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TRIAL PERIOD PROFESSIONAL REVIEW AA

Faculty Name: _______________________ School: _________________Date Submitted: Click here to enter text.

Please submit this form and all additional materials electronically to the person identified by your School.

Review Period Ending [ ]

The Trial Period Professional Review must be completed by new FT Faculty during their first three years of employment.

Policy

FT Faculty, as with any employee, are under continuous assessment of their performance. It is the policy of Central New Mexico Community College to conduct formal performance reviews of full-time faculty. This process requires that the faculty member reflect upon his or her performance during the review period (See Appendix A) and receive feedback and/or direction from his or her dean. The purposes of the Professional Review are to, as necessary:

1. Assess faculty performance in light of both individual and operational goals and objectives. 2. Recognize outstanding performance in instruction and in the profession.3. Guide and record faculty development as instructional professionals.4. Identify areas in which performance may be improved in instruction, in the profession, and as an

employee.

In order to achieve these goals, faculty and deans will conduct a professional review highlighting the four items listed just above and establishing goals and objectives for the next review period.

The Trial Period Professional Review is intended to assist the faculty and the College in achieving and maintaining excellence in instruction. It in no way precludes or prohibits the College from addressing any issues that may arise regarding employee performance or conduct at any time.

Process

1. Faculty complete all sections and submit the form electronically as a Word document.2. The dean completes his or her sections before meeting with faculty being reviewed. The dean must meet

with each FT faculty member to discuss the trial period review.3. After making any revisions or edits, the dean will return the completed review form to the faculty

member for electronic signature and optional final comments. 4. The instructor returns the completed review to the dean who will sign it electronically and submit it

without any attachments to HR.

Created: 4/12/2017 Revised 4/23/2018


Review Summation and Signatures

Supervisor summary commentsClick here to enter text.

Faculty summary commentsClick here to enter text.

Meeting Date: Click here to enter text.

Faculty Signature: Insert electronic signature here. Date: Click here to enter text.

Dean Signature: Insert electronic signature here. Date: Click here to enter text.

VP Signature (for improvements): Copy electronic Signature here. Date: Click here to enter text.

Created: 4/12/2017 Revised 4/23/2018


Section I: Goals and Objectives from the Previous Review Period and for Next ReviewA. Review and Assess Your Goals and Objectives for the Current Review Period (add more rows

for additional goals and objectives):

Themes from previous review period

Measure of goal accomplishment Work needed to complete goal

Teaching effectiveness/ efficacy

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B. Indicate Goals and Objectives for Next Review Period (add more rows for additional goals and objectives). Item one is required of all faculty. Select one or two more themes from the first list in Appendix D and one or two themes related to the strategic initiatives listed in Appendix E:

Themes for next Review Period Strategies to complete goals Achievement measures

Teaching effectiveness/ efficacy




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Created: 4/12/2017 Revised 4/23/2018


Section II: Service, Release/Special Projects, and Professional Development ReviewA. Review of Service to College, School, and/or Discipline/Program

Teaching is the principal role of full-time faculty. In addition to teaching, CNM needs and depends on the services that full-time faculty members perform for the college or their school and/or discipline/programs. This section provides an opportunity for faculty to record and review service activities outside regular instructional responsibilities which otherwise directly affect the operations of the College, their school, and/or their discipline/program. See Appendix A for service expectations.

Definitions for the tables to be completed below in this section:

1. Level of Participation in Service Activities:

Categories of participation: The nature or scope of an individual faculty member’s participation in service activities in the contexts of the services performed and of the roles or responsibilities of the faculty member in the service activities.

2. Collaboration: “…the action of working with someone to produce or create something.” Google Definition

Scope: The extent of your collaborative activities by area. Areas include (1) within discipline/school, (2) across schools, (3) with local high schools or other community entities, and (4) with students in extracurricular activities.

Value (description): Description of the value of collaboration to you, the college, your school, your discipline, and/or your program.

3. Collegiality (support of): Active participation in the professional development of new and veteran faculty. (For example, by mentoring or performing peer observations.)

College, School, Discipline/Program Service (completed by the faculty). Add more rows as necessary.

Term Activity Role Outcome/Deliverable

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Created: 4/12/2017 Revised 4/23/2018


enter text.



College, School, Discipline/Program Service Review Rubric (Completed by the Dean)

Service Cate-gories

Check all applicable items in all columns below to indicate the instructor’s trend in service.Service Expectations

Not MetSome Service

Expectations Met Service Expectations Met Service Expectations Exceeded

1.Level of

Participa-tion

☐Service is unclear, ineffective, incomplete, non-functional, or non-existent.

☐ Service is so limited that improvement is needed.

☐ Service is represented through attendance and through discussion, but tends not to take on more active or participatory responsibilities.

☐Service supports activities beyond attendance and discussion by accepting or volunteering for delegated responsibilities, activities, events, etc., with responsibilities to achieve part of or a subset of activity outcomes.

☐Service activities facilitate direction or achievement of service; assign or delegate others also in service; perform responsibilities as chair or principle of a task, a discipline or a department, committee, etc.; demonstrate exceptional support for or accept overall responsibility in the achievement of the outcomes of service; and/or manage or provide essential support for administration and/or achievement of service.

2.Collabor-ation &

Collegial- ity

☐Collegiality perceived to be disruptive, unsupportive, conditional, or absent.

☐Suggests improvements or alternatives to collaborative activities.

☐Collaborates within discipline

☐ Takes an active role in making improvements to collaborative activities.

☐Collaborates within discipline and across disciplines within School.

☐Collaborates across CNM schools.

☐Collaborates with local high schools or other community entities.

☐Collaborates with students in extracurricular activities.

Created: 4/12/2017 Revised 4/23/2018


☐Collaborates with program/discipline colleagues in a manner that leads to exceptional performance in service for the colleagues and for the reviewed.

Total Service Trend

☐ Service Expectations Not Met

☐ Some Service Expectations Met

☐ Service Expectations Met

☐ Service Expectations Exceeded

B. Project Compensation and Course Release Projects (if applicable):

Describe any project compensation or course release projects you were part of, adding rows if necessary.

Term Name of Project or Course Release

Your role and activities Successes and challenges







PC/CR Rubric (To be completed by the Dean):

Project Outcomes Rubric

Project or Release Goals or Objectives Not Met

Some Project or Release Goals or Objectives Met

Project or Release Goals or Objectives Met

Exceptional Completion of Project or Release Goals or Objectives

Created: 4/12/2017 Revised 4/23/2018


Course release project

descriptors(if appli-

cable)

☐Project or release outcomes were not met and/or project or release duties not completed.

☐Project or release outcomes were met and/ duties were performed and were communicated to appropriate personnel.

☐Project completed but not on time and/or release duties were not performed in a timely manner and/or were not communicated effectively.

☐Project results or performance of release duties inspired or motivated innovation, recalibration, redesign, reorganization, or other change impacting discipline or School success and/or operations as indicated by goals or objectives.

☐ Project results or performance of release duties demonstrably met expectations.

☐Project results or release duties inspired or motivated innovation, recalibration, redesign, reorganization, or other change which improves, or enhances the possibility of, the success of the College with its mission, goals, and/or strategic initiatives.

☐ Project results or performance of release duties demonstrably exceeded expectations.

Course Release/Project Trend

☐ Project or Release Goals or Objectives Not Met

☐ Some Project or Release Goals or Objectives Met

☐ Project or Release Goals or Objectives Met

☐ Exceptional Completion of Project or Release Goals or Objectives

C. Professional Development Activities

List professional development activities in the box below (examples include workshops, conferences, faculty learning circles, professionally related training or courses, faculty learning circles).

Created: 4/12/2017 Revised 4/23/2018


Section III: Instructional Portfolio Some of the following items require documentation to be emailed as an attachment along with this form:

A. Credentials

If applicable to your program/discipline, provide a copy of your current license(s)/certification(s).

B. Teaching Practices 1. Instructional Design

i. Describe how a typical class meeting addressed the 9 elements of instruction as outlined in theclass observation form (see Appendix C below for the list).

ii. Provide a copy of instructional material or an instructional tool that is NOT an exam or quiz thatexemplifies what you do best as an instructor to help our students learn. Be sure to list below any technologies, manipulatives, or other items, supplements, or enhancements you use to facilitate this material or tool when you teach it. Comment below on why you have chosen it to show your best.

iii. How do the activities/interactions listed in in i. and ii. above promote student learning in your classes?


iv. Based on the example submitted for ii. above, specify the outcome(s) the tool is meant to measure and describe how its results reflect student achievement of those outcomes.

v. Give an example of how you used formal or informal assessment results to modify your teaching to promote student learning. For example, perhaps you made a change after noticing that most students did poorly on the first exam; or after comments made on a “muddiest points” exercise.


C. Example of Assessment

Provide a copy of a formative(1) or summative(2) assessment tool, other than an exam or quiz, that you use to measure student learning outcomes and objectives. Be sure to provide the rubric or grading criteria that you use to communicate to your students the results of the assessment.

Created: 4/12/2017 Revised 4/23/2018


D. Professional Development Leading to Instructional Change or Improvement

In the box below, describe at least one change you’ve made in your teaching that was inspired by a professional development activity and how it/they impacted student learning.

E. Student Evaluation Summaries

Review any student evaluations you have for the review period (1 or 3 years). In the box below, please provide constructive criticism or advice based on those evaluations that you would give yourself as an opportunity to grow.

F. Classroom Observations (required for New Faculty.)

1. Supervisor or Designee Classroom Observation(s) – Please attach your supervisor’s or designee’s observation when submitting the completed portfolio.

Class Observed: Click here to enter text.

Date: Click here to enter a date.

Dean or Designee Observer: Click here to enter text.

2. Peer Observations-List information below when submitting your completed portfolio. Add rows as necessary for additional class visits of either type.

Your Class: Click here to enter text.


Peer Observer: Click here to enter text.

Peer’s Class: Click here to enter text.


Peer Observed: Click here to enter text.

G. Employment Practices

To be completed by the instructorDo you…? Yes No NA

1. Structure classes to correspond to student learning outcomes ☐ ☐ ☐2. Prepare, distribute, and utilize instructional support materials ☐ ☐ ☐3. Convene classes as scheduled ☐ ☐ ☐4. Respond to student and employee communications within 48 hours ☐ ☐ ☐5. Provide assistance to students during posted office hours ☐ ☐ ☐6. Incorporate current technology in teaching environments ☐ ☐ ☐7. Adapt teaching methods based on student assessment results ☐ ☐ ☐8. Maintain accurate attendance records ☐ ☐ ☐

Created: 4/12/2017 Revised 4/23/2018


9. Maintain accurate grade records ☐ ☐ ☐10. Assist students with registration, advising, and the graduation process ☐ ☐ ☐11. Participate in professional development activities to maintain currency in your field ☐ ☐ ☐12. Participate in professional development activities to advance your teaching skills and strategies ☐ ☐ ☐

To be completed by the deanDoes the instructor…? Yes No NA

a. Maintain accurate grade books/student records ☐ ☐ ☐b. Meet deadlines for submitting grades ☐ ☐ ☐c. Schedule and publish office hours consistent with school requirements ☐ ☐ ☐d. Follow established policies and procedures as outlined in the Collective Bargaining Agreement

and the Employee Handbook☐ ☐ ☐

e. Complete assigned tasks and meet established deadlines ☐ ☐ ☐f. Create and maintain a physical (or online) environment conducive to learning based upon school

requirements☐ ☐ ☐

g. Provide direction to Instructional Technicians, Laboratory Technicians and other personnel, as appropriate

☐ ☐ ☐

h. Use technology as required by the school (e-mail, voice mail, etc.) ☐ ☐ ☐i. Attend in-service sessions as required (e.g. school meetings, convocation, etc.) ☐ ☐ ☐j. Participate in the development and review of course and program outcomes ☐ ☐ ☐k. Participates in the assessment of course, program, and college learning outcomes. ☐ ☐ ☐

Dean Comments on Employment Practices (optional, may be made in final comments as well--specify item for each comment):


H. Teaching Review Rubric (Completed by the Dean)

Quality Teaching

Categories

Check all applicable items in all columns below to indicate the instructor’s trend in teaching.

Teaching Expectations Not

Met

Some Teaching Expectations Met

Teaching Expectations Met

Teaching Expectations Exceeded

1.Teaching Practices

☐ The 9 elements of instruction on the classroom observation form are not demonstrated in teaching practices.

☐ Some of the 9 elements of instruction on the classroom observation form are demonstrated in teaching practices.

☐ Most/all of the 9 elements of instruction on the classroom observation form are competently demonstrated in teaching practices.

☐ All of the 9 elements of instruction on the classroom observation form are expertly demonstrated in teaching practices as evidenced by the peer and/or dean/designee class observation and student evaluations.

2. ☐ Assessment ☐ Assessment ☐ Assessment ☐ Assessment

Created: 4/12/2017 Revised 4/23/2018


AssessmentDocuments

documents and/or procedures do not correlate with student learning outcomes and course objectives.

documents and/or procedures align with student learning outcomes and course objectives by implication (i.e. the correlation is not specified but can be inferred).

documents and/or procedures are directly mapped onto student learning outcomes and course objectives.

☐ Assessment scoring is clearly communicated to the student on individual assignments as shown in assessment documents.

documents and/or procedures are directly mapped onto student learning outcomes and course objectives.

-and-

☐ Assessment scoring is clearly communicated to the student on individual assignments as shown in assessment documents and as it relates to his/her overall grade in the course.

3.Professional

Develop-ment

☐ Does not engage in professional development activities to maintain currency and/or credentials in the field.

☐ Does not engage in professional development activities to learn skills and strategies for effective teaching

☐ Engages in professional development activities to maintain currency and/or credentials in the field.

-and-

☐ Engages in some professional development activities to learn skills and strategies for effective teaching.

☐ Engages in professional development activities to maintain currency and/or credentials in the field..

-and-

☐ Demonstrates classroom applications of skill(s) and strategy(ies) learned through professional development activities which impact student learning in a positive manner.

☐ Engages in professional development activities to maintain currency and/or credentials in the field.

-and-

☐ Demonstrates leadership through collegial interactions, service activities, and extracurricular activities, in professional development, and/or transmits or mentors others in achieving their professional development goals.

4.Student

Evalua-tions

☐ Range of scores is less than 3.0 on some questions related to teaching.

☐Student comments

☐ Range of scores is 3.0-4.0 on some questions related to teaching.

☐Some student comments express

☐ Range of scores is 4.01 – 4.5 on all questions related to teaching.

☐ Student comments are generally

☐ Range of scores is 4.51 – 5.0 on all questions related to teaching.

☐ Student comments are generally

Created: 4/12/2017 Revised 4/23/2018


demonstrate a negative trend.

concerns. positive. positive.

Total Teaching Quality

Descriptor

☐ Teaching Expectations Not Met

☐ Some Teaching Expectations Met

☐ Teaching Expectations Met

☐ Teaching Expectations Exceeded

I. Classroom Observations Rubric (to be completed by the Dean).

a.Supervisor

Observation(s)Required for New

Faculty Only

☐Mode is “Needs Improvement” on the Classroom Observation Form

☐Mode is “Meets Expectations” on the Classroom Observation Form

☐Mode is “Exceeds Expectations” on the Classroom Observation Form

b.Peer Observations Required for New Faculty, at Dean’s

discretion for veteran faculty

☐ Did not complete one class observation.

☐ Was not observed by a peer.

☐Completed one class observation.

☐Was observed by a peer.

☐Completed classroom observation training.

J. Instructional Review Summary

1. What is one (or more) of your accomplishments this review period that you find the most rewarding?Click here to enter text.

2. What is one thing you learned from your students about your teaching during this review period and why is it important to you?


3. In which areas would you like additional training or support?Click here to enter text.

Created: 4/12/2017 Revised 4/23/2018


Appendix A: Full-Time Faculty Expectations

General Responsibilities: An instructor is responsible for providing high quality instruction so that each student may meet course outcomes. An instructor is also responsible for working with the dean and colleagues to improve student learning experiences. In fulfillment of their compensated workload full-time instructors are expected to perform school, program or discipline, and college service in addition to their duties 1 – 22 (listed below). This service beyond instruction is an integral part of college faculty performance. CNM respects, requires, and depends on the service full-time faculty members perform.

Instructional Duties includes the following: 1. Effectively prepare, teach, grade, and assess student learning in courses assigned. 2. Advance the role and goals of Central New Mexico Community College. 3. Create and model a quality learning environment to support a diverse student population including students with disabilities or special learning needs. 4. Structure classes and curriculum to correspond with program and course outcomes. 5. Prepare, distribute and utilize instructional support materials, including course syllabi, supplementary materials, instructional media and other devices as appropriate. 6. Convene classes as scheduled. 7. Respond to student inquiries within 48 hours (business days, M-F). 8. Provide assistance to students outside the classroom through posted office hours. 9. Incorporate, as pedagogically appropriate, current technology in classroom, distance learning, and laboratory environments. 10. Maintain student records (e.g., grades, attendance) and provide documentation for incompletes within established College timelines. 11. Complete assigned duties, reports and other required documentation on time. 12. Attend in-service sessions, college/school/department meetings, graduation and convocation, as required. 13. Utilize a variety of technology-based programs to access and input information related to student records and college/school/department processes (e.g., banner, MyCNM, grade books, etc.). 14. Provide for the security of facilities, equipment, and instructional materials and maintain safe working conditions. 15. Abide by all college policies and regulations. 16. Assist students with registration, advising, and graduation processes. 17. Participate in the development and review of course and program outcomes. 18. Update and revise curriculum to maintain currency. 19. Instructors may be assigned other instructional responsibilities as determined by the dean.

Professional Development includes the following: 20. Participate in professional development activities to maintain currency in field; maintain current credentials or licensures as required by program or accreditation. 21. Participate in professional development opportunities to advance teaching skills and strategies. 22. Participate in other appropriate development activities as may be determined by the dean.

College, School, Program/Discipline Service includes the following: 23. Active participation in school and college activities (such as, but not limited to, developing new curriculum or student recruitment). 24. Collaborate with faculty and staff from other schools/departments to promote communication, coordinate schedules, and support student success. Created: 4/12/2017 Revised 4/23/2018


25. Collaborate with high schools, universities, business and industry or external agencies as appropriate, and assist with program advisory committees as requested. 26. Support collegiality by actively participating in the professional development of new and veteran faculty. (For example, by mentoring or performing peer observations.)27. Serve on department, school, and college committees and task teams. 28. Participate in and assist with student activities and clubs. 29. Participate in other activities as appropriate and approved by the dean.

Appendix B: Definitions for Teaching Practices

(1) Manipulatives are physical elements that students use to supplement learning. For example, colored tiles are sometimes used in math classes to illustrate the addition of positive and negative numbers.

(2) Formative assessment is an assessment procedure intended to aid the student in the formation of a final product or understanding. For example, a rough draft can serve as a writing assessment intended to help the student develop the final draft. Formative assessments are characterized by feedback, reflection and revision, and are usually graded on a credit/no credit basis.

(3) Summative assessment is an assessment procedure that measures the quality of a final product or understanding. It is performance based and requires demonstration of all student learning outcomes. For example, a unit project or report can serve as a summative assessment of whether a student met the student learning outcomes for a given unit. Summative assessments are characterized by comparisons to ultimate goals, objectives or outcomes, and are usually graded using points, percentages, and scores.

Appendix C: The Nine Elements of Instruction from the Classsroom Observation Form

1. Gains students’ attention Interesting fact Humor Elicits curiosity

2. Informs learners of objectives Previews or announces major topics Objectives consistent with syllabus

3. Stimulates recall of prior learning and relevance of the concept

Associates new material with previous instruction4. Presents the content

Uses a variety of teaching methods5. Provides learning guidance

Presents examples, analogies, real-life applications, etc.

Encourages active learning and problem solving skills6. Elicits performance

Allows time for students to actively practice Provides appropriate assignments

7. Provides feedback Feedback is supportive, not punitive Feedback engages students into critical thought

8. Assesses performance Provides multiple measures (i.e., does not rely on only one

type of measure)9. Enhances retention of content and transfer to

next-level course, job, etc. Relates material to future academic classes Relates material to the workplace Relates material to real-life situations

Appendix D: Choose one or two themes for goals or objectives for the next review period from this list: connecting with community professional growth assessment degree/certificate/discipline goals or objectives

Appendix E: Choose one or two themes for goals or objectives for the next review period that are related to one or more of Central New Mexico Community College’s strategic initiatives listed below:

Created: 4/12/2017 Revised 4/23/2018


1. All First-Time, Full-Time, Degree-Seeking students have developed an academic plan.2. Articulate and Implement Space Efficiency Initiatives so that the overall space utilization exceeds 66%.3. Create a student centered course schedule which enables students to more effectively and efficiently

reach their graduation goals.4. Create Business Incubator Spaces to support 10 businesses by 2020.5. Create Comprehensive Online College to include 10 complete degree or certificate programs.6. Develop and Implement Comprehensive Makerspace with 100 memberships monthly by 2020.7. Develop Early Childhood Connect Center of Excellence to serve 50 home-based childcare providers.8. Develop Global Learning Initiative to serve at least 5,000 students annually.9. Develop Student Work Experience Program so that 100% of graduates have a work experience prior

to graduation with degree or certificate.10. Enhance Intellectual Property Initiatives to involve at least 10 faculty and/or staff members.11. Expand Business Support through Ignite Business Accelerator and SBDC to serve an additional 100

business start-ups over 5 years by 2020.12. Expand College & Career High School to 400 students. 13. Expand Credit for Prior Learning by 100%. 14. Expand Dual Credit to serve 8,000 students annually.15. Expand Fast-Track Degree Offerings to include 3 programs.16. Expand Non-Credit Offerings through Boot Camps and Academies to serve 1000 students annually by

2020. 17. Grow Intersession Offerings by 100%. 18. Implement Competency-Based Education model utilized by 30% of our students.19. Implement Values-Based Personnel Initiatives to screen all new hires and evaluate all faculty and

staff.20. Incorporate Sustainability Curriculum into 25% of course offerings.21. Increase the percent of First-Time Full-Time Degree Seeking students graduating within 150% of

time to degree to 24%. 22. Streamline and Document all processes and procedures, with at least 80% of those processes

automated.23. Transform Customer Service Experience so that at least 95% of all college calls are answered before

going to voicemail, 100% of students seeking advisement are served within 24 hours, 100% of FASFA’s are reviewed within 24 hours, and 100% of those submitting a service ticket receive a response within 24 hours.

24. Transition from College-Owned Technology to Student-Owned Technology in at least 25% of degree and certificate offerings.

Created: 4/12/2017 Revised 4/23/2018