Full-Time Faculty Evaluation
The primary roles of faculty members at MACC are teaching/instruction, service and leadership to the college community, and professional development. Full-time faculty are required to attend Fall Faculty Workshop, Fall Faculty Professional Development Day, and Spring Faculty Professional Development Day each year.
The evaluation process provides feedback to faculty members regarding their performance in these primary roles. The process serves as a means for reflection to identify strengths and/or possible areas of improvement as well as to facilitate ongoing growth and development.
During the first five years of employment, full-time faculty will be required to complete all parts of the evaluation process. If the faculty members achieve ratings of “5”, “4”, or “3” for five consecutive years, they will then move to a three-year evaluation cycle. A minimum of five evaluations with no ratings of “1” is always necessary before entering the three-year cycle. Student evaluations and the peer observation process will continue each academic year.
In order to ensure fairness and consistency in the evaluation process, multiple sources of data are incorporated. The evaluation process consists of a faculty portfolio, a peer observation process, student course evaluations, and administrative classroom observations and evaluations.
Faculty Portfolio
The portfolio provides a more holistic view of a faculty member’s progress and performance. Faculty who are undergoing the full evaluation process are required to submit to the appropriate dean’s office a portfolio to include the following items:
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Curriculum Vitae/Resume
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Philosophy of Teaching
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Professional Goals
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Progress toward Professional Goals
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Self-Evaluation of Teaching /Instruction
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Description of Professional Development, Service, and Leadership Roles
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Peer Observation Verification Form
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Sample Syllabus
Additionally, the administration will provide the following items for the portfolio: student evaluations of instruction, administrative evaluation, and classroom observation. The evaluator and faculty member will review and discuss the portfolio during the summative evaluation conference.
Peer Observation
The peer observation process is intended as a developmental tool and growth opportunity. With this process, the focus is not directed at the individual teaching as with traditional observation/evaluation, but rather what the observer can learn from watching the teaching process of a peer. The peer observation is intended to produce only informal feedback between faculty members. The process is in no way intended to be evaluative between faculty members.
During the fall semester of the evaluation year, a faculty member will select a peer’s class and obtain permission to attend and observe at least once. It is suggested that faculty members choose different peers to observe from one evaluation year to the next to broaden experiences and to develop additional collegial contacts. However, faculty members are free to select whom they wish to observe.
Faculty members will complete the Peer Observation Verification Form to be included in portfolios. Other than this form indicating completion of a peer observation, no documentation will be included in evaluation materials.
Summative Conference
The evaluation process culminates in a summative conference between the faculty member and his/her dean or the Vice President for Instruction. The Vice President for Instruction or the dean will provide the faculty member with performance ratings from a five-point Likert scale in each of the following roles: instruction/teaching, service and leadership to the college community, and professional development. Any ratings of a “1” or “2” require a written plan to be completed by the faculty member, the Vice President for Instruction, and the appropriate dean to address and improve areas of concern. Ratings of “1” or failure to show improvement in an identified area of concern during consecutive evaluations may result in the instructor’s failure to receive a subsequent contract.