Faculty Planning & Evaluation Handbook

Faculty P&E Handbook – October 2013 of 59

Faculty Planning & Evaluation Handbook

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 ................................................................................................................................................................ 5

Service ................................................................................................................................................................... 6

Modification of Factor Weights ............................................................................................................................. 7

Performance Ratings for Full Time Faculty Members ............................................................................................ 8

Interpretation of Performance Ratings .................................................................................................................... 10

Guaranteed Ratings .............................................................................................................................................. 10

Salary Increases ........................................................................................................................................................ 10

Deadlines & Responsibilities: Faculty Members ...................................................................................................... 11

Deadlines & Responsibilities: Supervisiors............................................................................................................... 13

Deadlines & Responsibilities: Academic Deans………………………………………………………………………………………………….15

Faculty Planning Worksheet..................................................................................................................................... 16

Observation of Teaching .......................................................................................................................................... 18

Purpose ................................................................................................................................................................ 18

Additional Observation ........................................................................................................................................ 20

Student Course Evaluation ....................................................................................................................................... 21

Purpose ................................................................................................................................................................ 21

Impact on Evaluation Process .............................................................................................................................. 21

Important Information: Provisional Faculty ............................................................................................................. 23

Faculty Evaluation Appeal Process ........................................................................................................................... 25

Appendix A-1: Teaching and Observation Form and Glossary ................................................................................. 25

Appendix A-2: SP 3-31 Policy ................................................................................................................................... 31

Appendix A-3: Job Descriptions ............................................................................................................................... 35


Appendix A-4: Evaluation of Regular/Limited Faculty/EP 190 ................................................................................. 38

Appendix A-5: Observation Pre-Visit Instructions ................................................................................................... 43

Appendix A-6: Observation Post-Visit Instructions .................................................................................................. 44

Appendix A-7: Provisional Faculty Development Plan ............................................................................................. 45

Appendix A-8: Annual Faculty Evaluation Form ....................................................................................................... 48

Appendix A-9: Due Process for Faculty .................................................................................................................... 53

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Purpose

Purpose of the Committee

In June 2013, the Faculty Planning and Evaluation Committee convened to review the forms and processes

relevant to the evaluation of faculty members, and to create more consistent and equitable guidelines across all

campuses and modes of delivery at Pikes Peak Community College (PPCC). The timing of the changes to the

faculty planning and evaluation process coincided with the Colorado Community College System’s (CCCS;

system) new evaluation guidelines and rankings. The committee reviewed PPCC’s current processes and forms,

solicited feedback from faculty and administrators, considered important research on higher education, and

incorporated relevant system and Board policies to create this resource for provisional, limited, and regular-

contract faculty at all PPCC campuses.

Purpose of Evaluation

In the spirit of continuous improvement, all full-time faculty members are evaluated annually. The goal of

faculty evaluation is to assess faculty performance and reward contributions to the success of students and

improve the environment of the college community (SP 3-31). This process is intended to be both appreciative

and collaborative between faculty members and their direct supervisors, because “faculty members need to be

supported for 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.”

Purpose of this Handbook

The purpose of this handbook is to define the entire faculty evaluation process per the Colorado Community

College System’s standards. The handbook will also identify performance rating standards, interpretation of the

performance ratings, evaluation methods, timeframes, and system and institutional policies. The handbook shall

serve as a guide for the faculty, supervisors, as well as the institution.


Summary of Performance Evaluations Factors in the 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 two principal evaluation

categories: Teaching and Service (SP 3-31).

Teaching – Traditional Load, 70% The evaluation of teaching WILL include, but is not limited to:

Student evaluations

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

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 areas 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

Integration of technology into coursework, as appropriate to the discipline.


Service – Traditional Load, 30% 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. 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

Additional service activities 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 System 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).


These steps have been developed in collaboration with the Human Resources department, and should be

followed if any issues regarding collegiality are encountered:

Supervisors should address the problem with the faculty member promptly. Faculty members will have

the opportunity to respond to issues raised about their behavior.

Faculty members should engage in regular dialogue with their supervisor about these issues at least

once every 1-2 weeks for an average of 60-90 days; the actual time may vary depending on the severity

of the situation, and should be determined by the faculty member and their supervisor.

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.

Supervisors may also choose to address issues of collegiality, courteousness, and professionalism in the

faculty member’s Midyear and/or Final performance review (including, but not limited to, adding

comments to the Faculty Planning Worksheet), whether or not the issue has been resolved. If resolved,

supervisors MUST include information on faculty efforts to address these concerns.

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 department may also get involved.

Repeated issues, and/or refusal to improve concerning behaviors, may result in disciplinary action as

outlined in the PPCC or CCCS System Policy.

Modification of Factor Weights

Factor weights are NOT to be construed as a division of work week labor; rather, the percentages assigned to

teaching (70%) and service (30%) are meant as evaluative guidelines only. All weights (for teaching and service)

should be specified in the performance plan, and should be approved by direct supervisors through conversation

with the faculty member. According to CCCS System Policy (SP 3-31), factor weights may be modified for

circumstances such as:

Provisional faculty

Reduced teaching loads

Department chairs

Faculty on special assignment

Special projects (ex. accreditation, or when performance concerns have been identified).


Performance Ratings for Full Time Faculty Members

There shall be three performance ratings: Exemplary, Commendable, and Needs Improvement. A formal

evaluation meeting 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.

EXEMPLARY

According to CCCS System Policy (SP 3-31), to receive a rating of “Exemplary” a faculty member must

demonstrate performance beyond “Commendable.” 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 System Policy (SP 3-31), to receive a rating of “Commendable” a faculty member must

demonstrate competence in teaching and service, abides 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

According to CCCS System 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 that receives a “Needs Improvement” rating, should refer to page 11 of this handbook, and discuss

actions, and/or objectives and goals for the next academic year with their supervisor.

See Appendix A-3: Job Description


Interpretation of Performance Ratings

As previously noted, there are three overall performance ratings for full-time faculty: Exemplary, Commendable,

and Needs Improvement. A formal evaluation meeting shall be held at least once during each evaluation cycle,

and a written report of the meeting (including the supervisor’s rationale for the rating) will be provided to the

faculty member.

Although the Teaching and, Service, categories may be rated differently, faculty will receive only ONE final,

narrative (not numerical) performance rating; to limit surprises in the final performance meeting, faculty and

supervisors should be in direct conversation across the year!

Guaranteed Ratings 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

rating in subsequent evaluation cycles! In conversation with their direct supervisor, full-time faculty should

identify their desired final rating before submitting their initial performance plan, and strive for that rating

throughout the year.

Salary Increases

This section addresses salary increases based on performance ratings ONLY, and should not be confused with

cost of living increases or raises to bring faculty members up to the national standard! With that in mind, CCCS

System Policy (SP 3-31) notes that only faculty members whose final rating is “Commendable” or above are

eligible for performance-based salary increases, per state board available funding.

Assigning Annual Raises

Annual raises are calculated by assigning raise shares based on the annual performance evaluation 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 PPCC faculty evaluation plan. Additionally, adjustments to

this plan will be developed as much as possible in consultation with faculty. The college president may and will,

when unique circumstances arise, revise the plan temporarily after consulting with faculty senate presidents.


Deadlines & Responsibilities: Full Time 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.

August (4th week)

Reflect on possible Teaching and college Service opportunities, including online learning (as applicable), for the academic year.

September (2nd week)

Meet with your supervisor to collaboratively select 2 – 5 Teaching, and 2 – 5 Service items or activities, for inclusion on your Faculty Planning Worksheet in the “Initial Plan” section of Teaching and Service. Additionally, talk to your supervisors about the approximate weight of your proposed Teaching and Service (for the “Category Weights” portion of the Faculty Planning Worksheet).

September (3rd week)

Based on the meeting with your supervisor, complete the “Initial Plan” and “Category Weights” sections of the Faculty Planning Worksheet. Electronically sign the correct line and email the document to your supervisor by the established deadline.

January (4th week)

At mid-year, review your “Initial Plan.” DO NOT DELETE OR CHANGE THE TYPED “INITIAL PLAN”; ALL UPDATES WILL GO IN THE “MID-YEAR CHANGES” SECTION.

February (1st week)

Talk to your supervisor and update him or her on any important changes to Teaching, and Service, and your anticipated “Category Weights” (if applicable).

February (2nd week)

Enter significant updates or changes in the “Mid-Year Changes” section for Teaching, and Service; also, update “Category Weights,” as needed. Then, electronically sign the correct line and email the document to your supervisor by the established deadline.

April (1st week)

Write an “End-of-Year” narrative for both Teaching and Service.

April (2nd or 3rd week)

Meet with your supervisor to discuss your final performance rating. Physically sign a hard copy of your Faculty Planning Worksheet ONLY AT THE END OF OR AFTER the meeting with your primary supervisor. Note: All faculty members who are dissatisfied with their final performance rankings may file an appeal within the timeframe specified by the college (Appendix A-3).

May (last contract date)

Before the end of the contract period, each faculty member should get a 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, contact the HR office on your campus to request one.


Additionally, other evaluative pieces occur at various times throughout the year for Adjunct and Full Time

Faculty Members; deadlines will vary. Talk to your supervisor if you have any questions!

Training Attend training provided by PPCC on the planning and evaluation process.

Observation Preparation

Provide your supervisor with syllabi, course lesson plans, and/or anything else requested with the “Pre-Visit: Framing the Lesson” form by the established deadline. Clearly outline the teaching methodology for the class session your supervisor will observe.

Observation Review

After your classroom and/or lab observation is completed, meet with your supervisor and process areas of success and improvement from that session.

Course Evaluation Review

After final grades have been submitted for your classes meet with your supervisor to discuss relevant areas of success and improvement as noted on the student Course Evaluation Forms (at least once a year). Update, innovate, or continue successful assignments or methods as applicable! All faculty are should encourage their students to complete the course evaluations of instruction.

Additional Feedback

All faculty members and/or departments or disciplines are welcome to gather incremental student feedback if you would like additional information at any time during the term!


Deadlines & Responsibilities: Supervisors There are different roles and responsibilities in the performance planning and evaluation process. In this section, important deadlines and descriptions are included for Supervisors. The times provided are the latest possible dates the listed item(s) should be completed.

Supervisors

September (1st week)

Arrange one-on-one planning meetings with all faculty members under your supervision to discuss “Initial Plans” and anticipated “Category Weights” for the academic year.


Meet with all faculty members under your supervision (roughly 30-60 minutes each) to collaboratively select 2 – 5 Teaching and 2 – 5 Service items or activities for inclusion on their Faculty Planning Worksheets in the “Initial Plan” section of Teaching, and Service. Additionally, talk to the faculty about the approximate weight of each person’s proposed Teaching, and Service, (for the “Category Weights” portion of the Faculty Planning Worksheet).

September (3rd week)

Make sure you have received electronic copies of all faculty members’ Faculty Planning Worksheets (with the “Initial Plan” and “Category Weights” sections completed) by the established deadline; forms should be electronically signed by both the faculty member AND online supervisor (as applicable). Review the worksheets: If you are in agreement with what the faculty member has included, electronically sign and email the form to the appropriate Academic Dean. If you disagree or are concerned with any portion of the worksheet, talk to the faculty member promptly so that he or she can update their worksheet as needed.

January (4th week)

Arrange one-on-one meetings with all faculty members under your supervision to discuss “Mid-Year Changes” and modifications to “Category Weights” (as needed).

February (1st week)

Meet with the faculty (roughly 30 minutes each) to discuss significant updates or changes to the Faculty Planning Worksheet. Tell faculty members what you plan to write in the “Mid-Year Comments” section. Also, remind faculty members NOT to revise what they originally included in their “Initial Plans,” but to enter those updates in the “Mid-Year Changes” section of the form.

February (2nd week)

Make sure you have received electronically signed copies of all faculty members’ Planning Worksheets (with the “Initial Plan,” “Category Weights,” and now “Mid-Year Changes” sections completed) by the established deadline. Review the worksheets: Add your own “Mid-Year Comments” in the correct section into the appropriate box! Then, if you are in agreement with what the faculty member has included, electronically sign and email the form to the appropriate Academic Dean. If you disagree or are concerned with any portion of the worksheet, talk to the faculty member promptly so that he or she can update their worksheet as needed.


April (1st week)

Meet with your Academic Dean to discuss, and come to agreement on, final performance ratings for all faculty members under your supervision.

April (1st week)

Arrange one-on-one meetings with all faculty members under your supervision to discuss their “End-of-Year Narratives” for Teaching and Service. Also, select his or her final ranking; MAKE SURE to include a clear rationale for this rating in the “End-of-Year” comments box.

April (2nd or 3rd

week)

Meet with the faculty (between 30 – 60 minutes each) to discuss the trajectory of their academic year, and his or her final performance rating; be sure to address areas of improvement AND areas of success for each faculty member! Finally, at this meeting, both the faculty member and supervisor should physically sign a hard copy of the Faculty Planning Worksheet. Then, deliver the signed document to the appropriate Academic Dean.


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.

September (1st week)

Arrange one-on-one planning meetings with all faculty supervisors under your direction to discuss “Initial Plans” and anticipated “Category Weights” for the academic year.


Meet with all supervisors under your direction (roughly 30 minutes each) to collaboratively select 2 – 5 Teaching, and 2 – 5 Service items or activities for inclusion on their Faculty Planning Worksheets in the “Initial Plan” section of Teaching, and Service. Additionally, talk to the supervisor about the approximate weight of each person’s proposed Teaching and Service (for the “Category Weights” portion of the Faculty Planning Worksheet).

September (4th week)

Make sure you have received electronically signed copies of ALL faculty and supervisor’s Planning Worksheets (with the “Initial Plan” and “Category Weights” sections completed) by the established deadline; forms should be electronically signed by the faculty member and faculty supervisor. Review the worksheets: If you are in agreement with what each person has included, sign the documents. If you disagree or are concerned with any portion of the worksheet, talk to the faculty member and his or her supervisor promptly so that he or she can update their portion of the worksheet as needed.

January (3rd week)

Arrange one-on-one meetings with all faculty supervisors under your direction to discuss “Mid-Year Changes” and modifications to “Category Weights” (as needed).

February (2nd week)

Meet with all faculty supervisors under your direction (roughly 30 minutes each) to discuss significant updates or changes to the Planning Worksheet. Tell supervisors what you plan to write in the “Mid-Year Comments” section. Also, remind them NOT to revise what they originally included in their “Initial Plans,” but to enter those updates in the “Mid-Year Changes” section of the form.

February (3rd week)

Make sure you have received signed copies of ALL faculty and supervisor’s Planning Worksheets (with the “Initial Plan,” “Category Weights,” and now “Mid-Year Changes” sections completed) by the established deadline. Review the worksheets: Add your own “Mid-Year Comments” in the correct section. If you disagree or are concerned with any portion of the worksheet, talk to the faculty member and his or her supervisor promptly so that he or she can update their portion of the worksheet as needed.


April (1st week)

Meet with all faculty supervisors under your direction to discuss (and come to agreement on) final performance ratings for all faculty members in your area. Also, write your own “End-of-Year” narrative for each supervisor, and select their final rankings. MAKE SURE to include a clear rationale for this rating in the “End-of-Year” comments box for each supervisor. Finally, at this meeting, both the associate dean and academic dean should physically sign a hard copy of the Planning Worksheet.

May (1st week)

Deliver signed, hard copy documents to your campus-specific HR office for all faculty members under your direction. A signed hard copy shall be given to each faculty member, and appropriate supervisor.

Additionally, other evaluative pieces occur at various times throughout the year for Academic Deans; deadlines

will vary. Talk to your campus or college-wide Vice Presidents if you have any questions!

Faculty Planning Worksheet

Purpose The Faculty Planning 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, deep, and rich, 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 goals and 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 through regular self-

check-ups. 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 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 an annual performance plan, incorporating teaching

and, service for supervisor approval. Individual performance objectives will be based on the faculty member’s

documented responsibilities and the department and college goals.”


Faculty Goals Planning Sheet Example (Part of the Faculty Evaluation form)

Faculty Goal Evaluation Measure Goal Alignment Deadline

Factors

Be specific with the goal. What do

you want to achieve?)

Teaching or

Service

Specific: Be concrete. How

can the goal be

accomplished? How will

you know you reached the

goal?

Relevant: How

does the goal tie

to the Department

and Division

Goals?

Progress &

Deadline

Date


Observation of Teaching

Purpose

The classroom observation of faculty members by supervisors 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 faculty

members’ work in the classroom in order to effective evaluate them.

Observation by another expert in classroom teaching can provide valuable feedback to faculty; another

“set of eyes” on one’s work is almost always informative.

Observations can provide both formative advice and summative evaluation.

Supervisors are required to provide a summative evaluation, based partly on classroom

observation(s).

Supervisors, in conversation with the faculty member, may observe more than once and provide

formative advice and coaching in addition to the summative evaluation.

Most importantly, supervisor visit(s) 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.

Appendix A-1 Observation of Teaching Form and Glossary


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 or department requirements, or performance

concerns (among others). Overall, the frequency and duration of observations may be increased or exceeded,

but NOT reduced.

Minimum Frequency Duration

Provisional Faculty Each semester while on

provisional contract (6 terms)

One entire class session (at least 75 minutes) per

observation

Limited Faculty Once a year

while on limited contract (length varies)


observation

Full Time Regular Faculty Once every year while on

regular contract


observation Faculty that teach online or

hybrid style courses will have an evaluation of course shell

and instruction.

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 or

Other Identified Concerns (any contract type)

Any faculty member who receives a “Needs Improvement” rating in Teaching, 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 Evaluators

CCCS System Policy (SP 3-31) specifies that all official observations shall be conducted by supervisors, such as a

department chair, associate dean, or dean: “The evaluation of teaching will include, but is not limited to,

consideration of student evaluations and direct observation by supervisors” (SP 3-31). Additionally, the job

description for department chairs at Pikes Peak Community College states that supervision and evaluation of

adjunct faculty members is an essential duty, and cannot be delegated to another person; the chair maintains

ultimate responsibility for the department.

Additional Observation

Faculty members may request additional observation by their supervisor, associate dean and/or dean any time,

as desired. 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.


Student Course Evaluation

Purpose The regular and frequent evaluation of faculty by students serves several purposes:

It brings the college into alignment with board policy and EP 190 that states that faculty assessment will include

but not be limited to regular feedback from students.

Since teaching excellence will be used as the most-heavily weighted part of faculty members’ evaluation, it makes

sense that their teaching be evaluated by the students in the classroom. 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.

Impact on Evaluation Process

Comments on course evaluations should inform the conversation between faculty members and supervisors at least once a

year. 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 of improvement in the classroom. Although student feedback

forms have NOT been assigned a particular percentage or weight in the performance evaluation process, important

patterns on these forms (either positive or negative) may impact the faculty member’s rating in the Teaching category.

Student Course Evaluations The course evaluation should be used for professional reflection by the individual instructor primarily. It will also form part of the evidence used to evaluate the teaching effectiveness of the instructor (based on trends observed in the evaluations). Student feedback is essential to improve the work we do. 1. What has the instructor done that has seemed most helpful to your learning? 2. What do you think would improve the course? 3. Which classroom activity (such as group activities, projects, presentations, discussions) has made you feel most engaged with the course? 4. How were you personally responsible for your success or lack of success in this class? 5. (Question for course/discipline added.) Rated from agree to disagree (3 choices). Comments box to explain rating. 1. The class environment helped me learn. 2. The assignments and tests match what was taught in the classroom. 3. As appropriate to the discipline, technology (ex. D2L, media) was valuable. 4. My instructor clearly communicated his or her skill or content knowledge. 5. My instructor was regularly organized and prepared for each class. 6. My instructor acted in a respectful manner. 7. Course materials were clear and useful. 8. The feedback from my instructor assisted my learning. 9. The instructor was available and responsive to email questions. 10. (Evaluation criterion for individual courses/disciplines added.)


(Notes) From policy, teaching evaluation is based on: Student engagement, promotion of achievement, organization, materials, command of subject matter, presentation skills, professional interaction, assessment, assessments shape instruction, teaches outcomes, retention strategies, use of technology, availability to students This subcommittee will solicit feedback on the student course evaluation from student government.


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 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 Worksheet, meet with your supervisor to discuss your

goals for the academic year. In addition, there may be workshops offered throughout the year that focus

on goal-setting and assessment. Additionally, your colleagues may 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 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 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 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. 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.

Further, 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.

6. 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 are located in

the “Provisional Faculty Development Plan” See appendix A–9 in this handbook. (BP 3-20/Board Policy)

7. 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 and these levels are

described in this handbook, with examples of items that fit within each section of the performance plan.

There are not any quotas for rating levels and, as such, 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. Finally, the impact of different

evaluation rankings on your salary can also be found in this handbook.

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

There is not a policy preventing overloads for provisional faculty, but PPCC 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!

9. 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?

The “Provisional Faculty Development Plan” appendix in this handbook addresses these questions.


Faculty Evaluation Appeal Process

Faculty Evaluation Appeal Process (EP 190)

A Regular Faculty member who does not agree with an evaluation rating may request a meeting within 10

business days with the evaluating authority or Dean or Associate Dean to discuss possible factors that may not

have been considered in the evaluation. The purpose of this meeting is to attempt to resolve differences

Evaluation of Regular/Limited Faculty/EP 190 in how the evaluation rating was determined. This may or may not

result in a change in the evaluating authority’s evaluation rating.*

In a case where the evaluating authority is an Associate Dean: a faculty member who still believes that he/she

has not been evaluated fairly may, within 10 business days, initiate a formal written appeal stating explicitly the

reason for the appeal. The written appeal is submitted to the Dean and to HR. The faculty member may request

a review of the evaluation documentation by the Division Dean. The purpose of the written appeal, review, and

subsequent meeting is an attempt to resolve differences in how the evaluation rating was determined. This may

or may not result in a change in the evaluation authority’s rating.

If the Dean is the evaluating authority, the formal written appeal stating explicitly the reason for the appeal

would be submitted to the Vice President of Instruction within 10 business days. The purpose of the written

appeal and subsequent meeting is an attempt to resolve differences in how the evaluation rating was

determined. This may or may not result in a change in the evaluation authority’s rating.

If resolution is not reached at the Vice President of Instruction level, the faculty member has 10 business days to

appeal in writing to the college President, stating explicitly the reason for the appeal. The President will issue a

finding within 10 business days; the president’s decision is binding and cannot be appealed.

* If at any time during the appeal process a faculty member asserts a claim of discrimination or the committee

suspects that a faculty evaluation may have been motivated by illegal discrimination, Human Resource Services

must be contacted before proceeding with the Faculty Evaluation Appeal Process. If an investigation is

warranted, Human Resource Services will attempt to reach a disposition regarding the issue of alleged

discrimination within a thirty day time period. Once the issue of alleged illegal discrimination has been resolved,

the faculty member or committee may, if warranted, proceed with the Faculty Evaluation Appeal Process.

Appendix A-4 Evaluation of Regular/Limited Faculty/EP 190)


Appendix A-2: SP 3-31 Policy

Observation of Teaching Pikes Peak Community College

Instructor_______________________________________________ Department ________________________________ Evaluator _______________________________________________ Title_______________________________________

The purpose of the observation of teaching process is to foster excellence in teaching and to evaluate the faculty member’s teaching. Please refer to glossary for examples in each evaluation category. EVALUATOR REVIEW PRIOR TO THE CLASSROOM OBSERVATION COURSE MATERIALS

___ Course materials are clear, complete, and relevant (may include syllabus, D2L shell, and other materials) Please provide comments that support your evaluation: AVAILABILITY TO STUDENTS OUTSIDE OF CLASS ___ Office hours clearly identified on Outlook calendar Please provide comments that support your evaluation: CLASSROOM OBSERVATION Course Title _________________________________________________________________________________________ Date(s)_____________________________________________________ Time(s)________________________________ COURSE FORMAT (lecture, lab, lecture/lab, clinical, online, hybrid) ________________________________ TEACHING METHOD (egs. discussion, collaborative learning, demonstration) ___________________________


The following components (class structure/classroom management/content delivery) are listed to provide a framework for conversation between faculty and supervisor in support of the evaluation of teaching process. CLASS STRUCTURE AND ORGANIZATION

___ Primary objective of instruction is clear ___ Delivery is organized (relationship between points or activities is clear) ___ Uses class time well (allots more time to important aims/points; avoids unnecessary digressions)

Please provide comments that support your evaluation:

PROMOTES STUDENT ACHIEVEMENT

___ Confirms that students understand and/or can perform an activity ___ Facilitates and monitors group activities/discussion ___ Uses techniques that engage learners ___ Uses questions effectively ___ Use techniques to break complex concepts/problems into smaller units ___ Varies techniques based on student needs ___ Shows enthusiasm for the material ___ Encourages, and is responsive to, student participation (when appropriate) ___ Evidence of assessment of student learning


COMMAND OF SUBJECT MATTER ___ Demonstrates mastery and currency of the subject matter and/or skill being presented

Please provide comments that support your evaluation: PRESENTATION SKILLS

___ Communicates effectively ___ Students are engaged in the class ___ Flexible and adaptable when necessary ___ Effectively utilizes materials, including technology

Please provide comments that support your evaluation: PROFESSIONAL BEHAVIOR AND COURTEOUS INTERACTION WITH STUDENTS ____ Encourages atmosphere of mutual respect ____ Implements course/program/college policies and procedures ____Adheres to professional standards of discipline



POST-OBSERVATION MEETING/DISCUSSION _____________________________________________________________________________________________________________________________

INSTRUCTOR’S MAJOR STRENGTHS (as noted by classroom observation evaluator)

SPECIFIC RECOMMENDATIONS TO IMPROVE INSTRUCTOR’S TEACHING (as noted by classroom observation evaluator)

INSTRUCTOR’S RESPONSE TO EVALUATION OF TEACHING (including evaluator review prior to classroom observation) PLAN(S) FOR PROFESSIONAL DEVELOPMENT/FOLLOW-UP/ADDITIONAL CLASSROOM OBSERVATIONS (if any) DISSCUSSION/DOCUMENTATION OF FOLLOWING: Has the instructor developed/modified curriculum and/or content delivery in response to assessment (assessment may be from student evaluation, questions in class, COAT assessment results, tests)? Please describe. Discuss/describe assessment of student learning (quality and timeliness of feedback to students). Please describe. Discuss course retention strategies implemented by the instructor. Please describe.

Supervisor’s/Evaluator’s Signature_____________________________________________ Date ____________________

(This signature verifies that the supervisor/evaluator has completed all sections of the Evaluation of Teaching form and completed the post-observation meeting/discussion with the instructor.)

Instructor’s Signature_______________________________________________________ Date ____________________

(This signature verifies that the instructor has reviewed this form, been provided with an opportunity to document a

response, and completed the post-observation meeting/discussion with the supervisor/evaluator.)


OBSERVATION OF TEACHING GLOSSARY

The purpose of this glossary is to provide a more detailed description of the items contained in the Observation of Teaching form. It meant to be used by observers as a guide of specific examples of evidence and by instructors as items to consider when delivering content. It is not meant not for use as a checklist. The observed class/teaching may include, but are not limited to the following components:

COURSE MATERIALS Syllabus clearly communicates:

course policies and expectations,

due dates/course calendar,

course, program, and college and CCCS student learning outcomes.

Syllabi for online courses are tailored to delivery method and divided into smaller documents.

Lesson plan or course calendar/outline meets course objectives

D2L shell contains course syllabus and is easy to navigate:

Content is divided into logical modules, units, chapters etc., news items give clear instruction, discussions and assignments follow logical sequences.

The shell also supports all instructor/student functions (example: discussion, dropbox, grade book) relevant to the course and documents are posted in PDF or rich text file (RTF) whenever possible.

First day news item includes welcome, course description, contact information and clear instruction on where to begin in online courses.

Contains links to the universal syllabus and other sites as appropriate.

Shell design follows current standards for Online and Hybrid courses- see appendix to this document.

CLASS STRUCTURE AND ORGANIZATION

Organized delivery may include:

beginning class with statement of outcomes,

summarizing where previous class left off,

connecting content to previous learning,

wrapping up session with objectives discussion or assignments for the next time.

PROMOTES STUDENT ACHIEVEMENT

Facilitates, and monitors, group activity/discussion

discussions/activities are clearly tied to course outcomes

Manages inappropriate or off topic student participation

COMMAND OF SUBJECT MATTER

Demonstrates mastery and currency of the subject matter and/or skill being presented

Compares outdated information/ideas to current trends in the discipline

Conveys expectations which are both reasonable and challenging

Provides clear explanations using appropriate vocabulary and examples

Encourages independent, critical, or reflective thinking


PRESENTATION SKILLS Communicates effectively may include

Uses gestures and body movement effectively,

speaks distinctly, with volume, and appropriate speed,

uses lecture notes sparingly,

makes eye contact with students throughout the room,

moves around the room

Monitors and participates in online discussion to reinforce correct or redirect as appropriate

Effectively utilizes materials, including technology- use of the follow items engage/interest students:

Models, examples, teaching aids

Markers/ White board

Handouts/assignments

Exam/quizzes

Use of smart classroom technology

PowerPoint

Videos

PROFESSIONAL BEHAVIOR AND COURTEOUS INTERACTION WITH STUDENTS Encourages atmosphere of mutual respect

Promotes appropriate and courteous two-sided communication/interaction and may include use of inoffensive

language or humor.

Begins and ends class on time

Deals with inappropriate online D2L postings as quickly as possible

Corrects, clarifies and coaches

Shows enthusiasm for the material and makes students want to learn

Notices and praises student mastery and/or concept comprehension

Respects the confidentiality of student relationships.


Appendix A-2: SP 3-31 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: July 1, 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.

These categories shall have the following weights in the evaluation: Teaching, 70 percent; Service, 30 percent.

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.


SP 3-31, continued

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.

Modification of Factor Weights

Factor weights may be modified for circumstances such as: Provisional faculty; reduced teaching loads;

department chairs / faculty on special assignment; or special projects, such as accreditation or where

performance concerns have been identified. The modified weights will be specified in the performance plan.

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:


SP 3-31, continued 1. Faculty members will develop and submit an annual performance plan incorporating teaching and service for supervisor approval. Individual performance objectives will be based on the faculty member’s documented responsibilities and the department and college goals. Plans and associated factor weights may be modified in the event of a change in faculty role. 2. 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 receive a rating of Commendable or above in both teaching and service to receive an overall rating of Commendable or above. 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 demonstrate performance beyond “Commendable.” 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.


SP 3-31, continued 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 demonstrate competence in teaching and service, abides 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-3: Job Descriptions

PIKES PEAK COMMUNITY COLLEGE JOB DESCRIPTION

REGULAR AND LIMITED FACULTY

PURPOSE STATEMENT Regular and Limited Faculty positions (as defined by State Board Policy, BP 3-10) exist to create and maintain a teaching and learning environment that empowers students to be successful. Reports to: Respective Division Dean Supervises: None ESSENTIAL FUNCTION A. Faculty/Student Interaction

1. Demonstrates a commitment to teaching 2. Uses appropriate and various teaching strategies 3. Uses flexible approaches in teaching for learning 4. Acknowledges differences in learning styles and motivation 5. Encourages students to achieve goals 6. Relates coursework to real life experiences 7. Maintains a positive and empathetic attitude toward students

B. Classroom Performance

1. Organizes subject matter, course materials, and objectives 2. Communicates effectively 3. Maintains knowledge of, and enthusiasm for, both the subject matter and teaching 4. Demonstrates a positive attitude toward students

C. Materials and Preparation/Relevancy

1. Maintains current and relevant syllabus, following State and institutional guidelines when indicated 2. Reviews and updates syllabi and course materials on an annual basis 3. Uses evaluation methods related to, and appropriate for course content 4. Informs students, in writing, of the objectives of the course content 5. Uses supplemental resources in addition to textbook or other course materials 6. Incorporates results of assessment to modify instruction and materials

D. Record Keeping and Instructional Management

1. Keeps scheduled office hours, including hours for student advising 2. Meets classes as scheduled for prescribed time 3. Submits required reports and documents 4. Attends required Division meetings


E. Professionalism 1. Seeks to maintain a high quality of instruction by remaining current on discipline-specific and

pedagogical issues 2. Collaborates with colleagues in a professional manner 3. Uses communication techniques that foster collegiality when problem solving 4. Works to resolve conflicts in an atmosphere of mutual respect 5. Contributes to the promotion of an excellent educational climate within the college as a whole, as well

as within the division and department

F. Promoting Division/College Quality of Instruction

1. Assist, as requested, with the development, review, and revision of the term class schedule and the college catalog

2. Assist with curriculum review, revision, development and implementation within the department 3. Assist with the development and maintenance of course outlines and course syllabi 4. Assist with textbook selection and adoption 5. Assist with student advising and student registration 6. Maintain a program advisory committee, as appropriate 7. Collaborate with colleagues to identify student learning outcomes for discipline-specific courses;

develop processes and tools for the assessment of teaching and student learning outcome attainment; incorporate assessment results to enhance and modify instruction and course materials (incorporating appropriate methodologies and technology), degree program, and/or certificate program as appropriate

8. Participate in professional development activities as requested by the dean 9. Assist with program reviews as required by appropriate agencies, e.g., NCA

G. Professional Contributions

1. Participate in institutional functions such as, but not limited to, college committees, task forces, facilitation of advisory committees, and mentoring of new faculty and/or adjuncts as directed by dean

2. Assist with Divisional activities as requested by the dean 3. Actively participate in student recruitment, retention, and advisement activities and programs 4. Assist with student recruitment as appropriate 5. Assist with the development and implementation of alternative modes of instructional delivery, e.g.,

hybrid, online, as appropriate 6. Perform other duties as assigned by the dean, the Vice President for Educational Services and/or the

College President

H. Hours For all Regular and Limited full-time faculty there is an expectation of a minimum 40 hour work week. Of those hours, 30 must be scheduled on campus (e.g. classes, labs, practicums, office hours, advising hours, etc.). The additional 10 hours may be scheduled for committee meetings, class prep, division meetings, grading, etc. Faculty must schedule a minimum of 4 office hours for student advising. Faculty teaching loads are defined by the individual program (EP 220). Assignments may range from 15 credit hours for traditional lecture based programs to 18 credit hours for some CTE courses. For questions regarding load or on campus hours, please refer to your associate dean or dean.


KNOWLEDGE, SKILLS, AND ABILITIES

1. Demonstrates ability to plan, organize, deliver, and evaluate teaching activities and curriculum 2. Demonstrates ability to employ qualitative and quantitative analytical skills in the classroom 3. Demonstrates excellent verbal and written communication skills 4. Demonstrates ability to maintain accurate written student records (as required by policy and

procedure) 5. Demonstrates ability to inform students of all course requirements 6. Demonstrates ability to evaluate students and offer feedback on a continuing basis 7. Demonstrates ability to relate to student concerns and maintain open communication

EDUCATION AND EXPERIENCE

1. Possesses a master’s degree in appropriate program or discipline if teaching in a transfer area 2. Possesses at least an associate’s degree or higher, and has experience as required by the college if

teaching in a career and technical area 3. Possesses required credentials or ability to receive such credentials as required by vocational program

or discipline 4. Has demonstrated successful full-time teaching experience or equivalent


Appendix A-4: Evaluation of Regular/Limited Faculty/EP 190

PIKES PEAK COMMUNITY COLLEGE PROCEDURE FOR EVALUATION OF REGULAR AND LIMITED FACULTY

Policy

All contractual faculty of Pikes Peak Community College shall be evaluated annually for purposes of improvement of instruction, encouragement of professional growth and development, and for retention.

Faculty shall be evaluated according to their documented responsibilities, job description, performance, and progress on furthering Board priorities and college goals. Faculty performance plans should link individual goals to organization goals.

Additionally, faculty members shall be evaluated according to four principal factors; teaching effectiveness, professional development, service to the college, and service to the community. Each faculty member shall prepare a narrative summary of their goals and progress toward these four factors. The faculty member may choose the Dean or the Associate Dean to evaluate faculty performance, but the evaluator cannot be changed by the faculty member for a minimum of three years. The Dean or Associate Dean will then submit a written summary of their evaluation of the faculty member’s plan. The faculty member shall have the opportunity to respond in writing to the formal evaluation report.

This evaluation plan has been developed following the criteria from the Board Policy on Evaluation of Faculty Job Performance, BP 3-31, approved by the Colorado Community College System.

Procedure

The faculty member shall develop an annual evaluation plan, specifying goals to be implemented during the school year. The plan shall be submitted to the Dean or Associate Dean for review and a meeting shall be set for discussion of the plan. The Dean or Associate Dean and the faculty member will come to an agreement on the goals by September 30th.

There shall be two principal factors within the annual evaluation plan. These factors shall have various weights in the evaluation: teaching 70 percent and service to the college 30 percent. These weightings are designated to emphasize the relative importance of the evaluation areas. Each faculty member may have more or less emphasis in specific areas that lends to the individuality and objectivity of this format. This is in compliance with State Board policies and State System procedures and is a requirement of all State System employees; noncompliance shall be an overall negative factor in a faculty member’s evaluation. A faculty member who does not perform extensive service could negotiate additional specific goals with the Dean or Associate Dean. Such adjustments could be made in each faculty member’s plan to compensate for less active areas if in the best interests of the college. Each of the two principal factors contains a number of example components (see Appendix A). The faculty member may develop additional goals that do not expressly address the components of the principal factors. These goals should reflect Pikes Peak Community College goals for the year. If the goal refers to more than one principal factor, it may be listed in multiple areas.


A year-end evaluation meeting will take place between the Dean or Associate Dean and the faculty member at the end of the spring semester. The evaluation will include a narrative report by the faculty member on the details of the goals established during the annual evaluation plan. The narrative summary shall describe the faculty member’s activities for the year and the impact of those activities on their own development, their students, the division, and the college. Supervisor and student evaluations in addition to other documentation may be included in the final overall evaluation.

A year-end evaluation meeting will take place between the Dean or Associate Dean and the faculty member at the end of the spring semester. The evaluation will include a narrative report by the faculty member on the details of the goals established during the annual evaluation plan. The narrative summary shall describe the faculty member’s activities for the year and the impact of those activities on their own development, their students, the division, and the college. Supervisor and student evaluations in addition to other documentation may be included in the final overall evaluation.

In addition to the beginning of year meeting and the end of year meeting, additional meetings may be requested by the faculty member or Dean or Associate Dean, during the academic year, for the purpose of adjusting the plan.

There shall be three performance ratings: Exemplary; Commendable; and Needs Improvement. Performance evaluations and ratings shall be in narrative - not numerical - form. A performance rating of “Commendable” or above is required to be eligible for a salary increase.

The Dean or Associate Dean shall determine an overall evaluation rating for the faculty member. The Dean or Associate Dean shall include a brief written justification of their overall rating of the faculty member. If there are any areas that “Fail to Meet Expectations” of the college, the Dean or Associate Dean shall offer opportunities for remediation of the deficits.

The faculty member shall have the opportunity to respond to the formal evaluation after receiving a copy of the formal evaluation. A copy of the evaluation, signed by the faculty member and Dean or Associate Dean shall be forwarded to HR and placed in the faculty member’s permanent file. The college president or his designated appointee shall review appeals of the annual evaluation.

PROCEDURE FOR THE BRIEF FORM of the Evaluation

The faculty evaluation will consist of the following elements. • The faculty member will establish goals in writing (via e-mail to the Dean or Associate Dean). A face-to-face meeting at this point is optional, but may be requested by either the faculty member or the Dean or Associate Dean. • Student evaluations of each class will be considered in the evaluation. • A mid-year progress check may be requested by the faculty or supervisor to review progress or to make any adjustments to the original goal plan if needed. • A classroom visitation by the Dean or Associate Dean. • The faculty member will submit a self-evaluation at the end of the evaluation cycle. • The faculty member and Dean or Associate Dean will meet to discuss the annual evaluation and the Dean or Associate Deans recommended rating.


Performance Pay and Salary Increases This section addresses salary increases based on performance ratings ONLY, and should not be confused with

cost of living increases or raises to bring faculty members up to the national standard! With that in mind, CCCS

System Policy (SP 3-31) notes that only faculty members whose final rating is “Commendable” or above are

eligible for performance-based salary increases, per state board available funding.

Assigning Annual Raises

Annual raises are calculated by assigning raise shares based on the annual performance evaluation 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 PPCC faculty evaluation plan. Additionally, adjustments to

this plan will be developed as much as possible in consultation with faculty. The college president may and will,

when unique circumstances arise, revise the plan temporarily after consulting with faculty senate presidents.

Appendix A: Glossary of Examples of Principal Factor Components

Teaching:

Topics Definition

Class structure and organization Demonstrate evidence of appropriate planning and

administration of the course

(i.e. syllabus, meeting times, adherence to academic

deadlines).

Course materials Chooses appropriate textbooks and supplemental

materials.

Command of subject matter Demonstrate a knowledge/mastery of the subject

matter appropriate to the course.

Integration of technology into course work Demonstrate use of appropriate technology within

course content and presentation

(i.e. presentation software, email, centralized

distribution system, SMART Boards, computers).

Availability to students during office hours Publish and maintain office hours for student

contact throughout the semester.

Student achievement Correlate measurement of student performance with

state and local objectives and/or mandates.

Student retention Use appropriate strategies in retaining and

supporting students.

Presentation skill Be able to appropriately present the material to the

students.

Instructor-student rapport Use appropriate strategies to communicate

effectively with students.


Service:

You must be officially representing Pikes Peak Community College while participating in these activities,

organizations, or events. Other activities may be submitted for approval by the President or appointed delegate.

Topics Definition

Currency in subject matter area Maintain current knowledge and/or skill appropriate

to the subject matter of the course or program.

Planning of, presenting at, or participating in

departmental or college-wide workshops or in-

service activities

Be active in departmental or college-wide

workshops or in-service activities (i.e. division

meetings, in-service sessions)

Pursuit of additional, credited course work at

accredited institutions

Pursue additional coursework, degrees, or

certificates at PPCC or other accredited institution.

Attendance at workshops and conferences in faculty

member’s field or in education techniques

Participate in local, regional, and/or national

workshops or conferences.

Presentations at professional

conferences/workshops

Present at local, regional, and/or national workshops

or conferences.

Publication of articles, books, and resources in

subject matter area

Examples may include newsletters, CD-ROMs,

handbooks, lab manuals, conference presentation

materials, or other items for distribution in the

classroom or among colleagues.

Curriculum coordination and development • Coordinating working course syllabi with PPCC

master syllabi.

• Distributing current support materials to adjunct

faculty within faculty member’s discipline.

• Identify, when appropriate, new program areas and

develop relevant materials (i.e. new course, updated

course materials, program plans).

Committee and project team work Serve on college teams or committees.

Attendance at college and student activities and

events

Actively participate in a number of college-

sponsored activities and events (i.e. college

graduation, program committees, student awards

ceremony).

Advising and outreach Provide assistance to colleagues and students with

general and/or program information across the

PPCC service area.

Administrative assignments Perform other duties (i.e. search committees,

coordination of assessment plans).

Sponsoring student organizations and/or activities Work with students outside the classroom

environment.

College representative on a local board or

commission

EMS council, Tourism board, Education councils,

Community presentations Radio and Newspaper presentations, presentation at

a community service organization.

Community activities Official participation, representing the college

Liaison with local K-12 schools School advisory committees, participation in school

programs, classroom visits, guest lecturing

On-campus reception of community visitors Open house, college tours, student exchange tours.

Service organizations. Optimists, Rotary International, Lions, Chamber of

Commerce, Kiwanis, etc.


Faculty Evaluation Appeal Process

A Regular Faculty member who does not agree with an evaluation rating may request a meeting within 10

business days with the evaluating authority or Dean or Associate Dean to discuss possible factors that may not

have been considered in the evaluation. The purpose of this meeting is to attempt to resolve differences

Evaluation of Regular/Limited Faculty/EP 190 in how the evaluation rating was determined. This may or may not

result in a change in the evaluating authority’s evaluation rating.*

A faculty member who still believes that he/she has not been evaluated fairly may, within 10 business days,

initiate a formal written appeal by requesting a review of the evaluation by the Vice President for Educational

Services. The faculty member and the evaluating authority may submit statements in support of his/her

concerns. The VPES may also request further information from the faculty member and/or the Dean or Associate

Dean. The VPES will respond to the faculty member in writing within 20 business days of the meeting with the

faculty member.

If resolution is not reached at this level, the faculty member has 14 business days to appeal to the college

President, stating explicitly the rating that he/she believes should have been awarded. To review the appeal, the

college president shall convene a hearing with the affected faculty member and a committee of three

individuals, including the President, an evaluating authority selected by the affected faculty member, and a

faculty member selected by the president. The affected faculty member may have an employee of his/her

choice participate in the meeting as well. To assist in the appeal process, the committee may need to seek

additional information that will be helpful for making a good decision. Therefore, the affected faculty member

may be requested by the committee to sign a waiver authorizing committee members to have access to all past

and present evaluations (both faculty and student) that are germane to the faculty member’s appeal. If the

affected faculty member chooses not to sign the waiver, the appeal process concludes.. Access to non-

evaluation documents in a faculty member’s personnel file is strictly prohibited unless informed written consent

is given by the faculty member. All evaluation documents are considered confidential and will be returned to

Human Resources Services at the conclusion of the appeal process. Participation in the evaluation appeal

process of the faculty member selected for the committee and/or the evaluating authority shall be strictly

voluntary and not compulsory. The committee shall only be allowed to consider and make a recommendation

(yeah or nay) regarding the specific rating the faculty member proposed at the outset of the appeal process. The

President’s committee will issue a finding within 20 business days of that meeting. The committee will make a

recommendation to the President and the President’s decision is binding and cannot be appealed.

* If at any time during the appeal process a faculty member asserts a claim of discrimination or the committee

suspects that a faculty evaluation may have been motivated by illegal discrimination, Human Resource Services

must be contacted before proceeding with the Faculty Evaluation Appeal Process. If an investigation is

warranted, Human Resource Services will attempt to reach a disposition regarding the issue of alleged

discrimination within a thirty day time period. Once the issue of alleged illegal discrimination has been resolved,

the faculty member or committee may, if warranted, proceed with the Faculty Evaluation Appeal Process.


Appendix A-5: Observation Pre-Visit Instructions

Pre-Visit: “Framing the Lesson” Instructions

Preparation: Faculty/Instructor

Become familiar with SP 3-31

Send Pre-visit form to observer(s) at least 48 hours before observation

Notify observer(s) of proper clothing, safety equipment and other items necessary for the session

If this class is classroom/lab format, observer(s) will need to observe both

Present the class material as usual

Preparation: Observer(s)

Be on time to class; plan and prepare to attend the complete class session

Become familiar with SP 3-31

If more than one observer, notify faculty/instructor in advance so seating or space is available

Prior to class, look over Pre-Visit form sent to you electronically by faculty/instructor

Dress appropriately, wear required safety equipment (if required), bring other necessary items

(beverage, food, laptop, outdoor clothing, etc.)

Turn off ringer on cell phone, do not use during observation

Make written notes for reference

If class is classroom/lab format, both will need to be observed; two observations may be necessary


Appendix A-6: Observation Post-Visit Instructions

Post-Observation Meeting: Instructions

Faculty/Instructor

What areas of your teaching do you feel need development (if any)?

Observer(s)

The purpose of the observation process is to foster excellence in teaching, and to evaluate the

faculty/instructors teaching.

Using notes from observation prepare list of strengths and positives in class session, discuss with faculty.

Also prepare list of areas/techniques needing development (if any), discuss with faculty.

Develop with faculty/instructor plan for professional development activities (if any).

Discuss with faculty other factors that could improve teaching in this area, such as equipment,

technology, facility, course materials, etc.

If you do not feel that the observation was representative of the faculty’s teaching ability, for whatever

reason; or if the faculty requests it, schedule another observation.

If class is classroom/lab format, both venues will need to be discussed.


Appendix A-7: Provisional Faculty Development Plan

Pikes Peak Community College believes that excellence in the classroom strongly correlates with student

success. Therefore, a convincing case must be made to the Vice President of Instructional Services and College

President to ensure that all faculty meet our high standards for academic excellence before recommending

movement from provisional to non-provisional status.

“Faculty shall serve a provisional period under three consecutive full year regular contracts.” (BP 3-20). 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. The decision to move a provisional faculty to non-provisional

status includes: demonstration of excellence in the classroom and/or online learning environments; active

participation in departmental, campus and college activities; collaboration with colleagues; and a high degree of

professionalism. Data are collected from a variety of sources to support decision-making, including student,

dean and department chair evaluations. Reflective inquiry will be supported by peer mentoring and feedback,

as well as opportunities for self-evaluation.

Standards/Criteria

In order for a PPCC provisional faculty member to move to non-provisional status, he/she must demonstrate

commitment to instructional excellence, continuous improvement and active/engaged leadership outside the

classroom. This leadership may be demonstrated in department, campus, or college-wide initiatives.

Key expectations for faculty to move from provisional to non-provisional status include:

1. Demonstrate excellence in the classroom and/or online learning environments a. Display currency in subject matter b. Exhibit effective methods for engaging students c. Engage in assessment of student learning and continuous improvement d. Use instructional technology appropriately, including D2L, Self Service Banner, Smartboards, Outlook

Calendar, Intranet, email and other appropriate tools

2. Participate in professional growth and development a. Participate in campus and/or professional development activities b. Collaborate with a peer mentor c. Complete annual thoughtful self-evaluations and improvement plans

3. Actively participate productively in departmental, campus, and college service and demonstrate a

commitment to academic leadership a. Attend department, campus and college meetings, and participate actively and constructively in

departmental functions b. Show commitment to participation and leadership in advancing the development of the college. That

can include active, productive participation in committees, leadership in discipline related activities either on campus or cross campuses, leading student clubs, or similar activities.


4. Collaborate with colleagues a. Demonstrate a willingness to be collegial by working as a positive, motivated part of the PPCC team. This

is not meant in any way to diminish constructive disagreement or debate, but includes an expectation that faculty actively engage with peers and work constructively to improve their departments and the college.

5. Demonstrate a high degree of leadership and professionalism a. Abide by all academic and financial organizational guidelines, practices and policies. b. Be respectful and responsive to students c. Provisional faculty are expected to assume an increasing departmental leadership role. This may include

coaching and mentoring adjunct instructors, developing curriculum and assessment plans, scheduling of classes, and working with industry.

Timeline and Process for Third Year Determination of Non-Provisional Status

1. Background

a. The timeline below allows almost three full years of evaluation of provisional faculty before the college

makes the decision on non-provisional status. The non-provisional timeline coincides with the faculty

evaluation timeline, in an attempt to make preparation of the documentation easier. It also makes the

decision coincide with the end of the faculty contract; by doing this, in the relatively rare instances when

we do not renew a provisional faculty member’s contract, we would not have to remove them from the

classroom in mid-year.

2. Timeline

a. Recommendations on all provisional faculty (as described below) must be to the President from Vice

President of Instructional Services by the second Friday in April, or according to the institution’s HR

policy.

b. The President reviews and approves or requests changes by the fourth Friday in April.

c. Final letters will be generated by Human Resources, signed by the President, and delivered to faculty by

campus leadership by no later than the last faculty work day .

3. Recommendation Details

a. The supervisor should complete a recommendation to the Instructional Dean that requests either

promotion to non-provisional, extension of provisional status for an additional year, or non-renewal.

b. For recommendations of promotion to non-provisional status, the explanation should demonstrate how

the faculty member demonstrates exemplary performance in each area of the faculty job description.

The recommendation should touch on each area:

i. Teaching (this should include reference to observations and student evaluations, and information

about the faculty member’s participation in assessment of academic achievement)

ii. Service (should include specific examples that demonstrates the faculty members willingness and

ability to take on leadership roles)

c. For recommendations of an extension of provisional status, the explanation should include a

performance plan for the faculty member that would enable them to achieve non-provisional status.


4. Self-Evaluation: All provisional faculty will participate in a process of self-evaluation. A college-wide tool may be utilized or alternative method with dean approval. This information will be used in helping formulate future action plans for teaching improvement and professional development. 5. Peer Mentoring: All provisional faculty are expected to collaborate with a peer mentor on a regular basis during Year One.

a. Provisional faculty will select a peer mentor in consultation with their department chair. This mentor will be from outside their discipline area and will be selected by September 1 of each academic year.

b. The peer mentor will provide a personal, safe relationship for the faculty member while at work. Information shared with a peer mentor will go no farther than the peer mentor unless the faculty member reveals illegal or unethical activity.

c. The peer mentor will act as a resource for exchange of information and ideas. d. The peer mentor will act as a sounding board, listen without judging and provide feedback for the

faculty member. e. Peer coaches will conduct at least one classroom observation for the first academic. This process is not

evaluative in nature. It is used for coaching purposes. f. Provisional faculty will conduct at least one reciprocal observation during the first academic year.

6. Teaching With Purpose: Provisional faculty will participate in Teaching with Purpose during Year One and Teaching with Purpose Two during Year Two. Each faculty will create a portfolio of data to demonstrate understanding in topics that include assessment of student learning, curriculum development, classroom management strategies, pedagogy and strategic campus priorities. Provisional faculty will present their findings to the campus and/or college community.

During Year Three, the faculty will develop a personalized professional development project that will be determined in collaboration with the department chair and the dean. Projects include serving on the steering committee for Teaching with Purpose, participation in Roadmap to Achievement, implementation of a research project for assessment of student learning, or other strategic campus priorities.


Appendix A-8: Annual Faculty Evaluation Form

Faculty Annual Evaluation Plan 2013-2014

Faculty Name: Faculty ID: S# Division: Department: Supervisor Name: Type of Evaluation: Regular


Teaching

Teaching Evaluation Weight: 70% Teaching Modified Weight (if applicable): ____ According to SP 3-31, a ‘traditional load’ for full-time faculty members is 70% teaching and 30% service – this fits MOST faculty members. Factor weights may be modified for circumstances such as: provisional faculty; reduced teaching loads; department chairs/faculty on special assignment; or special projects, such as accreditation or where performance concerns have been identified.

Description

The evaluation of teaching will include, but is not limited to, consideration of student evaluations and direct observation by

supervisors. 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, supervisors/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; Last Revised July 1, 2013)

Faculty, enter an initial GOAL PLAN for teaching. (completed early fall semester)

Date:

Faculty, enter any significant MID-YEAR changes to GOAL PLAN for teaching. (completed December/January)

Date:

Faculty, enter END-OF-YEAR NARRATIVE/GOAL PLAN Summary for teaching. (completed late spring semester)

Date:

Supervisor/Evaluator, enter comments on GOAL PLAN and/or MID-YEAR changes for teaching (if any).

Date:


Service

Service Evaluation Weight: 30% Service Modified Weight (if applicable): ______ According to SP 3-31, a ‘traditional load’ for full-time faculty members is 70% teaching and 30% service – this fits MOST faculty members. Factor weights may be modified for circumstances such as: provisional faculty; reduced teaching loads; department chairs/faculty on special assignment; or special projects, such as accreditation or where performance concerns have been identified.

Description 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.

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. (SP 3-31, Evaluation of

Faculty Job Performance; Last Revised July 1, 2013)

Faculty, enter an initial GOAL PLAN for service. Community service should not be included unless it is directly relevant

to your department, discipline, or the mission and goals of the college. (completed early fall semester)

Date:

Faculty, enter any significant MID-YEAR changes to GOAL PLAN for service. (completed December/January)

Date:

Faculty, enter END-OF-YEAR NARRATIVE/GOAL PLAN Summary for service. (completed late spring semester)

Date:

Supervisor/Evaluator, enter comments on GOAL PLAN and/or MID-YEAR changes for service (if any).

Date:


Supervisor/Evaluator Rating

Supervisor/Evaluator check one of the ratings below.

______ Needs Improvement

________ Commendable

______ Exemplary

Supervisor/Evaluator Narrative for the Rating

The supervisor/evaluator shall provide a summary of the faculty member’s performance over the school year in the two

principal evaluation categories: teaching and service. The supervisor/evaluator will include comments regarding the

Evaluation of Teaching, student evaluations, the faculty member’s strengths, and any suggested areas for improvement.

Date:

Faculty member’s response (optional).

Date:

Appeal Procedure A faculty member may appeal a formal evaluation report to the college president within 10 days of receiving the evaluation.


Signature Page

Faculty Member Signature Line 1. I have received and read the above performance evaluation. Faculty Member Signature Date 2. I agree/disagree* (circle one) with the overall performance evaluation/rating and have received a

copy. Faculty Member Signature Date *Employee must explain his/her disagreement in writing and may attach additional comments to this form.

Signature Lines for the Supervisor/Evaluator and the Reviewers Signature of Supervisor/Evaluator Date Signature of Division Dean Date Signature of the Vice President for Instructional Services Date (Reviewer) A copy of this signed evaluation will be placed in the faculty member’s personnel file which is maintained in

the Office of Human Resource Services.


Appendix A-9: Due Process for Faculty

STATE BOARD FOR COMMUNITY COLLEGES AND OCCUPATIONAL EDUCATION DUE PROCESS FOR FACULTY BP 3-

20 APPROVED: May 12, 1988 EFFECTIVE: July 1, 1988 REVISED: December 8, 1994 REPEALED: September 14,

2000 READOPTED: August 25, 2001 REVISED: June 7, 2002 REFERENCES: C.R.S. 23-5-117 (H.B. 1354, 1987)

ISSUED BY: Joe D. May, System President

Policy Statement

It is the purpose of this policy to:

1. Promote excellence within the state system community colleges;

2. Protect academic freedom and intellectual inquiry;

3. Recognize the responsibility of the college presidents to provide leadership and sound fiscal management of

their institutions; and

4. Provide a fair and orderly process for the involuntary termination of employment of faculty members at state

system community colleges.

Scope

This policy applies to any Board employee at a state system community college whose employment is covered

by a regular faculty contract for continuing service, with the following conditions:

1. The employee is assigned to a position funded entirely by state funds, or is assigned involuntarily or

temporarily to a position funded in whole or in part by non-state funds;

2. The employee's contract is for at least 50% of full-time service; and

3. The employee's work assignment includes at least one-half of a full-time equivalent workload (.5 FTE)

performing duties as a teacher, which may include program coordination/development, and related activities.

Counselors and librarians holding faculty contracts prior to July 1, 1995 shall also be covered by this policy.


Precedence

This policy shall have precedence over all other policies of the Board or college which are in conflict or are

inconsistent with this policy.

Definitions

Academic Freedom: The absence of constraint or coercion of choosing what one will teach (within the

constraints of official course descriptions and official course syllabi), investigate, study or present in all fields of

learning. Dismissal: The involuntary termination of a contract of employment during the term or upon the

expiration of the contract for reasons other than reduction in force. Evaluation: The regular formal process used

to review and record an employee's performance of his/her assigned duties. Fiscal Emergency: An emergency

caused by a reduction in the sum total of general fund revenues appropriated to the Board and cash funds

received by the Board, and/or a reduction in the Board's allocation to a college; which reduction(s) threaten the

ability of a college to maintain its previous level of operations or previous standards in the fulfillment of its role

and mission, as determined by an affirmative vote of the Board. Non-renewal: Failure or refusal to offer to an

employee a new contract of employment for the subsequent year. President: The chief executive officer of a

state system community college. Program areas: Units within a college which may provide the basis for

determining which employee(s) will be reduced when a reduction in force is necessary. Reduction in Force:

Termination of the contract of employment based on reasons other than non-renewal or dismissal for cause.

State Funds: Funds appropriated 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. Time:

Unless otherwise indicated, holidays, weekends, and faculty non-working days shall not be counted when

computing time.

Reassignment

At the discretion of the president an employee may be reassigned by changing job title, job description, and/or

assignment. If the reassignment occurs during the term of an employment contract, there will be no reduction in

compensation during that contract term. The president's decision is final and is not subject to review.

Provisional Employees

Provisional Period: Employees shall serve a provisional period from the date of employment until the

completion of employment under three consecutive full year regular contracts. The provisional period may be

extended for one additional year, but not to exceed four years, if the college president determines that

additional time should be allowed. Removal from Provisional Status: A provisional employee shall be non-

renewed at the end of the provisional period unless the college president approves removal from provisional

status.


Non-renewal

Grounds: A provisional employee's contract may be non-renewed without cause at the end of any contract. A

non-provisional employee's contract may be non-renewed on grounds of below standard evaluations for two

consecutive years. Notice: Notice of nonrenewal shall be given by the president no later than sixty days

preceding the end of the contract term. The effective date shall be no sooner than the end of the then current

contract date. Review: There shall be no review of nonrenewal of a provisional employee's contract. A non-

provisional employee whose contract is non-renewed shall have the right to request within ten days of service

of notice a peer review as provided hereinafter.

Dismissal, Suspension or Other Disciplinary Action for Cause

Grounds: The following shall constitute grounds for dismissal, suspension, and other disciplinary action:

1. Insubordination;

2. Neglect of duty;

3. Conviction of a felony or acceptance of a guilty plea or a plea of nolo contendere to a felony;

4. Moral turpitude;

5. Incompetence after notice and opportunity to improve;

6. Mental or physical disability which, even with reasonable accommodation, substantially interferes with the

person’s ability to perform the essential functions of the job in question. Termination under this ground shall be

in compliance with Federal law which prohibits discrimination against persons with disabilities;

7. Failure to fulfill provisions of employment contract; or

8. Other good and just cause as determined by failure to meet reasonable written and published standards.

Notice: Notice of dismissal, suspension, or other disciplinary action may be given by the president at any time

and shall state the grounds and effective date. Review: An employee who is dismissed or suspended in excess of

fifteen work days under this policy shall have the right to request within ten days of service of notice a peer

review as hereinafter provided. An employee who is suspended for fifteen or less work days or otherwise

disciplined shall have the opportunity to provide a written response to the charges which shall be placed in the

employee's personnel file. An employee who is suspended for 15 or less work days may request, within 10 days

of service of notice of the suspension, a review by the System President. The review will consist of a meeting

between the System President or his/ her designee, the College President or his/her designee and the faculty

member, at which time the faculty member will be given an opportunity to rebut the facts which support the

suspension. The decision of the System President will be final and not subject to further review.


Reduction in Force

Grounds: The grounds for reduction in force shall be:

1. justifiable lack of work,

2. justifiable reduction in a program area, or

3. a reduction or elimination of funds received from a school district for purposes of providing secondary

vocational education, as determined by the president; and/or

4. a Board declaration of a fiscal emergency as defined in this policy.

Initial Determination: It is the responsibility of the president to determine whether one of the above situations

will require a reduction in force. As soon as it becomes apparent to the president that a reduction in force is

necessary, the president shall determine the number of reductions which may be accommodated by

retirements, resignations, dismissals, non-renewals, leaves, or other types of normal attrition. Faculty not

holding regular full-time or regular part-time contracts and faculty holding provisional contracts in program

area(s) affected shall be reduced prior to the reduction in force of any regular non-provisional faculty member in

the same program area.

Criteria for Reduction: When staff reduction cannot be satisfied by any of the above methods, the president

shall identify the person(s) to be reduced in affected program area(s) based upon consideration of service credit

as provided hereinafter, evaluations as defined in this policy, and affirmative action. Notice: The president shall

give a minimum of sixty days written notice prior to termination due to a reduction in force. Review: An

employee who is reduced in force shall have the right to request within ten days of service of notice a peer

review as hereinafter provided. There shall be no right to peer review of a Board declaration of fiscal emergency.

Rehire: Regular employees who have been reduced in force under this policy shall have the right to be rehired

into the program area at the institution from which they were reduced when an opening occurs in a regular

position. Such right shall extend for a period of three years from the effective date of their reduction. Employees

who are so rehired shall have all the benefits of service credit, salary, and fringe benefits reinstated. Regular

employees who have been reduced in force under this policy shall have the right to request that their name be

placed on a system-wide rehire list maintained by the System President. When there are openings in regular

positions at any state system community college and there are no employees who have the right to rehire under

the above provision, the president of the hiring institution may decide to waive the institutional hiring

procedures and hire directly from the rehire list. If the president hires from the rehire list he may require a one

year provisional period. Other terms and conditions of employment shall be negotiated at the time of

employment.

Procedure for Determining Program Area and Service Credit

Program areas: The following provisions regarding Program Areas shall apply:

1. The college president shall give written notice to each employee of the program area to which they are

assigned at the time of employment.


2. Employees shall be notified of any changes in their program area assignment.

3. Upon request, any employee covered by this policy shall be given a list of faculty members in his/her

respective program area(s) with notation of service credit earned under this policy by each.

Service Credit:

In an effort to provide a fair and equitable determination of reduction in force and yet recognize the benefit of

assignment flexibility, service credit shall be granted in accordance with the following guidelines:

1. Employees shall accrue service credit on the basis of each year's assignment, as follows:

a. Assignment of greater than 50% of the workload in a given program area will result in one year's service credit

in that program area.

b. If the faculty member does not have more than 50% of the workload in any one program area, the president

will determine the area in which the faculty member is to receive one year's service credit. In addition to that

one-years’ service credit, one quarter (.25) years’ service credit will be given in each additional program area

where the work assignment is 50% or less.

c. Faculty members involuntarily assigned to another program area shall be allowed to carry to their new

program area the service credit earned in their original program.

d. Faculty members who are appointed to an administrator position and subsequently return to a faculty

position shall have any service credit they earned in their previous faculty assignment reinstated. Employees

who are on an interim assignment as an administrator shall continue to accrue service credit in their designated

program area during the period of the interim assignment up to a maximum of two years.

e. Employees hired prior to September 1, 1988, will be given one year’s service credit in their 1988-89

designated program area for each year of institutional seniority accrued as a faculty member. Seniority credit

granted to employees for service as an administrator prior to July 1, 1986, shall also be credited to the

employee’s 1988-89 designated program area.

Part-time employees covered by this policy shall receive service credit on the same basis as full-time employees,

but prorated in terms of the percentage contract they hold.


Peer Review Process

Employees who are covered by this policy at each college shall elect a hearing panel of thirteen members in

September of every even numbered year. If a college does not have 14 or more employees covered by this

policy, the panel shall include all employees covered by this policy at that college. If there is a request for a

hearing, the following steps apply:

1. Within three days, the president shall strike four names from the list of panel members and send the list to

the employee. Upon receipt of the list, the employee shall strike four names from the remaining panel members

on the list and return it to the president within three days. If for any reason the faculty member fails to strike

names, the president shall strike a sufficient number to reduce the members to five. The five panel members

whose names remain on the list shall constitute the peer review committee. If the college has fewer than 13

members on its panel, this process shall be modified in order to provide for three members on the peer review

committee.

2. The president shall notify the members on the peer review committee in writing that they have been selected

to constitute the committee and shall designate one member to convene a meeting to select a chairperson.

3. The chairperson shall give written notice of the time and place for hearing the appeal. The peer review

hearing must begin within five days of the committee's notification by the president.

4. A full record of the hearing will be taken stenographically or by recording and thereafter made available to the

employee and to the college.

5. The employee and the college shall have the right to have advisory or legal counsel. Each party shall pay their

own costs. The committee shall conduct a full and fair hearing on the issues raised by the parties.

6. Within five days after the hearing, the committee shall deliver to the president the record with written

findings of fact and recommendations and shall provide a copy to the employee.

7. Within five days after receiving the written recommendations, the president shall issue a decision in writing to

the employee.

8. If the president agrees with the peer review committee's decision, such decision shall be final. If the decisions

of the president and the peer review committee differ, the employee may send to the System president a

written notice of appeal to the Board. Such notice must be sent by certified mail within ten days of service of the

president's decision.

9. The Board review shall be limited to a review of the record. The Board shall consider the appeal within ninety

days of receipt of the notice of appeal. The Board shall give written notice of its decision to the parties.

10. Any and all deadlines may be extended by mutual written consent of both parties.


Revisions

No revisions of this policy shall be adopted except after consultation with the State Faculty Advisory Council.

Procedures

The System President shall promulgate procedures as necessary to implement this policy.

Faculty Planning & Evaluation Handbook

Documents

Transcript of Faculty Planning & Evaluation Handbook