ACC Faculty Evaluation Proposed Revisions – Proposed Portfolio Elements & Calendar

Portfolio Elements

(Revised based on feedback received since initial posting.)

The recommended faculty portfolio calendar.

Timeline

• • The Faculty Reflection Form will be submitted at the end of each fall/spring semester (or the beginning of the following semester, as determined by each department).
  • All required course materials and portfolio documents should be submitted right after the end of the spring semester (or the summer semester, according to the department) for the preceding fall and spring (and summer if required by the department) semesters.
  • These materials will be evaluated during the following fall semester, with evaluation summary forms returned by the end of that fall semester.

Materials to Submit

While the original Work Group plan was that full-time and adjunct faculty would submit exactly the same portfolio materials for evaluation, further discussions with Department Chairs, Deans, and other institutions indicated that it made more sense to require a subset of these materials from adjunct faculty, due to their widely varied workloads. The materials to be submitted for each faculty group are summarized below:

• • Faculty 3-year cycle (for faculty who have taught more than 3 years at the college)

• • New Faculty (faculty in their first 3 years teaching at the college)

Faculty 3-Year Cycle

After the first 3 years of teaching at the college, faculty follow a 3-year evaluation cycle. (See below for faculty in their first 3 years at the college.)

¹ – Adjunct faculty who have taught less than 6 hours LEH during the academic year are not required to submit the Purposeful Change.

New ACC Faculty

New ACC Faculty (in their first 3 years teaching at the college) – Notice that the primary difference from the first 3 years has to do with the amount of course materials required each year.

¹ – – Adjunct faculty who have taught less than 6 hours LEH during the academic year are not required to submit the Purposeful Change.

Submit Feedback for Portfolio Transformation

Recommended Elements by Faculty Evaluation Work Group

for Faculty Portfolio Submission

Course Materials

Your departments will choose which specific course materials you must submit, according to their particular needs. The evaluation process remains a 3-year cycle:

• During your first 3 years of employment, you will submit course materials for at least 2 courses (or more if required by the department) taught during the fall and spring (and summer, depending on department and teaching status) of the previous academic year (submitted after the spring or summer semester, depending on whether you taught during the summer).
• After your first 3 years at ACC, you will begin a 3-year evaluation cycle. (This 3-year cycle might be modified if you are working on an Improvement Plan.)
  • • During the first 2 years of that cycle, no course materials are required unless the department chooses to require a limited submission.
    • During the third year of that cycle, you will submit department-specified course materials for up to two courses.

Faculty Reflection Form

This form replaces the current “Faculty Input form”. In order to encourage self-reflection and to provide more complete information about what you have been working on, these should be submitted every fall and spring semester. These forms will be considered during your annual faculty evaluation, particularly in non-portfolio years by providing some insight into your instructional performance. In approaching this form, please know that in some semesters you might have more to write than in others. This is perfectly acceptable and nothing to be worried about. The main point of this form is to encourage you to reflect on what happened this semester, celebrate what worked, consider what could be improved, and provide additional context for how your classes went this semester.

View and comment on the form here.

Purposeful Change

This replaces the former “course commentary”

Once every 3 years, in year 2 of the evaluation cycle, you will decide upon some focused, purposeful change to make in your teaching that year in order to improve teaching and student learning in some specific manner. During that year, you will attempt that change and then reflect upon whether it accomplished what was intended, led to some completely different outcome than expected, or didn’t really work. Reviewers will consider the reasoning, planning, and analysis of the outcome.

View and comment on the form here.

Peer dialog

This is a new element.

The Peer Dialog is meant to provide an additional perspective in a 360° evaluation. It should lead to a more formative assessment with peer feedback and learning about teaching and learning. This is an unevaluated activity that is required in the first year of the evaluation cycle. It is meant to encourage faculty to support, learn from, share, and provide formative feedback for each other about teaching and student learning. You will report upon this, but the results will not be rated or used in the evaluation beyond the fact of its completion.

View and comment on the form here.

Faculty Values Framework

This replaces the former “Statement of teaching philosophy”.

The Faculty Values Framework provides faculty an opportunity to reflect upon the many aspects of their faculty work, especially those on which they have been particularly focused. Although teaching and grading are a huge part of faculty work, there are many others. Many of these components are addressed in the ACC Faculty Values, which were created by the faculty to provide some guiding principles for the wide variety of faculty work. These can be used to consider which part of your work to consider for this framework. As you grow in familiarity with ACC’s culture, you will want to increase your emphasis on Collaboration and Empowerment. If you have been around ACC for many years, you are strongly encouraged to highlight your Service and/or Scholarship.

View and comment on the form here.

Goals for Professional Development and Growth

Required in the current system.

Professional Development Goals are intended to encourage faculty to reflect upon their current career goals and what additional training they might need to pursue those. This is due during your third year of the 3 year faculty evaluation cycle. Faculty will set overall goals for their professional development activities for the next three years at this time. Changes in these plans during that time period should be documented in the Faculty Reflection Forms.

View and comment on the form here.