3.5.
Faculty Evaluation Plan for Instructional
Improvement
Inasmuch as the Faculty
is committed to quality teaching and
instruction and is contracted to provide professional services to
students,
colleagues, and the District, the Faculty do hereby agree to adhere to,
support, and implement the following evaluation policies and
procedures.
3.5.1.
The
objectives of the evaluation program are as follows:
3.5.1.1.
To
improve teaching performance.
3.5.1.2.
To advise
the faculty members regularly and specifically of their strengths and weaknesses, progress, and
overall status.
3.5.2.
Time Frame
3.5.2.1.
Although the
FEP can begin at any time, the college Vice President, through the
appropriate
department/division chair, will be responsible for notifying a faculty
member
early in the fall semester of the evaluation year.
The FEP must be completed and submitted to
the college Vice President by June 30th of the evaluation
year.
3.5.2.2.
Faculty must
complete or review and update a plan every year while “probationary”
and every
third year (or more often if the faculty member desires) when
“appointive.”
3.5.2.3.
Each campus
Faculty Senate will appoint a “Resource Person” who is familiar with
the FEP to
help facilitate the process. The campus
Faculty/Staff Development Specialist is a suggested candidate for this
position.
3.5.3.
Areas for Evaluation
To
complete an FEP, each faculty member must engage in a self-examination
of the
three Required Areas and at least two of the Elective Areas. Examples of the following areas can be found
in the Faculty Evaluation Plan (FEP) procedures.
3.5.3.1. Required Areas
3.5.3.1.1. Teaching, Learning,
and/or Service
3.5.3.1.2. Course Assessment and/or
Program Development/Revision.
3.5.3.1.3. Governance and/or
Committee
Participation at the College and/or
District levels
3.5.3.2. Elective Areas
3.5.3.2.1. Professional Development
3.5.3.2.2. Acquisition of New Skills
3.5.3.2.3. Enhancement of Diversity
3.5.3.2.5. Service to the Community
3.5.3.3. Related Areas
In addition
to an assessment of these “Three Required Areas and Two Elective
Areas,” other
“Related Areas” may also be selected by the faculty member to review,
in order
to bring into better focus their full professional involvement on
campus or
within the District. See the FEP for
examples.
3.5.4.
Participants
The team will consist of:
3.5.4.1.
The faculty
member to be assessed will be the director of, and active participant
in, the
designing and implementation of their FEP plan.
He/she will carry the major responsibility for gathering the
information
about and completing the plan to the best of the person’s ability.
3.5.4.2.
A FEP
committee member (to be chosen by the faculty member) may be outside
the
faculty member’s discipline, department, or college.
3.5.4.3.
A third
person will be chosen from the following: Another professional
colleague,
department/division chair, college Vice President, faculty/staff
development
specialist, and advisory committee member or alumni.
3.5.4.4.
Students (or
other services area recipients) will always provide input regarding
teaching or
service area performance via a customizable questionnaire or other
appropriate
measurement instrument. See FEP for
details.
3.5.5.
Verification of Compliance
At the conclusion of the
process, the individual team
members will review the documents submitted by the faculty member to
indicate
his/her performance and goals in the areas outlined in the FEP and
discuss them
with the faculty member. Then an “FEP
Summary Endorsement Sheet” will be filed.
It will be signed by the individual team members and also by the
Department/Division Chair and College Vice President, or Vice
President's designee,
to verify the work and indicate compliance with the process.
3.5.5.1.
The FEP may
be modified by a majority of votes cast by the residential faculty,
providing
any modifications do not violate the policies and procedures outlined
in 3.5.