Partnering for performance_harrison

Competencies Professional Expectations Course Evaluation Supervisory

Observations Advisory

Observations

LEAD

ERSH

IP

The a

bilit

y to

mak

e th

ings

hap

pen

by e

ncou

ragi

ng a

nd c

hann

elin

g th

e co

ntrib

utio

ns o

f oth

ers;

taki

ng a

stan

d on

and

add

ress

ing

impo

rtan

t iss

ues;

act

ing

as a

cat

alys

t for

cha

nge

and

cont

inuo

us

impr

ovem

ent;

deve

lopi

ng v

iabl

e pa

rtne

rshi

ps a

nd n

etw

orks

of

peop

le; a

nd in

tera

ctin

g w

ith o

ther

s in

a w

ay th

at g

ives

them

co

nfid

ence

in o

ne’s

inte

ntio

ns a

nd th

ose

of th

e or

gani

zatio

n

• Consistently reflects the Harrison College Mission and Core Values

• Consistently fosters trusting professional relationships with coworkers and students

• Consistently ensures students learning and well-being by participating in decision making and initiating innovations for school change

• Consistently meets timelines and demonstrates an appropriate sense of urgency

• Consistently serves as role model for peers

• Consistently welcomes newcomers and promotes a team atmosphere

• Consistently demonstrates knowledge of Harrison College Policies and Procedures

• Consistently and actively participates in faculty, department, campus and college meetings

• Consistently expects students to do their best work

• Consistently prompt

• Consistently acts as role model for students entering the professional workforce

• Consistently exhibits positive attitude

• Consistently manages time effectively



Observations

ADAP

TABI

LITY

M

aint

aini

ng e

ffec

tiven

ess w

hen

expe

rienc

ing

maj

or c

hang

es

in w

ork

task

s and

/or t

he w

ork

envi

ronm

ent;

adju

stin

g ef

fect

ivel

y to

wor

k w

ithin

new

wor

k st

ruct

ures

, pro

cess

es,

requ

irem

ents

or c

ultu

res

• Consistently exhibits flexibility to meet the changing needs of Harrison College

• Consistently approaches change or newness with positivity

• Consistently maintains effectiveness when experiencing major change

• Consistently uses qualitative and quantitative data/feedback from Course Evaluations, Advisory Observations and Supervisory Observations to plan, teach, assess, and drive instructional decisions intended to better meet the needs of students

• Consistently able to transmit knowledge in imaginative ways including incorporating new technologies when appropriate

• Consistently offers choice to students as a motivator

• Consistently shows reasonable flexibility with students’ personal situations

• Consistently brings appropriate supplemental materials and resources into the class environment

• Consistently enables learners to direct their own learning



Observations

COM

MU

NIC

ATIO

N

Clea

rly c

onve

ying

info

rmat

ion

and

idea

s thr

ough

a v

arie

ty o

f med

ia

to in

divi

dual

s or g

roup

s in

a m

anne

r tha

t eng

ages

the

audi

ence

and

he

lps t

hem

und

erst

and

and

reta

in th

e m

essa

ge; p

rese

ntin

g id

eas

effe

ctiv

ely

(incl

udin

g no

nver

bal c

omm

unic

atio

n an

d us

e of

vis

ual

aids

) ti i

ndiv

idua

ls o

r gro

ups w

hen

give

n tim

e to

pre

pare

; del

iver

ing

pres

enta

tions

suite

d to

the

char

acte

ristic

s and

nee

ds o

f the

au

dien

ce

• Timely and accurate submission of grade and attendance records

• Consistently communicates information/ideas effectively and succinctly through all forms of communication including nonverbal communication

• Consistently maintains appropriate confidentiality when working with students and coworkers.

• Consistently adheres to Harrison College’s Acceptable Use Policy

• Consistently proactive in reaching out to students to engage them and drive success

• Consistently explains course concepts clearly

• Consistently demonstrates enthusiasm for the subject matter

• Consistently provides timely feedback on coursework and/or assignments

• Consistently encourages active participation, discussion and questions

• Consistently communicates /demonstrates relevance for new learning



Observations

PRO

FESS

ION

AL &

TE

CHN

ICAL

EXP

ERTI

SE

Havi

ng a

chie

ved

a sa

tisfa

ctor

y le

vel o

f pro

fess

iona

l/te

chni

cal

know

ledg

e an

d/or

skill

in p

ositi

on-r

elat

ed a

reas

, kee

ping

up

with

cu

rren

t dev

elop

men

ts a

nd tr

ends

in a

reas

of e

xper

tise

• Consistently strives to meet retention, attendance and graduation goals established by the College

• Consistently completes and reports on professional development activities in a timely fashion

• Consistently applies concepts from faculty development activities to classroom

• Consistently uses approved course materials and creates or prepares effective supplementary course resources

• Consistently demonstrates command of their field and stays current with trends and advancements in the profession

• Consistently demonstrates skill in challenging students of various abilities and backgrounds

• Consistently able to direct students in applying problem-solving techniques

• Consistently models life-long learning

• Consistently measures what was taught in class

• Consistently shows knowledge of the subject matter content and professional field

• Consistently relates course materials and exercises to skills needed toward success in professional field

• Consistently encourages critical thinking

• Consistently designs lessons that incorporate instructional best practice

• Consistently demonstrates mastery in the field

• Consistently encourages learners to link new content to existing knowledge or experience

• Consistently employs best instructional methodology



Observations

SERV

ICE

ORI

ENTA

TIO

N

& C

LIEN

T FO

CUS

Mak

ing

cust

omer

s and

thei

r nee

ds a

prim

ary

focu

s of o

ne’s

ac

tions

; dev

elop

ing

and

sust

aini

ng p

rodu

ctiv

e cu

stom

er

rela

tions

hips

; tak

ing

resp

onsi

bilit

y fo

r cus

tom

er sa

tisfa

ctio

n an

d lo

yalty

• Consistently actively participation

in curriculum development activities

• Consistently actively participates in college governance activities

• Provide academic advising to students

• Consistently helps students use appropriate strategies and direct them to appropriate resources to remove obstacles to their success

• Consistently participates in non-instructional projects as business conditions may require

• Consistently demonstrates sensitivity to and accommodates diverse learning styles, abilities, cultures, and experiences, including learners who have disabilities and other special needs.

• Consistently assists students through the adjustment to college, course expectations

• Consistently is available to provide assistance outside class hours

• Consistently is fair in grading methods

• Consistently treats students equally

• Consistently treats students with respect

• Consistently is prompt • Consistently acts

proactively • Consistently is

prepared

• Consistently develops student-instructor rapport

• Consistently meets the needs of students

Critical Friend Observation Reference Sheet (Ground Class)

Use the following list to help you identify desired behaviors observed during your visit.

Instructor Promptness can look like: Instructor present in classroom prior to scheduled start time Instructor begins and ends class on time (including breaks if appropriate)

Instructor Preparation- can look like: Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be incorporated into lesson Lesson plan for class has been submitted or is on file Instructor brings answers/resources to address pending student questions from prior classes Instructor balances activities with content coverage

Instructor Initiative- can look like: Instructor previews upcoming assignments and projects Instructor provides rubrics for upcoming assignments and projects Instructor provides realistic but flexible time frames for all components of the lesson and for completion of tasks Instructor provides update on availability for extra help ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Instructor Enables Learners to Direct their Own Learning- can look like: Instructor stimulates discussion Instructor encourages all students to actively engage in discussions related to content Instructor provides opportunities for students to work in groups or with peers Instructor provides choice to students whenever possible and appropriate Instructor Encourages Learners to Link New Content to Existing Knowledge or Experience – can look like: Instructor assesses student level of knowledge prior to the learning experience Instructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to lessons and new content Instructor Communicates/Demonstrates Relevance for New Learning- can look like: Instructor helps students connect new knowledge and skills to career and educational goals Instructor connects agenda items to lesson objectives Instructor relates new concepts to larger course and/or program goals Instructor demonstrates mastery in field- can look like: Instructor references current events or research related to profession or field Instructor utilizes subject-matter expertise to answer student questions Instructor acts as role model for students entering professional workforce- can look like: Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code expectations for professional fields Instructor handles crucial/difficult conversations with tact and empathy Instructor respectfully encourages divergent thinking and expression of alternate opinions Instructor manages class behavior to ensure all students have the opportunity to meet learning objectives Instructor adheres to copyright guidelines Instructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another ---------------------------------------------------------------------------------------------------------------------------------------------------------------- (Continued on next page)

Critical Friend Observation Reference Sheet (Ground Class) Instructor Encourages Critical Thinking- can look like: Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s Taxonomy and to engage multiple students Instructor allows opportunities for students to answer each other’s questions Instructor encourages creation and use of graphic organizers Instructor asks students to compare new content to experiences and prior knowledge Instructor embeds opportunities for processing, application and evaluation of new concepts immediately following introduction of new content Instructor uses real world scenarios or case studies whenever possible to help students see practical application of lesson Instructor encourages problem solving exercises for students Instructor Designs Lessons that Incorporate Instructional Best Practices- can look like: Instructor posts an agenda and lesson objectives Instructor begins class with a “hook” Instructor’s voice is audible Instructor balances direct teaching with student-driven learning activities Instructor varies teaching strategies to allow students to exercise various learning styles Lesson is logically organized and chunked into intervals not longer than 20 minutes Lesson moves forward at comfortable pace for learners Instructor allows ample time for student questions and commentary Instructor uses technology to enhance learning Instructor uses visual or instructional aids when possible to promote student understanding of ambiguous concepts Instructor presents/explains complex concepts in an alternate way when/if students are confused Instructor uses both formative and summative assessment techniques to assess progress toward meeting lesson objectives Instructor uses objectives at the end of class to assess progress toward meeting goals Instructor closes class with a cliff hanger or preview of upcoming lesson(s) Instructor Attitude- can look like: Instructor demonstrates enthusiasm/passion for topics and teaching Instructor allows learning to occur through mistakes Instructor exercises appropriate humor Instructor shows concern for student success -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Builds Relationships with Students- can look like: Instructor regularly uses students names to personalize learning and engage students Instructor makes eye contact with all students regularly Instructor employs and encourages active listening techniques Instructor moves about the room Instructor values and respects individual differences Instructor recognizes and validates student contributions to learning Instructor respectfully addresses code of conduct issues Instructor is flexible and accommodating to individual student needs Instructor maintains professional boundaries with students

Advisory Observation Form – Classroom Observation

Instructor Name: 0T Course Name: 0T

Observed By:

Date/Time of Observation:

Rating Scale: Y- Observed desired behaviors S- Observed some desired behaviors N– Did not observe desired behaviors though there was opportunity to implement them N/A = No opportunity for observation of desired behaviors

Time Management: Desired Behaviors Observed?

Instructor Promptness looks like: Instructor present in classroom prior to scheduled start time Instructor begins and ends class on time (including breaks if appropriate)

Observer Comments About Promptness 0T Instructor Preparation- looks like: Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be incorporated into lesson Lesson plan for class has been submitted or is on file Instructor brings answers/resources to address pending student questions from prior classes Instructor balances activities with content coverage

Observer Comments About Preparation 0T Instructor Initiative- looks like: Instructor previews upcoming assignments and projects Instructor provides rubrics for upcoming assignments and projects Instructor provides realistic but flexible time frames for all components of the lesson and for completion of tasks Instructor provides update on availability for extra help

Observer Comments About Initiative 0T Recognition: 0T Ideas or Advice: 0T

Meets Student Needs

Desired Behaviors Observed? Instructor Enables Learners to Direct their Own Learning- looks like: Instructor stimulates discussion

Instructor encourages all students to actively engage in discussions related to content Instructor provides opportunities for students to work in groups or with peers Instructor provides choice to students whenever possible and appropriate Observer Comments About Student-Directed Learning: 0T Instructor Encourages Learners to Link New Content to Existing Knowledge or Experience- looks like: Instructor assesses student level of knowledge prior to the learning experience Instructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to lessons and new content

Observer Comments About Connecting New Concepts to Existing Knowledge and Experience: 0T Instructor Communicates/Demonstrates Relevance for New Learning Instructor helps students connect new knowledge and skills to career and educational goals Instructor connects agenda items to lesson objectives Instructor relates new concepts to larger course and/or program goals

Observer Comments about Relevance of New Learning: 0T Instructor demonstrates mastery in field Instructor references current events or research related to profession or field Instructor utilizes subject-matter expertise to answer student questions

Observer Comments about Mastery In Field: 0T Instructor acts as role model for students entering professional workforce Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code expectations for professional fields Instructor handles crucial/difficult conversations with tact and empathy Instructor respectfully encourages divergent thinking and expression of alternate opinions Instructor manages class behavior to ensure all students have the opportunity to meet learning objectives Instructor adheres to copyright guidelines Instructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another

Observer Comments about Role Modeling: Recognition: 0T Ideas or Advice: 0T

Instructional Methodology

Desired Behaviors Observed? Instructor Encourages Critical Thinking Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s Taxonomy and to engage multiple students Instructor allows opportunities for students to answer each other’s questions Instructor encourages creation and use of graphic organizers Instructor asks students to compare new content to experiences and prior knowledge Instructor embeds opportunities for processing, application and evaluation of new concepts immediately following introduction of new content Instructor uses real world scenarios or case studies whenever possible to help students see practical application of lesson Instructor encourages problem solving exercises for students

Observer Comments about Critical Thinking: 0T Instructor Designs Lessons that Incorporate Instructional Best Practices

Instructor posts an agenda and lesson objectives Instructor begins class with a “hook” Instructor’s voice is audible Instructor balances direct teaching with student-driven learning activities Instructor varies teaching strategies to allow students to exercise various learning styles Lesson is logically organized and chunked into intervals not longer than 20 minutes Lesson moves forward at comfortable pace for learners Instructor allows ample time for student questions and commentary Instructor uses technology to enhance learning Instructor uses visual or instructional aids when possible to promote student understanding of ambiguous concepts instructor presents/explains complex concepts in an alternate way when/if students are confused Instructor uses both formative and summative assessment techniques to assess progress toward meeting lesson objectives Instructor uses objectives at the end of class to assess progress toward meeting goals Instructor closes class with a cliff hanger or preview of upcoming lesson(s) Observer Comments About Use of Best Practices: 0T Instructor Attitude Instructor demonstrates enthusiasm/passion for topics and teaching Instructor allows learning to occur through mistakes Instructor exercises appropriate humor Instructor shows concern for student success

Observer Comments About Instructor Attitude: 0T Recognition: 0T Ideas or Advice: 0T

Student-Instructor Rapport

Desired Behaviors Observed? Builds Relationships with Students- looks like: Instructor regularly uses students names to personalize learning and engage students Instructor makes eye contact with all students regularly Instructor employs and encourages active listening techniques Instructor moves about the room Instructor values and respects individual differences Instructor recognizes and validates student contributions to learning Instructor respectfully addresses code of conduct issues Instructor is flexible and accommodating to individual student needs Instructor maintains professional boundaries with students

Observer Comments About Classroom Relationships: 0T Recognition: 0T Ideas or Advice: 0T Instructor signature 0T Date: 0T

Critical Friend (Faculty for Faculty) Observation Form – Classroom Observation

Instructor Name:0TCourse Name: 0T Date and Time of Observation:0T

Desired Instructor Behavior Observer Comments

Tim

e M

anag

emen

t

Promptness When… 0T Idea(s) to Try… 0T

Preparation When… 0T Idea(s) to Try… 0T

Initiative When… 0T Idea(s) to Try… 0T

Mee

ts S

tude

nt N

eeds

Enables adults to direct their own learning

When… 0T Idea(s) to Try… 0T

Encourages adults to link new content to existing knowledge or experience


Communicates/Demonstrates Relevance for New Learning


Role Model When…

Desired Instructor Behavior Observer Comments 0T Idea(s) to Try… 0T

Inst

ruct

iona

l Met

hodo

logy

Encourages Critical Thinking When… 0T Idea(s) to Try… 0T

Incorporates Instructional Best Practices


Maintains Positive Attitude When… 0T Idea(s) to Try… 0T

Rapp

ort Builds Relationships with

Students When… 0T Idea(s) to Try… 0T

Observer Name:0T

Additional Comments/Feedback:0T

1

Supervisory Observation Form – Classroom Observation

Instructor Name: 0T Course Name: 0T

Date/Time of Observation:

Observed by:

Rating Scale: 3 = Additional Desired Behaviors Observed (Exceeds Expectations) 2 = Desired Behaviors Observed (Meets Expectations) 1 = Some Desired Behaviors Observed (Coaching Encouraged – follow up activities defined in Development Plan) 0 = Desired Behaviors not Observed - though there was opportunity to implement them(Concentrated Coaching Required- Follow up activities defined in development plan) N/A = No opportunity for observation of desired behaviors

Time Management: Desired Behaviors Rated

Instructor Promptness looks like: Instructor present in classroom prior to scheduled start time Instructor begins and ends class on time (including breaks if appropriate)

N/A

Observer Comments About Promptness 0T Instructor Preparation- looks like: Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be incorporated into lesson Lesson plan for class has been submitted or is on file Instructor brings answers/resources to address pending student questions from prior classes Instructor balances activities with content coverage

N/A

Observer Comments About Preparation 0T Instructor Initiative- looks like: Instructor previews upcoming assignments and projects Instructor provides rubrics for upcoming assignments and projects Instructor provides realistic but flexible time frames for all components of the lesson and for completion of tasks Instructor provides update on availability for extra help

N/A

Observer Comments About Initiative 0T Recognition: 0T Goal(s) and Action Item(S): 0T

2

Meets Student Needs

Desired Behaviors Rated Instructor Enables Learners to Direct their Own Learning – looks like: Instructor stimulates discussion Instructor encourages all students to actively engage in discussions related to content Instructor provides opportunities for students to work in groups or with peers Instructor provides choice to students whenever possible and appropriate

N/A

Observer Comments About Student-Directed Learning: 0T Instructor Encourages Learners to Link New Content to Existing Knowledge or Experience Instructor assesses student level of knowledge prior to the learning experience Instructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to lessons and new content

N/A

Observer Comments About Connecting New Concepts to Existing Knowledge and Experience: 0T Instructor Communicates/Demonstrates Relevance for New Learning Instructor helps students connect new knowledge and skills to career and educational goals Instructor connects agenda items to lesson objectives Instructor relates new concepts to larger course and/or program goals

N/A

Observer Comments about Relevance of New Learning: 0T Instructor demonstrates mastery in field Instructor references current events or research related to profession or field Instructor utilizes subject-matter expertise to answer student questions

N/A

Observer Comments about Mastery In Field: 0T Instructor acts as role model for students entering professional workforce Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code expectations for professional fields Instructor handles crucial/difficult conversations with tact and empathy Instructor respectfully encourages divergent thinking and expression of alternate opinions Instructor manages class behavior to ensure all students have the opportunity to meet learning objectives Instructor adheres to copyright guidelines Instructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another

N/A

Observer Comments about Role Modeling: 0T Recognition: 0T Goal(s) and Action Item(s): 0T

Instructional Methodology

Desired Behaviors Rated Instructor Encourages Critical Thinking Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s Taxonomy and to engage multiple students Instructor allows opportunities for students to answer each other’s questions Instructor encourages creation and use of graphic organizers

N/A

3

Instructor asks students to compare new content to experiences and prior knowledge Instructor embeds opportunities for processing, application and evaluation of new concepts immediately following introduction of new content Instructor uses real world scenarios or case studies whenever possible to help students see practical application of lesson Instructor encourages problem solving exercises for students Observer Comments about Critical Thinking: 0T Instructor Designs Lessons that Incorporate Instructional Best Practices Instructor posts an agenda and lesson objectives Instructor begins class with a “hook” Instructor’s voice is audible Instructor balances direct teaching with student-driven learning activities Instructor varies teaching strategies to allow students to exercise various learning styles Lesson is logically organized and chunked into intervals not longer than 20 minutes Lesson moves forward at comfortable pace for learners Instructor allows ample time for student questions and commentary Instructor uses technology to enhance learning Instructor uses visual or instructional aids when possible to promote student understanding of ambiguous concepts instructor presents/explains complex concepts in an alternate way when/if students are confused Instructor uses both formative and summative assessment techniques to assess progress toward meeting lesson objectives Instructor uses objectives at the end of class to assess progress toward meeting goals Instructor closes class with a cliff hanger or preview of upcoming lesson(s)

N/A

Observer Comments About Use of Best Practices: 0T Instructor Attitude Instructor demonstrates enthusiasm/passion for topics and teaching Instructor allows learning to occur through mistakes Instructor exercises appropriate humor Instructor shows concern for student success

N/A

Observer Comments About Instructor Attitude: 0T Recognition: Goal(s) and Action Item(s): 0T

Student-Instructor Rapport

Desired Behaviors Rated Builds Relationships with Students Instructor regularly uses students names to personalize learning and engage students Instructor makes eye contact with all students regularly Instructor employs and encourages active listening techniques Instructor moves about the room Instructor values and respects individual differences Instructor recognizes and validates student contributions to learning Instructor respectfully addresses code of conduct issues Instructor is flexible and accommodating to individual student needs Instructor maintains professional boundaries with students

N/A

4

Observer Comments About Classroom Relationships: 0T Recognition: 0T Goal(s) and Action Item(s): 0T Rating Scale: 3= Exceeds Expectations 2= Meets Expectations 1= Developing - Additional Coaching Encouraged 0 =Focused Coaching/Support Required Overall Rating: Time Management N/A

Overall Rating: Meets Student Needs

N/A

Overall Rating: Instructional Best Practices

N/A

Overall Rating: Student-Instructor Rapport

N/A

Average Rating – Overall Assessment

RATING N/A

COMMENTS: 0T

Instructor Signature:0T Date:0T

Documents

Partnering for performance_harrison