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Components of George Brown College Probationary Development Cycle for Instructors

Guide for Chairs and Academic Directors

Organizational and Staff DevelopmentApproved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development

This guide is designed to help articulate the process and experiences that all new full-time instructors progress through probation at George Brown College.

The various components of the cycle are designed and delivered in a manner that supports teaching/service excellence and continued improvement.

Included here are some resources you may find helpful in your key role of providing performance feedback and ensuring we meet the obligations in the Academic Employees Collective Agreement effective September 1, 2014 to September 30, 2017 (Article 27, 02 D).

Please forward any comments, questions, or suggestions for improvement to Organizational and Staff Development.

Organizational and Staff DevelopmentApproved May 2015 by Nancy Hood, VP Human Resources and Organizational Development 1

Table of Contents1. Class Definition of an Instructor

……………………………………………………….. 3

2. College Mission and Path to Leadership

……………………………………………. 4

3. Components of the Probationary Development Cycle for Instructors . 5

4. Checklist of Probationary Learning Requirements ...

…………………………. 6

5. Chairs Tracking Checklist for Probationary Instructors …………………..

9

6. Appendix A – Instructor Teaching Competencies – Probationary Requirements – Progress Feedback Report Form ………………..…

11

6. Appendix B – Progress Report Forms: Summary of Observations and Recommendations ….………………………………………………………………….. ………. 22

Instructor – Visit 1 ……………………………………………………..23

Instructor – Visit 2 and Recommendation Form ……… 24

7. Appendix C – Individual Professor/Instructor Development Planning Form

……………………………………………………………………………………. 25


CLASS DEFINITION - INSTRUCTOR

The Instructor classification applies to those teaching positions where the duties and responsibilities of the incumbent are limited to that portion of the total spectrum of academic activities related to the provision of instruction to assigned groups of students through prepared courses of instruction and according to prescribed instructional formats; and limited to instruction directed to the acquisition of a manipulative skill or technique; and under the direction of a Professor. Notwithstanding such prescription, the Instructor is responsible for and has the freedom to provide a learning environment which makes effective use of the resources provided or identified, work experience, field trips, etc., and to select suitable learning materials from those provided or identified to facilitate the attainment by the students of the educational objectives of the assigned courses.

The Instructor's duties and responsibilities include: - ensuring student awareness of course objectives, instructional approach, and evaluation systems; - carrying out regularly scheduled instruction according to the format prescribed for the course, including as appropriate, classroom, laboratory, shop, field, seminar, computer-assisted, individualized learning, and other instructional techniques; - tutoring and academic counselling of students in the assigned groups; - evaluating student progress/achievement, assuming responsibility for the overall assessment of the students' work within the assigned course, and maintaining records as required; - consulting with the Professors responsible for the courses of instruction on the effectiveness of the instruction in attaining the stated program objectives.

In addition, the Instructor may, from time to time, be called upon to contribute to other activities ancillary to the provision of instruction, such as procurement and control of instructional supplies and maintenance and control of instructional equipment.

Source: College Faculty CAAT-A Collective Agreement (2014 – 2017)


Our Mission

The Vision, Mission and Values of George Brown College

The staff, faculty and administration of George Brown College are united by a set of shared values and objectives. Outlined below, these vision and mission statements help guide George Brown College as we grow and change to meet the needs of students and employers.

The Path to Leadership

Inspired by a commitment to achievement through excellence in teaching, applied learning and innovation:

We will set the benchmark to which all colleges will aspire, and be recognized as a key resource in shaping the future of Toronto as a leading global city.

We will build a seamless bridge between learners and employment as we develop dynamic programs, and workplace-ready graduates who will be the candidates of choice for employers.

We will create a community of life-long learners, grounded in the principles of access, diversity, mutual respect and accountability.

Core Values

LEARNING COMMUNITY

We foster an environment of reciprocal dialogue to ensure learning, solve problems and strengthen the George Brown community.

EXCELLENCE

We commit ourselves to delivering a ‘George Brown standard’ of quality and superior performance.

ACCOUNTABILITY

We hold ourselves responsible to ensure the future sustainability of George Brown, academically and fiscally.

DIVERSITY AND RESPECT

We show mutual respect for each other within the community of George Brown including all of our stakeholders, in all of our behaviour.


Activity/Title Content

New Faculty Academy Orientation to teaching and learning expertise through information sharing, investigation of various teaching strategies, and integration of practice teaching sessions for peer review and information on code of conduct and relevant college policies

College and Resource Orientation

Overview of college priorities and organization with opportunities to network and learn about various resources for access

New Faculty Teaching and Learning Seminars

Focus is on reflective practice and portfolio development

Required Workshops Mandated training sessions meet legislated requirements. Supplemental areas of diversity/human rights, LMS, Outcome Based Learning, Curriculum Planning, etc.

Practice and Review Chair Observations and Learning Squares

Reflective Practice Papers written each semester to encourage awareness of strengths and goal setting culminating in an Individualized PD Plan

Teaching Portfolio Framework Preparation for completing re statement of philosophy, student feedback, reflection papers, etc.

Learning and Development Retreat

Increased awareness of cross college interconnections and opportunities to advance college’s strategic directions

Components of George Brown’s Probationary Development Cycle for Instructors


Instructor Probationary Learning

Requirements _____/______

NAME ______________________ CHAIR/DIRECTOR ___________________________ DEPARTMENT ______________________________________________________________

Below are the full-time Faculty Probationary Requirements for Instructors to be completed over your probation period. Please keep a record of your progress as you will be required to comment on your professional development in a one-page reflection paper submitted each semester. Register for all workshops at PD Place where you will find workshop dates and times listed.

Event Timing Date/s completed

New Faculty AcademyOne week program on teaching and learning at GBC - August ___-___

f College–wide New Employee Orientation

.5 day – Offered twice per year; should be completed within 6 months of hire

Mandatory Employee Training OHS Act - offered throughout the year

WHMIS – offered throughout the year

AODA –1. Access Services for Colleges, Customer Service Standards - Faculty (ASC), 2. Accessibility Awareness Training for Educators, 3. Integrated Accessibility Standard Regulation (ISAR) Training and Training on the Ontario Human Rights Code (OHRC) via http://pdplace.georgebrown.ca

______________

______________

______________

______________

______________



Reflective Practice Seminar 1 & 2These seminars are designed for professors in the first half of their probationary period. In these sessions we take the opportunity to share experiences as new professors, practise reflective thinking, and apply problem-solving strategies to common challenges in teaching and learning. Portfolio Development SeminarsThese seminars are designed for professors in the last half of the probationary period. In this session we will focus on the framework for your portfolio, including a revised statement of teaching philosophy, documentation of teaching effectiveness, and a professional development plan. There are continued opportunities for practising reflective thinking and sharing common experiences.

Two 2-hour seminars each semester for two semesters (fall and winter semesters only for a total of 8 hours)

Three 2-hour seminars to be completed in either the fall or the winter semester, depending on date of hire.

______________

______________

______________

______________

______________

Classroom Observations

The Chair is invited to visit one of your classrooms once each semester and participate in a follow-up meeting to review his/her observations, questions and feedback.

Once per semester______________

______________

Written FeedbackThe Chair/Director provides a written progress report for each semester

#1____________

#2____________

Workshops:

Outcomes-based Learning Using Rubrics in your setting

Managing student behaviour in your setting

Situated Learning from theory to practice

A workshop offered by Diversity, Equity, Human Rights Office (Positive Space or other workshop)

Two additional workshops

1 two-hour workshop during the New Faculty Academy in August tailored to focus on teaching vs. material development

1 workshop1 workshop

1 workshop

1 workshop; check the PD Place calendar for DEHR workshops offered throughout the year.

____________________________

______________

_________________________________________

______________



Reflective Practice Seminar 1 & 2These seminars are designed for professors in the first half of their probationary period. In these sessions we take the opportunity to share experiences as new professors, practise reflective thinking, and apply problem-solving strategies to common challenges in teaching and learning. Portfolio Development SeminarsThese seminars are designed for professors in the last half of the probationary period. In this session we will focus on the framework for your portfolio, including a revised statement of teaching philosophy, documentation of teaching effectiveness, and a professional development plan. There are continued opportunities for practising reflective thinking and sharing common experiences.

Two 2-hour seminars each semester for two semesters (fall and winter semesters only for a total of 8 hours)

Three 2-hour seminars to be completed in either the fall or the winter semester, depending on date of hire.

______________

______________

______________

______________

______________

Select two additional workshops from the PD Place calendar related to your professional development goals

Reflection Paper One page reflection paper each semester outlining your professional development, noting strengths and setting goals for continued learning. These papers should be submitted to your Chair, with a copy to the Director in Staff Development

______________

______________

Learning and Development Retreat A 3 day event held the first June after hire

______________


Chair’s Tracking Checklist for Probationary Instructors

Name of Instructor: _________________________

Probation End Date: ________________________________

Semester 1 Suggested Time Frame

Activity Comments

Pre-Semester Start up plans sharedWeek 1 - 2 Chairs to support all new faculty

to attend the New Faculty Academy

Week 3 - 4 Discuss learning from the New Faculty Academy, such as workshops, Geneva Park, Learning Squares/OBL workshops, etc.

Week 6 Chair observation of teachingWeek 7 Check in: Discussion of

observationWeek 13 Meet and discuss first reflection

paperChair provides written progress report to InstructorChair sends completed progress report to Human Resources

NOTE: * Seek assistance from your Senior HR Consultant regarding any concerns about progress towards successful completion of the probationary period.


Semester 2Suggested Time

FrameActivity Comments

Week 3 Check in: Review SFQs from 1st semester

Week 4 - 6 Chair observation of teachingWeek 5 - 7 Check in: Discussion of

observation (week following observation) and feedback from SFQs

Week 13 Meet and discuss second reflection paperChair provides written progress report to InstructorChair sends completed progress report with recommendation for appointment to regular status to Human Resources

NOTE: * Seek assistance from your Senior HR Consultant regarding any concerns about progress towards successful completion of the probationary period.


Appendix AInstructor Teaching Competencies -

Probationary Requirements


Instructor Teaching Competencies - Probationary Requirements

This form is designed for use with Instructors throughout their probationary period and comments and goals can be added/updated as necessary. Contained are sections that support teacher self-reflection, observation of teaching practice and the summary evaluation.

Instructor Name: ________________________________________________________________

Department: ____________________________________________________________________

Program: _____________________________________________________________________

Date: _____________________________________________________________________

Chair: _____________________________________________________________________

The College is committed to the success of our academic employees and to providing you with meaningful feedback during the probationary period.

Article 27.02 D During the probationary period an employee will be informed in writing of the employee's progress at intervals of four months continuous employment or four full months of accumulated non-continuous employment and a copy given to the employee. (Source: Academic Employees Collective Agreement, 2014 – 2017, p.58)


Instructor: _____________________________________________Date(s): _____________________________

Competency I: Professionalism

Area of Focus Evident Proficient Excellent Needs Improvement Unknown/Not Yet

Commits to a personal teaching philosophy Engages in conscious reflection about teaching and examines one’s own personal assumptions about the teaching and learning process Acts as a role model instructor of the college community within the context of the classroom, department, program, and institution Represents the College to all stakeholders in a manner that is consistent with its vision, mission, and mandateObserves legal mandates, board and college policies, administrative procedures, contractual agreements and ethical standards

Facilitates professional growth through ongoing interactions with professors, self-assessment and reflection and identifies teaching and professional development goals.Contributes to the culture of ongoing learning through reflective practice and peer supportOverall Comments:

Examples of Supporting Documents/Artifacts that may be Included: Statement of teaching philosophy, reflection papers, etc.


Instructor: ________________________________________Date(s): __________________________________

Competency II: Content knowledge

Area of Focus Evident Proficient ExcellentNeeds

ImprovementUnknown/Not Yet

Maintains and demonstrates currency in subject area

Incorporates the use of real world applications and connects content to the industry or vocationAble to differentiate content that is crucial and that which is peripheral to the discipline/program areaRelates content to the student’s background and perspectives Incorporates higher and lower-order thinking skillsKnows in advance what content and concepts might be confusing to students and adapts to facilitate understanding1

Overall Comments:

Examples of Supporting Documents/Artifacts that may be Included:

Student feedback, classroom culture assessments, etc.

Instructor: ________________________________________Date(s): __________________________________Organizational and Staff DevelopmentApproved May 2015 by Nancy Hood, VP Human Resources and Organizational Development 14

Competency III: Pedagogical knowledge and understanding the difference between knowing the subject and teaching the subject



Articulates clear instructional objectives related to content knowledge and the intellectual skills of the disciplineIdentifies the preconceptions and misconceptions that might prevent students from understanding course concepts, principles and theoriesImplements learning activities that result in the student establishing a theoretical knowledge baseImplements learning activities that require students to interact with the content at concrete and abstract levelsImplements learning activities that allow the students to use their prior knowledge and diversity of perspectives in a meaningful wayImplements learning activities that take students’ varied learning styles into accountPursues ongoing professional development in the theory and practice of teaching and learningOverall Comments:


Sample lesson plans, evidence of PD attended, etc.

Instructor: _______________________________________Date(s): ___________________________________

Competency IV: Implements effective curriculum in attaining the stated program objectivesOrganizational and Staff DevelopmentApproved May 2015 by Nancy Hood, VP Human Resources and Organizational Development 15



Recognizes the relationship between pedagogical theory and instructional practice Implements curriculum, instruction, and assessment as interdependent and aligned components of effective teaching rather than as components to be thought about separately and independently Articulates instructional objectives that identify the competencies or intellectual abilities (cognitive knowledge, skills and/or attitudes) that students will acquire and/or extend as a result of taking the course Implements teaching strategies that are directly connected to the instructional objectives of the course and are appropriate to class size and student readiness Implements learning activities that are directly connected to the instructional objectives of the course Implements assessments that are directly connected to the instructional objectives of the course Consults with Professors responsible for courses of instruction on effectiveness in attaining stated outcomesOverall Comments:


Sample learning activities, evidence of aligned practice, etc.

Instructor: _________________________________________Date(s): _________________________________

Competency V: Uses a variety of appropriate instructional strategies


Area of Focus Evident Proficient Excellent Needs Improvement

Unknown/Not Yet

Implements teaching strategies that are connected to the desired learning outcomes Implements learning activities that are consistent with the desired learning outcomes Implements methods to encourage active and self-directed learning Implements instructional strategies that take into account student abilities, their attitudes towards learning, their background knowledge, and their social identity Implements a variety of strategies to engage various learning stylesImplements student-centered approaches in ensuring students are co-creators of their learningApplies the principles of teaching and learning based in educational research Overall Comments:


• Evidence of learner-centered practice, samples of research integrated into practice, etc.

Instructor: _________________________________________Date(s): ________________________________

Competency VI: Assesses student learning adequately, meaningfully, and fairly



Unknown/Not Yet

Understands the relationship between teaching, assessment and student learningUses multiple strategies to assess learning and developmentProvides relevant, frequent and timely constructive feedbackUses both formative and summative assessmentsUses assessments that promote student learning: a) assessments reflect the course objectives in regards to content, knowledge, and thinking skills; b) assessments reflect the teaching and learning activities Clearly communicates, monitors and shares feedback on assessment strategies Uses assessments that are both effective and efficient Overall Comments:


• Samples of varied assessment tools being used, formative and summative examples included, etc.


Competency VII: Manages the learning environment



Unknown/Not Yet

Makes effective use of class time Creates a positive classroom environment that is conducive to learning and respectful of diversity Creates an inclusive classroom climate in which the principles of fairness and honesty are respectedIntervenes proactively to discourage off task behaviour Intervenes to manage disruptive behaviour in a timely and respectful mannerMaintains and communicates appropriate standards of classroom behaviour Understands the limits of own legitimate authority and involves others as necessaryActively engages students and ensures accommodation of special needs

1

Overall Comments:


• Student feedback, evidence of accommodations being made, etc.


Competency VIII: Integrates information technology into the college classroom




Knows and demonstrates how information technology can contribute to the improvement of teaching and learning Uses multi-media software to present information Facilitates students’ abilities to do research on-line Teaches students how to evaluate the worth of material found on the Internet Provides opportunities for electronic discussion groups Uses technology in situations where its use will enhance the learning experience rather than using it “for show” Models effective use of communication toolsInputs grades on Student Information SystemPosts course outlines, faculty hours, etc. on Learning Management System1Overall Comments:


• Examples of varied platforms utilized, articulation of how technology augments the learning for students, etc.


Competency IX: Actively demonstrates respect for our diverse learners.



Unknown/Not Yet

Engages in conscious reflection about teaching and examines the impact of diversity on the teaching and learning process and incorporates strategies for inclusion in the teaching environmentEnsures integration of all necessary accommodations

Encourages critical thinking and examination of cultural norms from varied perspectives

Uses delivery methods and content examples to engage a diverse group of learners

Builds rapport with diverse groups of learners

Stays current with learner needs

Overall Comments:


• Student feedback, expectations articulated, etc.


Appendix B

Instructor Progress Report Forms: Summary of Observations and Recommendations

Note: Upon completion and initialing, Chairs/Directors provide a completed copy of each Progress Report to the Instructor and send a copy to Human Resources


Instructor’s Name: Chair/Director Name:

Date of Observation: _________________

Chair Initials: _______

Instructor Initials: _____

Comments

Instructor Progress Report Form 1: Summary of Observations and Recommendations


Instructor Progress Report Form 2: Summary of Observations and Recommendations

Instructor’s Name: Chair/Director Name:

Date of Observation: _________________ Comments

Recommendation for appointment to permanent status

Instructor Signature Chair Signature

Please provide a brief narrative describing the Instructor’s overall performance outside of the classroom (e.g. ability to function as a team member; take initiative; involvement with the program, department, division and the college as a whole).


Approval: ___________________________ Signature: ___________________________Date: ______________

Appendix C

Individual Instructor Development Planning Form

Note: This form is intended to capture the Professional Development planning at the end of the probationary period and can be included in the Professor/Instructor Portfolio. This sets the stage for review and update when the Performance Review Cycle for Academic Employees begins 3 years following the completion of the probationary period.


Name:Division/Department:Date:Key/Signature Strengths(3 – 5 maximum)

How Can you leverage/build on these strengths

12345Development GoalsFocus on 3-5 areas including professional currency and teaching proficiency

EvaluationWhat success looks like, how you will know the results?

1



2345

Action Plan & Due Dates(E.g. Training, coaching, reading, etc.)

Resources Required

1

1

1

1

THIS REPORT HAS BEEN PREPARED BY:

CHAIR/DIRECTOR: _______________________________SIGNED: __________________________________________ DATE: _____________

ACADEMIC EMPLOYEE: __________________________ SIGNED: ___________________________________________ DATE: _____________

APPROVED BY:

DEAN: ___________________________________________SIGNED: __________________________________________DATE: ____________

N.B.: Please forward completed form to the Human Resources Department, to be maintained in the Human Resources File.
