Effective Spring 2019

Cisco College Faculty Evaluation Plan The Faculty performance evaluation process includes four parts:

1. Teaching Evaluation 2. Statement of Professional Development, Service, & Performance Goals 3. Performance Evaluation & Review 4. Employment Recommendation

PART ONE: Teaching Evaluation

Student Course Evaluations: Student Course Evaluation forms are distributed on Canvas for all classes offered each term by the Director of Distance Education.

Observation & Review of Instruction: Supervisor coordinates classroom observation or online course review.

• The Division Chair or Department Head observes new full-time faculty during the employee’s first semester and completes the Observation and Review of Instruction Form and/or the Online Course Design Checklist. If a need for improvement is noted, the chair or department head will make recommendations and follow up with further observations as needed.

• The Division Chair or Department Head will observe pre-tenure faculty every three years at a minimum.

• Every three years, all full-time, tenured professors will be observed in the classroom by a peer faculty member or other applicable observer. Observers will provide feedback using the Observation and Review of Instruction Form and/or the Online Course Design Checklist. The chair or department head will communicate with faculty to arrange the teaching observations.

PART TWO: Statement of Professional Development, Service, & Performance Goals Faculty member completes a Statement of Professional Development, Service & Performance Goals, including:

• Professional development completed during the year (attach documentation) • College service completed during the year • Review of prior year’s goals • Performance & Professional Development goals for the upcoming year

The goals should be based on plans to improve overall performance (including teaching and learning) and should correspond to the discipline or industry, instructional pedagogy or technology, continuing education and/or licensure, or higher education topics. PART THREE: Performance Evaluation Dean, Division Chair or Department Head reviews to the faculty member’s faculty evaluation plan components and completes the Faculty Performance Evaluation. In the evaluation, the evaluator considers the faculty member’s strengths, accomplishments, and contributions, as well as opportunities for growth and improvement. If the faculty member has not completed a required evaluation plan component, the Chair notes that fact in the performance evaluation. PART FOUR: Employment Recommendation Dean, Division Chair, or Department Head and the faculty member discuss the faculty evaluation components and the completed Performance Evaluation prior to contract recommendations. The completed Faculty Employment Recommendation Form is submitted to the Chief Academic Officer.

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PART ONE: Teaching Evaluations Student Course Evaluations: Faculty member or Division Chair/Department Head will provide course evaluations results for discussion. Faculty and/or the evaluator may include summary or explanatory remarks regarding the evaluation results. Remarks:

Strengths:

Opportunities for Improvement:

Observation & Review of Instruction: A course observation and review of instruction may be completed by any of the following:

• President • Chief Academic Officer • Dean of Workforce & Continuing Ed. • Director of Distance Ed. • Director of Dual Credit Programs • Division Chair • Department Head • Faculty Mentor • Peer faculty

The observer will complete the classroom observation form or online course design checklist to comment on:

• Organization • Content • Interaction and engagement • Delivery

The observation form or checklist should be completed, signed, and returned to the supervisor to be included in the annual faculty evaluation. The online course design checklist is available on the Current Employees webpage and under Instructor Resources in Canvas.

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Classroom Observation Form NOTE: The items below each heading are intended to be guidelines for discussion, not mandatory checkpoints. Observer Name: __________________________________________________________ Faculty Member Name: ____________________________________________________ Course (Title, day, time, location): _____________________________________________

Content & Organization

Clearly stated purpose of session Presented topics in logical sequence Made connections between various ideas presented Connected material to previous experiences of students Used examples to clarify difficult ideas Summarized major points of lesson at the end

Comments:

Effective Presentation & Delivery

Was enthusiastic Spoke clearly and at a reasonable pace Varied the presentation: tone, energy, and emphasis Repeated or emphasized important points Used humor appropriately

Comments:

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Student – Instructor Interaction Encouraged student participation Obtained feedback during class to assess student understanding Encouraged, listened, and responded to questions Encouraged critical thinking by having students make connections and seek solutions Restated questions or answers when necessary

Comments:

Instructional Tools & Methods

Instructional tools used (i.e., textbook, handouts, images, outlines, charts, graphs, websites, videos, music, power point, etc.)

Student activities incorporated (discussion, group work, quiz, etc.) Canvas incorporated into class

Comments

Other comments

Signatures:

Faculty Member Observer Date

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PART TWO: Statement of Professional Development, Service & Performance Goals Professional development completed during the year (attach documentation)

College service completed during the year

Committee service:

Division/Department service:

Other service or accomplishments:

Community service and other activities and accomplishments (optional)

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Review of prior year’s goals

Goals

Outcomes & Results

Performance & Professional Development goals for the upcoming year

Goals:

Resources:

Evaluation date:

Adapted from the OSCQR Rubric from the Online Learning Consortium, Inc. (OLC) and the Open SUNY® Center for Online Teaching Excellence under the Creative Commons Attribution 4.0 International License (CC By 4.0). Revised 14 December 2018

CISCO COLLEGE ONLINE COURSE DESIGN CHECKLIST

Need ideas? Click on a checklist item for explanations and examples.

SYLLABUS NOTES

Syllabus follows the college Syllabus Plan.

Syllabus is included in HTML format under the Syllabus link in the Course Navigation Menu. Instructors are encouraged to provide links in the HTML syllabus to relevant college publications and webpages.

Syllabus is printable from HTML or PDF.

COURSE OVERVIEW & INFORMATION

Course Homepage welcomes students. The page is organized and visually appealing. Course relevant graphics and images are suggested.

An orientation or overview is provided for the course.

Course includes a Course Information content page or module that deconstructs the syllabus and provides any additional information needed for success.

Course outcomes are imported into the course and learners can access the Outcomes link in the Course Navigation Menu (suggested).

COURSE NAVIGATION & ACCESSIBILITY NOTES

The Course Navigation Menu includes the Announcements, Syllabus, Modules, Grades, Outcomes, Library, Tutoring Center, and Writing Center links. Other links are optional. Unused links are removed.

Modules are used to sequence material and include an overview page.

Large blocks of information are divided into manageable sections and use white space.

Text is formatted into manageable sections with titles, headings, and other styles to enhance readability.

There is enough contrast between the text and background for the content to be viewed.

Flashing and blinking text are avoided.

A sans-serif font with a standard size of at least 12 pt is used. (Examples: Arial, Helvetica, Tahoma, Calibri)

Adapted from the OSCQR Rubric from the Online Learning Consortium, Inc. (OLC) and the Open SUNY® Center for Online Teaching Excellence under the Creative Commons Attribution 4.0 International License (CC By 4.0). Revised 14 December 2018

COURSE NAVIGATION & ACCESSIBILITY (continued) NOTES

Text content is available in an easily accessed format, preferably HTML. All text content is readable by assistive technology, including PDF or any text contained in an image.

A text equivalent for every non-text element is provided (“alt” tags, captions, transcripts, etc.)

Text, graphics, and images are understandable when viewed without color. Text should be used as the primary method for delivering information.

Hyperlink text is descriptive and makes sense when out of context (avoid using “click here”).

When possible, information is displayed in linear format instead of as a table.

Tables are accompanied by a title and summary description.

Table header rows and columns are assigned.

Slideshows use a predefined slide layout and include unique slide titles.

For all slideshows, there are simple, non-automatic transitions between slides.

All supplemental technology tools meet accessibility standards.

The course is free of grammatical and spelling errors.

Learners are notified at least two weeks in advance if assignments will have limited availability or require timed responses, with the exception of pre-test or other initial assignments.

Create assignments groups with weighted averages, if applicable to grading policy, so that learners may view an accurate grade throughout the semester. Courses with point-based grading policies should include all assignments in a single assignment group.

INTERACTION NOTES

Within the first week, learners have an opportunity to get to know the instructor.

Within the first week, course includes an assignment to establish attendance through participation.

By the end of the first week, instructors contact non-attending students through Canvas, email, or text.

Within the first two weeks, course contains resources or activities intended to build a sense of class community and support open communication. (Examples: meet your classmates, team activities, Canvas Collaborations, etc.)

Course includes a general questions discussion forum.

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PART THREE: Faculty Performance Evaluation Faculty Name __________________________________ Teaching Field _____________ ______________ Job Summary The primary responsibility of faculty is to provide quality instruction to Cisco College students. Responsibilities may include teaching a variety of courses in __________, teaching courses through various mediums, teaching at a variety of locations, and teaching a varied schedule of day and evening courses. Faculty members at Cisco College are expected to accomplish assigned duties in an efficient, effective and competent manner, and to strive for improvement and excellence in all work performed. Additionally, faculty are asked to demonstrate a commitment to the comprehensive role of the community college as stated in the College Mission, and to cooperate and work harmoniously with College personnel and the public. All Cisco College employees are expected to follow College policies, rules, regulations, and guidelines that relate to the specific position. Evaluation Content & Method Faculty evaluation includes review and discussion of primary job duties. Duties listed below are evaluated on a 1-5 scale:

5 Exemplary: Clearly superior performance. Consistently surpasses expectations. Models leadership and initiative.

4 Meets and exceeds requirements: Performance frequently above expectations. Significant contributions and innovation are evident.

3 Meets requirements, proficient: Fully acceptable and consistent performance. May be the highest possible rating defined by a supervisor for a complete/incomplete item.

2 Meets minimal requirements/Needs improvement: Inconsistent performance or an area that demonstrates clear need for improvement.

1 Does not meet minimal requirements: Performance deficiencies are evident. N/A Duty not applicable to the position. Supervisors may elect to provide remarks for any item, rather than indicate a numerical rating. Supervisors should clearly explain to faculty which items, if any, may receive only a maximum rating of 3 and consistently apply that scale to the item for all faculty in their line of report.

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Primary Duties

Provide quality learning experiences for students.

5

4

3

2

1

N/A

Maintain the integrity of course standards and learning objectives.

5

4

3

2

1

N/A

Demonstrate an attitude toward teaching that promotes learning in the classroom and encourages students to seek help when needed.

5

4

3

2

1

N/A

Follow the College’s guidelines for course syllabi and states clear learning objectives and assessment criteria. Maximum rating of 3

5

4

3

2

1

N/A

State clear learning objectives in class. Maximum rating of 3

5

4

3

2

1

N/A

Maintain five regular office hours per week designated as time available to assist students. Notifies students of availability by appointment. Post hours on office door and submits hours to supervisor.

5

4

3

2

1

N/A

Consistently fulfills scheduled obligations such as class meetings, office hours, registration, and other assigned duties.

5

4

3

2

1

N/A

Is willing to provide help for students outside of regular office hours and scheduled classes, and clearly demonstrates availability.

5

4

3

2

1

N/A

Actively seek to stay current in the instructional discipline or industry and in teaching and learning theory by participating in professional development. Follow through by making adjustments in delivery of courses to provide quality learning opportunities for students.

5

4

3

2

1

N/A

Support the mission of the College by serving on College committees and participating in activities necessary for the committee to function effectively.

5

4

3

2

1

N/A

9

Is an effective team member, working collegially with others to make the most of college resources.

5

4

3

2

1

N/A

Attend convocations, commencement(s), faculty meetings and division/department meetings. Maximum rating of 3

5

4

3

2

1

N/A

Participate in advising and registration with a positive attitude toward helping students.

5

4

3

2

1

N/A

Maintain current understanding of the process, procedures, and program information required to participate effectively in advising and registration.

5

4

3

2

1

N/A

Assist with division or department duties including scheduling, program development, curriculum and catalog management, website maintenance, program material updates, advisory committees, and reporting.

5

4

3

2

1

N/A

Participate effectively in assessment of student learning in order to improve learning including completing required assessments and reporting assessment results.

5

4

3

2

1

N/A

Participate effectively in the College’s Institutional Effectiveness process to provide a quality learning experience and environment for students.

5

4

3

2

1

N/A

Complete required paperwork effectively. Maximum rating of 3

5

4

3

2

1

N/A

Use the College network system including email to communicate appropriately with departments and individuals within the College community.

5

4

3

2

1

N/A

10

Use Campus Connect/FAS module effectively. Maximum rating of 3

5

4

3

2

1

N/A

Cooperate and maintain professionalism with the administration, faculty, and other members of the College community.

5

4

3

2

1

N/A

Represent the College in a professional manner to all constituencies and the general public.

5

4

3

2

1

N/A

Strive for improvement and excellence in all work performed.

5

4

3

2

1

N/A

Perform other related duties as assigned by supervisor and administration.

5

4

3

2

1

N/A

Complete all parts of the faculty evaluation plan. Maximum rating of 3

5

4

3

2

1

N/A

Supervisor Remarks: Faculty Member Remarks: Evaluation Plan Items Submitted or Completed: Observation and Review of Instruction Student Course Evaluations Statement of Professional Development, Service & Performance Goals Other items requested (syllabi, assignments, student work, assessment methods & results, etc.) Performance Evaluation Discussion of Performance Evaluation Faculty Remarks Signatures: This evaluation has been discussed with me. __________________________________________________ ________________________ Faculty Member Date __________________________________________________ ________________________ Supervisor Date

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Cisco College Faculty Employment Recommendation Form

I recommend the faculty member for rehire: Yes_____ No_____ N/A_____ I recommend tenure: Yes_____ No_____ N/A____

Signature:_______________________________ Date:____________________________ Supervisor

__________________________________________________________________________________ I recommend the faculty member for rehire: Yes _____ No_____ N/A_____ I recommend tenure: Yes_____ No_____ N/A_____

Signature:_______________________________ Date:____________________________ Chief Academic Officer