SECTION ONE: GENERAL PRINCIPLES
1.01 Purpose of Performance Evaluation
The purpose of the annual performance evaluation process is to promote communication and provide useful feedback about job performance, to facilitate better working relationships, to provide an historical record of performance, and to contribute to professional development. Supervisors are encouraged to provide frequent informal feedback to employees to encourage excellence, to reinforce appropriate behavior, and to provide constructive guidance for improvement when necessary. By providing constructive feedback on a regular basis, the supervisor is giving the employee information about work performance and, if needed, allowing appropriate time to make corrections in performance and/or behavior.
1.02 Frequency of Performance Evaluation
The performance of all full-time personnel shall be formally evaluated on an annual basis. Although performance evaluation is not disciplinary in nature, the College may conduct formal performance evaluations more frequently in response to the administration of employee discipline or as part of a formal performance improvement plan.
1.03 Confidentiality of Performance Evaluation Documentation
All personnel files and performance evaluation documentation will be kept confidential to the extent allowed by law.
SECTION TWO: EMPLOYEE CATEGORIES
The Board of Trustees will evaluate the performance of the College President annually at the regular meeting in which other contracts and the annual personnel plans are considered. The evaluation will focus on three areas:
1. Accomplishment of College District goals for the preceding year;
2. Performance of the College President’s job description; and
3. Fulfillment of the code of ethics and leadership responsibilities of the American Association of Community Colleges.
A written summary of the evaluation will be signed by the Board President and the College President and will note any areas needing special goals for improvement. Action may be taken on the contract terms of the College President following the evaluation session. The Board may also use this annual review session to assess their own performance of their governance and policy-making role through self-evaluation and through evaluation by the College President. The primary purpose of all administrative evaluation will be to effect improvement in administrative leadership in order to achieve the goals of the College District.
Executive employees include the Vice President of Academic Affairs, the Vice President of Business Affairs, the Dean of Student Affairs, and the Dean of Community Services. The College President will evaluate the performance of executive employees annually and document the evaluation using the College’s nonteaching staff annual performance review document.
2.03 Non-Teaching Staff
Each supervisor will evaluate the performance of employees under his/her direction who are serving in non-teaching administrative, professional, clerical, labor, or trades positions annually. The supervisor will document the evaluation using the College’s nonteaching staff annual performance review document. All annual performance evaluations must be completed and submitted to the Office of Human Resources by the last Monday in February of each year.
2.03.1 Annual Performance Evaluation Process
Supervisors should use the following process when conducting an annual performance evaluation:
a) reflect on the full year, consulting management notes as necessary, and write observations about the employee’s performance on the review document;
b) review the position description to ensure it accurately describes the qualifications, duties, and responsibilities of the position;
c) before meeting with the employee, give him/her a copy of the job description and a blank review document, and ask him/her to make notes about his/her performance over the past year using the review document;
d) schedule a date/time to meet with the employee for an evaluation conference, and ensure the location of the meeting affords appropriate privacy for the conversation;
e) during the conference, discuss proposed changes to the job description if necessary, ask the employee to share his/her self-assessment, and discuss your observations/feedback;
f) document the supervisor’s evaluation of the employee’s performance informed by the conference on a review form;
g) give the employee an opportunity to write a comment on the completed review form and ask the employee to sign the completed review form to document that he/she has received the evaluation (note that signing the form does not indicate the employee agrees with the content of the evaluation); and
h) submit the completed review form and an updated position description (if necessary) to the Office of Human Resources.
2.03.2 Improvement Plans Related to Annual Performance Evaluations
Supervisors must develop an improvement plan and attach it to the completed review form if the employee’s performance in any of the position’s duties and responsibilities or in the performance categories listed on the review form do not consistently meet expectations. The Office of Human Resources will provide guidance and support for developing an improvement plan as well as standard forms to document plans. The intent of improvement plans related to annual performance evaluations is to help the employee meet with the performance expectations of the College; the plans are not a form of discipline.
The College has a recognized need for regular performance evaluation of faculty members to ensure the quality and efficiency of the instructional process. Performance evaluation is also required for compliance with the standards of accrediting agencies such as the Southern Association of Colleges and Schools Commission on Colleges.
The College shall have defined performance standards for faculty members that are documented in the College’s Policy and Procedure Manual. The evaluation of instructor performance shall consider input from the instructor as the provider of instruction, from students as the receivers of instruction, and from the Associate Dean of Instruction as the supervisor of faculty members. The process will identify the professional strengths and weaknesses of each instructor and define a plan of development for the instructor to overcome weaknesses and to maintain strengths.
The complete faculty evaluation plan is distributed during full- and part-time orientation and is presented DLA Exhibits G, H, and I.
2.01.1 Purpose of Faculty Evaluation
The major purpose of the College’s faculty evaluation process is to assist each instructor in providing quality instructional services in order to fulfill the philosophy of the College.
2.01.2 Goals and Objectives of Faculty Evaluation
The goal of the evaluation of faculty is to facilitate a regular avenue for ensuring mutual communication toward ongoing improvement in instructional effectiveness. The goal of the evaluation of instruction is to assess the conditions in which instruction is given, the teaching abilities and techniques of the instructor, and how well or poorly the instructor associates with, guides, and advises learners to a successful educational experience.
2.01.3 Instructional Standards Criteria
Quality instructional services are defined as those that provide for the mastery of a body of knowledge and skills, along with principles of scholarship and citizenship. Instructional standards that support quality instructional services include but are not limited to:
• Mastery of the instructor’s discipline;
• Clear instructional presentation to learners;
• Effective organization of course materials and activities;
• Clear communication that encourages learner response and thinking;
• A rapport with learners that stimulates the learning process; and
• Instructional techniques and assignments that enhance the learning process.
These instructional standards are what the evaluation process attempts to measure by providing a summary of instructional effectiveness.
2.01.4 Design of Instruments
The faculty evaluation committee of the College, in cooperation with the Vice President of Academic Affairs, is responsible for creating and monitoring a faculty evaluation instruments. The evaluation instruments include:
• Learner Survey (see: DLA Exhibit D)
• Instruction Observation Form (see: DLA Exhibit E)
• Faculty Evaluation Form (see: DLA Exhibit F)
• Faculty Input Form (see: DLA Exhibit B)
• Self-Assessment Form (see: DLA Exhibit C)
2.01.5 Components of the Faculty Evaluation Process
The first part of the evaluation system makes use of the instructor input form and the self-assessment form. These documents allow instructors to provide input into the evaluation process concerning the factors influencing their work environment, their teaching assignment, their own instructional performance, their committee assignments, their personal goals and objectives, their potential, and their outside activities. These forms will be submitted to the appropriate Associate Dean of Instruction for consideration in summarizing the total evaluation of the instructor.
The second part of the evaluation process is a learner survey of instruction. The learner survey of instruction will address students’ perception of the instructor’s mastery of subject, preparation, organization, attitude toward learners, grading system, attainment of course objectives, outside-of-class assignments, testing, and assistance to learners outside of the classroom. The results of these surveys are to be used by the individual instructors to identify areas of instruction that can be improved.
The third part of the evaluation procedure is faculty evaluation by the Associate Dean of Instruction (ADI). The ADI may observe the faculty member and will use the instructional appraisal form to assess the following factors: achievement of lesson objectives, lesson preparation, rapport with learners, communication ability, and teaching techniques. Also, the ADI will complete a faculty evaluation form, for each faculty member, indicating strengths and areas needing improvements. The ADI will use this form to recommend rehire, formulate a developmental action plan, or recommend termination as appropriate.
2.01.6 Timetable and Methodology for Faculty Performance Evaluations
Adjunct instructors should be evaluated according to the following schedule:
• with less than one year of service: each semester
• with two or three years of service: once each year
• with over three years of service: as appropriate
Non-tenured faculty members will be observed in the classroom by the ADI twice each year. The faculty member may request such observation. Each observation will require the completion of an instructional appraisal form and a self-assessment form. The instructor and the ADI will complete the instructional appraisal form and the instructor will complete the self-assessment form no later than December 1 for the fall semester and May 1 for the spring semester.
Tenured faculty members may be observed in the classroom at the discretion of the ADI. The faculty member may request such observation. Each observation will require the completion of an instructional appraisal form by the instructor and the ADI. If a faculty member is observed, the instructor and the ADI should complete the instructional appraisal form by December 1. If a faculty member is not observed in the classroom in a particular year, the ADI should so indicate on the faculty evaluation form.
The learner survey of instruction will be administered to students during the last three weeks of the fall and spring semesters. The learner survey of instruction may be administered to all or some of the instructor’s students, but only with the approval of the appropriate ADI. The completed learner survey forms for each individual class will be turned in to the appropriate ADI no later than the last day of the semester. After completion of the survey process, the ADI will, no later than January 31 for the fall and May 31 for the spring, return the learner survey of instruction forms to the instructor.
The ADI will confer with each faculty member by February 15 of each year to discuss the instructor’s performance.
The ADI will, no later than February 28, confer with the Vice President of Academic Affairs, and the evaluations of all division faculty members will be submitted and discussed. The Vice President will assist the ADI in formulating any developmental action plans necessary for the faculty member(s). After the ADI has completed the evaluation forms, the ADI will convey the results to the faculty member immediately. The faculty member and ADI will sign the faculty evaluation form, with the instructor receiving the original form. The ADI and Vice President will each retain a copy.
The Vice President of Academic Affairs will use the faculty evaluation form along with other information as a basis for recommending appointment of each instructor for the ensuing academic year, to the College President. The ADI will review and record the progress of any developmental action plans that have been prescribed. The Vice President of Academic Affairs will summarize the overall strengths and weaknesses of faculty instruction in a yearly report in June to the College President.
2.01.7 Process for Resolution of Differences of Opinion
Should the occasion arise where instructors disagree with the faculty evaluation summary as given in conference by the ADI, the faculty member should present the objection in writing to the ADI and call for a second conference with the ADI. If the second conference cannot resolve the disagreement, the faculty member and the ADI will forward the faculty evaluation summaries and their comments about the disagreement, in writing, to the Vice President of Academic Affairs. The Vice President will review the disagreement and call a conference with the faculty member and ADI. The Vice President will attempt to resolve the disagreement and will provide to the faculty member a written statement detailing any resolution. Further due process will involve the presentation of all documents to the President for review and resolution. The College President will provide to the faculty member a written statement detailing any resolution. The decision of the College President is final. In no case will disagreement proceedings be used to discriminate against the faculty member in determining tenure or contract renewal.
2.01.8 Utilization of performance evaluations for Tenure and Appointment Recommendations
The faculty evaluation form will indicate the faculty member’s position as full-time or adjunct, tenured or non-tenured, summarize strengths and weaknesses, and prescribe developmental action plans if necessary. The form will also recommend renewal or nonrenewal of appointment for the ensuing academic year.
The following guidelines will govern the recommendation given:
Non-Tenured Faculty Members
If the performance evaluation for a non-tenured faculty member shows an inability to meet the instructional standards of this faculty evaluation plan, it can be a basis for non-renewal of the instructor’s appointment. However, the College has the right to modify any of the terms or conditions of employment, with or without advance notice. Nothing in this regulation creates a contract or property right to continued employment or changes the employment “at-will” relationship.
Tenured Faculty Members
The performance evaluation of a tenured faculty member could lead to a recommendation for non-renewal if good cause for dismissal is established (see: DHA Regulation, Section Two).
If the College is considering dismissal of a faculty member with tenure for behavior or performance issues that could be corrected by the faculty member within a reasonable timeframe as determined by the College, the College will take the following steps prior to dismissing the employee:
a) Provide written notice to the faculty member that includes a description of the behavior or performance issue and a developmental plan to guide the faculty member in correcting the issue.
b) After issuing the notice, regular conferences with the direct supervisor will be used to monitor and document progress toward meeting expectations or correcting behavior.
c) Not later than the last Monday in February, the Vice President of Academic Affairs will apprise the President if he/she recommends not reappointing the faculty member for the next academic year.
d) The President will provide written notice to the faculty member by April 1 if the College is not going to reappoint him/her. (See Regulations DHA Section 2.04)
A decision to discontinue the services of an adjunct faculty member may be reached on the basis of faculty evaluation. The College has the right to modify any of the terms or conditions of employment, with or without advance notice. Nothing in this regulation creates a contract or property right to continued employment or changes the employment “at-will” relationship. An unsatisfactory evaluation may result in a developmental action plan being prescribed. The ADI may decide not to hire any adjunct faculty member for any future semester. All actions taken will be documented and sent to the Vice President of Academic Affairs and placed in the instructor’s personnel file.
Every adjunct instructor shall be evaluated during the first and second semesters and thereafter as needed at the discretion of the ADI. A copy of the evaluation shall be placed in the permanent personnel file.