Faculty Evaluation Materials to Submit

Different components will be submitted each year for faculty evaluation; some of these apply only to full-time faculty. The basic components considered in faculty evaluations are the following (reasons for the inclusion of each of these components as a part of faculty evaluation can be found in the Evaluation Components section of the Faculty Evaluation Manual):

• • Course Materials (submitted by all faculty)
    • • Faculty who have taught more than 3 years at the college are in a 3 year cycle:
        • • In years 1 and 2 of cycle – There are no course materials required in these years of the cycle unless the Department requires some limited collection of materials (such as syllabi, for example).
          • In year 3 of cycle – Course materials will only be required for one or two courses from that academic year, as determined by the Department; some departments may choose to review and provide feedback on additional course materials as long as this is applied to all departmental faculty.
      • Faculty in their first 3 years at the college – Where possible, materials for at least 2 courses (more if required by the department) taught each year are required for all faculty members during their first three years of teaching at the college; faculty teaching only 1 course submit coursework for that course.

Specific requirements to submit for each course being evaluated may be modified by each department, but the basic components are:

• • • • Course Syllabus
      • Samples of Major Assignments – Many departments will require all major assessments to be included.
      • Other course-related documents required by each department

• • Student Course Evaluations (submitted by all faculty) – Student course evaluations are administered every semester; all of these for the year should be included in faculty evaluations for that year. Reviewers will consider not only the student course evaluation rating for each course, but also the student comments as well as any faculty response to those comments (in the Faculty Reflection Form). Reviewers will consider all three of these in determining the Student Feedback and Faculty Response rating.

The following components of the faculty evaluation process will be distributed as separate forms with more detailed instructions:

• • Faculty Reflection Form (submitted by all faculty in fall and spring semesters, summer semester only if required by department) – The Faculty Reflection Form is meant to encourage more thoughtful reflection on teaching and student learning, leading to more meaningful formative feedback for faculty. This form is required in the fall and spring semesters every year (some departments may choose to require this for faculty who teach during the summer as well). This form asks faculty to reflect on their teaching experience, their students’ experiences, their response to student course evaluations, their professional development activities, and (required only for full-time faculty) their professional service each semester. These forms are important to the overall evaluation process.

• • Purposeful Change (submitted by all faculty in year 2 of the cycle, except for adjunct faculty teaching less than 6 LEH during the academic year under review) – The Purposeful Change is meant to encourage ongoing faculty reflection and experimentation. Once every 3 years, each faculty member will decide upon some focused, purposeful change to make in their teaching that year in order to improve teaching and student learning in some specific manner. During that year, they will attempt that change and then reflect upon whether it accomplished the intended goals, led to a completely different outcome than expected, or didn’t really work. Reviewers will consider the reasoning, planning, and analysis of the outcome.
  • Peer Dialog (submitted only by full-time faculty in year 1 of the cycle) – This is an unevaluated activity that is meant to encourage faculty to support, learn from, share, and provide formative feedback for each other about teaching and student learning. Faculty will report upon this in their Peer Dialog report, but the results will not be rated or used in the evaluation. (Activities may include mutual class observations, participation in Faculty Interest Groups or Learning Communities, or as approved by the department.)
  • Values Framework (submitted only by full-time faculty in year 1 of the cycle) – The Values Framework provides faculty an opportunity to reflect upon their current work and how it connects to ACC Faculty Values . During the first 3 years of teaching at the college, faculty may choose to develop a statement of teaching philosophy instead of the Values Framework , if approved by the department.
  • Goals for Professional Development and Growth (submitted only by full-time faculty in year 3 of the cycle) – The Professional Development and Growth plan 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.

In addition to the required evaluation components submitted by faculty, the following information will also be collected:

• • • class grade distributions and student course evaluations (distributed by the Faculty Evaluation Office) – This information will be used in conjunction with other review documents to provide additional insight into Instructional Performance. Faculty will be able to address these directly in the Faculty Reflection Form. There is no college-wide standard for this, so Departmental expectations for grade distributions, if any, should be clearly communicated to all faculty.
    • student complaints, faculty discipline information, and information on faculty absences
    • list of Professional Development hours
    • Lighthouse/office hours compliance data
    • prior year Summary Evaluation Forms for all returning faculty, as well as any active Performance Improvement Plans from prior evaluations
    • other departmentally required information
    • Detailed information about faculty evaluation procedure can be found in the Faculty Evaluation Manual

The specific components required for full-time and adjunct faculty every year are summarized below (note that the materials required are not the same):

After the first 3 years teaching at the college, whether in a full-time or adjunct position, faculty follow a 3-year evaluation cycle. Each faculty member’s position in this cycle can be modified by a required Performance Improvement Plan or according to departmental needs.

Faculty 3-year cycle		Faculty who have taught more than 3 years at the college		Faculty in their first 3 years teaching at the college
		Full-Time	Adjunct	Full-Time	Adjunct
Year 1	Course Materials, as required by the Department	Limited (check with dept)	Limited (check with dept)	X	X
	Student Course Evaluations	X	X	X	X
	Faculty Reflection Form	X	X	X	X
	Peer Dialog	X		X
	Values Framework	X		X
Year 2	Course Materials, as required by the Department	Limited (check with dept)	Limited (check with dept)	X	X
	Student Course Evaluations	X	X	X	X
	Faculty Reflection Form	X	X	X	X
	Purposeful Change	X	X1	X	X1
Year 3	Course Materials, as required by the Department	X	X	X	X
	Student Course Evaluations	X	X	X	X
	Faculty Reflection Form	X	X	X	X
	Goals for Professional Development and Growth	X		X

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