what to expect in your first year and...
TRANSCRIPT
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What to Expect in your First Year and Beyond
Stephen T. (Ty) Corbin, Ph.D.
VCCS New Faculty Seminar November 14, 2014
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Purpose – To create an environment for teaching faculty that promotes high performance and
continuous improvement resulting in a world-class faculty and increased student success.
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3 COMPONENTS
• The Evaluation Component
• The APPDO (Annual Performance & Professional Development Objectives) Component
• The Reward & Recognition Component
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Frequency of Evaluation Twice in first one-year
appointment Annually thereafter for faculty
on one-year appointment Last year of multi-year
appointment
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Two-Tiered Rating System
Meets Expectations
Does Not Meet Expectations
Evaluation Cycle: Calendar Year
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Four Performance Domains
Teaching
Scholarly & Creative Engagement
Service
Institutional Responsibility
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Weighting the Performance Domains
First-Year Faculty:
70% Teaching
10% Scholarly & Creative Engagement
10% Service
10% Institutional Responsibility
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•Pre-established expectations in each domain commensurate with contractual status
•Overall “Meets Expectations” rating requires “Meets Expectations” rating in all four performance domains
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…faculty mustDemonstrate mastery of a significant majority of the individual criteria in each domainDemonstrate satisfactory progress toward mastery of those criteria where improvement is needed
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Mastery – fully proficient; demonstrates exemplary skill, ability, or behavior consistent with contractual status
Satisfactory Progress – generally proficient; demonstrates acceptable skill, ability, or behavior consistent with contractual status; potential for improvement is evident
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Consequences of “Does Not Meet Expectations” Rating – first-year faculty who receive a DNME rating in either semester of the first one-year appointment will not be reappointed.
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Additional Guidelines for College Plans• Student Surveys
All classes
“All” semesters
• Classroom ObservationFirst-year faculty: Once each semester
• Distance Learning/Instructional Technology Certification
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Preparing for your First-Year Evaluations
• Review the pre-established expectations for first-year faculty
• Review the performance “standards” established by your college’s plan (mastery, satisfactory progress, significant majority of the criteria, etc.)
• Ascertain what evidence your dean will examine to evaluate your performance
• Develop a strategy for addressing the performance domains “weighting” concept
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Preparing for your First-Year Evaluations
• Review submission deadlines
• Build your evaluation “portfolio”
• Prepare your self-evaluation narrative (if applicable)
• Prepare for your evaluation conference with your dean
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Your Evaluation “Portfolio”
• Student survey results • Classroom observation(s)• APPDO assessments • Special assignments (whether or not release time provided)• Supporting documentation required by your plan/your dean
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Preparing for your Evaluation Conference
• Prepare notes in advance of the conference to serve as reminders of key points you wish to address
• Take notes during the conference• Include discussion of domain “weightings”• Request/offer suggestions for APPDOs for ensuing semester/year• The conference should be conducted as collaborative conversation;
however, both parties should remain respectful of the supervisory role of the dean.
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“Student ratings are just a popularity contest”• Research has shown the students can be reliable
judges of instructor effectiveness if the survey instrument is well-designed
• “Instructor Approachability” questions can be legitimate, but should be accompanied by other items unrelated to “rapport with students”
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“Students are not experienced , serious, or mature enough to provide consistent evaluation of instruction”
• Research has shown stability of student ratings of same instructors from year-to-year, confirmed by correlational analysis
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“Instructors can assure good student ratings by giving good grades”
• Enormous body of research shows no significant correlation between grades and student ratings
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“If I teach higher-level courses, my student ratings will be lower”
• Research has shown that freshmen are harsher raters than sophomores, etc.
“The time of day my class is taught affects by student ratings”
• Unsubstantiated by research. Studies are limited but seem to indicate no relationship.
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Some “truths”:
• Most colleges use “home-grown” student survey instruments which have not been subjected to validity and reliability testing.
• Student ratings in required courses tend to be lower than in elective courses.
• Student ratings in math and science courses tend to be lower than in other disciplines.
• Used properly, student ratings can be very helpful in improving instructor performance
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Understanding numerical averages: The “positive-response bias”
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• If comparative data is provided by the reporting functionality, use it to determine if your overall ratings fall below the mean
• When feasible, compare yourself to other faculty teaching same/similar courses or disciplines
• Use item analysis to diagnose specific behaviors in need of improvement
• To make this an annual review, incorporate into APPDO.
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“The intent of the Annual Performance and Development Objectives is to provide a quality enhancement initiative for each faculty member.”
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Objectives should be an extension of your expectations and should address…
•Specific areas for improvement relative to evaluation expectations, or•Activities associated with strategic goals of unit, college, and/or VCCS, or•Areas for personal professional growth and development
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Most college plans pre-establish APPDOs for first-year faculty.
Thereafter, all faculty participate in the APPDO process each year…• APPDO conference with dean each December• 3 to 5 objectives per year• Each objective is associated with one or more
performance domains
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Each objective should be S.M.A.R.T. …
Specific
Measurable
Achievable
Relevant
Time-bound
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Purpose: To provide meaningful and timely acknowledgement of exceptional performance, accomplishments, and contributions in one or more areas of faculty responsibility (Teaching, Scholarly & Creative Engagement, Institutional Responsibility and Service) and which support the mission of the college and the Virginia Community College System.
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Rewards - significant annual monetary awards—bonus, percentage pay increase, or professional development stipend—that are available on a competitive basis to a limited percentage of faculty each year. • 10% to 25% of faculty expected to receive Rewards each year• Nominations accepted only from college employees• First-year faculty not eligible
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Recognition – non-monetary or de minimis awards such as certificates, gift certificate to the college bookstore, or preferred parking spaces, etc. • Recognition awards to be given in addition to rewards and
are expected to be given in greater number than rewards. • Nominations accepted from any college stakeholder• All full-time teaching faculty are eligible
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Getting involved –• Acquaint yourself with your college’s R&R Plan• Calls for Nomination
• Getting yourself nominated• Nominate colleagues
• Serve on Reward & Recognition Committee
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