PVC Faculty Evaluations Flex Day Presentation August 13, 2015 Dr. Sean Hancock
AGENDA • The Purpose of the Evaluation • The Evaluation Procedures • Evaluation Forms • Questions/Comments TEACHER EVALUATION – YouTube Teacher Evaluation Procedures Project - YouTube
The Purpose of the Evaluation • In Lee Shulman’s model of Pedagogical Reasoning and Action, the stages consist Comprehension, Transformation, Instruction, Evaluation, Reflection, and New Comprehensions. • Faculty evaluations can serve to improve teaching effectiveness by focusing the latter two – Reflection and New Comprehensions. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
The Purpose of f the Evaluation Purpose of Evaluating Faculty Members Because competence is a presumption of initial hiring, the primary purposes of evaluation are: to enhance faculty performance; to promote excellence by providing positive reinforcement, constructive advice, and specific recommendations for improvement; and to further institutional goals and student learning outcomes.
The Purpose of f the Evaluation Evaluation Criteria Faculty members shall be evaluated in the following areas: 1. Knowledge of subject area(s) 2. Performance of responsibilities 3. Professional growth and development
The Purpose of f the Evaluation “Proponents of evaluation systems that include high-quality classroom observations point to their potential value for improving instruction (see “ Capturing the Dimensions of Effective Teaching ,” Features, Fall 2o12 ). Individualized, specific information about performance is especially scarce in the teaching profession, suggesting that a lack of information on how to improve could be a substantial barrier to individual improvement among teachers. “ Taylor, E. S., & Tyler, J. H. (2012). Can teacher evaluation improve teaching. Education Next, 12(4), 10.
The Purpose of f the Evaluation “Greater teacher performance … strongly suggest that teachers develop skills or otherwise change their behavior in a lasting manner as a result of undergoing performance evaluation .” Taylor, E. S., & Tyler, J. H. (2012). Can teacher evaluation improve teaching. Education Next, 12(4), 10.
December 2014 Changes 1. Because full-time faculty members and faculty organizations have a professional responsibility for improving instruction and actively participating in the processes ensuring that the courses and programs provided by the College remain in compliance with accreditation standards, faculty participation in the development, assessment and review of goals, standards and outcomes (including Student Learning Outcomes) for courses, programs and the college as a whole remains an integral part of full-time faculty work.
December 2014 Changes 2. Individual, full-time faculty members may be evaluated for their participation in these processes as part of their professional obligations in the classroom, division, and shared governance organizations, but never for their achievement of any kind of productivity quotas for student enrollment, retention or success in achieving outcomes. Where enrollment, retention, student success, student satisfaction and similar measures are assessed by Divisions or by the District as part of the program review, SLO processes, or processes for ensuring compliance with accreditation standards, they shall be published without identifiers of individual faculty members, and only in terms of assessing programs, divisions, and college-wide achievements as a whole.
December 2014 Changes 3. In full-time faculty evaluation, the tools for assessing or documenting such faculty work as part of the Administrative Evaluation are: a) course syllabi; b) the Professional Self- Evaluation Statement; c) records of division-level work on Student Learning Outcomes, Program Review, Course Outlines of Record, and other relevant processes; d) records of participation in shared governance committees; e) records of delivering faculty education via Flex and other presentations; f) records of conference and other participations outside the College itself, g) evaluation forms.
December 2014 Changes 4. For all part-time and adjunct faculty members, whether for credit or non-credit instruction, participation in the development and improvement of learning outcomes, program review, and other processes relevant to accreditation shall be entirely at the faculty member's discretion, and shall not be made an obligatory subject of their evaluation in any fashion. However, part-time and adjunct faculty may opt to participate in these processes, in which case their positive contributions shall be taken into account as part of their Administrative Evaluation. The tools for assessing such optional work as part of the Administrative Evaluation shall be limited to a) course syllabi, b) the optional Self-Evaluation Statement, c) other record of work, conference participation, or other documentation as the faculty member may choose to supply, d) peer and administrative evaluation.
The Evaluation Procedures • Timeline • Full-Time • Part-Time • Workflow • HR • Office of Instructional Services
Timeline • Full-Time Faculty • Their first semester of employment whether spring or fall. • Every fall for their first four years, then every three years during the fall semester. • Part-Time Faculty • Their first semester of employment whether spring or fall. • Every three years during the spring semester.
Workflow • Notification of upcoming evaluation between the first and third week of the semester. • Evaluation packets prepared by HR by end of the fourth week. • Meeting between division chair and faculty member during the fifth week. • Selection of peer evaluators and scheduling of classroom visits by the end of the sixth week.
Workflow • Division chair to deliver the Faculty Evaluation Committee Statement to the VP by the end of the sixth week. • Submission of the Professional Development Self-Evaluation Statement by faculty to the division chair by the end of the seventh week. • Completion of the student evaluations by the end of the eighth week. • Evaluee meeting with division chair and/or peer evaluators by end of the tenth week.
Workflow • Instructional services delivers completed student evaluation forms to committee members by the end of the tenth week. • Division chair/peer evaluators submit completed documents to VP by the end of the twelfth week. • VP completes administrative evaluations and delivers to the evaluees by the end of the fifteenth week. • Requested conferences concluded by the end of the sixteenth week of the semester. • Remediation
Forms • Faculty Evaluation Committee Statement • Professional Development Self-Disclosure Statement • Peer Observation Report (revised December 9, 2014) • Faculty Evaluation Form (revised December 9, 2014) • Administrative Evaluation (revised December 9, 2014) • Administrative Evaluation: Criterion Guide
Faculty Evaluation Committee Statement FACULTY EVALUATION COMMITTEE STATEMENT TO: Vice President of Instructional Services/Vice President of Student Services DATE: The following faculty me mbers are the Faculty Evaluation Committee for ___________________________________________: Division Chair: ______________________ ________ __________ Peer Evaluator: ______________________________ ___________ Peer Evaluator: _____________ _____________________________
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