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Components of George Brown College Supports for Contract Faculty

Guide for Chairs and Academic Directors

This guide is designed to help articulate supports for contract faculty at George Brown College and provide some tools for Chairs.

“At George Brown College, we proudly make student learning our first priority, creating programs and experiences that lead to ongoing student success first in the classroom and then in the workplace.” The various components included in this guide are designed to support our academic employees deliver quality experiences and aim for continued improvement.

Included here are some resources you may find helpful in your key role of providing performance feedback and ensuring we are meeting the obligations as connected to our strategic initiatives and our Path to Leadership

Please feel free to forward any comments, questions, or suggestions for improvement to Organizational and Staff Development.

Table of Contents

Supporting George Brown Contract Faculty, an Overview …....... 3

Engaging our Contract Faculty ……………………………………………….….. 7Things to Review with New Contract Faculty………………….………….. 8Formative and Developmental Feedback ……………………………….….. 9Teaching Competencies Checklist ………………………………………….…. 10Sample Observation Forms ………………………………………………….…… 21

A. Classroom Visit NotesB. Teaching Observation Feedback Sheet

1Organizational and Staff DevelopmentApproved May 2015 by Nancy Hood, VP Human Resources and Organizational Development

C. Supporting George Brown Contract Faculty

“Sessional, part-time, and partial-load faculty play an integral role at Ontario’s colleges. These faculty members represent the majority of the college faculty workforce, accounting for 68% of academic staff in the 2012/13 school year” (HEQCO, 2014). There are a variety of terms used to refer to these faculty: “non-full-time” or NFT, “other than regular” or OTRFT, sessional, part-time, continuing education, partial load and contract. Hereafter we will refer to all of these employees as contract faculty.

George Brown College employs non-full-time faculty for teaching and learning across the college. These individuals bring current employment sector experience, varied perspectives and fresh ways of thinking. They bring real life experiences and field expertise that benefit our learners and our colleagues.

“At George Brown College, we proudly make student learning our first priority, creating programs and experiences that lead to ongoing student success first in the classroom and then in the workplace” (Academic Plan, 2014).

The contract for sessional, partial load and part-time academic staff can be found on Insite, under the Human Resources forms and templates, Insite.georgebrown.ca/human_resources/forms.asp Please make sure you complete all necessary details.


https://insite.georgebrown.ca/human_resources/forms.asp

The Development of Consistent Practices for the Support and Ongoing Review of Contract Faculty

The need for development of consistent practices for the timely support and ongoing review of contract faculty was labeled a priority that came out of a 2009 research report entitled “Contract Faculty at George Brown College”.

Various supports have been put into place to meet this recommendation as follows:

Orientation – College Wide and Departmental

Organizational and Staff Development created and now delivers a college-wide orientation that is advertised in all academic areas each semester with contract faculty invited to attend. These ‘Welcome’ sessions are delivered free of charge via face-to-face and online delivery at various times during start-up of the semester. In addition, a variety of resources are available on the Staff Development website for all employees. The orientation manual with relevant links is regularly updated to capture the most recent information. The majority of all orientation for contract faculty falls within the responsibilities of the individual centres.

A checklist entitled ‘Things to Review with New Contract Faculty’ has been developed for the academic areas to use. Included are items that our contract faculty have indicated helps them feel a part of the program.

Teaching and Learning Professional Development Opportunities

Various workshops and online resources are available for our contract faculty through Organizational and Staff Development. They are invited to register for sessions during college wide intersession weeks. All Staff Development offerings are available to contract faculty, free of charge, unless otherwise specifically noted. Attendance is supported as much as possible at various events held in collaboration with other colleges.


Tracking of Registration and Professional Development

Organizational and Staff Development implemented a centralized tracking system, ‘PD Place’, that allows any faculty member with a valid employee ID to register for all posted workshops. The system maintains a record of training attended. Both the employee and his/her manager have access to this information for review, tracking and portfolio-building purposes. Learning Profiles can be created to better track mandatory and recommended training internal to the college. All open sessions for our faculty are also open for our contract faculty.

Formative and Developmental Feedback

The teaching competencies for contract faculty are the same as what is expected for the College’s full-time faculty. We realize that many new contract faculty come with stronger industry than teaching experience. In addition to the Student Feedback Questionnaire (SFQ) and other feedback forms created by the individual teachers, Organizational and Staff Development can work with divisions to consider how to gather feedback regarding the student experience. See Appendices for sample forms.

Moreover, contract faculty are strongly encouraged to meet with their chairs or academic directors over the course of each semester to discuss their success in meeting their performance-related expectations.

Quality of Online Teaching and Learning Skills

The College piloted a series of three courses to build skills in the delivery of sound pedagogical practice. This certificate program covers content from the effective integration of technologies through to designing and delivery of content for the online environment. This work is the joint efforts of Organizational and Staff Development, e-Learning and Teaching Innovation, and the Office of Academic Excellence.

Orientation to Teaching and Learning4

Organizational and Staff DevelopmentApproved May 2015 by Nancy Hood, VP Human Resources and Organizational Development

"Orientation to Teaching and Learning," is a Staff Development certificate program for contract faculty. This course incorporates synchronous discussions and other online components to deliver content and build a learning community. The course starts during week 3 of a semester and runs for seven weeks (five workshop weeks, plus two weeks to allow for catch up and work submission). Content is designed to address teaching and learning strategies, assessment, online delivery and student engagement. Delivery is offered both in face-to-face and online formats.

All Organizational and Staff Development opportunities, including those listed above, are detailed on the website GeorgeBrown.ca/staff_development/

While much work is being done in the area of contract faculty, there are limited resources and there is always more that could be done. The College must take an ongoing, incremental approach to integrating consistent practices. An additional complexity is that most academic divisions have a large number of contract faculty. With a wide variety of specializations, this fact can require customization of processes to provide formative, developmental feedback and individual programs that work best for each division.

Among the activities Chairs/Directors can utilize to provide support for our contract faculty are: facilitating access to professional development activities regarding teaching and learning, classroom observation visits, initiating conversations, and processing survey feedback and issues as they arise.

Some contract faculty are not hired until late in a semester and as a result not all new employees are able to attend orientation sessions. To accommodate these circumstances, Organizational and Staff Development makes resources available online and can provide one-on-one consultation. If requested and available, the team also supports departmental orientation sessions and continues to promote the role it can play in supporting specific training.

The Continuing Education Department also offers a certificate program in Instructing Adults and Teaching and Training Adults ConEd.georgebrown.ca/


http://coned.georgebrown.ca/

http://www.georgebrown.ca/staff_development/

Engaging our Contract FacultyBasic Needs:

Ensure contracts are completed and submitted in a timely manner

Inclusion, Recognition and Rewards:

Welcome and provide them with the appropriate tools for their role (e.g. course outlines, timetables, contact names and numbers, photocopier codes, frequently asked questions, etc.)

Communicate regularly and directly

Include them in all relevant newsletters and publications

Feature them on divisional websites

Encourage attendance at professional development sessions and familiarize them with PD Place and the registration process

Promote/invite input into discussions regarding teaching and learning

Connect with a Mentor

Create events or processes that recognize their contributions

Invite them to departmental/divisional meetings and events

Forward on email communications of broad or general interest

Evaluating Performance:

Create opportunities for contract faculty to receive feedback

Provide opportunities for improvement

Review and give feedback on their SFQs

Complete a performance review process


Things to Review with New Contract FacultyWorkspace

Primary work area Place for personal belongings Faculty mail Access codes and keys Teaching supplies Kitchen area Photocopiers, printers IT support

Employment Terms and Practices:

Teaching contract Job description, essential duties

and responsibilitiesand alignment with divisional objectives

The division/program goals Performance goals and

expectations Teaching resources for duties Professional ethics and

confidentiality practices Security information How to handle and report job

site accidents or injuries

Departmental Structure and Organization

Administration and operations (who does what)

Procedures, manuals, protocols and forms

Peers and other personnel

Program Information

Program Learning Outcomes Program map Program description from

course calendar Faculty meeting times College critical dates Program handbook and

orientation materials Coordinator contact information LMS sign-in Help desk

Office Practices Computer login and password College email and voicemail,

including home access Interoffice mail and regular mail

processes How and whom to inform if not

able to make it to class Access to and use of

department resources (phones, copiers, Scantron, etc.)

Safety tour of the building (first aid, fire exits, muster points, etc.)

Copier codes Printing forms and codes Office locations and addresses

Organizational and Staff Development

PD Place login


Mandatory registrationso AODA

o WHIMISo Orientation


Formative and Developmental Feedback for Contract Faculty

Suggestions for Chairs and Academic Directors

New Contract Faculty

Share your contact information and general schedule as to when and how it is best to reach you

Ask for time within the first couple of weeks of class when you are able to observe the teaching and learning process

Host a follow-up meeting to share your observations and questions (e.g. what is working, where are the challenges, etc.)

Introduce them to the Coordinator and faculty who have taught or are connected to that course

Provide any available resources (e.g. handbook, meeting schedule, training sessions, etc.)

Review the SFQ results and any other feedback you receive and share your comments acknowledging strengths and/or flagging concerns – if you cannot meet face-to-face send a written note

Should issues arise be available and formulate a strategy for problem resolution. Monitor and provide feedback on the efficacy of the solution

Ensure you include contract faculty in divisional email distribution lists Offer assistance and provide information regarding support services

Established Contract Faculty

Share your contact information and general schedule as to when and how it is best to reach you

Review the SFQ results and any other feedback you receive and share your comments acknowledging strengths and/or flagging concerns

Should issues arise be available and formulate a strategy for problem resolution. Monitor and provide feedback on the efficacy of the solution

Make connections to further your awareness as to the individual strengths and aspirations and how they may be able to contribute to the department

Recognize and celebrate continued investment in facilitating a quality learning experience and putting students first

Point to events that foster deeper engagement, such as PD events Ensure you include contract faculty in divisional email distribution lists


Appendix A

Teaching Competencies


Contract Faculty Teaching CompetenciesThis form is designed as a guide for use with all contract teaching faculty. Contained are sections that support teacher self-reflection, observation of teaching practice and the summary comments.

Faculty Name: _______________________________________________________________________

Department: _______________________________________________________________________

Program: _______________________________________________________________________

Date: _______________________________________________________________________

Chair: _______________________________________________________________________

The College is committed to the success of faculty and to providing you with meaningful feedback to support your growth and development.


Faculty: _______________________________________ Date(s) ___________________________________

Competency I: Professionalism

Area of Focus Evident Proficient ExcellentNeeds

ImprovementUnknown/Not

Yet

Commits to a personal teaching philosophy

Engages in conscious reflection about teaching and examines one’s own personal assumptions about the teaching and learning processActs as a role model faculty member of the college community within the context of the classroom, department, program, and institutionRepresents the College to all stakeholders in a manner that is consistent with the college’s vision, mission, and mandateObserves legal mandates, board and college policies, administrative procedures, contractual agreements and ethical standards

Facilitates professional growth through reviewing student feedback, self-assessment and reflection and identifies teaching and professional development goals.Contributes to the culture of ongoing learning through reflective practice and peer support


Overall Comments:

Faculty _______________________________________ Date(s) ___________________________________Competency II: Content knowledge


ImprovementUnknown/Not Yet

Maintains and demonstrates currency in subject area

Incorporates the use of real world applications and connects content to the industry or vocationAble to differentiate content that is crucial and that which is peripheral to the discipline/program areaRelates content to the students’ background and perspectives Incorporates higher and lower-order thinking skillsKnows in advance what content and concepts might be confusing to students and adapts to facilitate understanding

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Overall Comments:


Faculty: _______________________________________ Date(s) ___________________________________Competency III: Pedagogical knowledge and understanding the distinction between knowing the subject and teaching the subject



Articulates clear instructional objectives related to content knowledge and the intellectual skills of the disciplineIdentifies the preconceptions and misconceptions that might prevent students from understanding course concepts, principles and theoriesDesigns learning activities that result in the student establishing a theoretical knowledge baseDesigns learning activities that require students to interact with the content at concrete and abstract levelsDesigns learning activities that allow the students to use their prior knowledge and diversity of perspectives in a meaningful wayDesigns learning activities that take students’ varied learning styles into accountPursues ongoing professional development in the theory and practice of teaching and learning


Overall Comments:

Faculty: _______________________________________ Date(s) __________________________________

Competency IV: Designs and implements effective curriculum and course outlines



Recognizes the relationship between pedagogical theory and instructional practice Designs curriculum, instruction, and assessment as interdependent and aligned components of effective teaching rather than as components to be thought about separately and independently Articulates instructional objectives that identify the competencies or intellectual abilities (cognitive knowledge, skills and/or attitudes) that students will acquire and/or extend as a result of taking the course Selects teaching strategies that are directly connected to the instructional objectives of the course and are appropriate to class size and student readiness Designs learning activities that are directly connected to the instructional objectives of the course Designs assessments that are directly connected to the instructional objectives of the course Actively contributes to the planning and review of program, aligning curriculum and




course outlines

Overall Comments:

Faculty: ___________________________________________ Date(s) ______________________________

Competency V: Uses a variety of appropriate instructional strategies

Area of Focus Evident Proficient Excellent Needs Improvement

Unknown/Not Yet

Selects teaching strategies that are connected to the desired learning outcomes Designs learning activities that are consistent with the desired learning outcomes Understands the limitations of passive learning and adjusts traditional teaching methods to encourage active and self-directed learning Chooses instructional strategies that take into account student abilities, their attitudes towards learning, their background knowledge, and their social identity Includes a variety of strategies to engage various learning stylesPurposefully integrates student-centered



Unknown/Not Yet

approaches in ensuring students are co-creators of their learningApplies the principles of teaching and learning based in educational research

Overall Comments:

Faculty: _______________________________________ Date(s) __________________________________Competency VI: Assesses student learning adequately, meaningfully, and fairly


Unknown/Not Yet

Understands the relationship between teaching, assessment and student learningUses multiple strategies to assess learning and developmentProvides relevant, frequent and timely constructive feedbackUses both formative and summative assessmentsCreates assessments that promote student learning: a) assessments reflect the course objectives in regards to content, knowledge, and thinking skills; b) assessments reflect



Unknown/Not Yet

the teaching and learning activities Clearly communicates, monitors and adjusts assessment strategies Develops assessments that are both effective and efficient

Overall Comments:

Faculty: ___________________________________________ Date(s) _____________________________Competency VII: Manages the learning environment


Unknown/Not Yet

Makes effective use of class time Creates a positive classroom environment that is conducive to learning and respectful of diversity Creates an inclusive classroom climate in which the principles of fairness and honesty are respectedIntervenes proactively to discourage off task behaviour Intervenes to manage disruptive behaviour in a timely and respectful mannerMaintains and communicates appropriate



Unknown/Not Yet

standards of classroom behaviour Understands the limits of own legitimate authority and involves others as necessaryActively engages and adapts classroom content to ensure accommodation of special needs

1

Overall Comments:

Faculty: _______________________________________ Date(s) ___________________________________ Competency VIII: Integrates information technology into the college classroom


Unknown/Not Yet

Knows and demonstrates how information technology can contribute to the improvement of or facilitate teaching and learning Uses multi-media software to present information Facilitates students’ abilities to do research on-line



Unknown/Not Yet

Teaches students how to evaluate the worth of material found on the Internet Provides opportunities for electronic discussion groups Uses technology in situations where its use will enhance the learning experience rather than using it “for show” Models effective use of communication tools

Inputs grades on Student Information System

Posts course outlines, faculty hours, etc. on Learning Management System

Overall Comments:

Faculty: _______________________________________ Date(s) ___________________________________

Competency IX: Actively demonstrates respect for our diverse learners.


Unknown/Not Yet

Engages in conscious reflection about



Unknown/Not Yet

teaching, examines the impact of diversity on the teaching and learning process and incorporates strategies for inclusion in the teaching environment.Plans for and ensures integration of all necessary accommodations

Encourages critical thinking and examination of cultural norms from varied perspectives

Adapts delivery methods and content examples to engage a diverse group of learners

Builds rapport with diverse groups of learners

Stays current with learner needs

Overall Comments:


Appendix B

Sample Observation Forms


CLASSROOM VISIT: SUMMARY OF CLASSROOM OBSERVATION AND RECOMMENDATIONS

Comments:

Faculty Signature:

Chair Signature


Date of Classroom Visit:

Course Observed:

Date of Feedback:

TEACHING OBSERVATION FEEDBACK SHEET - SAMPLEFaculty Name: _____________________________Course:_______________________

Division: _________________________________ Date: _________________________

CONTENT:Lesson Structure: Beginning:Gained learner attentionShared goals/outline for the dayAssessed prior knowledgeConnected to previous learningPunctualBody:Opportunities for application evidentOrganizedConnected classroom to industry practiceClear and current contentSmooth transition between topicsAssessed learning was occurringUsed inclusive examples to foster diversityConclusion:Ended on timeSummarized key pointsSense of completion feltIntroduction of upcoming topicsPost-test to assess learning

PROCESS:

Teaching and Learning Strategies: Knowledge evident Posed good questions Text and/or handout materials were

Connected and/or referenced Encouraged active participation Connected with the learners

___________________________________ Managed student issues/behaviours well

___________________________________ Connected topics to daily life events

___________________________________

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Demonstrated respect___________________________________ Addressed varied learning

Styles/preferences___________________________________

Expectations were clear___________________________________

Enthusiasm evident___________________________________ Listened carefully___________________________________ Personally connected with the group

___________________________________

Mediums Used & How They Added To The Learning Experience:Audio ___________________________________________________________

Visual ___________________________________________________________

Kinesthetic _______________________________________________________Multi-Media ______________________________________________________Evidence on the use of the Seven Principles in Good Practice in Undergraduate Education’ (Chickering and Gamson, 1987):

1. How did you see student-faculty contact encouraged? Where were the missed opportunities?

2. How was cooperation among students encouraged? How could you expand on this?

3. Give an example of an active learning technique used. Where else could this happen?

4. Give an example of how prompt feedback was/could have been used.

5. How was time on task emphasized? Where might this be strengthened?

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6. How were high expectations communicated? Where might this be strengthened?

7. How were diverse talents and ways of learning incorporated? How else could these be included?

Overall Comments:

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