(1) Research in the area of
faculty evaluation has generally concluded that an evaluation
program should be comprehensive. The program should incorporate
the use of different responsibilities (e.g., classroom teaching,
College service), the use of different methods of information
collection (e.g., classroom visits, questionnaires, interviews,
etc.), and the use of more than one source (e.g., students,
peers, supervisor). This approach, although time consuming, is
considered appropriate for several reasons. First, faculty
differ significantly in their responsibilities. Second, it is
consistent with the conclusion that no single theory of
instruction is superior to all others; there is no one
recognized view of effective instruction as perceptions vary
among educators. Third, more than a single type of information
is necessary to adequately document faculty effectiveness and to
provide feedback for improvement.
(2) Another feature of the
procedure described herein is that it relies heavily upon the
professional relationship between the faculty member and his/her
immediate superior. The emphasis given to each responsibility
and the source of information about performance in each of those
categories will be decided mutually by the faculty member and
his/her immediate supervisor. The setting of goals for the
faculty member's professional development will be the
responsibility of the faculty member, with approval by the
(B) Categories of faculty performance.
Faculty at the College may be
assigned professional responsibilities in the areas listed
below. Experience indicates, however, that all faculty do not
perform the same tasks. They do not spend equal time and effort
performing the various aspects of their individual assignments.
The procedure for evaluation of faculty performance must,
therefore, balance the institution's need for uniformity and
fairness with the diversity and flexibility of professional
Direct instruction: this
includes lecture, lab, clinical, or instruction in other
settings, including preparation, presentation, evaluation, out
of class consultation, and student orientation.
(2) Counseling: this includes
student advising, group and individual counseling, seminars,
orientation of new students, liaison with other faculty, and
direct student instruction.
(3) Library services: this
includes patron services, direct student instruction, reference
seminars, and liaison services with other faculty.
(4) College service: this
includes College governance, campus and district committees,
(5) Student service: this
includes admissions/recruiting, advising and placement of new
students, student activities, and athletics.
(6) Public service: this
includes participation in community services programs,
continuing education, and public relations programs.
(7) Professional service: this
includes professional growth and development.
(C) Sources of information.
(1) Standard evaluation
instruments will be used district-wide to gather information
from the following sources:
(a) Supervisor -
The immediate supervisor will evaluate overall effectiveness and
performance of the faculty member's teaching and other
responsibilities based on visitation of classes and day to day
- students will be asked to evaluate the basic elements of a
course including tests, course content, method of instruction,
(c) Self - self
evaluation may take the following forms: a rating form; video
records, informal feedback or other methods.
(d) Peers - peer
evaluation may involve: evaluation of course materials such as
outlines, syllabi, examinations, texts and/or classroom
observations. Colleagues can comment on organization,
methodology, currency of materials, appropriateness of course
goals, content and grading procedures. The specific
elements/components of peer evaluation will be decided upon by
the individual faculty member and the immediate supervisor.
Peer will include any faculty member in the division of the
faculty member being evaluated.
(e) Other -
clinical, practicum, field experience, cooperative education,
directed practice, and observation sites may also provide
evaluation information on the faculty member's performance at
(2) Although each of the five
sources listed above can provide significant information, no one
source can be expected to provide accurate and reliable
assessments for all of the various kinds of faculty
responsibilities. It is important, therefore, to clarify which
sources will be used for each faculty role. This is
demonstrated in the following chart.
(D) Instruments used.
The College will provide appropriate
instruments and questionnaires developed by the Joint Committee
on Faculty Evaluation and which have been approved by the
Assistant Vice President for Human Resources for the collection
of information. Only the approved College evaluation forms will
be used by persons participating in the process. These forms
will be evaluated and updated on an annual basis by the
policy-established Permanent Joint Committee on Faculty
Evaluations. The following forms are provided:
(1) Immediate supervisor
summary evaluation form
(2) Classroom visitation
(counseling observation; library observation) forms
(3) Student evaluation
(4) Self evaluation and
(5) Peer evaluation form
(6) Clinical site observation
(E) Individualizing the evaluation system
(1) The challenge of
accounting for the different kinds of faculty assignments can be
addressed by emphasizing the significance of each assignment or
role. Each faculty member will come to an agreement with his or
her immediate supervisor on the combination of roles or
activities comprising the contractual responsibilities for the
academic year and consistent with teaching load
responsibilities, as applicable, contained in the College's
contract with the CCC-AAUP. Faculty will therefore, be
evaluated on the basis of their individual contributions to the
College instead of being forced into a particular role model.
The evaluation will be structured in accordance with the
approximate ratio of teaching to non-teaching activities. This
combination will include evaluation by the immediate supervisor,
the faculty member's students, and any other sources agreed upon
by the faculty and immediate supervisor.
(2) In the event that the
contractual responsibilities should change substantially during
the year, an adjustment in the agreement will be made by the
immediate supervisor in conjunction with the faculty member.
(F) Steps and sequence for implementation.
(1) At least one-half of the
tenured faculty in each budget unit/area will be evaluated at
least once each year; all non-tenured faculty will be evaluated
according to the College Policy on Faculty Evaluation.
(2) Prior to the beginning of
the Fall Semester of each year, the Office of Human Resources
will distribute to faculty and their immediate supervisors
copies of all forms and questionnaires that will be used in the
faculty evaluation process.
(3) By the end of the fourth
week of classes of Fall Semester, each full-time faculty member
to be evaluated will meet and reach agreement with the
appropriate supervisor on the combination of roles and
activities comprising the contractual responsibilities for the
academic year. By the end of the fourth week of the appropriate
semester, each part-time faculty member will meet with the
appropriate supervisor to discuss the evaluation plan.
(4) When peer evaluation is
part of the process, by the end of the fourth week of the fall
semester, the immediate supervisor and the faculty member to be
evaluated will agree upon a faculty colleague(s) to act as a
source for peer review.
(5) Supervisor evaluation.
(a) The immediate
supervisor will observe at least one class of the faculty member
being evaluated during either the Fall or Spring Semester; for
counseling faculty, there will be an observation of one student
counseling session, either in person or via tape recording.
Prior to the observation, a conference will be held between the
faculty member and the immediate supervisor to schedule the
observation and to discuss the course or counseling objectives.
Within one week of the observation, the Classroom Visitation
Report or Counseling Observation Report will be prepared by the
immediate supervisor and submitted to the faculty member for
discussion with the faculty member. This report will also be
kept by the supervisor for inclusion in the Summary Evaluation
Report, which will be completed in the spring.
(b) By the end of
the fourth week of the Spring Semester, the immediate supervisor
will complete and submit to the faculty member a Summary
Evaluation Report. Included in the report will be copies of all
evaluation forms, materials, and questionnaires that were used
to complete the Summary Report. A conference between the
immediate supervisor and the faculty member will be scheduled to
discuss this report. The report will be signed by the faculty
member and submitted to the appropriate dean by the end of the
seventh week of the Spring Semester. The report will provide for
comments by the faculty member.
instructional faculty, the Student Evaluation Form will be
administered during the last three weeks of the semester to one
of the faculty member's classes chosen by the faculty member
during the Fall Semester and one class section during the Spring
Semester. The completed evaluation forms will be delivered by
the faculty member's supervisor to the appropriate office on
each campus for tabulation. The faculty member and the
immediate supervisor will receive a copy of the tabulated report
and will have access to the original questionnaires completed by
(b) For counseling
faculty, the Student Evaluation Form will be obtained from a
sample of 40 students who have had appointments with the
counselor and from one group of students in orientation where
possible. The sample to be surveyed will include students from
each of the Fall and Spring Semesters. The completed evaluation
forms will be delivered to the appropriate office on each campus
for tabulation. The faculty member and the immediate supervisor
will receive a copy of the tabulated results and will have
access to the original questionnaires completed by the students.
(c) For librarian
faculty, forms will be distributed to one class of students who
have had a formal orientation to the library and to a sample of
those for whom the librarian has provided other direct service.
Both will be completed during the Fall and Spring Semesters.
The faculty member and the immediate supervisor will receive a
copy of the tabulated results and will have access to the
original questionnaires completed by the students.
When self-evaluation is part of the
process, the self report/evaluation instrument will be submitted
by the faculty member to the appropriate supervisor by the end
of the fifth week of the spring semester. The report should
include such documents as a completed faculty activity survey,
professional development form, a completed self evaluation form
and copies of course syllabi, handouts, tests and any other
(8) Peer evaluation.
When peer evaluation is part of the
process, the peer evaluation instrument will be submitted by the
faculty member to the appropriate supervisor by the end of the
fifth week of the spring semester. Additional documents may be
submitted (as agreed upon by the faculty member and the peer
evaluator) which support the evaluation.
(G) Professional development plan.
By the end of the seventh week of the
spring semester, the faculty member will submit to the immediate
supervisor a professional development plan mutually agreed to by
both the faculty member and the supervisor (e.g., reading,
professional literature, attending conferences, seminars,
conventions, etc.), which will then be formally discussed and
agreed upon by both parties for the next evaluation period.
Assistance in both the preparation of the plan and its execution
will be made available through the Office of Institutional
Development. Although the responsibility for the completion of
the plan is that of the faculty member and the immediate
supervisor, the Institutional Development Office will be given a
copy of each plan so they can be used (i) collectively to
develop workshops, seminars, and other activities common to the
faculty in general and (ii) to encourage appropriate
(H) In the event that a faculty member and
immediate supervisor cannot agree upon an aspect of the
evaluation process or the faculty member may request a
re-evaluation, the issue will be resolved according to the
grievance policy described in the current agreement between the
College and the CCC-AAUP.
(I) Permanent Joint Committee on Faculty
The Permanent Joint Committee on Faculty
Evaluation will be responsible for monitoring the effectiveness
of the policy and procedure and making appropriate
recommendations for improvement as deemed necessary.