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EMPLOYEE EVALUATION - FACULTY

 

EMPLOYEE EVALUATION - FACULTY
MnSCU Policy 4.9
(Faculty - RCTC Procedure 4.9.1)
(Also refer to Human Resources website for proper forms)

FACULTY EVALUATIONS:
Part 1. Introduction: The Minnesota State Colleges and University System (MnSCU) requires that all employees be evaluated on a regular basis. Rochester Community and Technical College is committed to continuous improvement and believes that such an evaluation will help assure high quality instruction and services for students and will provide for the most productive utilization of public funds.

Evaluation of all employees begins before initial employment. We take pride in employment that results from careful screening and selection of candidates. New employees meet or exceed minimum qualifications for their position. Together college faculty, staff, and administration prepare and communicate job descriptions to new faculty, orient new faculty members to the college, its philosophy, mission and specific procedures and assist new faculty in beginning their assignments.

Rochester Community and Technical College also encourages faculty to improve their academic backgrounds and job skills by utilizing various staff development funds to participate in staff development meetings at the college, to attend professional meetings through CTL, discipline meetings and other conferences, and to apply for sabbatical leaves, as well as to participate in other growth opportunities available to meet the changing demands over the lifetime career of each faculty member. It is the philosophy of Rochester Community and Technical College that each employee should strive to be the very best. The faculty evaluation plan is one part of the process to help achieve that goal.

Part 2. Purpose: In establishing a system for the evaluation of professional performance, we have begun with the assumption that RCTC has an excellent staff of qualified instructors, counselors, librarians, and support personnel. We have further assumed that in order for a college or university to function, a free and open atmosphere needs to be maintained. The evaluation procedure will not restrict academic rights as defined in the Professional Staff Contract in any way. This system will be a constructive one that builds on discovered strengths, assures satisfactory performance, and promotes professional fulfillment and growth.

We recognize that because the professional tasks of staff members are very diverse and complex, no single evaluative method may be effective or even relevant. Thus, our system will offer many options to ensure that an individual plan can be devised. Our specific purpose is to provide a systematic process that faculty and support staff can use to analyze their professional performance and discover their strengths in order to enhance both.

COMMITMENT TO CONTINUOUS IMPROVEMENT

Rochester Community and Technical College's commitment to continuous improvement has as its foundation ongoing personal and professional development. The primary outcome of this evaluation plan, based upon the continuous improvement approach, is improved teaching and learning effectiveness. The atmosphere surrounding the process is supportive. Multiple sources of input are essential to the process.

Because RCTC "derives its strength from a faculty" committed to providing quality education, the purpose of the evaluation process is to support on-going improvement of instruction through a process that provides for personal options within a standardized framework. Multiple approaches to improving teaching and learning are valued.

Ultimately, a process that allows faculty members to achieve their individual goals within the framework of their job description will benefit the institution, its students and their learning.

ASSUMPTIONS

EXPECTATIONS

Part 3. Evaluation Procedures: Administration will be responsible for notifying the faculty member of the time sequence of the evaluation and its general purpose. The evaluation roster and annual deadlines will be announced by administration during the beginning of the academic year. All elements of the evaluation plan for probationary faculty will be completed by May 1. Full-time, part-time, counselor and librarian faculty evaluations will be completed on a time line consistent with professional staff contracts.
Faculty and administration share responsibility for this evaluation process and will work cooperatively to complete the performance appraisal.

Counselor Faculty Evaluation
Procedures and techniques used in evaluating counselors shall conform to the ethical guidelines and standards for counselors as set by a recognized professional association such as the American Association for Counseling and Development (AACD).

The evaluator shall be knowledgeable about the guidelines and standards noted previously and will supply copies of the guidelines to the counselor being evaluated along with a menu of items to be used. These will differ from the items used in evaluating classroom teachers. Otherwise, evaluation of counselors shall be done in the same way as evaluation of other teaching faculty members. Slight modifications to the teaching/learning segment of the faculty evaluation process form (Appendix E) will be required.

Library/AV Faculty Evaluation
The evaluator will evaluate all library and audio-visual faculty at the same time using student and staff questionnaires, conferences, observations, and examination of materials. Otherwise, evaluation of library/audio visual faculty shall be done in the same way as evaluation of other faculty members. Slight modifications to the teaching/learning segment of the teaching faculty evaluation process form (Appendix A) will be required.

Teaching Faculty Evaluation (Unlimited, adjunct, and probationary faculty)
The supervising administrator will be responsible for carrying out the evaluation. The responsibilities of the evaluator include:

1. Evaluation Components
The supervising administrator will schedule a preliminary meeting with the faculty member to discuss the process and procedures to be used during the evaluation process.

(Components of the evaluation process are outlined in the table below.)

2. Class Observation
On-site class observations are used to gather information to help assess job performance. If on-site visits are to be used the faculty member may suggest visit to more than one class or more than one visit per class as appropriate to viewing various aspects of the job. Full-time faculty are encouraged to have peers conduct classroom observations and provide their feedback.
The evaluator will arrange an acceptable time(s) for the on-site visit(s), or for a mutually acceptable substitute (i.e., video tape). It is the responsibility of the evaluator to make the visit as unobtrusive as possible, thereby accomplishing the visit with a minimum of distraction to the students/faculty member. The evaluator will have access to the materials being used in the performance of work during the classroom visit. At the request of the faculty member, "peer evaluators" of his/her choice may attend the same on-site visit in order to corroborate the observations of the evaluator. (A sample Classroom Observation Form is included in Appendix A.)

3. Syllabus Review
The evaluator will review the course syllabi to assess compliance with the college's requirements. (The syllabus requirements are outlined in Appendix B.)

4. Student Evaluations of Instruction
Faculty will collect student course evaluations from one class per academic year. Faculty are to choose during Fall Semester which class they want student evaluations to be done in (this could be a class held during the Spring Semester.) The course evaluation will allow the students the opportunity to provide feedback about the teaching/learning experience. This questionnaire will be a standardized questionnaire such as the University of Minnesota Student Evaluation of Teaching (SET) form. A sample is included in Appendix C). Faculty have the option of adding additional questions to gather additional insights to the teaching/learning process. Student response will be anonymous. Administration will share with faculty the results of the student feedback that is collected each year. This data will be included in the final report of faculty evaluation every third year.

5. Professional Development Plan

Each full time faculty member will prepare a professional development plan at the beginning of each academic year. The purpose of the plan is to set down activities and a schedule that will help improve the job performance of the faculty member based on his/her own self-evaluation and the formal college evaluation. This plan will also help to formally align individual development plans with department and college goals and priorities. (A sample Professional Development Plan is included in Appendix D.)

The plan should be highly individualized and may include activities such as:

Coursework to be taken
Readings to be completed
Conferences/conventions to attend
Seminars
Civic Involvement
Volunteer work
Sabbatical leave/leave-of-absence
Curriculum studies/development
Writing/publication
Travel
Research/experimentation
Other work experience
Exchanges
Other

The plan will be placed in the individual's personnel file and will be reviewed and updated on the anniversary of his/her periodic formal evaluation.

The faculty member shares the responsibility for his/her evaluation and agrees to assist in the following ways:

Part 4. The Evaluation Report: Upon completion of the three-year cycle, the supervisor and faculty member will meet to review and discuss the results of the evaluation process. The evaluator and faculty member will discuss the components of the evaluation process and the implications they may have for improvement. The supervisor will prepare a written evaluation summarizing the results of the evaluation. The Faculty Professional Development Plan will be attached to the evaluation. The faculty member has the option of providing a written summary of the evaluation for the personnel file. The final summary evaluation will be placed in the personnel file.

Part 5. Appeal Process: In the event that the faculty member rejects the assessment as being detrimental or without basis, the evaluation shall be appealed to the evaluator's supervisor. A faculty member has the right to prepare a written response to the original evaluation. This response to the evaluation will be attached to the original evaluation report and placed in the personnel file.

Part 6. Off Cycle Evaluation Procedures: At the discretion of the supervisor, administrator and/or student evaluations may be more frequent as time and resources permit. (Administrators have the management right to observe job performance activities at any time.) Regular procedures for evaluations will be followed.

Part 7. Review/Modification of Evaluation Process:
Modifications to the faculty evaluation procedures will be made through the Exchange of Views and Meet and Confer processes. Students, faculty, or administration may request review of the procedures at the end of any year; however, there will be an automatic review of the procedures at the conclusion of every third year. An ad hoc joint faculty, student, and administration committee will conduct this review with members appointed by their respective constituencies.

Date of Implementation: Fall Semester, 2003
Date of Adoption: 2/11/02
Revisions: 3/21/03

Appendix A - Classroom Observation Form

Appendix B - Syllabus Review Form

Appendix C - Sample Student Evaluation Form

Appendix D - Faculty Professional Development Plan

Appendix E - Materials Evaluation (Counselor)

Appendix F - Optional Materials Evaluation (Instructor)

Appendix G - Final Report of Faculty Evaluation Form

Return to Human Resources Table of Contents

EMPLOYEE EVALUATION
MnSCU Policy 4.9
(Classified and Unclassified Professional/Supervisory Employees
RCTC Procedure 4.9.2)
(Also refer to Human Resources website for proper forms)

EVALUATION:
Part 1. Introduction: The State requires an annual evaluation of all classified and unclassified professional/supervisory employees. The performance assessment process includes: (1) a review of the employee's current position description; (2) a performance management process, which focuses on continuous improvement; defines, develops, reviews and recognizes performance, and supports the individual, the work group, and the college; and (3) a development planning process.

Rochester Community and Technical College is committed to continuous improvement and believes that such an evaluation will help assure high quality services for students and will provide for the most productive utilization of public funds.

Part 2. Purpose: In establishing a system for the evaluation of professional performance, we first begin with the assumption that RCTC has excellent staff. We have further assumed that in order for a college or university to function, a free and open atmosphere needs to be maintained. This system will be a constructive one that builds on discovered strengths, assures satisfactory performance, and promotes professional fulfillment and growth.

Part 3. Evaluation Procedures: The Human Resources Office will be responsible for notifying the supervisors of the time sequence of the evaluation. Both the employee and their supervisor share responsibility for the evaluation process and will work cooperatively to complete the performance appraisal.

Position Description
The State requires that all classified and unclassified professional/supervisory employees have a current and accurate position description on file with the Human Resources Office. The position description should be reviewed annually during the evaluation process. If changes are needed, an updated Position Description must be attached to the Performance Review. Generally, position descriptions should be updated at least every 3 years.

Performance Review
In compliance with Minnesota Statutes, Chapter 13.04, Subd. 2, employees are informed that the information collected through the use of the Performance Review will be used to document their performance on an annual basis. The information may be used in decisions concerning advancement, reassignment, future training needs, performance-related salary adjustments, and as evidence in contested disciplinary actions.

A performance review is legally required. Without it, there is no objective data on which to evaluate performance. This information is available to the employee, their supervisor, personnel director, and other employees at the college whose job assignment requires access. Procedures and techniques used in evaluating employees shall conform to the ethical guidelines and standards for state employees as set by the Department of Employee Relations.

The AFSCME, MAPE and MMA contracts state that step or progression increases are based on satisfactory performance or service. Therefore, a performance review will be conducted in advance of the due date of a salary increase. Salary increases may be withheld for unsatisfactory performance. An employee must be notified, in writing, in advance of the increase due date if an increase is to be withheld, or the increase will be granted by default.

The supervisor shall be responsible for completing the Performance Review form and discussing the assessment with the employee. The formal performance rating is assigned during the review.

Customer Service Assessment of Work Related Characteristics
The success of RCTC is significantly dependent upon each employee demonstrating certain key work-related characteristics and competencies. Supervisors will obtain input from others who work with the employee using the anonymous and confidential on-line feedback survey. The on-line feedback survey allows the supervisor to evaluate how the employee is meeting the general definitions/expectations outlined in specific areas. The selection process for determining those who will have the opportunity to complete a feedback survey will be mutually agreed upon by both the employee and his/her supervisor.

Professional Development Plan
Each unlimited and seasonal employee is encouraged to have an individual developmental plan on file if needed to improve present performance, prepare for promotional opportunities, to undertake new responsibilities, to undertake career development goals, or if wanted by the employee. The individual development plan shall be reviewed and updated at the time of the annual performance review and shall be monitored during the appraisal period. A Professional Development Plan is required if the employee plans to request an allocation of staff development funds, or if there are performance deficiencies.

Part 4. The Evaluation Report: Upon completion of the performance assessment process, the supervisor and employee will meet to review and discuss the results of the evaluation. The supervisor and employee will discuss the components of the evaluation process and the implications they may have for improvement. The supervisor will complete the Performance Review form. The Professional Development Plan will be attached to the evaluation. The final Performance Review document will be placed in the employee’s personnel file. The employee and supervisor will receive copies of all review documentation; however, the on-line customer service assessment data will not be placed in the employee’s personnel file.

Part 5. Appeal Process: An employee has a right to provide a written response to the evaluations in the employee’s personnel file. An employee may also file an appeal of the performance review consistent with DOER Administrative Procedures 21.

Date of Implementation: Spring, 2004
Date of Adoption: 2/9/04 (As a Pilot Project)
Revisions: 6/16/05

 

 

 

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