Development and Evaluation Plan for Full-time Teaching … · NOVA Development and Evaluation Plan Page 4 Faculty Development, Evaluation and Recognition Plan Definitions & System

Northern Virginia Community College

Development and Evaluation Plan

for

Full-time Teaching Faculty

October 2013

NOVA Development and Evaluation Plan Page 1

Table of Contents

PREAMBLE .......................................................................................................................................................................... 3

Faculty Development, Evaluation and Recognition Plan Definitions & System Descriptions ................................................................................................................................ 4

DEVELOPMENT AND EVALUATION PLAN FOR TEACHING FACULTY MEMBERS................................................................................................................................ 6

INTRODUCTION ................................................................................................................................................... 6

Evaluation Domains and Weighting ...................................................................................................................... 7

Table 1 – Domain Weighting Ranges .............................................................................................................. 7

Table 1.1 – Domain Definitions Used for Establishing College Standard Criteria ............................... 7

Criteria for Achieving the “Meets Expectations” Standard for Each Domain Component ................... 9

Data Sources.............................................................................................................................................................. 9

Table 2 – Sources That Contribute to Domain Summative Ratings ....................................................... 9

Table 3 – Contributing Indicators for Each Data Source ......................................................................... 10

Self-Evaluation .......................................................................................................................................................... 12

Student Ratings ........................................................................................................................................................ 12

Class Observation Assessment ........................................................................................................................... 12

Annual Performance and Professional Development Objectives ............................................................... 12

Supervisor’s Summative Rating ............................................................................................................................ 16

Evaluation Meeting Guidelines ............................................................................................................................. 17

Supervisor and Faculty Training .......................................................................................................................... 18

Faculty Grievance Procedure and the New Faculty Development and Evaluation Plan ....................... 18

Review Process ................................................................................................................................................... 18

REWARD AND RECOGNITION PROGRAM FOR FULL-TIME TEACHING FACULTY ........................................................................................................................... 19

Part I – Purpose and Philosophy ......................................................................................................................... 19

Part II - The Campus Reward and Recognition Committee and The College Reward Committee .. 19

Table 4 –Timeline for Reward and Recognition Decisions ..................................................................... 21

Part III – Eligibility for the Faculty Reward and Recognition Program ....................................................... 21

Part IV – The Faculty Reward and Recognition Program ............................................................................. 22

Reward and Recognition Categories ............................................................................................................. 22

Part V- Funding the Reward and Recognition Program ................................................................................ 24

Funding the Reward Component ................................................................................................................... 24

Funding the Recognition Component ........................................................................................................... 24

Part VI - Assessment of Program Effectiveness ............................................................................................... 25


APPENDIX A Faculty Development and Evaluation Plan

Faculty Evaluation Form—Probationary First-Year

Appointment ..................................................................................................................................................................... 26

APPENDIX B Faculty Development and Evaluation Plan

Faculty Evaluation Form—SECOND/THIRD-Year Appointment ..................................................................................................................................................................... 33

APPENDIX C Faculty Development and Evaluation Plan

Faculty Evaluation Form—SENIOR FACULTY

Appointments ................................................................................................................................................................... 41

APPENDIX D Course Evaluation Form for Students ............................................................................................. 50

APPENDIX E Development and Evaluation Plan Class Observation Assessment ............................................................................................................................................... 54

APPENDIX F Faculty Evaluation Domain Standards: Teaching ............................................................................................................................................................................. 57

APPENDIX G Faculty Evaluation Domain Standards:

Scholarly and Creative Engagement ............................................................................................................................ 59

APPENDIX H Faculty Evaluation Domain Standards:

Service ................................................................................................................................................................................ 60

APPENDIX I Faculty Evaluation Domain Standards:

Institutional Responsibility ............................................................................................................................................. 62

APPENDIX J: Annual Performance and Professional

Development Objectives ........................................................................................................................... 62

APPENDIX J: Annual Performance and Professional Development Objective Setting Instrument.............................................................................................................. 66

APPENDIX K: Yearly Calendar of Events ................................................................................................................. 70

Appendix L: Plan for Transitioning to the New Evaluation System ............................................................................................................................................................ 73

Appendix M: First-Year Faculty Performance and Professional Development Objectives ........................................................................................................................ 74


PREAMBLE

The spirit and intent of the Faculty Development and Evaluation Plan is to provide a mechanism for

investing in the professional growth, development, and performance of each faculty member. Faculty are

expected to pursue high standards, challenging goals, and teaching excellence. They can expect that

their dean or supervisor will provide them with guidance, support, encouragement, due recognition, and

a fair assessment of their contributions to the college’s mission. As a community, we honor those who

have chosen to serve others, who share their passion and commitment for learning with others, and

who lead the way by demonstrating their beliefs through continuous learning and improvement.

The following are Guiding Principles that are inherent in the Faculty Development and

Evaluation Plan.

Northern Virginia Community College (NOVA) intends to foster a culture of high performance in a

shared commitment to the mission of the college.

A commitment to excellence with a focus on student success should be evident in all that we do.

Faculty efforts should encompass effective performance in teaching, service, scholarly and creative

engagement, and institutional responsibility.

Faculty should take ownership of their performance and professional development as an ongoing job

responsibility and as a responsibility of a member of the college community.

Professional Development, Evaluation, and Recognition should be purposefully mutually reinforcing

of each other.

Evidence should inform evaluation and professional development decisions.

Achievement should be recognized.

Exemplary performance should be rewarded.

Peer involvement and collaboration should be encouraged.

Stakeholders who use the Faculty Development and Evaluation process should be well-trained in its

purpose and use.


Faculty Development, Evaluation and Recognition Plan

Definitions & System Descriptions

Annual Performance and Professional Development Objectives (APPDO): The annual

goals required of all teaching faculty regardless of their contract length.

College Representation: Service activities that involve a direct connection between the faculty

member who engages in the specific activity, and his/her position at the college.

College Citizenship: Service activities that are in support of college or VCCS initiatives in which

the participant is not in a leadership role for the activity.

Community Citizenship: Service activities that are indirect, in which the employee is acting as a

community resident, who also happens to be a college employee.

Data Sources: Information generated and used for evaluative purposes from Student, Self,

Supervisor, and Peers (per college policy).

De Minimis: A non-monetary small gift or token of appreciation—such rewards are not taxable

under IRS regulation due to their small or minimal nature. The amount of a de minimis gift for the

VCCS has been established as $75 or under in value.

Development: Structured or formal learning experiences designed to help the individual perform

better or learn new knowledge and skills.

Domains (or Performance Domains): Teaching, Service, Scholarly and Creative Engagement,

and Institutional Responsibility.

Evaluation: The periodic assessment of performance that is facilitated by the supervisor.

Evaluation Cycle: The evaluation cycle for all teaching faculty within the VCCS is the calendar

year, January to December.

Forms/Instruments/Devices: The actual documents or templates used to conduct an evaluation

session, to set goals and objectives, to nominate a faculty member for an award, or otherwise to

execute the development and evaluation plan.

Institutional Responsibility: Performing assigned or presumed duties according to one's role as a

professional, such as following rules, policies, and laws, such as advising students, adherence to

college and VCCS policy, collegiality, administrative duties, departmental supervision or assigned

college community leadership duties, and additional duties as assigned.

Performance Improvement Plan: A plan of action with specific activities and target dates that

prescribe a course of action to be taken when someone earns a “does not meet expectations”

rating.

Policy: VCCS Policy 3.6 which provides the principles and guidelines that outline the development

and evaluation plan.

Probationary Faculty: Teaching faculty members who are in their first one-year appointment.

Faculty members who are hired to start in the spring semester will not begin their probationary

period until the following fall.

Proficiency: Demonstrating competency and meeting performance expectations.


Mastery: an expert level of knowledge, skills and abilities.

Recognition: Recognition is defined as non-monetary or de minimis awards such as certificates, gift

cards to the college bookstore, or preferred parking spaces for a semester, etc.

Reward: Reward are defined as significant annual monetary awards—bonus, percentage pay

increase, or professional development stipend—that are available on a competitive basis to a limited

percentage of faculty each year.

Scholarly and Creative Engagement: Publications, research, artistic, intellectual, or other

presentation and sharing activities that are specifically associated with the faculty member’s formally

recognized area of expertise.

Senior Faculty: Those faculty members beyond the first three continuous appointment years,

whether on one-year or multi-year appointments.

Service: Service is the quality participation and commitment to students, college and/or community

organizations through outreach efforts (See: college representation, college citizenship, and

community citizenship).

Teaching: Creating a learning environment that facilitates students’ acquisition of knowledge and

skills in a subject (i.e. instructional design, instructional delivery, instructional effectiveness,

instructional expertise).

Weighting: The determination of how each performance domain is valued in relation to other

factors.


DEVELOPMENT AND EVALUATION PLAN FOR

TEACHING FACULTY MEMBERS

INTRODUCTION

Full-time teaching faculty members at Northern Virginia Community College will receive a summative

evaluation rating of either “Meet Expectations” or “Does Not Meet Expectations” at the conclusion of

the calendar year for each year that the faculty member is to be evaluated. Since supervisors will give a

formal evaluation to senior faculty only in the last year of their multi-year contracts, it is anticipated that

supervisors will have more time to focus on the mentoring, performance, and development of junior

faculty members on one-year contracts. Evaluation goals for both junior and senior faculty

should be a product of a collegial and cooperative agreement between the supervisor and

the individual evaluated.

Probationary faculty members will be evaluated in both the fall and spring semesters of their first

one-year appointment. For Probationary teaching faculty members who are in their first one-

year appointment, the summative rating will be assigned each semester and will be due

December 1st and March 1st.

First year faculty who receive a does not meet expectations rating in either semester will not be

reappointed for the following year. They shall continue to teach or be reassigned at the

discretion of the President for the spring semester but must be notified by March 15 that they

will not be reappointed for the following academic year.

Individuals working under their second or third one-year appointment will receive their

summative rating by December 1st and will be notified of non-reappointment by March 15th.

Senior faculty members (those beyond the first three continuous appointment years, whether

on one-year or multi-year appointments) will receive their summative ratings by December 1st

of the last year of the appointment and will be notified of reappointment decisions by January

15th.

Multi-year evaluations will encompass all work performed during each of the calendar years

(January – December) of the three- or five-year appointment.

For all years, including the final year of a multi-year appointment, faculty members will work

with their supervisors to develop individual Annual Performance and Professional Development

Objectives.

During the intervening years of a multi-year appointment faculty members will be deemed to

have met expectations if their previous rating was “meets expectations.” Therefore, they will

be eligible to participate in the college reward and recognition program - unless they overtly fail

to maintain acceptable college standards as documented by their supervisors.

Faculty members who are hired to start in the spring semester will be evaluated at the end of

spring term. However, their Probationary period, or “first one-year appointment,” does not

begin until their first fall semester, per VCCS Policy.


Evaluation Domains and Weighting

In order to receive a summative evaluative rating of “Meets Expectations,” each teaching faculty member

is expected to achieve or exceed the MINIMUM standards for each of the four evaluation domains, and

definitions of those domains, as listed in Tables 1 and 1.1. The given weightings for Northern Virginia

Community College are listed for each domain in Table 1. While percentages are given in Table 1 for

each of the four domains, this plan represents a holistic rating plan which expresses the relative

importance of each domain and is, therefore, not a numerical rating plan. Weightings will be established

at the beginning of the evaluation cycle, revisited on an annual basis, as part of the Annual Performance

and Professional Development Plan, and in collaboration with the supervising dean.

Table 1 – Domain Weighting Ranges

DOMAIN

1st YEAR

(Probationary)

FACULTY

2nd or 3rd

YEAR

FACULTY

MULTI-

YEAR

FACULTY

Teaching 70% 60% 50%

Scholarly &

Creative

Engagement 10% 10-20% 10-30%

Service 10% 10-20% 10-30%

Institutional

Responsibility 10% 10-20% 10-30%

TOTAL 100% 100% 100%

Table 1.1 – Domain Definitions Used for Establishing College Standard Criteria

DOMAIN

DOMAIN DEFINITION

Teaching

Creating a learning environment that facilitates students’ acquisition

of knowledge and skills in a subject. Teaching encompasses four

components: instructional design, instructional delivery,

instructional effectiveness, and instructional expertise.

Scholarly &

Creative

Engagement

Activities specifically associated with the faculty member’s formally

recognized area of expertise. For example, this could include

publications, attendance at conferences, membership in professional

organizations, musical compositions and art exhibits.


Service Quality participation and commitment to students, college and /or

community organizations. Participation in these activities is not

done for extra pay, but is an expectation of one’s activities as a

professional educator.

Service activities may be divided into three categories:

1) College Representation: Service activities involve a direct

connection between the employee who engages in the specific

activity, and their position at the college. Service may include

representation on campus, college and VCCS committees.

College Representation may include, for example,

participation on Campus Councils, the College Senate, the

Personnel Services Committee and the Instructional and

Student Services Committee.

2) College Citizenship: Service refers to activities that are in

support of college or VCCS initiatives wherein the participant is not

in a leadership role for the activity. College Citizenship may

include, for example, such activities as mentoring a junior

faculty member, serving as a marshal at graduation, and

assisting with convocation.

3) Community Citizenship: Service refers to activities that are

indirect wherein the employee is acting as a community resident who

also happens to be a college employee.

Institutional

Responsibility

Performing assigned or presumed duties according to one's role at

the college. These activities support and advance both the mission

of the VCCS and the college to enhance the effective functioning of

the college – including the business processes. It is anticipated

that faculty members maintain office hours, attend division

meetings, convocation, and graduation.


Criteria for Achieving the “Meets Expectations” Standard for

Each Domain Component

The criteria for determining the rating of “Meets Expectations” for each domain is listed in Appendix A

(First year probationary appointment), Appendix B (Second and third-year appointments); and Appendix

C (Senior Faculty appointments). Performance expectations that a supervisor can reasonably

expect from a faculty member increase in the second and third one-year appointments.

Levels of performance expectations increase again for senior faculty. At the start of each

calendar year, faculty members will discuss with their supervisors performance and professional

objectives and make cooperative and collaborative decisions on goals for that year.

In determining the evaluation in the four domains, supervisors, in conjunction with the individual with

whom they are evaluating, may find helpful the domain components and indicators listed in Appendices

F, G, H, and I. These indicators in many cases establish measurable objectives that, when combined with

statistics from the student evaluations for every semester, can assist in the evaluation process.

Data Sources

The three required data source categories of self-evaluation, student ratings, and supervisor evaluation

will be utilized to contribute to the summative rating for each domain, as shown in Table 2. The

supervisor will utilize all available data and evidence to prepare a narrative report that supports his/her

assignment of each individual domain rating used in the determination of the summative rating of “Meets

Expectations” or “Does Not Meet Expectations.”

Table 2 – Sources That Contribute to Domain Summative Ratings

DOMAIN DATA SOURCE

Teaching Self-Evaluation

Student Ratings

Supervisor Evaluation

Scholarly & Creative

Engagement

Self-Evaluation


Service Self-Evaluation


Institutional

Responsibility

Self-Evaluation


In determining the evaluation in the four domains, deans/supervisors and faculty will consider many of

the contributing indicators listed in Table 3.


Table 3 – Contributing Indicators for Each Data Source

Note: Not all potential sources are valid or applicable to every situation or condition.

Some indicators are only useful in a situation where they can be correlated or compared to

other evidence. It is important that these date sources, especially those related to student

success, are evaluated at the time that supervisors and faculty develop their annual

performance and professional development objectives and then measure their

achievements at the time of the evaluations. Supervisors should consider calculating for

each semester of the evaluation period student retention, student success, and the

productivity of the faculty member (student teacher ratios) versus other faculty members

in similar disciplines. At the start of the calendar year, for example, retention rates from

the fall to spring semesters are available for analysis in sequential courses. If a significant

number of students fail to register for required follow-up courses, the supervisor and

faculty member can evaluate whether this was related to student success rates or other

factors. Faculty should review their student evaluations each semester and measure them

against the goals they have established in their annual performance and professional

development objectives.

Self-Evaluation

Written narrative

Portfolio

Service report

Professional activities report

Personal assessment of teaching effectiveness

Course materials review

Preparation

Organization

Communication

Student interactions

Assessment measures

Participation on college committees

Effectiveness of student advising

Grade distribution

Participation in peer group activities

Professional development activities

Currency in field

Supervisor Evaluations

Classroom observations

Peer evaluations

Faculty member's self-evaluation

Student evaluation measures

Professional development plan

Adherence to college policies

Knowledge of subject area

Course organization and planning


Communication

Availability to students


Service contributions

Student Evaluations

Student survey responses

Student retention

Written/oral feedback provided to instructor, supervisor, or others

Letters from successful alumni

Negative feedback/complaints

Success in following courses

Percentage of students who pass license certification exam

Class size

Course difficulty

Peer Evaluations

(OPTIONAL)

On-campus peers

Discipline peers

VCCS peers

VCCS peer group

Professional association

Previews of publications

Journal citations

Classroom observations

Review of course design

Effectiveness of instructional support material

Appropriateness of instructional assessment , strategies, and tools

Review of student learning data

Service to the college


Participation in peer group activities

Professional development activities


Self-Evaluation

At the end of the calendar year, faculty member will provide a personal assessment of

their performance in each of the four domains. This assessment should align with the

performance expectations specified in their Faculty Evaluation Form (Appendices A, B,

and C). This should include:

a professional and college activities report that is detailed enough to support the self-

assignment of individual ratings of either “Meets Expectations” or “Does Not Meet

Expectations” for each of the four domains (teaching, scholarly & creative engagement, service,

and institutional responsibility),

a discussion of goals met/unmet from each Annual Performance and Professional Development

Objective pertinent to the current evaluation cycle (i.e. since the last full evaluation process),

and

Faculty evaluations will include all aspects of the teaching faculty job description as well as

temporary assigned administrative/professional duties, whether or not release time was granted.

Student Ratings

Northern Virginia Community College believes that student ratings are an important part of the

evaluation process. Appendix D contains a student evaluation form with core questions that each

campus will use. Each academic division can add additional questions to this form that accommodates its

individual disciplines. Evaluations will provide the opportunity for all students in all course sections in all

semesters to evaluate instruction. Faculty will have an opportunity and are encouraged to review their

student evaluations after they post their final grades.

Class Observation Assessment

Appendix E contains a class observation assessment that supervisors will use to help faculty identify

areas of excellence as well as those that might need further improvement. Probationary faculty will have

a minimum of one class observation in both the fall and spring semesters. Faculty members on one year

contracts will have a minimum of one observation. Class observations for faculty on multi-year

contracts will occur within the last three semesters of their appointment. Appendix E establishes

procedures and timelines consistent with establishing a class observation that is constructive and

designed to help even excellent professors improve their skills in the classroom. Within two weeks

after the observation, the faculty member and supervisor should have an assessment meeting to identify

areas of excellence and potential improvement.

Annual Performance and Professional Development Objectives

The Annual Performance and Professional Objectives component of NOVA’s Faculty Development and

Evaluation Plan focuses on faculty development. The goal is to provide structural and institutional

support for the continuous improvement and professional growth of full-time teaching faculty. Setting


objectives, conferring with the supervisor, identifying resources, establishing timelines, and assessing

achievement are key elements of Annual Performance and Professional Development Objectives.

Setting Annual Performance and Professional Development Objectives

At the beginning of the calendar year, each full-time teaching faculty member will meet with the

supervisor to establish Performance and Professional Development Objectives for the remainder of the

calendar year, set a completion date for each objective, identify supporting resources needed to meet

each objective, and agree upon measures for assessing achievement of the established objectives.

This should be done using Annual Performance and Professional Development Objective Setting

Instrument in Appendix J. The faculty member should formulate approximately three to five objectives

in one or more of the four domains of faculty activity established by VCCS Policy: (1) Teaching, (2)

Scholarly and Creative Engagement, (3) Institutional Responsibility, and (4) Service. Performance and

Professional Development Objectives should be consistent with the professional goals of the faculty

member as well as the strategic goals of the faculty member’s department, program, division, college,

and the VCCS. Objectives may be included that relate to specific professional interests of the faculty

member. Faculty should also include objectives which address any areas of performance in need of

improvement as noted in the previous year’s assessment of Annual Performance and Professional

Development Objectives and/or as noted in the faculty member’s most recently completed

comprehensive evaluation.

Professional Development Objectives for Faculty Teaching Hybrid and Online Courses

Faculty members who teach or plan to teach hybrid and/or online classes and who have not completed

TOP, IDOL, MODEL, TOTAL, Quality™ or equivalent coursework or certification in online instruction

should establish a professional development objective to complete such coursework or earn such

certification in the initial set of their Annual Performance and Professional Development Objectives for

the calendar year which begins January 1, 2014. Faculty members who have already completed such

coursework or certification are exempt from this requirement, although they are encouraged to set

objectives on an as needed or as desired basis that contribute to continuous improvement in teaching

with technology. The supervisor will have final approval on what coursework or certification meets this

professional development objective.

Resolving Differences between Objectives Proposed by the Faculty Member and the

Supervisor

On occasion the faculty member and the supervisor may identify differing priorities for the faculty

member’s Performance and Professional Development Objectives. The faculty member and supervisor

should identify those priorities, whatever differences exist, and the reasons for those differences. They

should negotiate to resolve those differences, referring especially to the individual evaluation criteria

in the domains of Teaching, Scholarly and Creative Engagement, Institutional Responsibility, and

Service; to the assessment of the faculty member’s most recent Performance and Professional

Development Objectives and/or most recent performance evaluation; to the faculty member’s areas of

interest and/or identified need; to division, college, and/or VCCS strategic goals; and to other

information that has a bearing on faculty performance and institutional priorities. The supervisor will

make the final decision about which Annual Performance and Professional Development Objectives to


authorize and should note it on the Annual Performance and Professional Development Objectives

(Appendix J).

College Support for Annual Performance and Professional Development Objectives

NOVA is committed to supporting the professional growth and development of its full-time teaching

faculty. Each year, as a part of its budget development process, the college will provide funding from a

variety of sources, in compliance with budgetary regulations of the Commonwealth of Virginia and the

Virginia Community College System, to assist faculty in the pursuit of Annual Performance and

Professional Development Objectives. In particular, as a component of this funding support, the college

will allocate a specified dollar amount per faculty member, within budgetary constraints, to subsidize the

professional development of its faculty. These funds will be pooled and may be accessed by faculty upon

request and approval in accordance with college policy and procedures.

The college, and the VCCS more broadly, also demonstrates its support for the professional growth and

development of its full-time teaching faculty by providing free training opportunities, reassigned time,

grant-writing assistance, sabbatical leave, educational leave, and other assistance which advances the

college mission, its strategic plan, and the success of its students. NOVA’s Presidential Sabbatical

Program is an example of its commitment to professional development.

Financial or other college resources needed to accomplish a faculty member’s annual objectives must be

documented on the Annual Performance and Professional Development Objectives. By signature, the

faculty member and the supervisor acknowledge that provision of resources thus identified is expected

and that in the event this support is not available it may not be possible for the faculty member to

achieve the objective.

Revision and Assessment of Annual Performance and Professional Development

Objectives

Throughout the year, at the request of either party, the faculty member and supervisor may meet to

discuss progress toward attainment of the faculty member’s objectives. In addition, within reasonable

and ethical constraints of time, the faculty member’s Performance and Professional Development

Objectives may be renegotiated during the evaluation cycle at the request of the faculty member or

supervisor. Moreover, since faculty members are encouraged to establish objectives that are challenging,

ambitious, innovative, and/or long-term in nature, it is expected and acceptable that some objectives

may not be achieved, in all or in part, due to changes in personal or institutional priorities, changes in

faculty duties and responsibilities, availability of resources, or other circumstances which affect or

impede achievement of one or more objectives. Any revisions to objectives necessitated by factors such

as those described above must be documented on an updated Annual Performance and Professional

Development Objectives (see Appendix J).

At the end of the calendar year, the faculty member and supervisor will meet in conference to assess

and document attainment of established Performance and Professional Development Objectives, noting

objectives met, objectives not met, objectives partially met, and any circumstances or information that

provides relevant context for the assessment of the objectives. Assessment findings are to be

documented on the Annual Performance and Professional Development Objectives. During this

conference, the faculty member should propose Performance and Professional Development Objectives


for the following calendar year. Those objectives should give due consideration to any objectives not

met during the current calendar year. The supervisor has final approval over the setting of Performance

and Professional Development Objectives and may set one or more specific objectives for the faculty

member, particularly in circumstances where the supervisor judges that improvement is needed in one

or more of the four performance domains. The supervisor’s judgment should be based upon the

assessment of the faculty member’s achievement of the current year’s Performance and Professional

Development Objectives and/or other documentable information available to the supervisor.

First-Year Faculty Performance and Professional Development Objectives

Performance and Professional Development Objectives for newly hired faculty are pre-established for

the first year of employment (see Appendix M). At the beginning of the first semester of employment,

the newly hired faculty member will meet with the supervisor to review these Performance and

Professional Development Objectives and the methodology for assessing the achievement of each

objective. The supervisor and the faculty member may agree to modify the prescribed objectives where

appropriate; however, all first-year faculty must complete the technology professional development

objective by the end of their third semester of full-time teaching. Faculty who begin teaching hybrid

and/or online courses in subsequent years should establish a professional development objective to

complete coursework or earn certification in online instruction no later than one year after beginning to

teach in hybrid and/or online formats. Faculty who have already completed such coursework or certification

are exempt from the Technology Performance and Professional Development Objective requirement,

although they are encouraged to set objectives that contribute to continuous improvement in teaching with

technology on an as-needed basis or as-desired. The dean/supervisor will have final approval on what

coursework or certification meets this professional development objective. Faculty members who teach

only on-campus classes are encouraged to set objectives for professional development in teaching with

technology.

At the end of the first semester of full-time employment, the faculty member and supervisor will meet in

conference to assess and document attainment of established Performance and Professional

Development Objectives, noting objectives met, objectives not met, objectives partially met, and any

circumstances or information that provides relevant context for the assessment of the objectives.

Assessment findings are to be documented on the Annual Performance and Professional Development

Objectives and will serve to inform the first of two required comprehensive evaluations of the faculty

member’s performance during the first year of employment. Before the second semester of full-time

employment or with two weeks of the start of that semester, the faculty member and the supervisor

will review the pre-established, second-semester Performance and Professional Development Objectives

for first-year faculty and reach agreement on any modifications to those objectives where appropriate.

Prior to the end of the second semester of full-time employment, the faculty member, in consultation

with the supervisor, will meet to reassess and document the status of established Performance and

Professional Development Objectives. These updated assessment findings are to be documented on the

Annual Performance and Professional Development Objectives and will serve to inform the second of

two required comprehensive evaluations of the faculty member’s performance during the first year of

employment.

If as a result of the second-semester assessment of Performance and Professional Development

Objectives and the second-semester comprehensive evaluation the faculty member “Meets

Expectations,” the faculty member will establish Performance and Professional Development Objectives

for the next evaluation period. In the third and subsequent semesters, objectives are set through the

end of the calendar year. In the event that a faculty member’s third semester of employment is a fall


semester, the faculty member and supervisor should develop objectives that can be accomplished in one

semester (i.e. by the end of the calendar year). All other relevant policies and procedures covered in the

Annual Performance and Professional Development Objectives section will apply to the faculty member

in proposing, consulting with the supervisor about, and assessing Performance and Professional

Development Objectives.

Supervisor’s Summative Rating

The supervisor will use available evidence from the faculty member’s self-evaluation, student data, and

the supervisor’s assessment of the faculty member’s performance to evaluate each individual domain

rating used in the determination of the final summative rating of “Meets Expectations” or “Does Not

Meet Expectations” on the appropriate Faculty Evaluation Form (Appendices A, B, and C). In addition to

the data sources detailed above, the supervisor will also incorporate the following information:

An independent assessment of the faculty member’s progress in meeting goals set in the Annual

Performance and Professional Development Objectives pertinent to the current evaluation cycle

(i.e. since the last full evaluation process).

Notes from classroom observations, periodic meetings, and/or other evidence of the faculty

member’s classroom performance (other than standard student ratings).

An independent assessment of the faculty member’s adherence to college policies.

Faculty evaluations will include all aspects of the teaching faculty job description as well as

temporary assigned administrative/professional duties, whether or not release time was granted.

Evaluation for faculty on probationary first-year appointments includes a review of

Performance and Professional Development Objectives in each semester.

Evaluation for non-probationary faculty on one-year appointments includes a review of

current Annual Performance and Professional Development Objectives.

Evaluation for faculty on multi-year appointments includes a summative review of Annual

Performance and Professional Development Objectives for all years of the multi-year

appointment.

This evaluation will result in a single summative rating of “Meets Expectations” or “Does Not Meet

Expectations” covering the full span of the faculty appointment. To receive a summative rating of

“Meets Expectations” faculty must “Meet Expectations” in all four performance domains.

The supervisor will determine each faculty member’s summative rating utilizing a preponderance of

evidence from all of the above data sources using every semester/year covered in the evaluation cycle.

Supervisors will use the objective setting instrument in Appendix J in assessing the achievement of goals

established earlier in the year.

If there are concerns about faculty performance in the years between formal evaluations and/or if the

faculty member does not meet the goals as identified by the Annual Performance and Professional

Development plan, the dean should, as is policy, inform the faculty in writing of corrective actions and

work with the faculty member to create a specific action plan to meet the agreed upon goals.


Evaluation Meeting Guidelines

Following completion of the summative evaluation process, the supervisor will schedule a meeting with

each faculty member to discuss the summative rating and the implications for continued employment as

specified in VCCS Policy 3.6.

Evaluation summary meetings for one-year appointment faculty members will be scheduled in

advance of the March 15th deadline for non-reappointment.

For faculty members who were given a one-year appointment following one or more multi-year

appointments, the meeting deadline must be in by January 15 non-reappointment deadline.

Faculty members who “Meet Expectations” are eligible to receive a new or continued appointment and

will work with their supervisor to develop Annual Performance and Professional Development

Objectives for the next year. The Annual Performance and Professional Development Plan will outline

specific projects, goals, and anticipated outcomes/deliverables within the four domains of teaching,

scholarly & creative engagement, service, and institutional responsibility.

Faculty members who meet all of the other eligibility requirements (VCCS Policy 3.7) must receive a

“Meets Expectations” rating to be considered for promotion. It is important to note that this new

faculty evaluation plan will revise the guidelines in the VCCS-29 form that are required for promotion.

Faculty members who achieve a “Meets Expectations” rating are also eligible to participate in the

college’s Reward and Recognition process. However, probationary faculty members in a one-semester

or first one-year appointment are only eligible to participate in the recognition process – they are not

eligible to receive a reward.

Depending on a faculty member’s appointment status, a rating of “Does Not Meet Expectations” has

differing implications as detailed in VCCS Policy 3.6. In brief,

First-year faculty who receive a “Does Not Meet Expectations” rating in either semester will

not be continued, however, they may be allowed to complete their employment contract

period.

Second and third-year faculty who receive a “Does Not Meet Expectations” rating will not be

continued.

Multi-year faculty and Senior faculty (those beyond the first three appointment years) who are

on a one-year contract and who receive a “Does Not Meet Expectations” rating will have their

evaluation documents further reviewed by the Ad Hoc Appointment Advisory Committee,

consistent with policy 3.4.0.4. The President will consider the input of the supervisor, the input

of the supervising Vice President, and the recommendation of the Ad Hoc Appointment

Advisory Committee when determining whether to grant a multi-year appointment, a one-year

appointment, or non-reappointment. Following a successful one-year appointment, and upon

receiving a “Meets Expectations” rating for that year, former multi-year faculty members are

eligible to return to a multi-year appointment and complete its remaining years prior to a new

evaluation.


Supervisor and Faculty Training

In the fall semester of 2013, Northern Virginia Community College’s Human Resources Office will

conduct a series of workshops designed to train supervisors in the implementation of new development

and evaluation plan for full-time teaching faculty. It will also design training modules for individuals who

become supervisors in subsequent semesters. NOVA’s New Faculty Orientation will include a

presentation on evaluations. The college will produce a video that highlights the major components of

the new evaluation policy.

Faculty Grievance Procedure and the New Faculty Development

and Evaluation Plan

It is important that faculty have a precise and fair grievance procedure, with the opportunity to have

their grievances heard by a committee of their peers. NOVA’s grievance policy provides an opportunity

of a peer-reviewed appeals process if a faculty member is found to “not meet expectations” and wishes

to challenge the evaluation. It is a process by which a faculty member can formally object to an action

taken by an administrator and ask for redress.

There are four grievance levels. The first grievance level is an appeal to the immediate supervisor. The

second grievance level is an appeal to the dean or equivalent position. The third grievance level is a

mandatory peer review. The ad hoc peer review committee for such a grievance should be constituted

in accordance with the VCCS policy on Faculty Grievance Procedure (3.13.1e) which states, among

other provisions, that the committee is to be comprised of 3 teaching faculty and 2 administrators

chosen by lot from a pool of potential members previously impaneled by the college. The fourth level is

an appeal to the State Appeals Panel of the VCCS. The panel’s decision may later be appealed to the

State Board. The grievant chooses each time whether or not to appeal to the next level. The director

of Human Resources coordinates the process.

Review Process

The NOVA Faculty Development and Evaluation Plan will go into effect in the 2014 calendar year. At

least once every two years, the college will review and refine the evaluation process. Recommendations

for change shall be approved by a majority of the faculty who participate in the voting process and shall

be submitted to the president for approval. If the recommended changes are not approved, the

president must submit modifications for further consideration and resubmission. The new plan must

also be certified by the Chancellor as adhering to the philosophy, policy, and technical requirements of

the VCCS Faculty Development and Evaluation Plan. The college’s existing plan will remain in effect

unless or until a revised plan is approved by a majority of the faculty that vote on such a plan, approved

by the president, and certified by the Chancellor.


REWARD AND RECOGNITION PROGRAM FOR

FULL-TIME TEACHING FACULTY

Part I – Purpose and Philosophy

The Reward and Recognition Program is intended to honor full-time teaching faculty whose exceptional

professional accomplishments, contributions, and activities support the mission of the college, promote

a vigorous learning environment, and demonstrate extraordinary talent and potential in one or more

performance domains: Teaching, Scholarly and Creative Engagement, Institutional Responsibility, and

College and Community Service. All full-time teaching faculty in the Virginia Community College

System (VCCS) are expected to meet high standards of performance expectations as prescribed by

VCCS Faculty Development and Evaluation policy. However, for faculty who substantially exceed those

expectations in one or more domains of faculty responsibility, the college has designed this Reward and

Recognition Program to provide sincere, meaningful, and timely recognition of professional excellence.

The Reward and Recognition Program is designed to promote exceptional faculty accomplishments,

contributions, and activities that support the mission of the college. Moreover, it is designed to

acknowledge that professional excellence among faculty may be observed by students, adjunct faculty,

fellow full-time teaching faculty, staff, or administrators and it therefore provides opportunity for any

member of the college community to nominate faculty for reward or recognition consideration. In

addition, the Reward and Recognition Program offers sufficient flexibility to honor a variety of

extraordinary accomplishments, contributions, and activities that are relevant to the faculty endeavor.

The Reward and Recognition Program adheres to a culture of evidence, in the belief that a faculty

member’s documentary record of exceptional performance should be sufficient to establish the nature

and extent of the faculty member’s participation, effectiveness, and achievement in the activity(ies) for

which he/she is being recognized.

Part II - The Campus Reward and Recognition Committee and The College Reward Committee

At the beginning of the academic year, each of the six campuses will appoint a Campus Reward and

Recognition Committee. The campus councils will make the appointments and include a minimum of

one teaching faculty representative from each of the academic divisions. The committee will also include

one classified staff member, one student services representative, and one academic dean. Full-time

teaching faculty members shall constitute a majority of the membership of the committee.

The Campus Reward and Recognition Committees will nominate a specific number of full-time teaching

faculty members for awards. The number will change from year to year based on the FTEF of the

particular campus. Nominations for recognition may come from the faculty member or their

Dean/Supervisor or any other stakeholder. Nominations for reward will come from a faculty member,

Dean/Supervisor, or other employees of the college or VCCS. All nominations must have the approval

of the individual who is being nominated. Reward and Recognition award recipients will be

recommended by a committee comprised of a majority of full-time teaching faculty.

The Campus Reward and Recognition Committee will base its nominations on a statement of no more

than 500 words that supports the faculty member’s contributions to one or more of the evaluation

domains. For example, in the teaching domain, a faculty member may have developed a popular new


course or new methodology for teaching an existing course. They may have made significant

contributions to NOVA’s Honors Program, or helped revise developmental courses. In the scholarly

and creative engagement domain, the statement might address the completion of a Ph.D. program,

authorship of an article or a book, the completion of a musical composition or art exhibit. In the service

domain, the faculty member may have chaired a major college committee or made numerous

presentations to community groups through NOVA’s Speakers Bureau. In the institutional responsibility

domain, a faculty member’s statement might address contributions to advising, the PUP conference, or

Convocation/graduation ceremonies. These are but a few examples of the many ways the teaching

faculty make outstanding contributions to the college.

The statements will not include the name of the faculty member, although it might be apparent,

especially on a small campus, who that person is. The Campus Reward and Recognition Committee is

encouraged to consider nominations from junior and senior faculty and those who teach traditional,

hybrid, and distance learning courses.

Campus nominations are forwarded to a College Reward Committee. The College Senate will appoint

that committee and it will consist of the members of the six campus committees and, in addition, include

one non-voting Human Resources representative. Full-time teaching faculty members shall constitute a

majority of the membership of the committee.

Each recipient of a reward should receive the same amount of money. Appreciating that student

enrollment and budgetary considerations will determine the pool of reward funds, NOVA should strive

to make the reward significant, no less than $1,000.

The Annandale and Alexandria campuses will make four nominations for every two that the Loudoun,

Manassas, and Woodbridge campuses make, and every one that the Medical Education campus makes.

Thus, the pool of candidates could consist of 75 (20-20-10-10-10-5); 150 (40-40-20-20-20-10); or 225

(60-60-30-30-30-15). These ratios may change in the future as campus size and FTEF fluctuate.

The term of appointments to the Campus Reward and Recognition Committee and the College Reward

Committee shall extend to the end of the academic year in which members were appointed. Members

may be reappointed to multiple and/or successive terms of service on the Campus Reward and

Recognition Committee and the College Reward Committee.

Members of the Campus Reward and Recognition Committee and the College Reward Committee are

not eligible to receive an award or recognition during their service on the committee.

The Campus Reward and Recognition Committee and the College Reward Committee will meet as

necessary to properly administer the Reward and Recognition Program.

Based on the previous calendar year’s evaluations, the Campus Reward and Recognition Committee will

solicit nominations at the start of the spring semester and consider those that they receive prior to

February 15. The members will then review nominations and forward its recommendation to the

College Reward Committee by March 7. The College Reward Committee will make its selections based

on the best qualified candidates without regard to their campus or academic discipline.

The College Reward Committee will make its selections by March 31. The Campus Reward and

Recognition Committee can then take the remaining nominations and recognize candidates under any of

the six categories described below: Teaching Effectiveness, Faculty Scholarly and Creative Engagement,

Faculty Institutional Responsibility, Faculty Community Impact, Faculty Multicultural Enrichment, and

Faculty Leadership.


The Campus Reward and Recognition Committee will make its nominations for recognition no later

than May 1. The college will allocate two-thirds of the funds for college rewards and one-third for

recognition. College rewards are a minimum of $1,000 and recognition is limited to $75. Reward and

Recognition committees and faculty receiving awards should give due consideration to potential tax

implications of awards.

Table 4 –Timeline for Reward and Recognition Decisions

January 1-

February 15

Campus Reward and Recognition Committees will solicit

Nominations

February 15-

March 7

Campus Reward and Recognition Committees will forward nominees to the

College Reward Committee

March 7-

March 31 College Reward Committee makes its selections

April 1-

April 30

Campus Reward and Recognition Committees makes its selections for campus

based recognition

May 1-

May15 Announcement of recipients of college rewards and campus recognition

Part III – Eligibility for the Faculty Reward and Recognition

Program

In order to be eligible to receive college reward or campus recognition for professional excellence, an

individual must:

Be a member of the full-time teaching faculty who is not in the first year of full-time

employment as full-time teaching faculty at the college (probationary faculty are eligible for the

Recognition Award only);

Have received an evaluative rating of “Meets Expectations” as the most recently completed

comprehensive faculty evaluation;

Be current in the establishment and assessment of his/her Annual Performance and

Professional Development Objectives.

A faculty member is limited to one reward per year, but may earn multiple recognition awards in

addition to that one reward.


Part IV – The Faculty Reward and Recognition Program

The Faculty Reward and Recognition Program consists of six separate categories listed below, and more

than one faculty member can receive recognition in each of the categories. All full-time teaching faculty

with a “Meets Expectations” rating are eligible to participate in all aspects of the Faculty Reward and

Recognition Program. Each year, it is anticipated that 10% to 25% of the full-time teaching faculty will

receive a Reward of significant monetary value. It is further anticipated that Recognition awards of de

minimis value will be presented in greater numbers each year than are Rewards. It is possible for an

outstanding faculty member to receive a Reward and more than one Recognition Award in the same

calendar year.

Reward and Recognition Categories

Each year, the college identifies a series of Campus Faculty Recognition recipients for full-time teaching

faculty who have been nominated and selected for exemplary achievements, contributions or activities in

the areas of Teaching, Scholarly and Creative Engagement, Institutional Responsibility, and/or Service.

Each Faculty Recognition recipient is associated with a specific area of faculty responsibility as indicated

by the title of the award and the criteria for selection of recipients.

Faculty Teaching Effectiveness is awarded to a member of the full-time teaching faculty whose

performance in the classroom or other instructional environments best exemplifies effectiveness in

promoting student achievement, including:

conducting extraordinary or innovative learning activities to the benefit of students

designing instructional materials to improve student learning

developing delivery modalities that expand student access

demonstrating exceptional achievement of student learning outcomes

Faculty Scholarly and Creative Engagement is awarded to a member of the full-time teaching

faculty who has achieved a significant academic scholarly accomplishment through research, publishing,

and/or professional presentations, or who has achieved a significant creative works accomplishment,

including:

research in the teaching discipline, instructional pedagogy, or instructional technology

publication in newspapers, magazines, scholarly journals, or other recognized media

production or public exposition of creative works in visual arts, performing arts, musical

arts, literary arts, or other fine arts

presentation and/or major speech at professional organizations or events

honors, awards, or recognition from professional organizations

Faculty Institutional Responsibility is awarded to a member of the full-time teaching faculty who

has achieved a major accomplishment of significant worth that furthers the college's achievement of its

strategic priorities, including:

made significant contributions to advising or contributed to the PUP Conference, New

Faculty Orientation, or improvements in convocation/graduation ceremonies.

providing leadership for a major strategic initiative.

chairing a committee or task force that leads to a significant improvement in student

success, business processes, or instructional quality.


singly or jointly achieving a major accomplishment of significant worth that supports the

college's strategic plan or the VCCS Achieve 2015 goals.

Faculty Community Impact is awarded to a member of the full-time teaching faculty who has greatly

impacted the college's image through community service and/or involvement, including:

involvement in a community event such as charity fund raisers, events to foster diversity

awareness, or other events. designed to benefit the local community.

volunteerism at a local community agency, school, or church.

service on the board of a local community service agency.

made significant contributions to NOVA’s speakers’ bureau.

Faculty Multicultural Enrichment is awarded to a member of the full-time teaching faculty who

demonstrates a high level of enthusiasm and commitment to helping our college celebrate the richness

of different cultures and diversity, including:

displaying an enthusiasm for the different cultures represented throughout our college

campuses

striving to create enthusiasm and a positive attitude in others towards celebrating

differences in culture

conducting activities or events that are designed to enrich multiculturalism and diversity at

our college

Faculty Leadership is awarded annually to a member of the full-time teaching faculty who

demonstrates leadership and commitment to the college, including:

leadership and commitment to a strategic initiative

leadership and commitment to a special project

leadership and commitment to an organization unit

leadership and commitment to a college committee


Part V- Funding the Reward and Recognition Program

The college’s Reward and Recognition Program will be funded on a fiscal-year basis from sources other

than state-funded salary increases. For each fiscal year, the college will provide funding equivalent to a

minimum of $150 per full-time teaching faculty position, including both filled and vacant positions, to

support the Reward and Recognition Program. Sources for the required funding are to be determined

by the college president and the chief financial officer of the college in compliance with budgetary

regulations of the Commonwealth of Virginia and the Virginia Community College System.

Funding the Reward Component

Sixty-seven percent (67%) of the funds provided for the Reward and Recognition Program, the

equivalent of a minimum of $100 per full-time teaching faculty position, including both filled and vacant

positions, will be allocated to the Reward component of a Reward and Recognition Program. These

funds are specifically intended to support annual awards of significant monetary value (a minimum of

$1000), in the form of a bonus or in the form of professional development support, to individual faculty

members who are selected to receive such an award. Each faculty member selected to receive such an

award may choose to receive the award in the form of a bonus or in the form of professional

development support. Bonuses shall be disbursed on or about May 15 of each year. Reward in the form

of professional development funds may be awarded in the immediately subsequent fiscal year in order to

optimize opportunities for their intended use.

Each year, it is anticipated that 10% to 25% of the full-time teaching faculty at the college will receive an

award in accordance with the Reward component of the Reward and Recognition Program. If the

number of full-time teaching faculty selected to receive an award in a given fiscal year is equivalent to or

less than 10% of the full-time teaching faculty positions, both filled and vacant, that served as the basis

for funding the Reward component, the monetary value of each award shall be greater than $1000. If

the number of full-time faculty selected to receive an award in a given year is greater than 10% of the

full-time teaching faculty positions, both filled and vacant, that served as the basis for funding the Reward

component, available funds will be divided equally among reward recipients.

In the event that all funds allocated to support the Reward component of the Reward and Recognition

Program are not utilized for the prescribed purpose, remaining funds may be reallocated to other

operational areas of the college as needed or returned to the original funding source if appropriate, in a

timely manner and in accordance with budgetary regulations of the Commonwealth of Virginia and the

Virginia Community College System.

Funding the Recognition Component

Thirty-three percent (33%) of the funds provided for the Reward and Recognition Program, the

equivalent of a minimum of $50 per full-time teaching faculty position, including both filled and vacant

positions, will be allocated to the Recognition component of the Reward and Recognition Program.

These funds are specifically intended to support awards of non-monetary or de minimis value, in a variety

of forms throughout the fiscal year, to individual faculty members who are selected to receive such

recognition.

The number of faculty who may receive recognition and the number of times an individual may receive

recognition in a given fiscal year are limited only by the funds available to support the Recognition

component of the Reward and Recognition Program.


Part VI - Assessment of Program Effectiveness

On a biannual basis, the College Rewards Committee will conduct an assessment of the effectiveness of

the Reward and Recognition Program. The assessment may include, but not be limited to, a survey of

the full-time teaching faculty. The survey will be designed to measure faculty opinion of how well all

aspects of the program are understood by the faculty, how well procedural requirements and deadlines

are communicated, how effectively the program is administered, how extensively and equitably reward

and recognition are distributed, how effectively the program encourages faculty to exceed performance

expectations and to strive for professional excellence, and how effectively the program supports the

mission of the college.


APPENDIX A

Faculty Development and Evaluation Plan Faculty Evaluation Form

Probationary First-Year Appointment

Listed below are the performance expectations used to evaluate whether the teaching faculty member

has met expectations in each of the first two semesters of a teaching faculty member’s first-year

probationary appointment. These expectations establish a demonstration and growth baseline for faculty

performance that represent high standards and that focus primarily on performance in the teaching

domain.

First-year probationary faculty must demonstrate proficiency of a significant majority of the

performance expectations in each domain and demonstrate satisfactory progress towards

proficiency of those criteria where improvement is needed.

Proficiency is defined as demonstrating competency and meeting performance expectations.

First-year probationary must demonstrate that expectations have been substantially met in every

one of the four domains of (1) Teaching, (2) Scholarly and Creative Engagement, (3) Institutional

Responsibility, and (4) Service.

For first-year probationary appointments, the weighting for the Teaching domain is 70%.

Instructions

1. The dean/supervisor will communicate the expectations for probationary first-year faculty

during the initial two weeks of the first semester of the first-year appointment (an in-person

conference is recommended).

2. The dean/supervisor will explain to the probationary first-year faculty member the evaluation

process, including the evaluation criteria, the first-and second-semester Performance and

Professional Development Objectives, the data sources for the evaluation, how a summative

rating is determined, and the implications of summative ratings of “Meets Expectations” and

“Does Not Meet Expectations,” including potential impact on continued employment.

Part 1: Faculty Member

FACULTY NAME:

EMPLOYEE ID #:

DEPARTMENT/DIVISION:

PERIOD COVERED BY THIS EVALUATION:


Part 2: Evaluator

Supervisor Self Printed Name of Evaluator

Part 3: Performance Evaluation

Expectations Comments

TEACHING DOMAIN

Definition: Creating a learning environment that facilitates students’

acquisition of knowledge and skills in a subject (i.e. instructional design,

instructional delivery, instructional effectiveness, instructional

expertise).

Standard: For each component of the teaching domain (instructional

design, instructional delivery, instructional effectiveness, and

instructional expertise) the faculty member must demonstrate

proficiency of a significant majority of the bulleted criteria and

satisfactory progress toward proficiency of those criteria where

improvement is needed.

Instructional Design

For each course section taught, develop and/or utilize a course

syllabus (course policies and course calendar) that is complete,

accurate, and compliant with college standards.

Distribute the syllabus to students by the last day of the

drop/add period for each course in the first semester of

employment, and distribute the syllabus to students on or

before the start date for each course in the second semester

of employment.

Design learning activities and materials that facilitate student

engagement, active learning, critical thinking, and achievement

of prescribed course outcomes.

Design assessment strategies that effectively measure student

achievement of prescribed course outcomes.

Follow college policies and procedures for administering and

encouraging participation in student surveys of instruction in

all course sections taught for the purpose of receiving

summative and formative feedback to inform revisions to

instructional design.

For second-semester faculty only: Analyze the previous

semester’s student ratings of instruction and other student

feedback about instructional design, identify areas for

improvement, and implement an action plan to accomplish that

improvement.



Instructional Delivery

Align course activities with target learning outcomes.

Employ activities that foster faculty-student interaction.

Employ activities that foster cooperative learning among

students.

Employ methods that facilitate active learning.

Employ required texts and other resources, including

resources designated as required by the department or

division, to achieve instructional objectives.

Employ technology and other supporting materials to achieve

instructional objectives.

Respond constructively and respectfully to student comments

and questions.

Respond promptly (usually within two business days) to

student phone, email, or other communications.

Foster communication with students outside of class meeting

times.

Provide students with prompt feedback (usually within one

week) on activities and assignments.





instructional delivery.



feedback about instructional delivery, identify areas for


improvement.

Instructional Effectiveness

Conduct timely assessments of student learning, including at

least one assessment within the first two weeks of class.





instructional effectiveness.



feedback about instructional effectiveness, identify areas for


improvement.

Instructional Expertise

Demonstrate currency in academic discipline.

Demonstrate currency in methods of teaching and learning.

Demonstrate currency in instructional technology.







instructional expertise.



feedback about instructional expertise, identify areas for

improvement and implement an action plan to accomplish that

improvement.

TEACHING DOMAIN EVALUATION

Expectations Met Expectations Not Met

SCHOLARLY AND CREATIVE ENGAGEMENT

Definition: Activities specifically associated with the faculty member’s

formally recognized area of expertise.

Standard: The faculty member must meet the criterion below.

Engage in and document at least one scholarly and/or creative

activity. Activities may include, but are not limited to,

conference attendance, participation in professional

organizations, conference presentations, academic

coursework, scholarly research, publications, and grant

activity.

SCHOLARLY AND CREATIVE ENGAGEMENT DOMAIN EVALUATION


INSTITUTIONAL RESPONSIBILITY

Definition: Performing assigned or presumed duties according to one's

role at the college. These activities support and advance both the

mission of the VCCS and the college to enhance the effective

functioning of the college - including the business processes (i.e.


advising students, adherence to college and VCCS policy, collegiality,

administrative duties, departmental supervision or assigned college

community leadership duties, additional duties as assigned). If an

activity does not otherwise fit into Teaching, Scholarly and Creative

Engagement, or Service, and the activity is job related, then it should

be counted in the Institutional Responsibility domain.

Standard: The faculty member must demonstrate proficiency of a

significant majority of the bulleted criteria and satisfactory progress

toward proficiency of those criteria where improvement is needed.

Satisfactorily participate in the development and execution of

Annual Performance and Professional Development

Objectives.

Publish office hours and make oneself available for consultation

with students and advisees during those published hours

throughout the semester.

Fulfill responsibilities as an academic advisor to students (if

applicable).

Satisfactorily participate in required department, division,

campus, committee, and college meetings.

Submit accurate and punctual attendance reports, grade

reports, and other required department, division, and college

documentation.

Establish collegial working relationships with faculty, staff, and

administrators.

INSTITUTIONAL RESPONSIBILITY DOMAIN EVALUATION


SERVICE

Definition: Service is the quality participation and commitment to

students, college and/or community organizations. Participation in

these activities is not done for extra compensation, but is an

expectation of one’s activities as a professional educator. Activities in

this domain are differentiated as follows:

College Representation—Service activities that involve a direct

connection between the faculty member who engages in the

specific activity, and his/her position at the college

College Citizenship—Service activities that are in support of

college or VCCS initiatives in which the participant is not in a

leadership role for the activity.

Community Citizenship—Service activities that are indirect in


which the employee is acting as a community resident who



Engage in one or more service activities. Activities may

include, but are not limited to, participation in student

clubs/activities, attendance at college activities where

participation is voluntary, service to professional organizations

related to teaching or the instructor’s discipline, or service to

a community organization.

SERVICE DOMAIN EVALUATION



Overall Evaluation of Performance

During the evaluation cycle, first-year probationary

faculty must

demonstrate proficiency of a significant majority of

the performance expectations in each domain

demonstrate satisfactory progress towards

proficiency of those criteria where improvement is

needed.

demonstrate that expectations have been

substantially met in every one of the four domains of

(1) Teaching, (2) Scholarly and Creative Engagement,

(3) Institutional Responsibility, and (4) Service.

Meets Expectations

Does Not Meet Expectations


ANNUAL PERFORMANCE AND PROFESSIONAL DEVELOPMENT

OBJECTIVES

Note: Each semester the faculty member will meet with the

dean/supervisor to review previous and upcoming Performance and

Professional Development Objectives established by the college for

probationary first-year faculty. Information from those discussions will

provide data points to inform evaluations in the four domains of

Teaching, Scholarly and Creative Engagement, Institutional

Responsibility, and Service.

Document satisfactory attention to, progress on, assessment

of, and reflection on Performance and Professional

Development Objectives established by the college.

For second-semester faculty only: In collaboration with the

supervisor, establish specific, measureable, attainable, and

relevant Performance and Professional Development

Objectives for the following semester/calendar year evaluation.

Evaluator Signature Date


APPENDIX B


SECOND/THIRD-Year Appointment


has met expectations in each of the second and third year appointments These expectations establish a

demonstration and growth baseline for faculty performance that represent high standards and that focus

primarily on performance in the teaching domain.

Second and third year faculty must demonstrate mastery of a significant majority of the

performance expectations and demonstrate satisfactory progress towards mastery of those

criteria where improvement is needed.

Mastery is defined as an expert level of knowledge, skills and abilities.

Second and third year faculty must demonstrate through mastery and satisfactory progress that

expectations have been substantially met in every one of the four domains of (1) Teaching, (2)

Scholarly and Creative Engagement, (3) Institutional Responsibility, and (4) Service.

For second/third-year appointments, the weighting for the Teaching domain is 60%.

Instructions

1. Do not use this form for first-year faculty; instead use the evaluation form for probationary first-

year appointment faculty.

2. The dean/supervisor will communicate the expectations for second/third-year appointment

faculty during the first two weeks of the first semester of the evaluation cycle (an in-person

conference is recommended).

3. The dean/supervisor will explain to the faculty member the evaluation process, including the

evaluation criteria, the data sources for the evaluation, how a summative rating is determined,

and the implications of summative ratings of “Meets Expectations” and “Does Not Meet

Expectations,” including potential impact on continued employment.


FACULTY NAME:

EMPLOYEE ID #:




Part 2: Evaluator




TEACHING DOMAIN




expertise).



instructional expertise) the faculty member must demonstrate mastery

of a significant majority of the bulleted criteria and satisfactory

progress toward mastery of those criteria where improvement is

needed.





Distribute the syllabus to students on or before the start date

for each course.

Select high-quality learning resources, such as textbooks,

bearing in mind appropriateness, necessity, accessibility, and

cost.











Analyze previous semesters’ student ratings of instruction and

other student feedback about instructional design, identify

areas for improvement, and implement an action plan to

accomplish that improvement.

Demonstrate Blackboard competency



Other (as agreed upon with supervisor during the annual

meeting to determine a faculty member’s performance and

professional development objectives. See Appendix F of

NOVA Plan.)





students.


Employ methods that develop students’ high order cognitive

skills, such as analyzing, evaluating, and creating.







and questions.




times.









other student feedback about instructional delivery, identify






NOVA Plan.)




Deliver effective instruction as measured by student

performance on learning outcomes assessments.

Deliver instruction effectively to foster student success as

measured by student performance in related subsequent

coursework and/or external tests or certifications (if

applicable).









other student feedback about instructional effectiveness,

identify areas for improvement, and implement an action plan

to accomplish that improvement.




NOVA Plan.)











other student feedback about instructional expertise, identify





professional development objectives. See Appendix of NOVA

Plan.)







Engage in and document one or more scholarly and/or

creative activities consistent with the number of years of

teaching experience, with the number of years of experience


teaching in the VCCS, and with the high standards of

performance demonstrated by other faculty on second/third-

year appointments. Activities may include, but are not limited

to

o Publish in peer-reviewed forums in one’s academic

discipline or the general area of college teaching.

o Present creative works in forums for which

admission/acceptance is competitive.

o Participate in multiple activities of professional

organizations.

o Present at professional conferences.

o Organize or lead workshops, seminars, or other

training activities for one’s peers.

o Earn graduate credits or a degree.

o Earn a professional or industry certification.

o Conduct scholarly research.

o Write, receive, or review job-related grants.

o See Appendix G in NOVA Plan.







functioning of the college - including the business processes (i.e.

advising students, adherence to college and VCCS policy, collegiality,


community leadership duties, additional duties as assigned). If an

activity does not otherwise fit into Teaching, Scholarly and Creative

Engagement, or Service, and the activity is job related, then it should

be counted in the Institutional Responsibility domain.

Standard: The faculty member must demonstrate mastery of a

significant majority of the bulleted criteria and satisfactory progress

toward mastery of those criteria where improvement is needed.


Annual Performance and Professional Development

Objectives.

Demonstrate the knowledge, skills, abilities, and behaviors

representative of teaching faculty excellence at the college and

in the VCCS congruent with the performance of one/three-


year appointment faculty.





applicable).





documentation.

Satisfactorily perform assigned administrative, supervisory,

leadership, or other non-teaching duties to include program

review and assessment as required by SACS, other regulatory

agencies, and/or ongoing best institutional practice.

Demonstrate knowledge of and adherence to college and

VCCS policies.

Contribute to one’s peer teaching community at the college.

Maintain collegial working relationships with faculty, staff, and

administrators.

Participate in campus/college data collection as required to

support SLOs, program evaluation, etc.

Engage in and document one or more institutional

responsibility activities consistent with the number of years of

teaching experience, with the number of years of experience

teaching in the VCCS, and with the high standards of

performance demonstrated by other faculty on second/third-

year appointments. Activities may include, but are not limited

to

o Implement and facilitate the adoption by others of an

innovative advising best practice.

o Take a leadership role in one’s academic discipline or

academic department/division at the college to include

chairing a committee or leading a special project.

o Actively participate on ad hoc college or VCCS

committees/projects.

o Take a leadership role in an activity or initiative that

reaches out to staff, administrators, or faculty outside

one’s department/division to advance a cross-

functional area approach to student service/success.

o Mentor a new full-time or new or returning part-time

faculty member in one’s department/division.

o Engage in activities that strengthen relationships with

K-12 or four-year school partners.

o Support the delivery of quality instruction in dual

enrollment classes in the faculty member’s discipline

through activities such as mentoring of dual

enrollment faculty, course content review, assessment

activities, and classroom observation.




professional development objectives. See Appendix I in NOVA

Plan.)



SERVICE
















Provide evidence of engagement in service activities consistent

with the number of years of teaching experience, with the

number of years of experience teaching in the VCCS, and with

the high standards of performance demonstrated by

second/third-year appointments. Activities may include, but

are not limited to, student clubs/activities, attendance at

college activities where participation is voluntary, service to

professional organizations related to teaching or the

instructor’s discipline, or service to a community organization.



professional development objectives. See Appendix H in

NOVA Plan.)





During the evaluation cycle, second and third year faculty

must

demonstrate mastery of a significant majority of the

performance expectations

demonstrate satisfactory progress towards mastery

of those criteria where improvement is needed.

demonstrate through mastery and satisfactory

progress that expectations have been substantially

met in every one of the four domains of (1) Teaching,

(2) Scholarly and Creative Engagement, (3)

Institutional Responsibility, and (4) Service.

Meets Expectations




OBJECTIVES

Note: Each year the faculty member will meet with the

dean/supervisor to review previous and upcoming Annual Performance

and Professional Development Objectives. Information from those

discussions will provide data points to inform evaluations in the four

domains of Teaching, Scholarly and Creative Engagement, Institutional



of, and reflection on Annual Performance and Professional


In collaboration with the supervisor, establish specific,

measureable, attainable, and relevant Annual Performance and

Professional Development Objectives for the following

calendar year.



APPENDIX C


SENIOR FACULTY Appointments


has met expectations over the entire course of a teaching faculty member’s appointment term (one,

three, or five years as appropriate).These expectations establish a demonstration and growth baseline

for faculty performance that represent high standards and that focus primarily on performance in the

teaching domain.

Senior faculty must demonstrate mastery of a significant majority of the performance

expectations in each domain and demonstrate satisfactory progress towards mastery of those


Mastery is defined as an expert level of knowledge, skills and abilities.

Senior faculty must demonstrate that expectations have been substantially met in every one of

the four domains of (1) Teaching, (2) Scholarly and Creative Engagement, (3) Institutional

Responsibility, and (4) Service.

For senior faculty, the minimum weighting for the Teaching domain is 50%.

Instructions

1. The dean/supervisor will communicate the expectations for senior faculty near the start of the

first semester of the evaluation cycle (an in-person conference is recommended).

2. The dean/supervisor will explain to the faculty member the evaluation process, including the

evaluation criteria, the data sources for the evaluation, how a summative rating is determined,

and the implications of summative ratings of “Meets Expectations” and “Does Not Meet

Expectations,” including potential impact on continued employment.


FACULTY NAME:

EMPLOYEE ID #:




Part 2: Evaluator




TEACHING DOMAIN




expertise).



instructional expertise) in every year of the appointment term the

faculty member must demonstrate mastery of a significant majority of

the bulleted criteria and satisfactory progress toward mastery of those






Distribute the syllabus to students on or before the start date

for each course.

Select high-quality learning resources, such as textbooks,

bearing in mind appropriateness, necessity, accessibility, and

cost.












other student feedback about instructional design, identify



Engage in instructional design activities consistent with the high



standards of senior faculty, such as teach a course not

previously offered at the college and/or in the VCCS, teach a

course in a new delivery mode (e.g. online) that the instructor

has not used to teach the course in the previous three years,

teach a course not taught by the instructor in the previous

three years, or substantially redesign a course that the

instructor has taught in the previous three years.



professional development objectives. See Appendix F in

NOVA Plan.)





students.


Employ methods that develop students’ high order cognitive

skills, such as analyzing, evaluating, and creating.







and questions.




times.









other student feedback about instructional delivery, identify



Engage in instructional delivery activities consistent with the

high standards of senior faculty, such as adopt a new textbook

or other core learning resource for at least one class;

substantially alter a major test, written assignment or other

assignment; substantially alter activities or introduce new

activities that are substantially different from previous activities



in one or more courses; or implement a substantially different

pedagogy in one or more courses.




NOVA Plan.)




Deliver effective instruction as measured by student

performance on learning outcomes assessments.

Deliver instruction effectively to foster student success as

measured by student performance in related subsequent

coursework and/or external tests or certifications (if

applicable).







other student feedback about instructional effectiveness,

identify areas for improvement, and implement an action plan

to accomplish that improvement.

Engage in instructional effectiveness activities consistent with

the high standards of senior faculty, such as implement a new

activity to assess instructional effectiveness in a course,

implement a new activity to assess instructional effectiveness

for students after they exit a course, or utilize an existing

assessment of instructional effectiveness in a substantially new

way. For any of these activities demonstrate modifications to

instructional design and delivery based on the results of the

assessment.




NOVA Plan.)













other student feedback about instructional expertise, identify



Engage in instructional expertise activities consistent with the

high standards of senior faculty, such as activities to advance

one’s instructional expertise in the instructor’s academic

discipline and activities in the area of teaching effectiveness.

Provide evidence for how the instructional expertise activities

changed instructional design, instructional delivery, and/or





NOVA Plan.)






Standard: In every year of the appointment term the faculty member

must meet the criterion below.

Engage in and document one or more scholarly and/or

creative activities consistent with the high standards of senior

faculty. Activities may include, but are not limited to

o Publish in peer-reviewed forums in one’s academic

discipline or the general area of college teaching.

o Present creative works in forums for which

admission/acceptance is competitive.

o Participate in multiple activities of professional

organizations.

o Present at professional conferences.

o Organize or lead workshops, seminars, or other

training activities for one’s peers.

o Earn graduate credits or a degree.

o Earn a professional or industry certification.


o Conduct scholarly research.

o Write, receive, or review job-related grants.

o See Appendix G in NOVA Plan.







functioning of the college - including the business processes (i.e. advising

students, adherence to college and VCCS policy, collegiality,


community leadership duties, additional duties as assigned). If an activity

does not otherwise fit into Teaching, Scholarly and Creative

Engagement, or Service, and the activity is job related, then it should be

counted in the Institutional Responsibility domain.


must demonstrate mastery of a significant majority of the bulleted

criteria and satisfactory progress toward mastery of those criteria

where improvement is needed.


Annual Performance and Professional Development Objectives.

Demonstrate the knowledge, skills, abilities, and behaviors

representative of teaching faculty excellence at the college and

in the VCCS





applicable).





documentation.

Satisfactorily perform assigned administrative, supervisory,

leadership, or other non-teaching duties to include program

review and assessment as required by SACS, other regulatory

agencies, and/or ongoing best institutional practice.

Demonstrate knowledge of and adherence to college and VCCS

policies.

Contribute to one’s peer teaching community at the college.


Maintain collegial working relationships with faculty, staff, and

administrators.

Engage in and document one or more institutional responsibility

activities consistent with the high standards of senior faculty.

Activities may include, but are not limited to

o Implement and facilitate the adoption by others of an

innovative advising best practice.

o Take a leadership role in one’s academic discipline or

academic department/division at the college to include

chairing a committee or leading a special project.

o Actively participate on ad hoc college or VCCS

committees/projects.

o Take a leadership role in an activity or initiative that

reaches out to staff, administrators, or faculty outside

one’s department/division to advance a cross-functional

area approach to student service/success.

o Participate in campus/college data collection as required

to support SLOs program evaluation, etc.

o Mentor a new full-time or new or returning part-time

faculty member in one’s department/division.

o Engage in activities that strengthen relationships with K-

12 or four-year school partners.

o Support the delivery of quality instruction in dual

enrollment classes in the faculty member’s discipline

through activities such as mentoring of dual enrollment

faculty, course content review, assessment activities,

and classroom observation.



professional development objectives. See Appendix I in NOVA

Plan.)



SERVICE

















must meet the criterion below.

Engage in and document one or more service activities

consistent with the high standards of senior faculty. Activities

may include, but are not limited to

o Take the (co)sponsor role in a student organization.

o Take a leadership role in a college or VCCS

Foundation activity or participate in activities

sponsored by the college or VCCS Foundation.

o Attend college activities for which participation is

voluntary.

o Take a leadership or service role in one or more

professional organizations.

o Take a leadership role or active participant role in one

or more community organizations.

o Serve as a judge/juror for a community activity.



professional development objectives. See Appendix H in

NOVA Plan.)





During the evaluation cycle, senior faculty must

demonstrate mastery of a significant majority of the

performance expectations in each domain

demonstrate satisfactory progress towards mastery

of those criteria where improvement is needed.

demonstrate that expectations have been

substantially met in every one of the four domains of

(1) Teaching, (2) Scholarly and Creative Engagement,

(3) Institutional Responsibility, and (4) Service.

Meets Expectations




OBJECTIVES

Note: Each year the faculty member will meet with the

dean/supervisor to review previous and upcoming Annual Performance

and Professional Development Objectives. Information from those

discussions will provide data points to inform evaluations in the four

domains of Teaching, Scholarly and Creative Engagement, Institutional



of, and reflection on Annual Performance and Professional


In collaboration with the supervisor, establish specific,

measureable, attainable, and relevant Annual Performance and

Professional Development Objectives for the following

calendar year.



APPENDIX D

Course Evaluation Form for Students

Semester/Year: _______________

Course/section number: _______________ Instructor: __________________

To the Student: Your responses on this form will be used to evaluate the above course and

instructor. Answer the questions honestly. Write as neatly and clearly as possible. Your instructor will

not have the opportunity to review the evaluations until after grades are posted.

To the Instructor:

1. Write the semester/year, course/section number, and your name on the board.

2. Assign a student the responsibility of returning the packet of evaluations in person or by mail to

the division or office.

3. Provide the designated student with a properly addressed envelope large enough to hold the

evaluations.

4. Give students at least fifteen minutes to finish the evaluation forms.

5. Encourage written student comments.

6. Leave the room during the evaluation period.

To the Dean, Assistant Dean, Program Head, or Coordinator: You may add up to five

discipline-specific questions per section to the Course Evaluation Form.

YOU:

Strongly

Agree

Agree Disagree Strongly

Disagree

N/A

1. Attended class regularly.

2. Participated in class

discussions and activities.

3. Studied twice the

number of course credit

hours per week.

4. Completed all

assignments by the due

dates.

5. Expect to pass this

course.

Additional questions:


THE COURSE:

Strongly

Agree


Disagree

N/A

1. Course purpose, objectives,

policies, and schedule were

included in a syllabus on

Blackboard at the beginning of the

semester.

2. Instructions for the proper way to

communicate in class, by phone,

and via email were provided.

3. Information about college

emergency procedures, disability-

related accommodations, and

learning resources was provided.

4. Course policies were fair to

students.

5. The schedule that was provided

was easy to follow.

6. Books and other required materials

helped you achieve the course

objectives.

7. Course work included a variety of

different assignments to achieve

the course objectives.

8. Homework was appropriate for

the course - approximately twice

the number of credit hours per

week.

9. Exams were a fair test of what you

were expected to learn.

10. Overall, the course achieved the

stated course objectives.



YOUR INSTRUCTOR: Strongly

Agree


Disagree

N/A

1. Demonstrated expert knowledge

of the subject matter.

2. Communicated the subject

matter clearly and

understandably.

3. Challenged you to think

independently and critically.

4. Encouraged discussion and

interaction among students in the

class.

5. Showed respect for different

cultures, talents, and ways of

learning.

6. Began/ended class at the

scheduled times.

7. Graded work in a timely manner.

8. Used a fair grading system and

provided clear written

explanations of how grades were

assigned.

9. Responded to phone calls and

emails in a timely manner and was

available during scheduled office

hours.

10. Overall, your instructor was an

effective teacher.



YOUR COMMENTS:

(A) What did you like most about this course? Explain.

(B) What suggestions do you have for improving the course? Explain.

(C) Would you recommend this instructor to another student? Explain.

(D) Please write any other comments you have about the course, the instructor, and/or

your learning experience.


APPENDIX E

Development and Evaluation Plan Class Observation Assessment

DIRECTIONS

1. The supervisor will review with the instructor the class observation process and expectations

for the class observation.

2. The instructor should identify possible course(s), section(s), day(s), and time(s) for the class

observation. The supervisor will make the final decision about which class will be observed.

3. Part 1: Background Information on this form will be completed by the instructor and forwarded

to the supervisor at least 24 hours before the class observation.

4. Part 2: Assessment on this form will be completed by the supervisor and returned to the

instructor no more than one week after the observation.

5. Part 3: Response on this form will be completed by the instructor and returned to the

supervisor no more than one week after the instructor and supervisor meet in person to

discuss Part 2.

6. The instructor and supervisor will meet in person no more than two weeks after the class

observation to discuss the class session, the assessment, and the instructor’s response. The

instructor and supervisor will identify both areas of excellence and areas of potential

improvement in the instructor’s practice. The instructor and supervisor will identify specific

strategies for addressing areas of potential improvement.

Instructor Name Position

Title

Supervisor Name Position

Title

Catalog/Section Number

of Observed Class

Course

Title

Date and Start/End

Times of Observation

Location


PART 1: OBJECTIVES

At least 24 hours before the class observation, the instructor should submit a brief

narrative answering the following two questions. The instructor may also choose to submit

additional materials (e.g. handouts, etc.)

1. What are your goals for this class session?

2. What do you have planned to accomplish those goals?

PART 2: ASSESSMENT

(To be completed by supervisor no more than one week after the class observation.)

1. The instructor was prepared for the class session.

YES NO PARTIALLY

Comments:

2. The instructor successfully interacted with students.

YES NO PARTIALLY

Comments:

3. The instructor’s stated goals for this class were achieved.

YES NO PARTIALLY

Comments:

4. NARRATIVE

Provide a narrative briefly describing the course session. This narrative should also include

2-4 specific instances of where the instructor exceeded expectations and 2-4 specific

teaching behaviors the instructor could improve on. (Note: A behavior targeted for

improvement does not necessarily indicate subpar performance; instead, it may indicate

the potential to further develop excellence.)

When considering teaching behaviors to include in this narrative the observer should

consider the indicators in the teaching domain (including instructional design, instructional

delivery, instructional effectiveness, and instructional expertise) as well as other teaching

best practices (e.g. employing methods to facilitate active learning, employing methods to

develop students’ high order cognitive skills, targeting a variety of student learning style,

use of support materials).


PART 3: RESPONSE

(To be completed by the instructor no more than one week after meeting with the

supervisor to discuss Part 2.)

5. Instructor comments after reviewing Part 2 above or after meeting with the

supervisor to discuss Part 2 above.

Comments:

Instructor Signature Date

Supervisor Signature Date


APPENDIX F

Faculty Evaluation Domain Standards: Teaching

Domain Components Examples Possible Indicators

Teaching

Creating a learning

environment that

facilitates students’

acquisition of

knowledge and skills

Instructional

Design

Developing course

syllabi

Developing course

materials for in class/lab

Developing student

assessment materials

(exams/quizzes)

Submit to supervisor PRIOR to the first day of

class complete syllabi for all courses taught.

Document that course objectives (on syllabus)

match VCCS General Education Objectives.

Student assessment materials correlate to

course objectives and utilize a variety of

formats (multiple choice, short answer, essay,

position papers, laboratory exercises, etc.)

Instructional

Delivery

Classroom

lecture/presentation

Laboratory exercises

On-line course

materials

Collaborative learning

activities

Feedback to students

Classroom/lab/on-line presentations, materials,

and/or exercises are clear, are reflective of

course objectives, involve multiple learning

styles, interactive, and are reasonable.

Students are treated with respect.

Students receive prompt feedback to

questions/inquiries and graded materials (e. g.

within 48 hours, within one week, etc.).

Instructional

Effectiveness

Student achievement

Student

evaluation/perception

of faculty performance

Supervisor evaluation of

faculty Performance

Self-evaluation of faculty

performance

Peer evaluation of

faculty performance

Continuous learning

and continuous

Improvement

Achievement of satisfactory performance

levels as agreed upon in individual college

plans.

Development of annual personal and

professional development plan.


Instructional

Expertise

Content Expertise

Andragogy

Instructional

Technology

Learning Theory

Classroom

Management

Transformative

Learning

Satisfactory completion of personal and

professional development plan objectives.

Advanced study in one’s discipline or related

area.

Development of improved course management

skills and/or andragogy.

Improved utilization of instructional

technology.


APPENDIX G

Faculty Evaluation Domain Standards: Scholarly and Creative Engagement

Domain Description Possible Components Possible Indicators

Scholarly & Activities specifically associated Academic Coursework Documentation of successful completion of coursework in the

Creative with the faculty member’s discipline or profession.

Engagement formally recognized area of expertise

Conference Attendance Attendance at professional conferences.

Consultancy Working as a professional consultant, in one’s area of expertise,

to groups or organizations that are external to one’s own college.

Grant Activity Submission/award of grant proposal. -

Service as a Professional Investigator.

Reviewer of grant proposals.

Presentations / Presentations to professional audiences

Exhibitions (New Horizons, professional organizations) or to the general

public (musical performance, art exhibition, etc.).

Professional Active membership in professional organizations – especially

when

Memberships

taking a leadership role in the organization.

Publications Publication and/or citation of work published in a scholarly

journal or other relevant publication.

Research Activities Involvement in formally commissioned research project.

Submission of research proposal.

Research may be conducted for home institution or an external

funding agency.

Training / Webinars Conducting or participating in training that is relevant to

performance of expected college duties.

Scholarship of Teaching Publication, research, conferences on advancing of learning.

and Learning


APPENDIX H

Faculty Evaluation Domain Standards: Service

Domain Description Components Possible Indicators

Service

Quality participation and

commitment to students,

college and/or community

organizations.

Participation in these

activities is not done for

extra pay, but is an

expectation of one’s

activities as a professional

educator.

Service activities may be divided into three

categories:

College Representation: Service activities involve a direct

connection between the employee

who engages in the specific activity

and their position at the college.

Advising student government,

attending conferences,

sponsoring/advising Honor Societies

or Student Clubs, coaching college

athletics

Participating in college governance,

serving on college standing and/or ad

hoe committees, organizing and/or

presenting at Peer Group

conferences, CFAC, re-engineering,

or other VCCS committee

conferences and meetings.

Participation in program or functional

area assessments.

Participating in a local Speakers

Bureau, Serving as a participating

member of a local or national civic

organization where the employee

serves as a designated representative

of the college.

Demonstrated involvement

with COLLEGE student

activities beyond the

classroom.

Participation and leadership

in college committees and

programs.

Significant contributions to

community organizations

and groups.

College Citizenship: Service

refers to activities that are in

support of college or VCCS

initiatives wherein the participant

is not in a leadership role for the

activity.

Attending college-sponsored

activities such as student

competitions, performances, either at

the college or off-site.

Attending peer group, New

Horizons, etc., meetings

Participation in community activities

as a representative of the college

NOT serving in a leadership role.

Demonstrated involvement

with COLLEGE student

activities beyond the

classroom.

Participation and leadership

in college committees and

programs.



and groups.



Community Citizenship: Service refers to activities that are

indirect wherein the employee is

acting as a community resident

who also happens to be a college

employee.

Membership in Community, Youth,

and/or Church groups as a

community citizen (and a college

employee) but NOT as a designated

college representative.



and groups.


APPENDIX I Faculty Evaluation Domain Standards:

Institutional Responsibility


Institutional

Responsibility

Performing assigned or presumed

duties according to one's role at the

college. These activities support and

advance both the mission of the VCCS

and the College to enhance the

effective functioning of the college –

including the business processes. If an

activity does not otherwise fit into

Teaching, Scholarly and Creative

Engagement, or Service, and the

activity is job related, then it should be

counted in the Institutional

Responsibility domain.

Advising

Students

Teaches the student to take control of curricular

and transfer information to make informed

decisions about educational career.

Uses VCCS curricular and transfer information and

other materials to best advise students.

Advises how to find and access financial, academic

and employment information.

Communicates/responds to students in a timely and

professional manner.

Adherence to

College and

VCCS Policy

Keeps current on college and VCCS policy.

Communicates and holds posted office hours.

Documents and/or communicates, in writing,

changes in schedule and office hours to

administration and students.

Submits appropriate forms and documents by

deadline.

Participates in accreditation and assessment activities.

Collegiality Appropriately communicates in a timely manner with colleagues of all definition.

Provides appropriate and timely assistance to colleagues’ information requests.

Assumes individual responsibility for productively generating work product.

Creates and supports a culture of inclusivity and cooperation.

Creates a learning environment that promotes student success.

Engages in mentoring activities.



Advances one’s discipline. Supports the mission of the college. Respects others.

Administrative

Duties,

Departmental

Supervision or

assigned College

Community

Leadership Duties

Performs assigned responsibilities in a professional, productive and timely manner.

Assumes responsibility for establishing and maintaining productive working relationships.

Maintains currency on all necessary details of assigned responsibilities.

Additional

Assigned Duties

Performs assigned responsibilities in a professional, productive and timely manner.

Assumes responsibility for establishing and maintaining positive working relationships.


APPENDIX J

Annual Performance and Professional Development Objectives

Guidelines and Instructions

Goal: This form will be used at the beginning of the calendar year to assist faculty and supervisors in the

establishment of performance and professional development objectives for the remainder of the calendar year,

set a date of each objective, identify supporting resource needed to meet each objective, and agree upon

measures for assessing achievements of the established objectives.

Purpose: Promote high performance and continuous improvement in the areas of Teaching, Service, Scholarly

and Creative Engagement, and Institutional Responsibility with the goal of enhancing student success.

Annual Performance and Professional Development Objectives (APPDO) are integrated with evaluation, and reward

and recognition programs. They each provide inputs into one other.

Objectives are established each year for all faculty members regardless of their contract length.

Each faculty member should establish three to five objectives in consultation with their supervisor.

Objectives should be established in one or more of the four performance domains: Teaching, Service, Scholarly and

Creative Engagement, and Institutional Responsibility.

All four performance domain areas are not required each year, but it is expected that each one will appear at least once

over a multi-year contract period.

All Objectives should be clearly stated in one or two sentences.

All Objectives should specify a specific outcome, not describe an activity. Examples include e.g. Incorporate

service learning activities into my coursework or complete the redesign of my psychology course, instead of attend

service learning conference and evaluate different ways of designing my course for distance learning.

Objective Statements should also include a list of appropriate activities that support the achievement of the objective as

well as those activities that can be used to measure its progress or completion (e.g. Objective = Redesign X Course;

supporting activities include review the literature on information literacy, evaluate instructional software, redesign

syllabi, etc.).

Objectives fall into two separate categories: Performance or Development

o Performance Objectives: Goal to produce an outcome, product, or successful completion of a service activity,

etc. during the year.

o Development Objective: acquisition of knowledge, skill, or ability in a targeted area with a specific learning

objective in mind as well as a description of how that objective will contribute to better performance.

Development Objective Targeted Area

Teaching Subject Matter Expert, Andragogy/Pedagogy

Service To College, Community, Students, Discipline

Scholarly and Creative Engagement

Sharing expertise, outreach, exhibition,

publication

Institutional Responsibilities

Adherence to policies and professional

expectations

If a multi-year faculty member does not meet expectations, objectives should be established in the area of need.

Objectives will normally be established in the fall for completion the following calendar year to correspond with the

evaluation cycle.

Objectives should have a target completion date of the Spring or Fall Semester.


The supervisor may add objectives that the faculty member did not propose, such as departmental or college strategic

goals.

The slate of Annual Objectives must be approved by the supervisor.

Measures of Success: What qualitative and quantitative measures, benchmarks, indicators or other criteria can be used

to evaluate the successful completion of an objective (e.g. completed abstract, enrollment target, # hours in tutorial lab,

etc.).

Achievement of objectives can become a source of evidence that supports reward and recognition.

Each faculty member and supervisor will have an annual discussion on the progress and completion of agreed upon

performance and professional development objectives.

Objective Status Options: Achieved, In-progress with modified completion date, Not Started, Did Not Meet, Changed

Objective, or removed. All statuses require either evidence of completion or an explanation/description of status.

If an objective has to be modified or removed during the year, the faculty member must resubmit it for their

supervisor’s approval.

Attachments should contain evidence, artifacts, or examples of completed objectives.

Faculty member establishes status and supervisor provides comments on the faculty member’s assessment.


APPENDIX J

Annual Performance and Professional Development Objective Setting Instrument

Faculty Name: Position Title:

Supervisor Name: Position Title:

Period Covered by these Objectives (semester/year):

I. Objective Statement:

Domain: ___Teaching ___Service ___Scholarly & Creative Engagement ___Institutional Responsibility

Completion Date: ___ Fall Semester ___ Spring Semester ___ Other: ______________________

Supporting Activities, Resources Required, & Target Dates:

Measures of Success:

Approval: Yes No Revise Schedule meeting to discuss this goal: Yes No

Supervisor Comments:

II. Objective Statement:








III. Objective Statement:







IV. Objective Statement:








V. Objective Statement:







Faculty Date

Supervisor Date


ANNUAL PERFORMANCE AND PROFESSIONAL DEVELOPMENT OBJECTIVES

Objective Assessment

Objective #1

Objective Statement/Modified Objective Statement:

Objective Status:

____ Achieved

____ In Progress/Projected Completion Date ( _____ )

____ Not Started

____ Did Not Meet

____ Modified

____ Removed

Provide an explanation of the

objective’s status in the space

provided below. Use one form for

each objective that was originally

approved.

Description of Achievement/Action:

List of Attachments/Supporting Evidence:


Faculty Date

Supervisor Date


APPENDIX K Yearly Calendar of Events

Date Probationary First-Year

Faculty

Second- and Third-Year

Faculty

Senior One-Year Faculty

(Beyond First Three

Years)

Senior Faculty

By Sep. 1

Dean/supervisor

communicates first semester

evaluation criteria and

Performance & Professional

Development Objectives.

By Nov.

15

Faculty member completes

assessment of Performance

and Professional Development

Objectives and self-evaluation

for Fall semester.

Faculty member submits

assessment of Annual

Performance and Professional

Development Objectives and

self-evaluation for current

calendar year.





self-evaluation for current

calendar year.





In last year of multi-year

appointment self-evaluation

for all years of the multi-year

cycle.

By Dec. 1 Dean/supervisor completes

Fall semester Performance

and Professional Development

Objectives assessment and

summative evaluation.

Dean/supervisor and faculty

member complete assessment

of Annual Performance &

Professional Development

Objectives for present

calendar year and complete

negotiations on Annual


Development Objectives for

coming year.

Dean/supervisor and faculty

member complete assessment

of Annual Performance &


Objectives for present

calendar year and complete

negotiations on Annual



coming year.

In every year of multi-year

appointment, dean/supervisor

and faculty member complete




present calendar year and

complete negotiations on

Annual Performance &


Objectives for coming year.

Dean/supervisor completes

evaluations for current

calendar year.


evaluations for current

calendar year.

In last year of multi-year

appointment, dean/supervisor

completes evaluation for all

years of the multi-year cycle.



Faculty


Faculty


(Beyond First Three

Years)

Senior Faculty

By Dec.

15

For faculty member who

receives a “Meets

Expectations” rating,

dean/supervisor

communicates evaluation

criteria for Spring semester.

For faculty member who

receives a “Meets

Expectations” rating,

dean/supervisor


criteria for next calendar

year/evaluation cycle, as

appropriate.

Dean/supervisor




appropriate.

Dean/supervisor




appropriate.

Ad Hoc Appointment

Advisory Committee meets to

review documents of faculty, if

applicable.

Ad Hoc Appointment


review documents of faculty.

Ad Hoc Appointment


review documents of faculty.

By Jan. 15 Faculty and dean/supervisor

receive student evaluation

results from Fall semester.

Faculty and dean/supervisor









Dean/supervisor

communicates to faculty

second semester evaluation

criteria and Performance &


Objectives.

Faculty notified of non-

reappointment decisions when

applicable.

Faculty notified of non-

reappointment decisions when

applicable.

By March

1


second semester (Spring)

evaluations.



Faculty


Faculty


(Beyond First Three

Years)

Senior Faculty

By Mar.

15

Faculty member who receives

a “Does Not Meet

Expectations” rating notified

of non-reappointment

decision.

Faculty member notified of

non-reappointment decisions

(when applicable).

By June 1 Faculty member and

dean/supervisor receive

student evaluation results

from Spring semester.

Faculty member and




Faculty member and




Faculty member and




By June

30

Faculty member receives

contract for the next

academic year (if eligible).



academic year (if eligible) and

notification of one-year or

multi-year appointment term

as appropriate.



academic year (if eligible) and

notification of one-year or

multi-year appointment term

as appropriate.



academic year and notification

of one-year or multi-year

appointment term as

appropriate.


APPENDIX L

Plan for Transitioning to the New Evaluation System

Evaluations of continuing faculty for Calendar Year 2013 should be completed in accordance with previously existing plan

and previously existing deadlines.

Faculty first hired to teach full-time in Spring 2013 enter the probationary first-year evaluation cycle in the Fall 2013

semester; such faculty participate in the Faculty Development and Evaluation system in accordance with the first semester

requirements of the new faculty evaluation plan for Fall 2013 semester hires; said evaluations are to be completed in a

timely manner in order to comply with non-reappointment notification deadline of the following March 15.

Continuing faculty will establish Annual Performance and Professional Development Objectives by December 1, 2013 in

accordance with new faculty evaluation plan.

First-semester performance evaluation of new faculty hired in Fall 2013 is to be conducted in accordance with the new

faculty evaluation plan; said evaluations are to be completed by December 15, 2013.

Faculty contracts/appointment proposals for 2014-15 are to be issued in Spring 2014 pursuant to results of Calendar Year

2013 evaluations completed, as noted above, by deadlines established under previously existing plan.

Full implementation of new faculty evaluation plan, applicable to all full-time teaching faculty, commences On January 1,

2014.

Unless otherwise stipulated, faculty in the midst of a multi-year appointment as of January 2014 are deemed to carry a

summative rating of “Meets Expectations” until the final year of the current multi-year appointment, whereupon they will

participate in a comprehensive evaluation in accordance with the new faculty evaluation plan. In the meantime, they will

participate in the Annual Performance and Professional Development and the Reward and Recognition components of the

Faculty Development and Evaluation System.


APPENDIX M

First-Year Faculty Performance and Professional Development Objectives

INTRODUCTION

The following Performance and Professional Development Objectives will be used by all teaching faculty in their first two

semesters of employment at the college. The objectives are designed as a developmental process to acculturate new faculty to

the full-time teaching faculty position at the college and in the Virginia Community College System. The objectives reflect the

commitment of VCCS faculty to high standards of performance and to continuous improvement.

The supervisor and the faculty member may agree to modify the prescribed objectives where appropriate; however, all first-year

faculty must complete the technology professional development objective by the end of their third semester of full-time teaching.

Specifically, for faculty currently teaching or anticipated to teach at least one online or hybrid course: Earn certification or

course credit through TOP, IDOL, MODEL, TOTAL, Quality Matters™, or other education in online instruction. For faculty

anticipated to teach only on-campus courses: Earn certification or course credit in teaching with technology. Faculty who have

already completed such coursework or certification are exempt from the Technology Performance and Professional Development

Objective requirement, although they are encouraged to set objectives on an as-needed or as-desired basis that contribute to

continuous improvement in teaching with technology. The dean/supervisor will have final approval on what coursework or

certification meets this professional development objective.

The Performance and Professional Development Objectives for the third and later semesters of teaching will be developed by

the faculty member in consultation with the dean/supervisor.

FIRST SEMESTER

Teaching

Implement and document at least one strategy for student engagement and learning outcomes. The strategy must

include learning objectives, pedagogical approach, faculty-student interaction, one or more student activities,

assessment of teaching, assessment of student engagement and learning, and reflections on/revision of the strategy.


Attend the VCCS New Faculty seminar, a VCCS Peer Conference, or another teaching related conference, seminar,

workshop, or course approved by the supervisor; or work with a mentor to become acclimated to the college

mission, vision, and goals and/or to develop one’s instructional effectiveness.


Initiate collaboration with one or more colleagues, mentors, and/or counseling staff members to develop and apply

knowledge of the college’s educational programs and student advising processes.

Service

Volunteer to participate in a college or community service organization or activity.


SECOND SEMESTER

Teaching

Reflect on the first semester of teaching to identify from within the general areas of instructional design, instructional

delivery, instructional effectiveness, or instructional expertise one specific target for improvement. Develop,

implement, and document a strategy to address the target for improvement. The strategy must include objectives,

activities, assessments, and reflections on/revision of the strategy.


For faculty currently teaching or anticipated to teach at least one online or hybrid course: Earn certification or course

credit through TOP, IDOL, MODEL, TOTAL, Quality Matters™, or other education in online instruction approved by

the supervisor.

For faculty anticipated to teach only on-campus courses: Earn certification or course credit approved by the supervisor

in teaching with technology.

N.B.: (1) Faculty who have already completed relevant coursework or certification in teaching with technology are exempt

from the Technology Performance and Professional Development Objective. The dean/supervisor will have final approval

on what coursework or certification meets this Objective. (2) Where deemed appropriate by agreement of the faculty

member and the dean the Technology Performance and Professional Development Objective may be moved to the

third semester.


Participate in an activity in support of the strategic goals of the college/VCCS. Documentation of this must specifically

identify the strategic goal, the activity, and reflections and plans for further action.

Service

Volunteer to participate in a college or community service organization or activity.

THIRD SEMESTER

As part of the evaluation process during the second semester of employment, the faculty member will develop a total of 3-5

Performance and Professional Development Objectives in one or more of the four domains of Teaching, Scholarly and

Creative Engagement, Institutional Responsibility, and Service. The objectives will be developed in consultation with and

approved by the dean/supervisor.