City College of San Francisco - California Competes

THEME VI
Assessment of employee satisfaction. The Office of Research, Planning and Grants also produces employee
opinion data. Examples of regular surveys include assessments of employee satisfaction with College
services conducted in 2000 and 2004, and surveys evaluating employee use of technology, which have
been conducted every other year since 1997. The 2004 Report on Employee Satisfaction provides participating
employees’ mean ratings, high to low, of 75 College services—services provided by the Academic
Affairs, Student Development, and Finance and Administration Divisions, and the Office of Facilities
Planning and Construction, among others. This candid report highlights the top ten rated services and
compares changes between 2000 ratings and 2004 ratings, both positive and negative. It further breaks
out ratings by constituencies within the College, designations which essentially illustrate the complexity
of CCSF employee “demographics”: full-time and part-time, classified and certificated employee designations,
credit and noncredit, the main Ocean Avenue Campus and the other six campuses, years of
employment, gender, and ethnicity. Results of employee (and student) satisfaction surveys are posted
on the Office of Research, Planning and Grants website.
Peer and student evaluation of faculty. The faculty evaluation process is an important assessment of our
educational integrity and one that also provides an opportunity for students to express their satisfaction
with their classroom experience. A process that full-time and part-time faculty undergo every three years,
the evaluation is conducted by peer faculty (and the department chair, if requested) who observe the
faculty member in his/her instructional, non-instructional, counseling, or library activities. Observations
are documented in the form of checklist ratings and brief comments relating to strengths and areas in
need of improvement. Full-time faculty may opt for a self-evaluation, which requires that the evaluatee
provide narrative descriptions of strengths, weaknesses, and needs for improvement. Part-time faculty
may select the self-evaluation option provided the previous two evaluations were satisfactory and there
has not been a break in service. Student evaluations of teacher or counselor performance are a particularly
important part of the self- or peer-evaluation processes. Students are able to anonymously evaluate teacher
or counselor professional conduct (e.g., punctuality, respect for students’ opinions), teaching/counseling
methods, and command of subject matter, among other qualities. All peer (or peer/management) responses
and student data are summarized on the consensus evaluation form which includes a composite rating
of “satisfactory” or “unsatisfactory.”
The tenure review process is similarly structured, although tenure-track faculty are evaluated at least once
during each of their first four years of service. These faculty are also required to submit a portfolio of their
professional activities and accomplishments, which may include samples of teaching syllabi, assignments,
lesson plans, or documents related to counseling or library activities. The inclusion of student evaluations
and portfolio review upholds the integrity and credibility of the evaluation process.
Employee Evaluation of Administrators and the Chancellor
Another example of inclusiveness is the recently modified process for evaluation of administrators.
Previously a process that occurred every three years and was conducted by an evaluation committee,
the new process, initiated by the Chancellor in 2003, occurs yearly and invites the participation of all
faculty. The Classified Senate is discussing its open participation in the process as well. The Chancellor
is also evaluated annually by classified staff, faculty, and administrators.
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