FacultyEvalPlanSVCCfinal

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42 ● ● ● ● ● ● Respond constructively and respectfully to student comments and questions. Respond promptly (within 48 hours) 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. Follow college policies and procedures for administering and encouraging participation in Student End-of-Course Evaluations in all course sections taught for the purpose of receiving summative and formative feedback to inform revisions to instructional delivery. For second-semester faculty only: Analyze the previous semester’s student ratings of instruction and other student feedback about instructional delivery, identify areas for improvement, and implement an action plan to accomplish that improvement. Instructional Effectiveness ● Conduct timely assessments of student learning to include at least one assessment within the first two weeks of class. ● 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). ● Follow college policies and procedures for administering and encouraging participation in Student End-of-Course Evaluations in all course sections taught for the purpose of receiving summative and formative feedback to inform revisions to instructional effectiveness. ● For second-semester faculty only: Analyze the previous semester’s student ratings of instruction and other student feedback about instructional effectiveness, identify areas for improvement, and implement an action plan to accomplish that improvement. Instructional Expertise ● Demonstrate currency in academic discipline. ● Demonstrate currency in methods of teaching and learning. ● Demonstrate currency in instructional technology. ● Follow college policies and procedures for administering and encouraging participation in Student End-of-Course Evaluations in all course sections taught for the purpose of receiving summative and formative feedback to inform revisions to instructional expertise. ● For second-semester faculty only: Analyze the previous semester’s student ratings of instruction and other student feedback about instructional expertise, identify areas for
43 improvement and implement an action plan to accomplish that improvement. TEACHING DOMAIN EVALUATION Expectations Met Expectations Not Met SCHOLARLY AND CREATIVE ENGAGEMENT DOMAIN 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 Expectations Met Expectations Not Met 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 mastery of a significant majority of the bulleted criteria and satisfactory progress toward mastery of those criteria where improvement is needed.
Page 1 and 2: Southside Virginia Community Colleg
Page 3 and 4: 3 Resolving Differences between Obj
Page 5 and 6: 5 DEFINITIONS Annual Performance an
Page 7 and 8: 7 OVERVIEW OF THE FULL-TIME FACULTY
Page 9 and 10: 9 TIMETABLE Goals APPDOs are to be
Page 11 and 12: 11 3. Evaluations for faculty in mu
Page 13 and 14: 13 DEVELOPMENT & EVALUATION PROCESS
Page 15 and 16: 15 Teaching faculty members will re
Page 17 and 18: 17 Self-evaluation. Faculty members
Page 19 and 20: 19 Faculty members who achieve a
Page 21 and 22: 21 ANNUAL PERFORMANCE AND PROFESSIO
Page 23 and 24: 23 B). During this conference, the
Page 25 and 26: 25 REWARD AND RECOGNITION PLAN Intr
Page 27 and 28: 27 Plan. These funds are specifical
Page 29 and 30: 29 Review and Selection (Learning E
Page 31 and 32: 31 a brief summary of the rationale
Page 33 and 34: 33 contribution, or activity was in
Page 35 and 36: 35 APPENDICES Appendix A: First-Yea
Page 37 and 38: 37 Appendix B: Full Time Faculty Pl
Page 39 and 40: 39 Appendix C: Calendar of Due Date
Page 41: 41 Definition: Creating a learning
Page 45 and 46: 45 ● Engage in one or more servic
Page 47 and 48: 47 Appendix E: Faculty Evaluation F
Page 49 and 50: 49 ● ● ● ● ● Respond prom
Page 51 and 52: 51 ● ● ● ● ● ● ● ●
Page 53 and 54: 53 Overall Evaluation of Performanc
Page 55 and 56: 55 Standard: For each component of
Page 57 and 58: 57 for students after they exit a c
Page 59 and 60: 59 ● Engage in and document one o
Page 61 and 62: 61 ● ● Document satisfactory at
Page 63 and 64: 63 Instructional Effectiveness Inst
Page 65 and 66: 65 Appendix H: Class Observation As
Page 67 and 68: 67 Part 2: Assessment (To be comple
Page 69 and 70: 69 Part 3: Response (To be complete
Page 71 and 72: 71 Learning Environment Award Nomin
Page 73 and 74: 73 Faculty Award for Professional E
Page 75 and 76: 75 Application for Professional Exc
Page 83 and 84: 83 Appendix K: Student End-of-Cours
Page 85: 85 17. Overall, this instructor was

FacultyEvalPlanSVCCfinal

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