less service in their first year while instructional coaches, department chairs, program directors, or faculty on special projects may teach less, etc.). Percentages for teaching and service may be adjusted, as necessary, to reflect a shift in duties. (Final Draft: Due by the 1st week of February)

o Percentage of Load: Teaching, SPRING Term: Click to enter/ explain your teaching percentage

o Percentage of Load: Service, SPRING Term: Click to enter/ explain your service percentage

Section 2: Mid-Year Reflections


D. ONLINE CHAIRS (as applicable), email your MID-YEAR narrative about the faculty member's online teaching and service to his or her on-campus supervisor, who will copy and paste that feedback here. Comments should address positive contributions made by the faculty member, and if necessary, may include behavior or performance concerns. Leave blank or enter “Not Applicable” if this person is not involved in Online Learning. (Final Draft: Due by the 3rd week of January)

E. ON-CAMPUS SUPERVISORS, enter a narrative about the faculty member's overall performance, per the faculty job description, and his or her progress on Teaching and Service SMART goals at MID-YEAR; use these notes in your meeting with the faculty member. Comments should address positive contributions made by the faculty member, and if necessary, may include behavior or performance concerns. Be as transparent as possible; there should be no surprises at any point during the year. (Final Draft: Due by the time of your meeting with this faculty member)

** ATTENTION **

Evaluators: Don’t forget to review the faculty member’s student feedback forms, incorporate classroom observations, and the faculty member’s performance as it relates to the overall faculty job description prior to the mid-year job performance meeting.


A. Teaching: FACULTY, enter an END-OF-YEAR narrative about your teaching innovation, development, and/or improvement plan for the entire academic year, and then meet with your supervisor. Adjust your narrative as necessary after this meeting, and then submit the final version of your Faculty Planning and Evaluation Worksheet. (Final Draft: Due by the 2nd week of April)

B. Service: FACULTY, enter an END-OF-YEAR narrative about your service plan for the entire academic year, and then meet with your supervisor. Adjust your narrative as necessary after this meeting, and then submit the final version of your Faculty Planning and Evaluation Worksheet. (Final Draft: Due by the 2nd week of April)

C. ONLINE CHAIRS (as applicable), email your FINAL narrative about the faculty member's online teaching and service to his or her on-campus supervisor, who will copy and paste that feedback here. Narratives should address positive contributions made by the faculty member, and if necessary, may include behavior or performance concerns. Leave blank or enter “Not Applicable” if this person is not involved in Online Learning. (Final Draft: Due by the 2nd week of April)

Section 3: End-of-Year Evaluation


D. ON-CAMPUS SUPERVISORS, enter a FINAL narrative about the faculty member's performance, per the faculty job description, and his or her progress on Teaching and Service SMART goals for the academic year. Offer a clear, descriptive rationale for the faculty member’s final performance rating. Your narrative should address positive contributions made by the faculty member, and if necessary, may include behavior or performance concerns. Supervisors should have these comments completed by the faculty member’s final performance evaluation meeting. (Final Draft: Due by the time of your final evaluation meeting with this faculty member)

NOTE: If a faculty member did not fully meet one or more of their SMART goals, the supervisor should have a discussion with the faculty member and take into account their reasoning. Failure to meet a goal at the measurement originally identified does not mean that the faculty member should be penalized.

E. ON-CAMPUS SUPERVISORS, select the faculty member’s final performance rating from the drop-down menu provided. Be prepared to discuss this rating at his or her final performance evaluation meeting. (Final Rating: Due by the time of your final evaluation meeting with this faculty member)

• Final Performance Rating for Employee File: Choose an item.

** ATTENTION **

Evaluators: Don’t forget to review the faculty member’s student feedback forms, incorporate classroom observations, and the faculty member’s performance as it relates to the overall faculty job description prior to selecting the final performance rating.


A. Initial Teaching/Service Plan & FALL Workload Designation: Electronic Signatures (All e-signatures due by the 3rd week of September)

________________________________________________ ________________________ Faculty E-Signature (AFTER meeting with supervisor) Date

________________________________________________ ________________________ Chair E-Signature (AFTER meeting with faculty) Date

________________________________________________ ________________________ Dean E-Signature Date

B. Mid-Year Teaching/Service Reflections & SPRING Workload Designation: Electronic Signatures (Faculty and Chair e-signatures: Due by the 1st week of February) (Dean e-signatures: Due by the 2nd week of February)

________________________________________________ ________________________ Chair E-Signature (AFTER meeting with faculty) Date

________________________________________________ ________________________ Dean E-Signature Date

Faculty, place your electronic signature in ONE of the following boxes:

I had a conversation with my chair and/or dean about my MID-YEAR (unofficial) job performance, and AGREE with those comments.

I had a conversation with my chair and/or dean about my MID-YEAR (unofficial) job performance, and DISAGREE with those comments. Signature indicates receipt only.

Section 4: Signatures


C. End-of-Year Narratives & Final Rating: Official, Hard-Copy, Ink Signatures (All ink signatures due by the 4th week of April)

________________________________________________ ________________________ Chair, Ink Signature (AFTER meeting with faculty) Date

________________________________________________ ________________________ Dean, Ink Signature Date

Faculty, sign in INK inside ONE of the following boxes:

I had a conversation with my chair and/or dean about my FINAL (official) performance rating, and AGREE with that rating and/or comments included.

I had a conversation with my chair and/or dean about my FINAL (official) performance rating, and DISAGREE with that rating and/or comments included. Signature indicates receipt only.


Writing Effective SMART Goals for the Classroom Excerpts taken from the FRCC HR Site on the Intranet

Now it is time to take these ideas and create SMART goals, or goals that are Specific, Measurable, Attainable, Relevant, and Timely (time-bound). Take the information that has been completed so far and use the following guidelines for writing your goals. Here is your chance to identify how you plan to grow, develop, and make a difference at FRCC!

• Specific: Goals must be clear and unambiguous. When goals are specific, they tell employees exactly

what is expected, when, and how much. Because the goals are specific, you can easily measure your progress toward the completion of this goal.

• Measurable: What good is a goal that you can't measure? If your goals are not measurable, you never

know whether you are making progress toward their successful completion. Not only that, but it's tough for you to stay motivated to complete your goals when you have no milestones to indicate progress.

• Attainable: Goals must be realistic and attainable by those who are solid performers. The best goals

require employees to stretch a bit to achieve them, but they aren't extreme. That is, the goals are neither out of reach nor below standard performance. Goals that are set too high or too low become

meaningless, and employees naturally come to ignore them.

• Relevant: Goals must be an important tool in the grand scheme of reaching FRCC’s Vision, Mission and Strategic Priorities. Relevant goals address the activity that has such a great impact on performance and

brings your organization closer to its vision. (Source: Blanchard, Schewe, Nelson, & Hiam, Exploring the World of Business.)

• Time-Bound: Goals must have starting points, ending points, and fixed durations. Commitment to

deadlines will help you focus your efforts on completion of the goal on or before the due date. Goals without deadlines or schedules for completion tend to be overtaken by the day-to-day crises that

invariably arise in an organization.


Examples of SMART goals for faculty members:

In alignment with FRCC’s recent focus on utilizing Desire2Learn as a supplement for face-to-face courses (R), over the course of the fall semester (T) convert 60% (M) of the handouts used in my XYZ 200 course (S) to electronic format and load into the “Content” section of my master D2L shell for the course (A).

By the end of the fall semester (T), promote student learning (R) by engaging students in critical thinking activities (S) that will include think-group-share assignments such as the compilation and analysis of weather data (A) resulting in a contextual understanding of weather elements as assessed authentically (M) with an average student success rate of 85%

By the end of the fall semester (T), implement 2-3 ‘lunch n learns’ for nursing students and staff (S+A) that will (enhance appreciation of diverse cultures and opinions that reflect the diversity found in the Denver Metro area healthcare organizations) ( R) and the outcomes of which will be assessed through surveys (M)

By the end of the academic year (T), second year automotive students will develop and present three “automotive care” workshops for students and staff (S +A). Workshop effectiveness (R) on professionalism, customer service, knowledge and critical thinking by the participants and automotive faculty will be evaluated using a feedback form. (M).

By the end of the fall semester (T), create a CCR 092 Reflective Practice Group for instructors (S +A) to discuss best practices (RPGs) (R). Evaluate and assess effectiveness through a confidential survey (M) and determine next steps before AY15/16.

By the end of the academic year (T), hold ten tax preparation sessions for community members (TaxHelp Colorado) (S +A). During these sessions, student and community volunteers will prepare and file individual US and Colorado income returns for community members with incomes less than $50,000 per year (R). These sessions will be evaluated using a feedback form on professionalism, customer service, knowledge and critical thinking by the participants and accounting faculty (M).

For more information, please refer to the FRCC Intranet sites below: http://frccwweb01/HRTeam/HR%20Public%20Documents/SMART%20Goal%20Mini-Tutorial.pptx http://frccwweb01/HRTeam/HR%20Public%20Documents/SMART%20Goals%20Job%20Aid%20V3.docx

http://frccwweb01/HRTeam/HR%20Public%20Documents/SMART%20Goal%20Mini-Tutorial.pptx

http://frccwweb01/HRTeam/HR%20Public%20Documents/SMART%20Goals%20Job%20Aid%20V3.docx


Classroom/Lab Observations The Classroom/Lab Observation Form currently used in all FRCC courses was developed by the Faculty Planning and Evaluation Committee between March and May 2014. This form was created by combining research and input gathered from over 250 faculty, instructors, and administrators. Over the next few years, the committee will continue to gather information on the wording and overall effectiveness of this form, and will hone and refine the Classroom/Lab Observation Form document (and associated processes) as needed. Purpose of Observation The classroom observation of faculty members by chairs, leads, and/or deans serves several purposes:

• It brings the college into alignment with state board policy that states that faculty assessment will include but not be limited to classroom observation by supervisors.

• Since teaching excellence will be used as the most-heavily weighted part of faculty members’ evaluations, their teaching must be observed. Supervisors must have first-hand experience of a faculty member’s work in the classroom in order to effective evaluate them.

• Observation by another individual experienced in teaching methodologies can provide valuable feedback to faculty; another “set of eyes” on one’s work is almost always useful.

• Observations can provide both formative advice and summative evaluation. o Supervisors are required to provide a summative evaluation each year, based partly on

classroom observation(s). o In conversation with the faculty member, supervisors may observe more than once and

provide formative advice and coaching in addition to the summative evaluation. • Most importantly, an observer’s visits to the classroom can provide more rich and specific material

for the ongoing conversation that helps shape and inform a faculty member’s teaching and service.

Frequency and Duration While general guidelines are provided, the regularity and length of classroom, lab, or observations of other academic activities may vary based on contract type, program/department requirements, or performance concerns. Overall, the frequency and duration of observations may be increased, but NOT reduced.

Minimum Frequency Duration

Provisional Faculty Once a semester

while on provisional contract (6 – 8 terms)

One entire class session per observation

Limited Faculty Once a semester

while on limited contract (length varies)

One entire class session per observation

Non-Provisional Faculty Once per academic year One entire class session per observation


Program-Specific Requirements (any contract type)

Faculty may be observed more frequently due to additional observation guidelines established by a program or

department’s regulatory board or governing agency (ex. Nursing, Automotive, etc.).

Needs Improvement Rating and/or

Other Identified Concerns (any contract type)

Any faculty member who receives a “Needs Improvement” rating in Teaching, and/or whose supervisor has identified

performance or behavioral concerns, will be observed more frequently until the issues are resolved. These faculty members should be in regular conversation with their

supervisor and/or dean throughout the year.

Primary Observers CCCS Policy (SP 3-31) specifies that all official observations must be conducted by supervisors, such as a department chair or dean: “The evaluation of teaching will include, but is not limited to, consideration of student evaluations and direct observation by supervisors” (emphasis added). Additionally, the job description for department chairs at Front Range Community College states that supervision and evaluation of faculty members is an essential duty, and cannot be delegated to another person; the chair maintains ultimate responsibility for the department.

Once all comments and signatures have been received, the completed observation form should be kept on file by the observer and the faculty member or instructor. If the observer is a dean, he or she should send a completed copy of the observation form to the individual’s department chair as soon as possible. Unless significant concerns were noted, the HR office does not need a copy of the completed observation form. Additional Observation As desired, faculty members may request additional observation by their first- or second-level supervisor at any time. Further, to supplement formal observation by a direct supervisor, faculty may request the presence of another observer at any time. Common examples include instructional coaching, observation by a peer or a Master Teacher candidate, content experts from another college campus or the community, and so on. Such observations are not considered part of the faculty member’s official file, and may be used to formatively assess the faculty member in order to improve his or her teaching effectiveness. Impact on the Faculty Evaluation Process

Classroom or lab observations are one of many factors in the performance evaluation process. Observations should inform the conversation between faculty members and supervisors during each performance cycle. Observed behaviors should be addressed with the faculty member, in order to recognize positive achievements and/or to highlight areas for improvement in the classroom. While important, classroom or lab observations are a “snapshot” of an individual’s teaching performance; faculty should have the chance to address any areas of concern noted on these forms. Finally, although Observation Forms have NOT been assigned a particular percentage or to have a predetermined impact in the performance evaluation process, important positive or negative patterns on these forms may influence the faculty member’s final rating in the Teaching category.


Blank Observation Form

Classroom/Lab Observation Form

The classroom observation process is designed to foster excellence in teaching and learning. Some of the factors that influence effectiveness in the classroom are listed below; while there is no “one-size-fits-all” approach to evaluating your work, there are certain standards that apply to all. These standards, and some of their inherent competencies, are centered around the ability to effectively facilitate learning. Finally, please note: The items listed in each section below are only EXAMPLES of what observers should watch for, and are NOT meant as a comprehensive “to do” or “check-off” list.

Observer’s Name

Faculty/Instructor’s Name Referred to as “Instructor” throughout this form

Full-Time or Part-Time

Course Title

Course Prefix/Number/Section

Department

Date of Observation

Number of Students

Course Type (Lecture, Hybrid, Lab)

OPTIONAL: In addition to the classroom visit, instructors may have chosen one or more items for review and discussion on the pre-visit “Framing the Lesson” form. If one or more of those boxes were checked, please provide comments on the selected items here. If the instructor selected “Classroom Visit ONLY,” note that in the box below; again, there is NO PENALTY for not marking additional components for review.


Objectives and Organization The bullets provided here are NOT meant as an exhaustive checklist. Use these prompts as a guide for the comments you provide in the right-hand column; add or subtract items as necessary.

• Does the instructor connect the day’s work to

previous learning? • Were the objectives for the day’s session

clearly conveyed to the students through review, preview, or other techniques?

• Was the session well-organized? Was there clear evidence of scaffolding (i.e. variety of techniques used to move students toward stronger understanding and greater independence in the learning process)?

• Does the session demonstrate forethought and preparation?

• Does the instructor stay on topic and focus the discussion?

• Does the instructor connect the session to upcoming objectives and/or assignments?

Content The bullets provided here are NOT meant as an exhaustive checklist. Use these prompts as a guide for the comments you provide in the right-hand column; add or subtract items as necessary.

• Does the instructor show mastery of the

subject matter or skill being presented? • Does the instructor clearly explain the

content through the use of appropriate vocabulary and relevant examples?

• Does the instructor use language appropriate for the material at hand?

• Are the instructor’s expectations clearly conveyed, reasonable, and challenging?

• Does the instructor answer student questions with ease, and in such a way that understanding is increased?

• Does the instructor use multiple approaches or techniques to encourage critical, independent, and reflective thinking?

• How does the instructor seem to assess students’ understanding of the material?


Professionalism and Delivery The bullets provided here are NOT meant as an exhaustive checklist. Use these prompts as a guide for the comments you provide in the right-hand column; add or subtract items as necessary.

• Does the instructor have a professional demeanor and appearance?

• Does the instructor treat all students with respect, and in a professional manner?

• Are the instructor’s gestures and body movement effective? As appropriate, does he or she move around the room?

• Does the instructor make good eye contact with multiple learners?

• Overall, is the instructor’s delivery dynamic and engaging? Does he or she demonstrate superior communication skills (ex. poised, articulate, good speaking rate, volume, etc.)?

Learner-Focused Classroom Climate The bullets provided here are NOT meant as an exhaustive checklist. Use these prompts as a guide for the comments you provide in the right-hand column; add or subtract items as necessary.

• Does the instructor start and end the classroom or lab session on time?

• Does he or she allow opportunities for student engagement and participation?

• Does the instructor appear to have good rapport with his or her students?

• When appropriate, does the instructor know and call his or her students by name?

• Has a learning environment been created in which students are willing to participate?

• How well does the instructor monitor student activity and manage discussion? Are students engaged and on-task most of the time?

• Is time allocated appropriately for each element of the session (ex. lecture, activity, group work, assignment discussion, etc.)?

• If observed, does the instructor handle discipline issues effectively?


Please SKIP this section, or write N/A (not applicable), if you did not observe a lab or studio.

Lab or Studio Operations (AS APPLICABLE) The bullets provided here are NOT meant as an exhaustive checklist. Use these prompts as a guide for the comments you provide in the right-hand column; add or subtract items as necessary.

• Does the instructor provide adequate background or rationale for the session?

• Does he or she provide clear instructions for the procedure(s)?

• Does the instructor illustrate proper techniques or procedures for this exercise?

• Is he or she alert to potential problems? • Does the instructor smoothly integrate

lecture into the lab? • Does he or she provide appropriate safety

information? Are proper, safe work habits and equipment/dress enforced?

• Does the instructor effectively monitor students’ safety and progress, while also observing if proper techniques are used?

• Does he or she circulate and observe students as they work, providing students with individual instruction as needed?

• Does the instructor point out errors to students as they work, and suggest ways to correct such errors?

• Does he or she provide appropriate feedback and/or reinforcement to students throughout the session?

• Is housekeeping performed properly? • As applicable, does the instructor provide

clear and effective instructions on how the lab reports are to be written?


Final Comments: Observers

Overall, what worked well? What are the instructor’s strengths?

Overall, what recommendations would you offer to improve teaching effectiveness/student success?

Final Comments: Instructors

Instructors, do you have any comments to add?

__________________________________________________ _______________

Instructor Ink OR Electronic Signature Date

__________________________________________________ _______________

Observer Ink OR Electronic Signature Date


Student Feedback Forms The Student Feedback Form currently used in all FRCC courses (regardless of delivery format) was developed by the Faculty Planning and Evaluation Committee between January and August 2013, and updated twice in 2014 based on faculty feedback. This form was created by combining research; input gathered from over 300 faculty, instructors, students, and administrators; and pilot testing. Over the next few years, the committee will continue to gather information on the wording and overall effectiveness of this form, and will hone and refine the Student Feedback Form document (and associated processes) as needed. Purpose of Student Feedback The regular and frequent evaluation of faculty by students serves several purposes:

It brings the college into alignment with CCCS policy (SP 3-31) that states that faculty assessment will include, but is not limited to, regular feedback from students.

Promoting teaching excellence is one of the most important functions of a faculty member’s annual performance evaluation. Student evaluations are an integral part of the faculty member’s evaluation since students have the most frequent and immediate first-hand experience of faculty members’ work in the classroom.

Thoughtful feedback from students, who have been provided with a useful and valid assessment tool, about their perceptions of classroom teaching (both materials and presentation) can provide a valuable tool for faculty to use to improve their teaching skills.

Most importantly, valid student feedback can provide more rich and specific material for the ongoing conversation that helps shape and inform a faculty member’s plans to achieve excellence in teaching.

Understanding the Student Feedback Form The upper half of the new Student Feedback Form is comprised of an attitude survey. In this section, students are asked to respond to a series of questions by choosing one of the following options: Strongly Disagree, Disagree, Neutral, Agree, or Strongly Agree. This counts as an attitude survey because there is no definitive distinction between the categories, even though the possible options fall along a continuum. In other words, two people taking the same class from the same instructor may respond differently to the same prompt; what one student regards as “professional demeanor,” another may regard as “cold” or “distant.”

The lower half of the new Student Feedback Form allows open-ended responses to a series of questions or prompts. These items challenge students to think of their own agency and accountability in the course, and also to consider areas of strength and recommendations for improvement within or by the course and its instructor.

Administering the Student Feedback Form Students may or may not have filled out an evaluation form for an instructor before, so be sure to clearly explain the importance of these forms and directions for effective completion. However, do not use loaded language when introducing the form (ex. “Because I’m the best teacher in the world, you should…”); strive to use neutral language when explaining the document.


Follow these general guidelines:

• Student Feedback Forms are expected to be completed during class in either hard copy or electronic version. Note: For fully-online courses (which will utilize the online platform), students should be given directions to complete the Student Feedback Form with a specific deadline. Regardless of the Student Feedback form’s delivery method, electronic or paper, every course section must be evaluated and a reasonable response rate is required (50% or more).

• Optional: You may wish to post a PDF copy of this form on D2L early in the term, so that students can see the questions and begin thinking about their answers (without completing the form itself).

• When planning your lesson, allow approximately 10-15 minutes for completion. • Read the “Notice to Student Evaluators,” included with your packet, to your students and answer any

basic questions they may have about the form. • Advise students to read the questions carefully, and to write additional comments if they select

“Strongly Agree” or “Strongly Disagree.” • Then, leave the room until all evaluations have been completed. • Have the student proctor collect the forms, if a paper copy was distributed, seal them in the envelope

provided, and return the forms to the designated location by the established deadline for your campus and/or department or program.

• Remind students that this is a confidential process; their comments will not be seen by their instructors until after final grades have been submitted.

To help minimize the effect of bias, consider:

• Avoid administering the feedback form at the end of a class session, when students may be anxious to go home or leave for another class.

• Do not hand out this form right before an exam, when students’ minds are preoccupied with the test, OR right after an exam or major assignment has been returned to students (when their emotional reaction is often immediate and high).

• Avoid treating students with food and drinks when administering the form. • With the exception of online courses, DO NOT award extra credit to encourage students’ participation.

As online participation is often lower, some faculty and instructors may consider offering a SMALL amount of extra credit if 80% of the class completes the evaluation. Talk to your online chair or lead before offering this opportunity!

Again, it should be noted that ALL courses should have the opportunity to complete a student feedback form.

Interpreting the Student Feedback Form Students’ responses on faculty evaluation forms may be influenced by factors unrelated to teaching effectiveness, such as the likeability of the instructor. Therefore, in order to accurately interpret comments received on the Student Feedback Form faculty, instructors, and supervisors should keep several things in mind.

• Types of Data o Quantitative Data: Information collected through experimental means that is expressed

numerically (ex. infant mortality rate, percent of a population with access to healthcare, average class size at FRCC, etc.). It is important to note that mathematical calculations can only be performed on quantitative data, and the current version of the Student Feedback Form does not collect quantitative data.


o Qualitative Data: Information related to the quality, character, or attitudes of the subject being

studied (ex. open-ended responses and items rated strongly disagree, disagree, neutral, etc.). It is important to recognize that the distance between categories, like those previously mentioned, is not something that can be measured. In other words, the difference between “Strongly Disagree” and “Disagree” cannot be measured in the same way that the difference between the number 1 and the number 2 can be measured.

o Summary: Supervisors should be careful not to treat qualitative data as quantitative data, and should not assign numeric values to the “Strongly Disagree – Strongly Agree” survey items.

• What should I look for?

o Supervisors should look for themes, trends, or patterns (i.e. a degree of consensus among respondents) indicating potential strengths and weaknesses.

o Faculty should consider student feedback as one of many tools to assess their courses. These forms can provide a valuable perspective on what is or is not working in a particular course, and what activities, assignments, etc. should be continued or modified for future terms.

o Always keep the credibility of the data in mind. Consider: What is the sample size? How reliable are those providing the data? What motivations and/or distractions might have influenced how a participant

responded? What biases might have influence how a participant responded? What is the perceived difficulty of this course? and so on

o Pay particular attention to what students have written in response to the open-ended questions. These descriptions will provide clues as to whether their feedback in the survey portion of the evaluation was based on a productive learning environment or an emotional experience.

o Also, watch for evidence that the student did not clearly read all of the questions. For example, if a respondent circled “Strongly Disagree” all the way down the page but wrote “One of the best teachers of my life!!!” in the open-ended section, this contradiction should be a red flag for the interpreter.

Impact on the Faculty Evaluation Process Student evaluations are one of many factors in the performance evaluation process. Comments on student feedback forms should inform the conversation between faculty members and supervisors at least twice a year (January and April). Both positive and negative trends in these evaluations should be addressed with the faculty member, in order to recognize positive achievements and/or to highlight areas for improvement in the classroom. While important, Student Feedback Forms should not be taken as true without question; faculty members should have the chance to address any areas of concern noted on these forms. Finally, although Student Feedback Forms have NOT been assigned a particular percentage or to have a predetermined impact in the performance evaluation process, important positive or negative patterns on these forms may influence the faculty member’s final rating in the Teaching category.


Blank Student Feedback Form

Student Feedback Form

The purpose of this form is to provide constructive feedback about your professor and course. These comments will be seen by your professor and his or her supervisor after final grades are submitted, and will be used to both evaluate performance and enhance instruction for future students. Comments should include appreciation for what was successful AND areas of improvement. Finally, fill out this sheet independently – without input from others. Thank you!

Professor Name _________________________ Semester Fall Spring Summer

Course Number/Section _________________________ Year ______________________

Circle a rating for each item. To provide additional feedback, use the back of this sheet. St

rong

ly

Agre

e

Agre

e

Neu

tral

Disa

gree

Stro

ngly

Di

sagr

ee

Not

Ap

plic

able

1. I was challenged to think in new ways in this course. SA A N D SD N/A

2. Course readings supported the overall objectives of this course. SA A N D SD N/A

3. My professor was regularly prepared. SA A N D SD N/A 4. My professor treated me with respect. SA A N D SD N/A 5. Course materials (ex. syllabus, assignment sheets, grading rubrics, lecture notes, etc.) were clear. SA A N D SD N/A

6. The feedback from my professor was helpful. SA A N D SD N/A

7. I put significant effort into this course. SA A N D SD N/A

In this section, answer the questions in the boxes provided.

8. As a student, what could you have done better or differently in this course?

9. Give examples of areas of STRENGTH for this professor:

10. Provide examples of possible IMPROVEMENTS for consideration by this professor:

11. Give examples of areas of STRENGTH for this course and course materials:

12. Provide examples of possible IMPROVEMENTS for consideration in this course and course materials:


Important Information: Provisional Faculty This section includes questions that are frequently asked by provisional faculty regarding the planning and evaluation process. If you have additional questions, please talk to your supervisor! 1. How do I plan for my faculty plan? What should I include? How detailed should I be? How does my plan

relate to my evaluation? What are the timelines for the completion of this plan, classroom observations, and incremental/final performance evaluations? All of this information is conveniently located throughout this handbook. First-year faculty members should meet with their supervisors for guidance prior to the completion of your initial goals on the Faculty Planning and Evaluation Worksheet.

2. What kinds of goals should I set in my Plan? How does my completion of these goals impact my overall evaluation? What resources are there to help me create, complete, and assess those goals? Prior to the completion of the Faculty Planning and Evaluation Worksheet, meet with your supervisor to discuss your goals for the academic year. Workshops will be offered throughout the year that focus on goal-setting and assessment. Your colleagues may be willing to provide samples or assistance!

3. In addition to my teaching duties, what are my other obligations and how will these factors impact my performance evaluation? Annual performance plans (listed on the Faculty Planning and Evaluation Worksheet) are divided into two sections: Teaching and Service. Non-teaching duties should be addressed in the “Service” portion of the plan, and descriptions for potential Service items can also be found in this handbook and in CCCS policy SP 3-31. Overall, work with your supervisor to determine the appropriate items for your performance plan during each academic year.

4. If I teach secondary students, how does that correspond to my workload and evaluation process? If I have administrative duties, how do I account for these on the Faculty Planning and Evaluation Worksheet, and how do these factors impact my evaluation process?

Discuss the role of teaching secondary students or fulfilling administrative obligations with your supervisor. Generally, lead or other duties will fall under “Service” for the college.

5. How does reassignment time impact my evaluation process?

Reassignment time should be discussed with your supervisor (and possibly the dean) as soon as possible. The nature of the reassignment will determine its place in the performance plan and evaluation.


6. With what kinds of committees, task forces, organizations, professional development activities, and projects should I be involved? How many? Also, is it true that first-year faculty members cannot serve on committees or other groups?

First-year faculty members ARE allowed to serve on committees with the approval of their supervisor, but the college generally encourages first year faculty members to focus mostly on teaching and limit service activities. First-year faculty with considerable teaching experience as an instructor or in another college may take on larger service roles. Regardless, the number and types of committees, task forces, etc. you serve on should be informed by a conversation with your supervisor. Additionally, talk to your supervisor about the appropriate place for these items on your performance plan; for example, some professional development activities will fall under “Teaching,” while others will be housed within “Service.” It is important to note that task forces and committees have different sets of expectations and requirements.

7. How do I move off of provisional status? What should I do to prepare (do I need to document my work, compile my evaluations, complete TWP, etc.)? When am I eligible to advance, and when and how do I find out if I made it to non-provisional? What happens if I am not offered a regular contract?

Requirements and expectations for all provisional faculty members and rationale for these requirements are located in Appendix A-8 (Provisional Faculty Development Plan) of this handbook.

8. Is it a policy that first-year faculty members cannot receive higher than a “Commendable” rating on their evaluation? Are there quotas for the rating levels? Can I achieve the same rating in consecutive years? What impact does my final rating have on next year’s plan, evaluation, and salary?

Faculty members are evaluated each year on their work in Teaching and Service; these levels are described in this handbook, with examples of items that fit within each section of the performance plan. There is no restriction on the number of times or people who can receive any level of rating. Faculty should receive the rating that best describes the level of work they achieved during that academic year. Thus, it is possible to achieve the highest-level rating during the first year and in consecutive years! Next, while the final performance rating from the previous year may inform the following year’s plan, please note that performance ratings do “re-set” at the start of each year (meaning that no levels or ratings are ever guaranteed). The impact of different evaluation ratings on your salary can also be found in this handbook.

9. What counts as an overload? Are provisional faculty allowed overloads?

There is not a policy preventing overloads for provisional faculty, but FRCC especially encourages first-year faculty to focus on their teaching (and to limit overload possibilities) while adjusting to our unique institution and community. Given the nature and variety of overload requests, talk to your supervisor! Note that except in very unusual circumstances, all faculty are limited to overloads of no more than two courses or 8 credits, whichever is less; for more details see the compensation handbook.

10. By the end of year one, what should I have accomplished? What are my main goals for year one? And by the end of year two? And by the end of year three as I prepare to move off provisional status?

Appendix A-8 (Provisional Faculty Development Plan) of this handbook addresses these questions.


Pay Plan for Faculty Per SBCCOE policy (BP 3-55 and SP 3-55), each college is responsible for the development and use of a salary allocation plan which promotes teaching excellence. Two categories of salary increases, base building and non-base building, are allowed. Per board policy, all annual faculty salary increases are merit-based and allocated based on the college’s current pay for performance process; there are no “across the board” cost of living raises. Raises designed to increase faculty salaries to the national average are also allocated based on the college’s stated pay for performance process. Further, CCCS Policy (SP 3-31) notes that only faculty members whose final rating is “Commendable” or above are eligible for performance-based salary increases.

Initial Salary Placement Initial faculty salaries are based on years of teaching experience, up to three (3) years, and the highest degree earned. The starting salary matrix will be published each year in the FRCC Compensation Handbook. All of the values on the matrix are adjusted upward each year by 1% less than the percentage change in the average faculty salary, by recommendation of the 2005 Faculty Professionalism Taskforce and as approved by Cabinet.

Assigning Annual Raises Annual raises are calculated by assigning raise shares based on the annual performance evaluation per the table below, totaling all the shares, and then dividing the raise pool by the total number of shares to get the value of each share. Annual evaluations will be assigned in conjunction with the faculty evaluation plan.

Evaluation Rating Raise Share

Needs Improvement 0

Commendable 1.0

Exemplary 1.2

Shares Calculation Example To calculate the value of an individual share, the Human Resources office will gather all evaluations; assign each rating the numerical value above; and then find the total number of shares awarded. For example, if there were only five faculty members (three rated as “Commendable,” and two rated as “Exemplary”), there would be a total of 5.4 shares. If the total raise pool was $10,000, each share would be worth $1,852 (i.e. $10,000 pool / 5.4 shares). In this example, “Commendable” faculty members would each receive a 1.0 share ($1,852), while “Exemplary” faculty would each receive a 1.2 share ($2,222).


Other Adjustments to Salary • Earned Degrees: If a faculty member earns a higher degree after their initial salary placement, they will

receive a dollar raise equal to the difference on the current new hire matrix between their previous education level and their new degree. Note that raises are only given for completion of a degree, not for earning credits toward a degree. To apply for this raise, faculty must provide the Human Resources office with transcripts and documentation of graduation. The raise will be applied during the fiscal year after the documentation is received.

o For example, if a faculty member was hired with a Master’s degree and two years’ experience and later earns a PhD, Human Resources will look at the current salary matrix to calculate the dollar difference between a faculty member hired at the “MA + 2” level and the “PhD + 2” level. Human Resources will apply that raise to the faculty member’s salary.

• Market Conditions: FRCC does not currently differentiate salaries based on market demand for specific disciplines, but reserves the right to revisit that practice.

Changes to this Pay Plan Modifications to this plan will be developed in consultation with faculty. The college president and/or designee may revise this plan when necessitated by unique circumstances, and will consult with faculty senate presidents at all campuses or sites. However, the final decision rests with the FRCC President.


Development Plans

In the event a faculty member is designated as “Needs Improvement” in Teaching, Service, and/or if other concerning behaviors are noted, he or she may be placed on a Development Plan; faculty members whose provisional status is extended to a fourth year will also be placed on a Development Plan. Supervisors should consult their campus Human Resources office to determine next steps. If the decision is to create a Development Plan for the faculty member, the Development Plan MUST outline areas in need of improvement, and clearly identify a series of appropriate steps and timelines for resolving noted issues. Areas for improvement should be based on concrete or tangible elements (competencies) noted within and/or beyond the classroom.

Supervisors are encouraged to discuss rating options for faculty who successfully complete the Development Plan(s) with Human Resources. Similarly, “next steps” for faculty members who do NOT successfully complete a Development Plan(s) should be discussed with the campus Human Resources office immediately.

The following steps in implementing a Development Plan have been established in collaboration with the Human Resources office at Front Range Community College:

• Step 1: Meet with the Faculty Member o As soon as a concern is brought to the attention of the supervisor, it should be addressed

promptly. Faculty members should have the opportunity to respond to issues raised about their performance or behavior.

• Step 2: Identify Growth Needs o Pinpoint core competencies needing development; outline objectives for improving these areas.

• Step 3: Identify Action Steps and Timelines o What action steps should be taken to improve this competency? What are the target dates for

completion of these actions? Who is involved, and in what ways, with each part of the plan? • Step 4: Continued Dialogue

o Faculty and supervisors should engage in regular dialogue about these issues every 1-2 weeks for roughly one semester; the actual time may vary depending on the severity of the situation.

• Step 5: Documentation o Supervisors MUST document all concerns, meetings with the faculty member, and faculty efforts

to resolve said concerns. The type of documentation (Memo to File, email, etc.) is left up to the discretion of the supervisor; however, regardless which type of documentation is used, all development plans will ultimately become part of a faculty’s personnel file.

o Supervisors may also choose to address issues in the faculty member’s mid-year and/or final performance review (including, but not limited to, adding comments to the Faculty Planning and Evaluation Worksheet), whether or not the issue has been resolved. If resolved, supervisors MUST include information on faculty efforts to address these concerns.

• Step 6: Involving Others o If these issues cannot be effectively remediated through regular communication between

faculty and supervisors, the appropriate Academic Dean should be consulted. Depending on the severity of the situation, the Human Resources office may also get involved.


Development Plans, continued Repeated issues, and/or refusal to improve concerning behaviors, may result in disciplinary action as outlined in FRCC and/or CCCS policies or guidelines. Members of the FRCC college community who witness concerning or unprofessional behavior have an obligation to bring these issues to the attention of the faculty’s supervisor as soon as possible; it is then the supervisor’s responsibility to ascertain the veracity of that information prior to placing a faculty member on a time/action development plan. While these faculty members may not have earned “Needs Improvement” in teaching or service, a time/action development plan may still be warranted. Again, the Human Resources office should be consulted immediately.


Appendix A-1: SBCCOE BP 3-31 and CCCS Policy SP 3-31

STATE BOARD FOR COMMUNITY COLLEGES AND OCCUPATIONAL EDUCATION EVALUATION OF JOB PERFORMANCE

BP 3-31 APPROVED: May 11, 1989 EFFECTIVE: July 1, 1989 EDITING APPROVED: June 8, 1989 EFFECTIVE: July 1, 1989 REPEALED: September 14, 2000 READOPTED: August 25, 2001 REVISED: June 7, 2002 REFERENCES: ISSUED BY: Joe D. May, System President Policy Statement It is the intent of the Board that students be provided with the highest quality of instruction and services and that all components of the System be managed with efficiency and integrity. To this end, the Board has established this policy on evaluation of job performance. Scope This policy applies to Regular Faculty, Contract Staff, and college and central System staff Administrators (other than presidents). Job Duties and Responsibilities Employees of the Board shall be notified of the duties and responsibilities of the position they hold. Evaluation of Job Performance The System president for central staff and the college presidents for their respective college staffs will develop procedures for conducting evaluations which will assess each employee's proficiency in performing the duties assigned. Such procedures shall meet the following guidelines: 1. Employees will be informed concerning who will evaluate them. 2. Evaluation shall include consideration of input from supervisors and subordinates. 3. Student evaluation of instruction will be considered in the evaluation of teaching faculty. 4. A formal evaluation conference shall be held at least once during each provisional contract. Thereafter,

formal evaluation conferences shall be held on a regular basis. A written report of the conference will be provided to the employee.

5. The employee shall have opportunity to respond to the formal evaluation report for the record. 6. The college president will review an appeal by a faculty member of a formal evaluation report. Procedures The system president shall promulgate such procedures as may be needed to implement this policy.


COLORADO COMMUNITY COLLEGE SYSTEM SYSTEMS PRESIDENT’S PROCEDURES

Policy Number: SP 3-31

Title: Evaluation of Faculty Job Performance

Approved: July 1, 2002

Effective: July 1, 2002

Revised: November 18, 2013

Reference: Board Policy on Evaluation of Faculty Job Performance, BP-31

Approved by: Nancy J. McCallin, Ph.D. System President Scope This policy applies to regular teaching faculty. Purpose The goal of faculty evaluation is to assess faculty performance and reward contribution to the success of students and improve the environment of the college community. Basis Board Policy 3-31 requires the System President to establish System guidelines for the evaluation of faculty job performance. Factors in Evaluation of Job Performance Faculty will be evaluated according to their documented responsibilities, job description, and the ability to meet program, college, and Board goals related to their areas of responsibility. These documented responsibilities and goals will determine the specific focus of the faculty member’s work and evaluation in the two principal evaluation categories: teaching and service.

A faculty member would typically be expected to devote 70 percent of his or her effort and attention to teaching activities, and 30 percent to service activities. These percentages may be modified in circumstances including but not limited to: provisional status, reduced teaching loads for department chair or other leadership duties, special assignment or projects (such as accreditation), or where performance concerns have been identified. The modified percentages should be specified in the performance plan. The final overall evaluation rating is not meant to be a weighted average of ratings in each category, but should reflect the faculty member’s overall performance based on his or her individual responsibilities.


Compliance with State Board policies and System President’s procedures is a requirement of all State System employees; noncompliance will be an overall negative factor in a faculty member’s evaluation.

Teaching The evaluation of teaching will include, but is not limited to, consideration of student evaluations and direct observation by supervisors. Evaluators should consider all the following components of teaching: Class structure and organization; course materials, including syllabi, course outlines, and lesson plans; command of subject matter; demonstrated currency in the field and in teaching methodology; presentation skills; professional and courteous interaction with students; availability to students during office hours; student engagement; and promotion of student achievement. In addition, evaluators should consider other factors that may be relevant based on the faculty member’s job description, responsibilities, and individual and college/department goals. These may include, but are not limited to: Assessment of student learning; documented teaching and curriculum improvement based on assessment results; incorporation of course, program, and college student learning outcomes; incorporation of student retention strategies; and integration of technology into coursework as appropriate to the discipline.

Service Service includes fulfilling the mission and goals of the college outside of the classroom. Components of service to be considered in the evaluation should be based on the faculty member’s job description, role, goals, and documented responsibilities. These may include but are not limited to departmental service, including curriculum coordination and development, advising and outreach, administrative assignments, and committee work; system, college-wide, and campus committee work; sponsoring and participating in student activities; and attendance at college activities and events. Additional activities may include serving as the college representative on a local board or commission, making community or professional presentations, serving as a liaison to local schools, or serving as an elected or appointed member of local boards. Service also includes professional and courteous interaction with colleagues, staff, and community as typically demonstrated by active engagement, collaboration, and constructive cooperation in department and college activities. This shall not diminish lively, critical debate which is both necessary and appropriate in an academic institution. Evaluation Procedures The college presidents, with input from faculty and other pertinent staff, will develop procedures for conducting evaluations that will assess each faculty member’s proficiency in performing the duties of his or her position. Such procedures will meet the following guidelines:

1. Faculty members will develop and submit for supervisor approval an annual performance plan incorporating teaching and service. Individual performance objectives will be based on the faculty member’s documented responsibilities and the department and college goals. Plans and associated factor percentages may be modified in the event of a change in faculty role.


2. Faculty members Faculty members shall receive annual performance evaluations from trained supervisors, which shall be reviewed by the second level supervisor. The delegated faculty supervisor has discretion to require more frequent comprehensive evaluations as the supervisor deems necessary.

3. Faculty members will prepare a brief written summary of their activities for the year, and the contribution and outcome of those activities to teaching and service and their performance objectives.

4. Performance evaluations and ratings shall be narrative – not numerical. 5. There shall be three performance ratings: Exemplary, Commendable, Needs Improvement. 6. A formal evaluation conference shall be held at least once during each evaluation cycle. A written report

of the conference, including the supervisor’s rationale for the rating, will be provided to the faculty member.

7. The faculty member shall have the opportunity to respond to the formal evaluation report for the record.

8. A faculty member may petition the college president for a review of the formal evaluation report within 10 days of receipt of that report. Each college president will establish guidelines for a prompt review of the appeal; these guidelines may include a requirement that the faculty member seek to resolve the dispute informally with a dean or vice-president before a review by the president.

9. Faculty members must meet the standards for Commendable performance or above in both teaching and service to receive an overall rating of Commendable or above.

10. Faculty members must meet the standards of Exemplary performance in both teaching and service to receive an overall rating of Exemplary.

Only faculty members whose performance rating is “Commendable” or above are eligible for salary increases. CCCS reserves the right to change any provision or requirement of any procedure at any time.

Definitions of Performance Ratings The definitions below are meant to be starting points for colleges to develop more college-specific guidance for each performance rating for faculty and evaluators. Colleges must follow the basic definitions below, but can provide more detail on rating definitions or evaluation methods. Exemplary To receive a rating of “Exemplary,” a faculty member must meet the standards for Exemplary performance in both teaching and service. Evidence of exemplary performance must be documented within the performance evaluation. Examples of the kinds of combinations of qualities or activities an “Exemplary” teacher might demonstrate include, but are not limited to: Exceptional skills in both instructional delivery and course design and planning; engaging students at a high level; demonstrating a strong commitment to using assessment data to guide revision of his or her teaching methods to improve student outcomes; leading the integration of new technology into the classroom; or developing new courses or curriculum, either in the classroom or online, that are of impressive quality. For service, exemplary faculty typically perform their department and discipline responsibilities at a high level or take active leadership on specific initiatives that meet significant college or department goals. For example, if charged with managing a career/technical program, they might demonstrate very strong relationships with industry partners that lead to high levels of program support, internships, and placement rates for students. Other examples of the type of efforts that might characterize exemplary service include: Effective leadership roles in college or system committees; developing significant new relationships in the community that meet college goals (with institutions like K-12 districts, other colleges, or key business partners); making a contribution to their field of study in published work, presentations, or service in a professional organization; leadership in


broader college initiatives that improve teaching and learning such as learning communities, service learning, Writing Across the Curriculum, or similar initiatives. “Exemplary” service should be consistent with the faculty member’s performance plan. Commendable To receive a rating of “Commendable,” a faculty member must meet the standards for commendable performance or above in both teaching and service, abide by all college guidelines and CCCS policies and procedures and meets department, college, and Board goals related to his or her area of responsibility, including performance objectives defined in his or her performance plan. “Commendable” faculty members meet basic instructional requirements, including following curriculum guidelines, college and department syllabus policies, assessment requirements, and deadlines for schedules and grades. They demonstrate currency in their field and in teaching methodology. They demonstrate skill in both instructional delivery and course design and planning, as well as innovation in teaching methods and a commitment to continuous improvement of student learning outcomes, including meeting college guidelines for assessment of student learning. “Commendable” faculty members engage actively in service such as serving on department and college committees, engaging in department and college functions and activities, advising students as appropriate, and demonstrating professional and courteous behavior. They also meet the critical duties of their assigned roles. For example, if charged with managing a program, they meet all basic program requirements, including holding productive advisory committee meetings and appropriately advising students. Or, if charged with hiring and mentoring part-time instructors, they provide appropriate screening, orientation, and supervision (including classroom observations). Needs Improvement A faculty member “Needs Improvement” when he or she does not meet the criteria of a “Commendable” performance rating in either teaching or service – he or she fails to competently meet the teaching or program management standards outlined above or in college guidelines, fails to provide significant service to the college or their department, and/or violates the expectation of professional and collegial behavior. Any disregard for or violation of established CCCS policy or procedures or college guidelines may also result in this rating.


Appendix A-2: Job Descriptions

FRONT RANGE COMMUNITY COLLEGE

JOB DESCRIPTION

POSITION TITLE: Full Time Faculty REPORTS TO: Dean/Department Chair/Site Director of area in which primary teaching assignment

is made consistent with campus structure. SUPERVISES: May be assigned supervisory responsibilities BASIC FUNCTIONS: Regular faculty members teach assigned classes in accordance with established

guidelines and policies and participate in advising and committee assignments, other academic and institutional support activities, and supervisory responsibilities as assigned.

EFFECTIVE: August 2012 The categories listed below, per BP3-80, SP 3-31, and consistent with FRCC mission and values, have been identified as recognizable parts of a faculty member’s work assignment. Regular faculty will have a minimum 40-hour work week in keeping with state board policy requirements by state employees. All Categories are essential components of this job; however, teaching is considered the primary responsibility of this position. In addition, all full time faculty are expected to assume a leadership role within the campus/college In some circumstances, the Dean of Instruction may designate a faculty member as “Lead Faculty” for a discipline, a cluster of courses, or a cluster of disciplines or prefixes. Said faculty member may receive release time in order to accomplish specific objectives or to manage specific responsibilities. Category I – Teaching Effectiveness The following are considered essential components of the job.

a. Creates an effective learning environment for students regardless of delivery method. b. Teaches courses consistent with CCCNS template, appropriate course content guide and catalog

description, as per CCCS policy. c. Provides each student with a syllabus (paper or online) at the first class meeting that complies with

FRCC/department syllabus guidelines as per policy. d. Teaches assigned classes at the scheduled time and place and meets required contact hours. e. Maintains and posts teaching schedule, regular meetings, and a minimum of five office hours per week

to be available for students. f. Actively participates in curriculum development and related activities as a contributing team member of

the program area, department, campus, college and state. g. Maintains significant campus presence to respond to instruction and daily needs of students,

departments, college and community. At a minimum, this means four days a week, 30 hours a week on campus (including a minimum of five office hours per week for students) during regular college operation hours or significant presence on campus as defined by campus practice.


h. Is available to teach courses at times directed by academic needs of the program and availability of staffing pool. Final teaching assignments are the prerogative of the Instructional Deans.

i. Returns graded assignments in a timely fashion, normally within a week. j. Consistently approves course quality, design and course integrity through participation in college-wide

assessment of student learning. k. Maintains student attendance records (for Financial Aid purposes) and grades. l. Conducts a variety of appropriate evaluations of student performance. Informs students of progress to

date periodically and assigns and submits grades by published deadlines. m. Assists in maintaining a safe and mutually respectful instructional environment. Prepares and submits

incident reports to Dean of Student Services for inappropriate student behavior as defined by Student Code of Conduct.

n. Uses appropriate resources and technology in the delivery of courses. o. Collaborates with colleagues for instructional improvement.

Category 2 – Service to the College The following are considered essential components of the job.

a. Knows and enforces FERPA guidelines. b. Assists in maintaining a safe and secure campus environment. c. Reviews and recommends program textbooks and/or materials. d. Participates at graduation. e. Handles/responds to student concerns/complaints. f. Maintains and posts office hours devoted to teaching schedule, student needs, department and college

service.

All full-time faculty members are expected to assume leadership responsibilities consistent with the needs of the department and/or campus; that will typically include some of the activities in the following list. These responsibilities will be agreed upon annually during performance planning. g. Assumes an active role in the student advising process, formal and/or informal, per departmental

guidelines. h. Meets with and updates counseling office; updates and maintains advising materials. i. Develops and participates in student recruitment and retention strategies. j. Assists in the preparation of class schedules and college catalog. k. Assists with assessment of credit for prior learning as needed. l. Serves on college committees/task forces. m. Participates in the formulation and implementation of department initiatives and budget management. n. Participates in college promotion. Activities may include but are not limited to recruiting and retaining

students, developing and executing a marketing plan, creating and distributing various promotional materials, Post Secondary Enrollment Options (PSEO) and off-campus course instruction.

o. Evaluates and revises program offerings/materials on an ongoing basis and develop new curricula as needed.

p. Participates in strategic planning and monitors the institutional effectiveness and accountability process according to FRCC/CCCOE/CCCS policy.

q. Provides leadership and instructional integrity through hiring, supervision, classroom observation, mentoring and evaluation of part-time faculty regardless of delivery method.

r. Participates in state-level issues. s. Reports maintenances issues for classrooms and equipment to appropriate authorities. t. Maintains inventory, if appropriate, of equipment, tools, supplies and storage/disposal of hazardous

materials required for classes, and request appropriate equipment repair.


u. Identifies budgetary needs and priorities within the program; research large-scale purchases to determine current program technology, equipment, and supplies.

v. Serves as a faculty advisor to student clubs and activities. w. Reconciles budgets, including managing P-card purchases.

Category 3- Professional Development The following are considered essential components of the job.

a. Maintains necessary educational credentials and professional skills appropriate to the teaching assignment and consistent with FRCC/CCCOES policy.

b. Solicits feedback and implements suggestions from students and peers. c. Expands knowledge in discipline and teaching craft on an ongoing basis.

The following are considered desirable. d. Promotes professional development of peers/colleagues through in-service activities and the

presentation of conference papers and/or publications, and other methodologies appropriate to the teaching field.

e. Participates in mentoring relationship serving as mentor and/or mentee. Category 4 – Service to the Community The following are considered essential components of the job.

As per State Board policy, full-time faculty are expected to a. Participate in a community activity to promote education.

The following are considered desirable. b. Serve as a resource for the community as needed.

Category 5 – Other The following are considered essential components of the job.

a. Maintains professional and collegial behavior. b. Responds to voicemail and email communication promptly (generally within 1-2 contract days.) c. Meets deadlines. d. Maintains professional appearance as defined by the discipline.


POSITION TITLE: CTE Full Time Faculty

BASIC FUNCTIONS:

In some circumstances, the Dean of Instruction may designate a CTE faculty member as “Lead Faculty” for a CTE program or prefix. Said faculty member may receive release time in order to accomplish specific objectives or to manage specific responsibilities.

In some circumstances, the Dean of Instruction may appoint a CTE faculty member as “Program Director,” who may receive release time in order to accept specific responsibilities for the program. CTE-Specific Duties The following are considered essential components of the job:

a. Responsible for maintaining currency of program and assisting in program changes, program renewal and accreditation.

b. Maintains vocational teaching credential, industry standard credentials, & complies with accrediting agency’s requirements.

c. Acts as faculty advisor for students within the program -- review and recommends appropriate action on advisees’ transcripts, vocational credit transfers, early graduation audits, and graduation applications.

The following are considered essential to the program, but may not be required of every CTE faculty member: a. Facilitates two advisory committee meetings annually per State policy. b. Coordinates and supervises internships and clinical experiences for students. c. Facilitates and contracts internships and clinical experiences. d. Acts as liaison to industry. e. Maintains program visibility within the community. f. Facilitates program meetings; communicates with faculty on department issues and concerns. g. Negotiates articulations and/or escrowed credit agreements with local high schools. h. Works with department chair and/or dean to assemble and execute a strategic master plan for the

program based upon industry’s and advisory committee’s recommendations. i. Performs the annual VE-135 Follow-Up Survey.


POSITION TITLE: Department/Online Chair REPORTS TO: Instructional Deans COORDINATES: Faculty and Instructors SUPERVISES: Faculty, Instructors and others as assigned within the department BASIC FUNCTIONS: Department chairs are faculty and as per the faculty job description should teach classes in accordance with established guidelines and policies; provide departmental leadership and supervision; and participate in advising, committee assignments, and other academic and institutional support activities. The Dean of Instruction may designate a faculty member as “Department Chair” for a cluster of programs, disciplines or prefixes. Said faculty member will receive reassignment time in order to accomplish specific objectives and to manage specific responsibilities. (See the Compensation Handbook for information regarding the chair stipend.)

Chair Specific Duties The following are considered essential duties, but may be delegated by the Chair, in consultation with the dean. Some duties, designated by an asterisk, cannot be delegated. The chair maintains ultimate responsibility for the department.

a. *Provides leadership to maintain an academically effective department that pursues strategic goals, student learning and success, instructional excellence and assessment of instructional activities, in accordance with State Board policy, system president’s policy, and FRCC’s policies and procedures.

b. Promotes collegiality among faculty and instructors. c. Serves as internal and external point of contact for the department. d. *Responsible for managing and assisting in the development of the departmental budget and

departmental purchases as determined by college and campus procedures. e. Supervises the development of the course schedule. f. Facilitates a minimum of one department meeting each semester and attends discipline meetings as

appropriate. g. *Supervises and evaluates faculty. h. *Approves faculty annual plans and instructional / non-instructional assignments. i. *Collaborates with on-campus or online counterpart in faculty planning and evaluations. j. Attends chair meetings and keeps faculty and instructors in the department informed of campus /

college information and plans. k. Oversees departmental enrollment management activities. l. Responds to student concerns and inquiries. m. Coordinates the mentoring and observation and evaluation of instructors. n. Screens applications, interviews, hires, schedules, mentors, supervises, observes, and evaluates

instructors. o. Facilitates screening committees for new faculty and administrative staff (if applicable to the campus). p. Maintains significant campus presence to respond to instructional, student, department, college, and

community needs. Typically, this means five days a week on campus and more than 30 hours per week during fall and spring semester college hours of operation.

q. Oversees accuracy of syllabi and posted schedule for the classes taught in the department consistent with CCCNS guidelines, appropriate course content guide and catalog description.

r. In most cases, chairs should teach a minimum of one course per semester, as approved by the dean. Each chair’s teaching load is determined on a semester basis by the dean. When necessary, deans may exempt chairs from this requirement.


Appendix A-3: Appeals Process

Title: Due Process and Grievances: Regular Faculty Evaluation Appeal

Policy Number: FRCC HR Policy 5.5

Category: Human Resources

Issued: October 29, 2005

Reissued: November 3, 2005

Legal or Other Authority: State Board Policy 3-31

GUIDELINES

Purpose To provide for an equitable and efficient operation of the college and afford Regular Faculty a mechanism by which an evaluation appeal can be resolved.

Scope Reference legal authority

Definitions Regular Faculty are contracted on a provisional or continuing basis for at least one-half of a full-time equivalent workload in positions funded entirely by funds appropriate to the Board by the General Assembly and allocated by the Board to a college and/or funds received from a school district for purposes of providing secondary vocational education (state funds). Faculty members who were hired to fill provisional or continuing positions funded by state funds and who are assigned involuntarily or temporarily to a position funded in whole or in part by non-state funds shall retain their status as regular faculty members. Regular faculty members have due process rights under BP 3-20 and are granted benefits in accordance with BP 3-60. Appeal: The written notice a Regular Faculty member must submit opposing the final evaluation report.


Procedure

• A Faculty Member must submit a notice to appeal an evaluation to the appropriate Dean and the Human Resources Office by the end of the spring semester when the evaluation was issued.

• A Faculty Member must meet with the appropriate Dean and Campus Vice President in order to solve the issue at the Vice President level.

• If the faculty member is not satisfied with the decision at this level, the Faculty Member must submit a written appeal of the evaluation to the Human Resources Office by October 31 of the following fall semester.

• The college President will schedule a meeting with the faculty member, Dean and Campus Vice President to hear the appeal. The Faculty Member may choose a peer who has been elected to the Front Range Community College Hearing Panel that is described in BP 3-20 to also attend the meeting. The meeting will take place by November 30th. This date may be extended with agreement of the Faculty Member and President.

• The President will consider the information gathered at the meeting, including the formal evaluation and the information in the Faculty Member's written appeal, to make a final decision. The President's decision is final and is not subject to review.


Appendix A-4: Observation Pre-Visit Form

Observers: In anticipation of your upcoming observation, please fill out this section of the form for each instructor you will be observing, and then email the form to the person(s) whose class(es) you will be visiting.

A. Observer’s Name: B. Faculty/Instructor’s Name: C. Date of Observation: D. Course (ex. ENG 121-001): E. Optional: List materials you want in advance (ex. syllabus, handouts for the day, etc.):

Instructors: In anticipation of your upcoming observation, please fill out this form. Send the completed form, along with any materials requested by your observer, to him or her at least 24 hours prior to your scheduled observation. Thank you!

A. Have you taught this course before? B. Number of students enrolled:

1. Describe how previous sessions have provided context for today’s session:

2. Describe the objectives for the class period being observed, the teaching methods you will use to achieve these objectives, and how you will evaluate students’ learning of these objectives:

3. Is this class session typical of your teaching style? If not, how and why will it differ?

4. What have students been asked to do in preparation for the class being observed?

5. What else does the observer need to know (ex. describe the classroom culture, is this a student cohort who knows each other well, any learning obstacles anticipated, etc.)?

6. What does the observer need to bring/wear/consider for this observation (ex. open-toed shoes may not be safe to wear in this classroom or for this lesson, etc.)?

7. Describe upcoming objectives and activities:


8. What would you like feedback on from this observation?

9. OPTIONAL: Instructors, you may also select several additional components to discuss with your observer, including (but not limited to) the items listed below. Perhaps you have invested countless hours into your online course shell, or have revamped your syllabus. Whatever the case, mark the items you wish to have considered as part of your overall observation, OR simply mark the box titled “Classroom Visit Only.” There is NO PENALTY for not selecting additional components for discussion!

Classroom Visit ONLY Desire2Learn (D2L) Content

Syllabus Description of Learning Activity

Rubrics Lecture/Lab Materials

Assignment Sheets or Handouts Other: Explain

Exams, Tests, or Quizzes


Appendix A-5: Observation Post-Visit Instructions

It is important for observers to talk about areas of success and potential improvement witnessed during the observer’s classroom or lab visit with the faculty or instructor being observed.

• Upon completion of the observation (classroom/lab instruction and any additional components selected by the faculty or instructor), observers should first complete the “Classroom/Lab Observation Form” and send the faculty or instructor a copy of their remarks. As soon as possible, observers and faculty/instructors should engage in a follow-up conversation to discuss these remarks. The preferred method for these conversations would be a face-to-face meeting within ONE week of the observation, but the observer and faculty/instructor can decide on another method as best suits their individual needs and situation.

• If the faculty or instructor disagrees with any of the observer’s written statements, he or she should bring up those concerns in the follow-up conversation with the observer, and may also include these comments in the section designated for faculty/instructor responses on the observation form itself.

• Finally, once all comments and signatures have been received, the completed observation form should be kept on file by the observer (typically, a department chair or dean) and the faculty member or instructor. If the observer is a dean, he or she should send a completed copy of the observation form to the faculty or instructor’s department chair as soon as possible.

• Unless significant concerns were noted, the Human Resources office does not need a copy of the completed observation form.


Appendix A-6: Notice to Student Evaluators (On-Campus)

Directions for the instructor:

1. Schedule approximately 15 minutes of class time for the surveys. 2. At the time of administration, read aloud this coversheet to the students. 3. Select a student volunteer to distribute, collect, and deliver the completed anonymous responses. 4. Inform the student volunteer of the room number for delivery to the Department Chair or Department

Administrative Assistant. 5. Leave the room during the survey completion.

Purpose: In addition to meeting college policy, all college faculty and instructors can inform their teaching practices by reflecting on anonymous feedback from their students near the end of a class. These responses may also be used to evaluate teaching effectiveness during reviews.

Procedure: To ensure anonymity and honest responses, the faculty member or instructor may not be present during the survey completion, may not handle completed surveys, and will not have access to responses until after final grades are submitted. A student volunteer will distribute, collect, and deliver the completed anonymous responses to the Department Chair or Department Administrative Assistant. Students should consider their experiences in this course with this faculty member or instructor to provide objective yet candid and constructive feedback.

Audience: The readers of completed surveys include the faculty member or instructor, the lead faculty for the discipline, the chair of the department, and college Deans. Others may also view these surveys (for example, as part of a Master Teacher nomination packet, as an application supplement, as they are compiled by an administrative assistant, etc.).

Timeline: This feedback is collected each semester in at least one class taught by each faculty member or instructor. The surveys should be completed and delivered no later than two weeks from the date received.

Directions for the student volunteer:

1. Distribute one survey to each student. 2. Allow 15 minutes for everyone to complete the survey (including you). 3. Collect the completed surveys in the provided envelope. 4. Seal the envelope. 5. Deliver to the Department Chair or Administrative Assistant via the previously noted room.


Appendix A-7: Notice to Student Evaluators (Online)

Directions for the instructor:

1. Inform your students that the survey will take approximately 15 minutes. 2. Post a news item directing your students to the survey and encourage them to participate. 3. Post this coversheet in the news item and request that all students read this before the survey.

Purpose: In addition to meeting college policy, all college faculty and instructors can inform their teaching practices by reflecting on anonymous feedback from their students near the end of a class. These responses may also be used to evaluate teaching effectiveness during reviews.

Procedure: To ensure anonymity and honest responses, the faculty member or instructor will not see the completed surveys until final grades are submitted. Students should consider their experiences in this course with this faculty member or instructor to provide objective yet candid and constructive feedback.

Audience: The readers of completed surveys include the faculty member or instructor, the lead faculty for the discipline, the chair of the department, and college Deans. Others may also view these (for example, as part of a Master Teacher nomination packet, as an application supplement, as they are compiled by an administrative assistant, etc.).

Timeline: This feedback is collected each semester in each class taught by each faculty member or instructor. The survey link should be open and surveys completed no later than two weeks from the date the link is received.

Directions for the students:

1. Each student should complete one survey for the specific course. 2. Allow 15 minutes to complete the survey.


Appendix A-8: Provisional Faculty Development Plan Front Range Community College (FRCC) believes that excellence in the classroom and in service to the College strongly supports student success. Therefore, a convincing case must be made to the Instructional Dean, Campus Vice President, and College President to ensure that all faculty meet high standards for excellence in both teaching and service before recommending movement from provisional to non-provisional status. Faculty may serve a provisional period for three consecutive full year regular contracts (BP 3-20); however, provisional status does not guarantee employment through three full years. The provisional period may be extended for one additional year, but shall not exceed four years. Only the College President may approve such an extension of time. After successful completion of the provisional period, faculty shall be considered for non-provisional status. Performance Expectations FRCC provisional faculty members must demonstrate commitment to instructional excellence, continuous improvement and active/engaged leadership outside the classroom to move to non-provisional status. This leadership may be demonstrated in department, campus, or college-wide initiatives. Non-provisional faculty are expected to be instructional leaders, to provide mentorship and leadership to new faculty/instructors, and to help the college adapt and grow. Expectations for faculty moving from provisional to non-provisional status include, but are not limited to: demonstrating excellence in teaching and service and fulfilling all required professional development obligations. The minimum expectations for faculty to move from provisional to non-provisional status also include: abiding by all college guidelines, State Board for Community Colleges and Occupational Education (SBCCOE) Board Policies (BP), and Colorado Community College System (CCCS) President’s Procedures (SP), as well as meeting department, college, and board goals related to his or her area of responsibility, including performance objectives defined in his or her performance plan (SP 3-31). The minimum requirements, per SP 3-31, include:

I. Teaching: Demonstrate excellence in the classroom and/or online learning environments, to include, but are not limited to: “The evaluation of teaching will include but is not limited to consideration of student evaluations and direct observation by supervisors. Evaluators should consider all of the following components of teaching: class structure and organization; course materials, including syllabi, course outlines, and lesson plans; command of subject matter; demonstrated currency in the field and in teaching methodology; presentation skill; professional and courteous interaction with students; availability to students during office hours; student engagement; and promotion of student achievement. In addition, evaluators should consider other factors that may be relevant based on the faculty member’s job description, responsibilities and individual and college/department goals. These may include, but are not limited to: assessment of student learning; documented teaching and curriculum improvement based on assessment results; incorporation of course, program, and college student learning outcomes; incorporation of student retention strategies; and integration of technology into course work as appropriate to the discipline” (CCCS SP 3-31).


II. Service: Demonstrate active and excellent engagement in department, campus and college activities, to include, but are not limited to: “Service includes fulfilling the mission and goals of the college outside of the classroom. Components of service to be considered in the evaluation should be based on the faculty member’s job description, role, goals, and documented responsibilities. These may include but are not limited to departmental service, including curriculum coordination and development, advising and outreach, administrative assignments, and committee work; system, college-wide and campus committee work; sponsoring and participating in student activities; and attendance at college activities and events. Additional activities may include serving as the college representative on a local board or commission, making community or professional presentations, serving as a liaison to local schools, or serving as an elected or appointed member of local boards. Service also includes professional and courteous interaction with colleagues, staff and community as typically demonstrated by active engagement, collaboration, and constructive cooperation in department and college activities. This shall not diminish lively, critical debate which is both necessary and appropriate in an academic institution” (CCCS SP 3-31).

In addition to the above minimum requirements, faculty seeking non-provisional status should:

III. Demonstrate a commitment to continuous learning and improvement, to include: 1. Participate in required professional development, like Teaching with Purpose I and II. 2. Develop a personalized professional development project that will be determined in

collaboration with the Department Chair. Projects may include serving on the steering committee for Teaching with Purpose, implementation of a research project for assessment of student learning, participation in a campus sponsored activity each academic year, such as observation, mentoring, or reflective practice groups, or involvement in other strategic campus priorities.

3. Create a performance portfolio to demonstrate competency and activity in the following: assessment of student learning; continuous improvement of instruction; incorporation of effective pedagogy, and leadership in department, college, or campus activities.

Additional Evaluative Process for Provisional Faculty

1. See Faculty Evaluation Handbook for evaluation process.

2. Classroom Observations. Classroom observations will be conducted by the Department Chair and Instructional Dean. A classroom observation form will be completed and reviewed with the faculty member to provide constructive feedback for improvement, and kept on file by the Department Chair. A copy of the completed, signed observation form should also be returned to the faculty member. The Department Chair or Dean may conduct additional classroom observations as warranted.


Process for Determination of Non-Provisional Status

I. Recommendation Process

1. The provisional faculty member will submit a performance portfolio to the Department Chair by the end of February.

2. During the month of March, the Department Chair will have private, one-on-one conversations with key faculty and staff members to evaluate the provisional faculty member’s service to the college.

3. By the end of March, the Department Chair will submit a written recommendation to the Instructional Dean requesting either promotion to non-provisional status, extension of provisional status for an additional year, or non-renewal. The explanation will include how the faculty member demonstrates excellence in teaching and service, has completed required professional development, and demonstrates appropriate professionalism and collegiality.

4. The Dean and Vice President shall signify their agreement on a cover memo or submit a

modified recommendation.

5. If provisional status is extended for an additional year (a fourth year), the faculty member will still submit his or her portfolio during the third year. The faculty member would also complete a Development Plan with his or her supervisor, which would become part of his or her portfolio review during their additional year of provisional status.

II. Notification Timeline

1. Recommendations for moving a provisional faculty member to non-provisional status (or to extend

their provisional contract by one year) must be submitted to the College President by the Campus Vice President by the second Monday in April.

2. The College President reviews and approves or requests changes by the fourth Monday in April.

3. Final letters will be generated by Human Resources, signed by the College President, and delivered to faculty by campus leadership by the last faculty contract day in May.

4. Notice of non-renewal shall be given no later than 60 days preceding the end of the contract term

(BP 3-20). In the case of non-renewal, the Department Chair and Instructional Dean will work with Human Resources to develop an exit strategy.

NOTE: This procedure does not apply to limited faculty. Adopted: December 2013 in accordance with BP 3-20; BP 3-31; and SP 3-31. Revised: 08/29/14

Faculty Planning & Evaluation Handbook 2015 – 2016

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Transcript of Faculty Planning & Evaluation Handbook 2015 – 2016