Accreditation - Hartnell College!!

Institutional Self Evaluation – 12-05-12
Self Evaluation
The evaluation criteria for faculty and classified staff are clearly stated in the bargaining
agreements, working conditions, and evaluation tools. Evaluations are conducted at regular
stated intervals, and the follow up activities, including improvement plans and the scheduling
of subsequent evaluations, show that the goals of evaluations include the assessment of
performance and the encouragement of improvement.
Instability of the organizational structure has challenged the college in achieving its goal of
regular assessment of staff, particularly the part-time faculty and the managers themselves.
The college partially meets this standard.
Planning Agenda
The college has developed a recruitment plan to stabilize the organizational structure, and
replace interim appointments with regular hires. The college also is developing an evaluation
process for management employees that will be implemented in the spring, and plans to
sunshine an evaluation process for adjunct faculty in the spring negotiations of the successor
agreement to the faculty-District CBA.
III.A.1.c
Faculty and others directly responsible for student progress toward achieving stated
student learning outcomes have, as a component of their evaluation, effectiveness in
producing those learning outcomes.
Descriptive Summary
Hartnell College faculty are fully engaged in the development of course, program, and
institution-level Student Learning Outcomes (SLOs), and in the assessment of the
effectiveness of SLOs, from the course to the institution level. The role of faculty in this
assessment process is enshrined in the Student Learning Outcomes Philosophy Statement,
adopted in February 2008, which also clarifies the role of the Academic Senate having
jurisdiction to oversee that SLOs are integrated in resource allocation. Faculty activity—from
Flex Day programs to involvement in committees devoted to student learning outcomes,
curriculum development, and program planning and assessment—is abundant.
SLO success is not a component of faculty evaluations, but components of evaluations that
speak to faculty expectations in student success correspond to these outcomes. We address
student performance in our program review process.
The faculty evaluation process includes two major core items: professional competence and
professional conduct. In the professional competence area, the instructor has to demonstrate
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