FacultyEvalPlanSVCCfinal

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62 Appendix G: Self Evaluation Form (Form-5) Introduction This form documents progress on and achievements of the previous year goals (if applicable) and sets current year goals for the faculty member. The faculty member needs to show: For the previous year: • Progress toward or completion of activities* for each Teaching Domain (Instructional Design, Instructional Delivery, Instructional Effectiveness, and Instructional Expertise) • Progress toward or completion of activities for Scholarly and Creative Engagement • Progress toward or completion of activities for Institutional Responsibility • Progress toward or completion of activities for Service *Activities and contributions may meet more than one Standard. Instructions 1. List your contributions and attach necessary documentation. 2. Briefly summarize your contributions by Domains. 3. For details regarding the Domains and their Standards, see the information on the appropriate Faculty Evaluation Form (i.e. Faculty Evaluation Forms : Probationary First-Year Appointment, One/Three-Year Appointment, or Five-Year Appointment) 4. Set goals for present calendar year and list anticipated Domains each activity will address. 5. Meet with your dean for an in-person conference periodically as recommended by the dean for the annual Faculty Evaluation Conference. Part 1: Faculty Member FACULTY NAME: EMPLOYEE ID #: DEPARTMENT/DIVISION: PERIOD COVERED BY THIS SELF EVALUATION: Part 2: Contribution List and Description by Domain for Previous Year (20__) 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, and Instructional Expertise). Instructional Design Instructional Delivery List the Contribution(s) and briefly summarize how this contribution meets the Domain and its Standard
63 Instructional Effectiveness Instructional Expertise SCHOLARLY AND CREATIVE ENGAGEMENT DOMAIN Definition: Activities specifically associated with the faculty member’s formally recognized area of expertise. INSTITUTIONAL RESPONSIBILITY DOMAIN 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. 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 also happens to be a college employee Attach documentation to this Form to further explain how the activity or contribution meets the Domain and their Standards. You may also add a narrative which highlights any activities that have contributed to your performance as a faculty member during the last appointment period. Part 3: Contribution List and Anticipated Domain Match for Future Year (20__)
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Southside Virginia Community Colleg
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3 Resolving Differences between Obj
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5 DEFINITIONS Annual Performance an
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7 OVERVIEW OF THE FULL-TIME FACULTY
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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 and 42: 41 Definition: Creating a learning
Page 43 and 44: 43 improvement and implement an act
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: 61 ● ● Document satisfactory at
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
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