police & fire academy edition 2016 – 2017...the evaluation tools have been acknowledged and...

Police & Fire Academy Edition 2016 – 2017

ii FACULTY EVALUATION HANDBOOK

iii2016-2017

TABLE OF CONTENTS

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Evaluation Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Police & Fire Academy Instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Faculty Evaluation Worksheet • Professional Development . . . . . . . . . . . . . . . . . . . . . .13Course Management Evaluation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Evaluation of Professional Development Activities . . . . . . . . . . . . . . . . . . . . . . . . . .19Schoolcraft College Procedure for Appeal of Faculty Evaluation Results . . . . . . . . . . . . . .21Faculty Evaluation Appeal Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

iv FACULTY EVALUATION HANDBOOK

52015-2016

OVERVIEWAs noted in the Schoolcraft College Instructional Faculty Evaluation Handbook, instructors in the Police and Fire Academy require alternative strategies for faculty evaluation.

Part time Police and Fire Academy faculty roles and responsibilities are guided by the Schoolcraft College Faculty Contract as well as the training rules, requirements and guidelines set forth by the State of Michigan, MCOLES (Michigan Commission on law Enforce-ment Standards) and the Fire Fighter Training Council. Many of the instructional evaluation criteria used in the standard instructional faculty evaluation that are based on review of the syllabus and assessments do not apply to these faculty. The focus of their work is on preparing students for state licensure and certification based on state mandated program outcomes and assessments.

The Public Safety Education Department has developed alternate evaluation tools that will be used for police and fire academy faculty to more closely align to the nature of their work. This addendum describes the evaluation process for part time Police and Fire Academy instructors. The evaluation tools have been acknowledged and approved by MCOLES (Michigan Commission on Law Enforcement Standards) and the Fire Fighter Training Council.

Part time Police and Fire Academy faculty will be evaluated on training session/scenario, teaching unit, student rating, and professional development. If a part time faculty member is teaching lecture only, the standard instructional faculty evaluation process will apply.

SOURCESData gathered for review and evaluation comes from students and the faculty member. Students, peers, and administrators will provide information for evaluating each component of the Teaching Role and Professional Development as shown in the table below. Teaching comprises 90% of the Overall Rating score. The chart below shows how the four rating sources for teaching impact the final teaching score. Professional Development comprises 10% of the Overall Rating score. The Overall Rating is reported to the faculty member on the Faculty Member Performance Review Summary (Appendix A).

ROLES EVALUATORS (Rating Sources)

TEACHING STUDENTS PEERS ADMINISTRATORS

Instructional Design Peer Review of materials submitted by faculty member

Administrator Review of materials submitted by faculty member

Instructional Delivery Student Rating InstrumentCourse Management Checklist

PROFESSIONAL DEVELOPMENT

STUDENTS PEERS ADMINISTRATORSAdministrator Review of Pro-fessional Development Report submitted by faculty member

STUDENT RATINGSThe College has adopted the Student Survey for the Police and Fire Academy (Appendix B). Student ratings will be collected from each academy session taught during the evaluation period. The results will be compiled to create a final averaged student rating score.

RESPONSIBILITIES OF THE POLICE AND FIRE ACADEMY FACULTYThe faculty members being evaluated are responsible for the following:

• Complete and submit the Police and Fire Academy Faculty Evaluation Packet Preparation Checklist (Appendix C).Maintain their own records and provide the information and materials needed for the Peer’s and Administrator’s tocarry out their respective rating responsibilities. As shown on the checklist (Appendix C), faculty are required tosubmit Part I, Teaching Materials; and Part 2, Professional Development Activity Log/Evidence (Appendix D). Duedates will be distributed by memo early in the period of evaluation.

• Review the evaluation results and use the feedback to make improvements. • Ensure scores are accurate. Seek clarification of scores from Faculty Evaluation Coordinator. • Sign and return the Faculty Member Faculty Member Performance Review Summary (Appendix A) and pick up

faculty packet or, • Do not pick up faculty packet and follow the appeal process (Appendix I1 and I2) • Examine and consider related professional development activities.

6 FACULTY EVALUATION HANDBOOK

EVALUATION CYCLEPolice and Fire Academy Faculty Member Non-probationary RequirementsEach police and fire academy non-probationary faculty member will be evaluated once every four (4) years. Period of evaluation is the semester the evaluation. All components of the evaluation process will be completed as shown in the table below:

PT Non-Probationary Semester Information Collected Feedback

The semester the evaluation is due

Complete packet including documentation of teaching and professional development

Student surveys all sections Faculty Information Form, all sections

Faculty Member Performance Review Summary withoverall composite rating (OCR Score)

Evaluation of Teaching Design Effectiveness by Peer & Administrator

Course Management Evaluation Checklist by Administrator

Evaluation of Professional Development Activities by Administrator

Student survey results OCR Score of less than

3.88

Two years after last evaluation

(repeated every two years until OCR score is 3.88 or

greater, at which time regular evaluation schedule

resumes)

Plan for improvement (in consult with assignedmentor and designated administrator)

Complete packet including documentation of teaching and professional development

Student surveys all sections Faculty Information Form, all sections

Assigned mentor (2 years) Faculty Member Performance Review Summary with

overall composite rating (OCR Score) Evaluation of Teaching Design Effectiveness by Peer &

Administrator Course Management Evaluation Checklist by

Administrator Evaluation of Professional Development Activities by

Administrator Student survey results

Checkpoint Review (two years after complete

review if OCR is 3.88 or greater)

Student surveys all sections (collected semesterprior to review)

Faculty Information Form, all sections(collected semester prior to review)

Faculty Professional Development Goals (due during meeting with administrator semester ofreview)

Student survey results (received semester prior to review)

Meeting with administrator semester of Checkpoint Review (will review Faculty Professional DevelopmentGoals and Student survey results from prior semester)

72016-2017

Police and Fire Academy Faculty Member Probationary Requirements (hired Fall 2006 or after)* Police and Fire Academy probationary faculty hired Fall 2006 or after will be evaluated every class, every semester for the first eight semesters of employment. The components of the evaluation system required in each probationary semester are listed below:

Part Time Probationary

Semester Information Collected Feedback Distributed1st Semester • Student ratings, all sections

(Appendix B) • Course Management Evaluation Checklist by

Administrator (Appendix G) • Student Rating reports

2nd Semester • Complete packet includingdocumentation of teaching,and professional development(Appendices C and D)

• Student ratings, all sections(Appendix B)

• Faculty Member Performance Review Summary(Appendix A)

• Evaluation of Teaching Design Effectiveness by Peerand Administrator (Appendices E and F)

• Course Management Evaluation Checklist byAdministrator (Appendix G)

• Evaluation of Professional Development Activitiesby Administrator (Appendix H)

• Student rating reports3rd Semester • Student ratings, all sections • Course Management Evaluation Checklist by

Administrator (Appendix G) • Student rating reports

4th Semester • Partial packet (revised/improvedfrom 2nd semester) includingdocumentation of teaching, andprofessional development byadministrator

• Student ratings, all sections





• Student rating reports5th Semester • Student ratings, all sections • Course Management Evaluation Checklist by


6th Semester • Student ratings, all sections • Course Management Evaluation Checklist byAdministrator (Appendix G)

• Student rating reports7th Semester • Complete packet including documen-

tation of teaching and professionaldevelopment(Appendices D and F)

• Student ratings, all sections (Appen-dix B)





• Student rating reports8th Semester • Student ratings, all sections • Course Management Evaluation Checklist by


*Note: Part time police and fire academy faculty hired Spring 2006 or before still on probation as of Fall 2006 are grandfatheredunder the contract language in effect at the time of hire. They are evaluated every class, every semester for the first four semesters of employment. Please refer to the individualized cover memo for requirements.


OVERALL COMPOSITE RATING The faculty evaluation process was established to provide you with feedback on your performance in the areas of teaching (design, delivery, and assessment of learning), management of course activities (for example: grading, response to students, and absence reporting), service, and professional development. The faculty evaluation system is to be non-punitive and to promote growth and professional development for those evaluated. the evaluation process results in a score or Overall Composite Rating, which summa-rizes the faculty member’s performance.

Probationary FacultyIt is important to note that after an extensive statistical review of the data, a minimum Overall Composite Rating (OCR) has been established of 3.88 for probationary faculty. This is one element that administrators have to take into consideration as a decision is made on whether your employment at the College continues. The goal is for administrators to determine that your teaching supports the College’s mission, values, core purposes, and goals to ensure quality of instruction.

As a full time probationary faculty member, you are evaluated every class, every fall and winter semester for the first three (3) years of employment. You will receive your OCR after your 2nd, 4th and 5th semesters of teaching. As a part time probationary faculty member, you are evaluated every class, every semester for the first eight (8) semesters of employment. You will receive your OCR after your 2nd and 7th semesters of teaching.

Non-Probationary FacultyAs a full time non-probationary faculty member, you are evaluated every four (4) years. Period of evaluation will be fall and winter semesters. You will receive your OCR after the winter semester, which will include both fall and winter student survey results. As a part time non-probationary faculty member, you will be evaluated once every four (4) years. Period of evaluation is the semester the evaluation is due. You will receive your OCR score the evaluation semester.

APPEAL OF FACULTY EVALUATION RESULTSFaculty may appeal decisions regarding evaluation results. The procedure for appeal and the associated Appeal Form are included as Appendix I1 and I2 .

92016-2017

Schoolcraft College Faculty Member Performance Review Summary

Police and Fire Academy Instructors

Faculty Member Administrator

Department Evaluation Period

CALCULATION OF TEACHING PERFORMANCE RATING:SOURCE SCORE WEIGHT CALCULATIONS

(Score x Weight)Student Survey Score

Instructional Design Score from Peer

Instructional Design Score from Administrator

Course Management Checklist

Teaching Performance Rating is the sum of the above calculations TOTAL =

PROFESSIONAL DEVELOPMENT RATING (from scoring checklist)

Role Declared Weight Rating (from above)

CALCULATIONS (Declared Wt. x Rating)

Teaching

Professional Development

Overall Composite Rating (OCR) TOTAL =

Status:

I have reviewed this evaluation and I understand its contents. My signature does not necessarily indicate concurrence

Employee's Signature Date

Administrator's Signature Date

Employee comments:

FACULTY MEMBER PERFORMANCE REVIEW SUMMARY • APPENDIX A

112016-2017

Police & Fire Academy instructorsSchoolcraft College • Student Evaluation Form

Your thoughtful answers to these questions will provide helpful information to your instructor. For the following items, check the square which best corresponds to your judgment.

Instructor

Course Semester

The Instructor: HARDLY EVER OCCASIONALLY SOMETIMES FREQUENTLY ALMOST ALWAYS

1. Met objectives for training session/scenario unit. 1 2 3 4 5

2. Stated in advance the criteria to be used in evaluating my performance. 1 2 3 4 5

3. Arranged for realistic examples and scenarios when appropriate 1 2 3 4 5

4. Related experiences to the content being covered in lectures 1 2 3 4 5

5. Arrived on time to start training sessions. 1 2 3 4 5

6. Was prepared for training sessions. 1 2 3 4 5

7. Demonstrated—when appropriate—techniques I was expected to perform. 1 2 3 4 5

8. Demonstrated appropriate ethical and professional behavior at all times. 1 2 3 4 5

9. Treated me with respect at all times 1 2 3 4 5

10. Was available to me to reinforce proper techniques. 1 2 3 4 5

11. Provided timely and constructive feedback on my areas of weakness to help me improve my performance. 1 2 3 4 5

12. Provided positive feedback on my performance which made me feel more self-confident. 1 2 3 4 5

13. Used mentoring time effectively. 1 2 3 4 5

As a student I:

14. Developed proper techniques in critical skill areas. 1 2 3 4 5

15. Developed skills for communicating professionally with others. 1 2 3 4 5

16. Developed critical thinking skills to be used in emergency settings. 1 2 3 4 5

17. Gained an understanding of professional ethics and attitudes. 1 2 3 4 5

18. Found this session challenging and appropriate to the needs of my profession. 1 2 3 4 5

Additional Comments:

Use additional sheets if necessary.

POLICE AND FIRE ACADEMY PERFORMANCE REVIEW SUMMARY • APPENDIX B

12

POLICE AND FIRE ACADEMY FACULTY EVALUATION PACKET PREPARATION CHECKLIST

Each faculty member evaluated should complete this checklist and submit it as the cover sheet of his/her evaluation.

Faculty Name Date

Part I • Documentation of TeachingPlease submit a packet including the following course materials:

Course Identification (course name and number):

Indicate whether the materials are related to Training Session or Scenario

If related to scenario, list facility name and unit:

Training Session or Scenario . Label and attach.

Teaching Materials - Include materials that you use or have created which clearly demonstrate how you manage, teach, and evaluate students in the training session or scenario.

Guidelines for materials to be included in evaluation packet (Check each item that you have included):

Completed daily student assignment sheets. Label and attach.

Completed daily instructor lesson plan for appropriate section. Label and attach.

Example of subject matter handout. Label and attach.

Alternative assignments with objectives. Label and attach.

Copies of interim student evaluations (minus names). Label and attach.

Copies of final student evaluations (minus names). Label and attach.

Examples of in-service training for specific subject matter. Label and attach.

Training session—describe presentation/techniques used to teach a particular skill. Label and attach.

Other – briefly list here. Label and attach.

Reflective Statement - This should be a brief explanation of the source of the materials that you are submitting (cite references as necessary) and the use of the materials. Label and attach.

Part II • Professional Development

Years Covered (Maximum: last 5 years):

Professional Development Worksheet - For the years that the evaluation covers, submit oneProfessional Development Worksheet and attach related documentation where applicable. Label and attach.

POLICE AND FIRE ACADEMY FACULTY EVALUATION PACKET PREPARATION CHECKLIST

132016-2017

Faculty Member Evaluation Period

FACULTY EVALUATION WORKSHEET • PROFESSIONAL DEVELOPMENT

Definition of Professional DevelopmentProfessional development consists of activities which lead to the acquisition and enhancement of skills and knowl edge that benefit personal and professional competency or contribute to the growth of the discipline. Faculty should track their activities and provide as much documentation as necessary to verify the activity. Faculty should only include Professional Development activities that were completed within the last five (5) years.

Specific Components of Professional DevelopmentDirections: Check box for activities in which you have participated. Describe the activity below and attach documentation when possible.

Master and update content knowledge 1. Attend a full-day conference 2. Attend classes, workshops, and seminars 3. Attend faculty development seminars, in-service training

(e.g., part-time counselor training) or other related staff development activities

4. Complete a graduate degree at an accredited institution 5. Earn CEUs or NCCs related to discipline, expertise,

technology, etc. 6. immunizations/CPR update 7. Maintain credentials, (e.g., certification, licensing) 8. Maintain professional relationships

a. Community partnershipsb. international outreach/international student

requirement updatesc. Local, state, and national professional organizations

(committee or task force member)d. Local, state, and national professional organizations

(member)e. Local, state, and national professional organizations

(officer)f. Networking

9. Read journals, books, textbooks, and/or professional literature

Update skills 10. Alternative teaching methods/deliveries (e.g., online,

hy brid, OE/OE); alternative counseling, distance counseling 11. Multimedia proficiency 12. New/updated technology, e.g., electronic/print sources

related to library function of Colleague updates 13. Organization skills 14. Self-assessment of teaching using peer sit-in or video tape

evaluated with a rubric 15. Software 16. Word processing

Employ skills in work setting/Service learning 17. Employ skills in work setting 18. Service learning

Produce and disseminate 19. Conduct research and/or development 20. Grant writing — external 21. Grant writing — internal (e.g., Foundation Grant) 22. Present at conferences, seminars, workshops 23. Publish 24. Share new information with peers 25. Textbook chapter or journal review 26. Write scholarly

In the area below, write the activity number in the first column, the date or date range in the second, and a description of your service activity. First items are examples showing how the space may be used.

Item # Date(s) Description

2

9

10-16-08

06-07

Attended full day “Assessment Strategies Works

Subscribe to 3 professional journals and professionals list serve. Review all journals on a monthly basis

SAMPLE

FACULTY EVALUATION WORKSHEET • PROFESSIONAL DEVELOPMENT • APPENDIX D

14

Item # Date(s) Description

15

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POLICE AND FIRE ACADEMY INSTRUCTOR EVALUATION OF TEACHING DESIGN EFFECTIVENESS BY PEER • APPENDIX E

16

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pro

mot

e st

uden

t eng

agem

ent .

1N

o en

gage

men

t of

stud

ents

pro

mot

ed

by tr

aini

ng

sess

ion/

scen

ario

as

sign

men

ts

2Ve

ry L

ittle

eng

age-

men

t of s

tude

nts

prom

oted

by

train

-in

g se

ssio

n/sc

enar

io

assi

gnm

ents

3A

Fai

r Am

ount

of

enga

gem

ent o

f stu

-de

nts p

rom

oted

by

train

ing

sess

ion/

sce-

nario

ass

ignm

ents

4M

uch

enga

gem

ent

of st

uden

ts p

ro-

mot

ed b

y tra

inin

g se

ssio

n/sc

enar

io

assi

gnm

ents

5Ve

ry M

uch

enga

ge-

men

t of s

tude

nts

prom

oted

by

train

-in

g se

ssio

n/sc

enar

io

assi

gnm

ents

Doe

s the

facu

lty

mem

ber’s

ass

ignm

ents

, ha

ndou

ts, p

roje

cts,

post

co

nfer

ence

topi

cs, a

nd

off u

nit a

ssig

nmen

ts

cove

r the

requ

irem

ents

of

the

cour

se sy

llabu

s tra

inin

g se

ssio

n/sc

enar

io

obje

ctiv

es?

1N

o co

urse

sylla

bus

train

ing

sess

ion/

scen

ario

obj

ectiv

es

are

cove

red

2Ve

ry L

ittle

of t

he

cour

se sy

llabu

s tra

inin

g se

ssio

n/sc

enar

io o

bjec

tives

ar

e co

vere

d

3A

Fai

r Am

ount

of th

e co

urse

sylla

-bu

s tra

inin

g se

ssio

n/sc

enar

io o

bjec

tives

ar

e co

vere

d

4A

lmos

t All

of th

e co

urse

sylla

-bu

s tra

inin

g se

ssio

n/sc

enar

io o

bjec

tives

ar

e co

vere

d

5A

LLof

the

cour

se

sylla

bus t

rain

ing

sess

ion/

scen

ario

ob

ject

ives

are

co

vere

dD

ire

ct

ion

s: A

dd th

e 3

valu

es y

ou a

ssig

ned

abov

e an

d di

vide

by

thre

e to

cal

cula

te th

e Te

achi

ng D

esig

n R

atin

g of

the

facu

lty m

embe

r. D

o N

OT

roun

d.

tota

l ÷ 3

=

= T

each

ing

Des

ign

Eff

ectiv

enes

s Rat

ing

of P

olic

e an

d Fi

re A

cade

my

Facu

lty M

embe

r

Adm

inis

trat

or S

igna

ture

Dat

e

POLICE & FIRE ACADEMY INSTRUCTOR EVALUATION OF TEACHING DESIGN EFFECTIVENESS BY ADMINISTRATOR • APPENDIX F

172016-2017

POLI

CE&

FIR

E AC

AD

EMY

INST

RUCT

OR

EVA

LUAT

ION

OF

TEAC

HIN

G D

ESIG

N E

FFEC

TIV

ENES

S BY

AD

MIN

ISTR

ATO

R

Facu

lty

Mem

ber

Revi

ewer

Dir

ec

tio

ns:

Rev

iew

the

pack

et o

f cou

rse

mat

eria

ls p

rovi

ded

to y

ou b

y th

e fa

culty

mem

ber.

This

shou

ld in

clud

e cu

rren

t uni

t m

ater

ials

and

ALL

cou

rse

asse

ssm

ent m

ater

ials

. Obt

ain

a co

py o

f the

trai

ning

sess

ions

/sce

nario

obj

ectiv

es fo

r the

cou

rse.

Rat

e th

e m

ater

ials

. Ple

ase

chec

k on

ly o

ne n

umbe

r for

eac

h de

sign

com

pone

nt.

CO

MM

EN

TS:

Plea

se p

rovi

de c

omm

ents

. A

ll co

mm

ents

are

use

ful r

egar

dles

s of t

he

ratin

g .If

you

gav

e a

ratin

g of

1, 2

or 5

on

any

of th

e de

sign

com

pone

nts y

ou M

UST

prov

ide

just

ifica

tion

for y

our r

atin

g.

Facu

lty M

embe

r pr

ovid

es d

ocum

enta

-tio

n of

tech

niqu

es

of tr

aini

ng se

ssio

n /

scen

ario

/ ev

alua

tion

desi

gnat

ed fo

r the

tra

inin

g se

ssio

n/sc

e-na

rio o

bjec

tives

.

1In

clud

es N

ON

Eof

the

asse

ssm

ents

de

sign

ated

for t

he

train

ing

sess

ion/

scen

ario

obj

ectiv

es

2In

clud

es S

OM

Eof

the

asse

ss-

men

ts d

esig

nate

d fo

r the

trai

ning

se

ssio

n/sc

enar

io

obje

ctiv

es

3In

clud

es M

OST

of th

e as

sess

-m

ents

des

igna

ted

for t

he tr

aini

ng

sess

ion/

scen

ario

ob

ject

ives

4In

clud

es A

LL

of th

e as

sess

-m

ents

des

igna

ted

for t

he tr

aini

ng

sess

ion/

scen

ario

ob

ject

ives

5In

clud

es A

LL

of th

e as

sess

-m

ents

des

igna

ted

for t

he tr

aini

ng

sess

ion/

scen

ario

ob

ject

ives

A

ND

add

ition

al

asse

ssm

ents

Trai

ning

sess

ions

/sce

-na

rios i

nclu

de le

arni

ng

expe

rienc

es th

at p

rom

ote

stud

ent e

ngag

emen

t .1

No

enga

gem

ent o

f st

uden

ts p

rom

oted

by

trai

ning

se

ssio

n/sc

enar

io

assi

gnm

ents

2Ve

ry L

ittle

eng

age-

men

t of s

tude

nts

prom

oted

by

train

-in

g se

ssio

n/sc

enar

io

assi

gnm

ents

3A

Fair

Am

ount

of

enga

gem

ent o

f stu

-de

nts p

rom

oted

by

train

ing

sess

ion/

sce-

nario

ass

ignm

ents

4M

uch

enga

gem

ent

of st

uden

ts p

ro-

mot

ed b

y tra

inin

g se

ssio

n/sc

enar

io

assi

gnm

ents

5Ve

ry M

uch

enga

ge-

men

t of s

tude

nts

prom

oted

by

train

-in

g se

ssio

n/sc

enar

io

assi

gnm

ents

Doe

s the

facu

lty

mem

ber’s

ass

ignm

ents

, ha

ndou

ts, p

roje

cts,

post

co

nfer

ence

topi

cs, a

nd

off u

nit a

ssig

nmen

ts

cove

r the

requ

irem

ents

of

the

cour

se sy

llabu

s tra

inin

g se

ssio

n/sc

enar

io

obje

ctiv

es?

1N

o co

urse

sylla

bus

train

ing

sess

ion/

scen

ario

obj

ectiv

es

are

cove

red

2Ve

ry L

ittle

of t

he

cour

se sy

llabu

s tra

inin

g se

ssio

n/sc

enar

io o

bjec

tives

ar

e co

vere

d

3A

Fair

Am

ount

of th

e co

urse

sylla

-bu

s tra

inin

g se

ssio

n/sc

enar

io o

bjec

tives

ar

e co

vere

d

4A

lmos

t All

of th

e co

urse

sylla

-bu

s tra

inin

g se

ssio

n/sc

enar

io o

bjec

tives

ar

e co

vere

d

5A

LLof

the

cour

se

sylla

bus t

rain

ing

sess

ion/

scen

ario

ob

ject

ives

are

co

vere

dD

ire

ct

ion

s: A

dd th

e 3

valu

es y

ou a

ssig

ned

abov

e an

d di

vide

by

thre

e to

cal

cula

te th

e Te

achi

ng D

esig

n R

atin

g of

the

facu

lty m

embe

r. D

o N

OT

roun

d.

tota

l ÷ 3

=

= T

each

ing

Des

ign

Eff

ectiv

enes

s Rat

ing

of P

olic

e an

d Fi

re A

cade

my

Facu

lty M

embe

r

Adm

inis

trat

or S

igna

ture

Dat

e

COU

RSE

MA

NA

GEM

ENT

EVA

LUAT

ION

CH

ECKL

IST

Facu

lty

Mem

ber

Dep

artm

ent

Eval

uati

on P

erio

dFr

om

To

Adm

inis

trat

or

DIRECTIO

NS:

On

the

spac

e in

fron

t of e

ach

item

, pla

ce a

plu

s sig

n (+

) if p

erfo

rman

ce w

as sa

tisfa

ctor

y or

a m

inus

sign

(-) i

f it

was

uns

atis

fact

ory.

Indi

cate

not

app

licab

le (N

A) i

f ite

m d

oes n

ot a

pply

to th

is fa

culty

mem

ber. Note:

All

info

rmat

ion

cont

aine

d in

this

facu

lty e

valu

atio

n m

ust b

e m

aint

aine

d in

a c

onfid

entia

l man

ner a

t all

times

.

Com

ments

: You

must p

rovi

de c

omm

ents

justi

fyin

g th

e ra

ting

awar

ded.

Con

cret

e ex

ampl

es, s

uppo

rting

nar

rativ

e, a

nd

subs

tant

ive

state

men

ts ar

e he

lpfu

l.

Cate

gory

i: E

ssen

tial R

espo

nsib

ilitie

sC

alcu

late

d an

d su

bmitt

ed g

rade

s by

the

dead

line(

s)

Con

duct

ed e

ntire

cla

ss se

ssio

n

Con

duct

ed o

rient

atio

ns (D

L, O

E/O

E, e

tc.)

Follo

wed

gui

delin

es fo

r wor

king

with

spec

ial n

eeds

stud

ents

(AD

A)

Hel

d sc

hedu

led

offic

e ho

urs

Mai

ntai

ned

prof

essi

onal

rela

tions

hips

with

Pra

ctic

um/c

linic

al fa

cilit

ies

Prep

ared

stud

ent r

epor

ts (i

.e.,

athl

etic

, LA

C) b

y th

e de

adlin

e(s)

Res

pond

ed to

stud

ent c

ompl

aint

s in

a pr

ofes

sion

al m

anne

r

Subm

itted

sylla

bus t

o th

e ap

prop

riate

adm

inis

trato

r’s o

ffice

by

the

end

of th

e fir

st w

eek

of c

lass

es

Took

atte

ndan

ce a

nd su

bmitt

ed F

eder

al A

ttend

ance

repo

rts b

y th

e de

adlin

e(s)

Cate

gory

ii: i

mpo

rtan

t Res

pons

ibili

ties

Ass

iste

d w

ith P

ract

icum

/clin

ical

pla

cem

ent s

elec

tions

Com

plet

ed b

ook

orde

rs b

y th

e de

adlin

e

Mai

ntai

ned

appr

opria

te c

omm

unic

atio

n w

ith st

uden

ts in

and

out

side

of c

lass

Mai

ntai

ned

open

com

mun

icat

ion

with

staf

f and

facu

lty

Res

pond

ed to

em

ails

and

voi

ce m

ails

in a

tim

ely

man

ner

Subm

itted

cou

rse

sele

ctio

n fo

rm b

y th

e de

adlin

e se

t by

the

appr

opria

te a

dmin

istra

tor’s

offi

ce

Subm

itted

offi

ce h

ours

to th

e ap

prop

riate

adm

inist

rato

r’s o

ffice

by

the

end

of th

e fir

st w

eek

of th

e se

mes

ter

Rat

ing:

5E

xem

plar

y Pe

rfor

man

ce (E

P):

No

unsa

tisfa

ctor

y ra

tings

.

4H

igh

Perf

orm

ance

(HP)

:

No

Cat

egor

y I u

nsat

isfa

ctor

y ra

tings

; 1 C

ateg

ory

II u

nsat

isfa

ctor

y ra

ting

3

Stan

dard

Per

form

ance

(SP)

: 1

Cat

egor

y I u

nsat

isfa

ctor

y ra

ting

or 2

Cat

egor

y II

uns

atis

fact

ory

ratin

gs

2M

inim

al P

erfo

rman

ce (M

P):

2 C

ateg

ory

I uns

atis

fact

ory

ratin

gs o

r 3 o

r 4 to

tal u

nsat

isfa

ctor

y ra

tings

1

Uns

atis

fact

ory

Perf

orm

ance

(UP)

: 5

or m

ore

unsa

tisfa

ctor

y ra

tings

Adm

inis

trat

or S

igna

ture

Dat

e

COURSE MANAGEMENT EVALUATION CHECKLIST • APPENDIX G

19

Faculty Member Department(s)

Evaluation Period Administrator

EVALUATION OF PROFESSIONAL DEVELOPMENT ACTIVITIESDirections: After reviewing the Professional Activities Report for evaluation, determine points for each of the appropriate items below. Remember, faculty members may only list activity they have engaged in during the past 5 years. Activities prior to the last 5 years may not be used when assigning Professional Development Activities points. Each activity is limited to point allocation under one category. For example attendance at a conference at which CEUs are earned will receive points either for attending the conference or earning the CEUs but not both.

MASTER AND UPDATE CONTENT KNOWLEDGEPoints item

19 . ____________ Attend a full-day conference (2 points each, max. 6 points)

20. ____________ Attend classes, workshops, and seminars (2 points each, max. 6 points)

21 . ____________ Attend faculty development seminars, in-service training (e.g., part time counselor training), or other related staff development activities (2 points each, max. 6 points)

22 . ____________ Complete a graduate degree at an accredited institution (8 points each, max. 8 points)

23 . ____________ Earn CEUs or NCCs related to discipline, expertise, technology, etc. (1 point each, max. 8 points)

24 . ____________ Immunizations/CPR update (1 point each, max. 2 points)

25 . ____________ Maintain credentials, (e.g., certification, licensing) (2 points each, max. 2 points)

26 . Maintain professional relationships

a . _______ Community partnerships (2 points each, max. 6 points)

b. _______ International outreach/international students requirement updates (2 points each, max. 6 points)

c . _______ Local, state, and national professional organizations (committee or task force member) (3 points)

d . _______ Local, state, and national professional organizations (member) (1 point per year or per organization, max. 3 points)

e . _______ Local, state, and national professional organizations (officer) (3 points per year or per organization, max. 6 points)

f. _______ Networking (1 point each, max. 2 points)

27 . ____________ Read journals, books, textbooks, and/or professional literature (1 point each, max. 2 points)

UPDATE SKILLSPoints item

28 . ____________ Alternative teaching methods/deliveries (e.g., online, hybrid, OE/OE); alternative counseling, distance counseling (1 points per year, max. 3 points)

29 . ____________ Multimedia proficiency (3 points each, max. 6 points)

30. ____________ New and updated technology, e.g., electronic and print sources related to library function or colleague updates (3 points each, max. 6 points)

31 . ____________ Organization skills (1 point each, max. 3 points)

32 . ____________ Self assessment of teaching using peer sit-in or videotape evaluated with a rubric (3 points each, max. 3 points)

33 . ____________ Software (3 points each, max. 6 points)

34 . ____________ Word processing (1 point each, max. 1 point)

2015-2016 EVALUATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES • APPENDIX H

20

EMPLOYING SKILLS IN WORK SETTING/SERVICE LEARNING Points item

35 . ____________ Employing skills in a work setting (4 pts. each, max. 4 pts.)

36 . ____________ Service learning (4 pts. each, max. 4 pts.)

PRODUCE AND DISSEMINATEPoints item

37 . ____________ Conduct research and/or development (4 points per year or project, max. 8 points)

38 . ____________ Grant writing – external grant (3 points each, max. 3 points)

39 . ____________ Grant writing – internal grant (e.g. Foundation Grant) (1 point each, max. 1 point)

40. ____________ Presentations at conferences, seminars, workshops (3 points each, max. 6 points)

41 . ____________ Publishing (5 points each, max. 10 points)

42 . ____________ Sharing new information with peers (1 point each, max. 3 points)

43 . ____________ Textbook chapter or journal review (2 points each, max. 6 points)

44 . ____________ Writing (2 points each, max. 6 points)

__________ Total Professional Points

Professional Activities Points Rating ScaleProfessional Development

Rating

20 and above Exemplary Performance (EP) = 5

13 – 19 High Performance (HP) = 4

7 – 12 Standard Performance (SP) = 3

4 – 6 Minimal Performance (MP) = 2

0 – 3 Unsatisfactory Performance (UP) = 1

Reviewer Signature Date

EVALUATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES • APPENDIX H

212015-2016

SCHOOLCRAFT COLLEGE PROCEDURE FOR APPEAL OF FACULTY EVALUATION RESULTS

Faculty may appeal decisions regarding evaluation results. Step 1 of the Appeal process must be made within ten (10) working days of receipt of the evaluation results, and must follow the procedures outlined below:

STEP 1Faculty must seek to resolve concerns informally with the appropriate administrator. Administrator notifies Faculty Evaluation Coordinator that there may be an appeal.

STEP 2If faculty member is considering filing a appeal, the Faculty Evaluation Coordinator picks up the faculty member’s packet on behalf of the Faculty Evaluation Concerns Committee and retains it until a final decision is reached.

STEP 3Faculty may formalize complaints by completing a Faculty Evaluation Appeal Form (Appendix N2) which outlines any parts of the evaluation with which there is disagreement. This form must be submitted to the Faculty Evaluation Concerns Committee (FECC) with a copy to the Administrator within five (5) working days of the informal meeting described under Step 1.

Upon receipt of a Faculty Evaluation Appeal Form, the FECC will acknowledge receipt in writing.

The FECC will review the case, including the faculty packet and all evaluation results, and make a recommendation and forward the decision to the Administrator and the faculty member. Any changes in the annual evaluation made as a result of either the FECC recommendation or the faculty member’s written appeal must be noted in writing by the Administrator. This written acknowledgment of change will be appended to the original evaluation and all copies become a part of the evaluation record along with the Faculty Evaluation Appeal Form.

STEP 4If the issue is not resolved to the faculty member’s satisfaction, an appeal may be made to the Dean of Instruction. The appeal must be made in writing, including all information given in Step 2, within five (5) working days of the receipt of the Step 2 decision. The VP of Instruction will hear the appeal, investigate the facts, and when possible convene a hearing of individuals involved. The VP will complete the process with a final written decision to the faculty member with a copy to the FECC. That decision is final and concludes the appeal process.

The evaluation, the Appeal Form, the FECC’s response, the VP of Instruction’s response, and any changes to the evaluation which have been noted will be submitted to the Human Resources department where they will become a part of the faculty member’s permanent file with a copy provided to the faculty member.

If the appeal is denied, the faculty member can ask Human Resources for the next evaluation sooner than the scheduled time period.

SCHOOLCRAFT COLLEGE PROCEDURE FOR APPEAL OF FACULTY EVALUATION RESULTS • APPENDIX I1

22

FACULTY EVALUATION APPEAL FORM

Faculty Name Daytime Phone

Date of Appeal (Must be submitted within five [5] days of Step 1 meeting)

Component of Evaluation Under Appeal:

Teaching Content Expertise by Peer

Teaching Design Expertise by Peer

Service by Peer

Service by Administrator

Teaching Design Effectiveness by Administrator

Professional Development Activities

Course Management/Session

IDEA® Student Ratings

Did you discuss this matter with the appropriate Administrator?

Yes. Date

No. (If no, please explain.)

Description of ConcernWhen describing the appeal, be objective and give specific details.

Desired Outcome:

Faculty signature Date

This form should be submitted to the Faculty Evaluation Concerns Committee (FECC) via Lynne Brach-Fugedi, Liberal Arts Building, with a copy sent to the appropriate administrator.

SCHOOLCRAFT COLLEGE PROCEDURE FOR APPEAL OF FACULTY EVALUATION RESULTS • APPENDIX I2

232016-2017

police & fire academy edition 2016 – 2017...the evaluation tools have been acknowledged and...

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