PHILOSOPHY OF THE FACULTY DEVELOPMENT AND REVIEW PLAN
The Following plan, prepared and adopted by a Labor/Management Committee of the Board of Trustees, embodies our philosophy for the development and appraisal of faculty performance.
RATIONALE STATEMENT
The committee believes that an ongoing comprehensive program of professional development and appraisal must be carried out according to a systematic plan in order to insure continuous improvement of performance and to provide a positive environment for assessing and improving the effectiveness of the instructional process.
We believe that the primary responsibility of the faculty is to provide instruction which will enhance student learning. We further believe that faculty members are responsible for their own professional growth. The supervisor's responsibility is to help provide an atmosphere that encourages instructional excellence. The Statement of Instructional Excellence is attached as Appendix A.
We believe that effective and objective evaluation of instructional performance will be accomplished by gathering and analyzing data from the instructor, students and supervisors. Evidence provided during the review is linked to a set of standards as found in Appendix B.
The purposes of the Faculty Development and Review Plan within the Community-Technical Colleges are:
- To establish an evaluative process for faculty which promotes goal setting, identifies areas of strength, recognizes and acknowledges superior performance and identifies areas that need improvement.
- To provide an information base that will help supervisors work collaboratively with individual faculty members to improve their performance.
- To form the basis of fair and reasonable personnel decisions in accordance with the Collective Bargaining Agreements.
DEFINITION of TERMS
Standards are commonly agreed upon measures used in the review of faculty performance and the quality of instruction.
Process is how, when, and by whom the instruments are used in the review of faculty performance and quality of instruction.
Instructional Setting is the way instruction is conducted, and refers to a classroom, laboratory, studio, or clinical site.
Items are questions or statements found in the various evaluation forms (student ratings, instructional observation, or self-appraisal).
Evaluator is a supervisor such as a division chair, department chair, or program coordinator or other person designated by the employer.