Table of Appendices

Appendix A: AFT Bargaining Unit............................................................................................................... 2

Appendix B: Faculty Salary Schedules and Academic Titles.......................................................................... 3

Appendix C: Definition of Salary Classes..................................................................................................... 6

Appendix D: Duties and Responsibilities....................................................................................................... 7

Appendix E: Definitions............................................................................................................................. 10

Appendix F: Faculty Load Credit (FLC) Allocation...................................................................................... 11

Appendix G: Evaluation Procedures........................................................................................................... 13

APPENDIX A

AFT BARGAINING UNIT

Included in the bargaining unit are the following:

· Contract and regular academic employees

· Hourly academic employees

· Summer session academic employees

Excluded from the bargaining unit are the following:

· Management, supervisory and confidential employees

· Day-to-day substitutes

· Guest lecturers

· Teachers of credit classes who are not teachers of record, unless they are contract or regular employees

· Teachers of non-credit courses in Community Services programs

APPENDIX B

Faculty Salary Schedules and Academic Titles, San Mateo Co. Community College District

REGULAR FACULTY SALARY SCHEDULE (80)

Effective Date: July 1, 2000
Grade	1	2	3	4	5	6	7	8	9
	<<<<<<<<<<<< Bachelor's Degree >>>>>>>>>>>>					<<<<<< Master's Degree >>>>>>			PhD
Step	Base	+15 Units	+30 Units	+45 Units	+60 Units	M.A.	w/45 Units	w/60 Units	EdD/JD
1	30879	31943	33011	34078	35145	37266	38337	39400	43621
2	32996	34061	35129	36194	37261	39377	40451	41512	45738
3	35109	36175	37242	38307	39374	41497	42563	43628	47847
4	37223	38292	39359	40423	41491	43613	44679	45745	49967
5	39338	40402	41472	42538	43607	45725	46793	47862	52087
6	41450	42521	43584	44649	45723	47842	48907	49971	54196
7	43568	44637	45701	46766	47838	49955	51023	52087	56305
8	45680	46751	47817	48880	49950	52073	53141	54202	58424
9	47799	48862	49929	50999	52065	54189	55252	56321	60540
10	49914	50980	52046	53113	54181	56300	57372	58429	62657
11	52031	53093	54163	55227	56296	58417	59484	60545	64768
12	54146	55210	56278	57344	58409	60534	61602	62663	66884
13	54146	55210	56278	57344	58409	60534	61602	62663	66884
14	56256	57326	58392	59455	60529	62644	63714	64777	69001
15	56256	57326	58392	59455	60529	62644	63714	64777	69001
16	56256	57326	58392	59455	60529	62644	63714	64777	69001
17	58373	59442	60500	61573	62641	64763	65829	66891	71120
18	58373	59442	60500	61573	62641	64763	65829	66891	71120
19	58373	59442	60500	61573	62641	64763	65829	66891	71120
20	58373	59442	60500	61573	62641	64763	65829	66891	71120
21	60491	61556	62621	63692	64760	66875	67942	69007	73227
22	60491	61556	62621	63692	64760	66875	67942	69007	73227
23	60491	61556	62621	63692	64760	66875	67942	69007	73227
24	60491	61556	62621	63692	64760	66875	67942	69007	73227
25	60491	61556	62621	63692	64760	66875	67942	69007	73227
26	62598	63665	64728	65800	66869	68984	70051	71117	75336

The above dollar amounts are annual salaries, based upon services performed on 175 days of the college year for full-time employees on a regular academic year contract.

SAN MATEO COUNTY COMMUNITY COLLEGE DISTRICT
ADJUNCT FACULTY SALARY SCHEDULE FALL/SPRING (AO)
Effective Date: July 1, 2000
Grade	1	2	3
Step	Lecture	Laboratory	Special
1	40.36	34.58	25.02
2	42.80	36.77	26.57
3	45.30	39.16	28.19
4	47.84	41.53	29.88
5	50.40	43.66	31.56
6	52.78	45.77	33.24
7	55.46	47.92	34.69
8	57.90	50.19	36.19
9	60.35	52.49	37.62
10	62.83	54.64	39.15
Note: Compensation for the Summer Session is based on the Hourly
Faculty Salary Schedule in effect during the previous Spring Semester

Post-Retirement Employment is $2,208 per FLC (annual maximum of $19,872) effective 8/16/2000

CHART OF ACADEMIC TITLES
REGULAR FACULTY
Grade	1	2	3	4	5	6	7	8	9
	<<<<<<<<<<<< Bachelor's Degree >>>>>>>>>>>>					<<<<<< Master's Degree >>>>>>			PhD
Step	Base	+15 Units	+30 Units	+45 Units	+60 Units	M.A.	w/45 Units	w/60 Units	EdD/JD
1
2	INSTRUCTOR
3
4
5
6	ASSISTANT PROFESSOR
7
8
9
10
11					ASSOCIATE
12					PROFESSOR
13
14
15
16
17	ASSOCIATE PROFESSOR					PROFESSOR
18
19
20
21
22
23	PROFESSOR
24
25
26
ADJUNCT FACULTY
Grade	1			2			3
Step	LECTURE			LABORATORY			SPECIAL
1
2	INSTRUCTOR
3
4
5
6
7	ASSISTANT PROFESSOR
8
9
10

APPENDIX C

DEFINITION OF SALARY CLASSES

Class 1: No degree, or Bachelor’s degree and fewer than 15 semester units taken after the award of the degree

Class 2: Bachelor’s degree and at least 15 but fewer than 30 semester units taken after the award of the degree

Class 3: Bachelor’s degree and at least 30 but fewer than 45 semester units taken after the award of the degree

Class 4: Bachelor’s degree and at least 45 but fewer than 60 semester units taken after the award of the degree

Class 5: Bachelor’s degree and at least 60 semester units taken after the award of the degree

Class 6: One or more of the following:

· Master’s degree and fewer than 45 semester units taken after the award of the Bachelor’s degree

· Vocational Class A Credential issued for five years or life

· Standard Designated Subjects Credential in Vocational Trade and Technical Training issued for life

· California Community College Instructor Credential issued for life with a teaching subject matter area on the following list and at least 60 semester units of course work from an accredited post-secondary institution:

· Accounting	· Health and Physical Care Services & Related Technologies
· Aeronautics	· Industrial Arts
· Agricultural Services and Processing	· Industrial, Machine & Related Technologies
· Aircraft	· An Industrial Trade
· Animal Production	· Insurance
· Architectural, Engineering & Related Technologies	· Marine & Related Technologies
· Building, Construction & Marketing & Distribution Related Technologies	· Mining, Metallurgy & Related Technologies
· A Building Trade	· Motel and Hotel Services & Related Technologies
· Business and Industrial Management	· Nursing
· Communication Services & Related Technologies, including Painting	· Office Services & Related Technologies
· Computer & Related Technologies	· Ornamental Horticulture
· Cosmetology & Barbering	· Personal Services
· Court Reporting	· Police Science
· Fire Science	· Real Estate
· Foods, Food Services & Related Technologies	· Textiles, Textile Services & Related Technologies

Class 7: Master’s degree and at least 45 but fewer than 60 semester units taken after the award of the Bachelor’s degree

Class 8: Master’s degree and at least 60 semester units taken after the award of the Bachelor’s degree

Class 9: An earned doctorate or membership in the California Bar.

APPENDIX D

DUTIES AND RESPONSIBILITIES

D1—DUTIES AND RESPONSIBILITIES OF INSTRUCTORS

A. Required of all instructors:

· teach classes at assigned times and locations;

· make necessary preparations for class instruction;

· evaluate student performance; and

· submit timely and accurate reports of attendance, grades and other matters as required.

B. Additional professional responsibilities, not subject to additional compensation for instructors on regular academic year contract: (See Note 1)

· attend and participate in official division and college faculty meetings called by the college administration;

· develop instructional materials, course outlines, and curriculum guides;

· analyze and select text materials, and participate in course content coordination;

· evaluate, update, and revise existing courses and programs; develop new courses as needed;

· assist in the placement of students in courses;

· review current literature in appropriate fields and recommend additions to the college library collection;

· participate as a peer in the academic employee staff development and evaluation programs;

· assist in ordering supplies, and in ensuring proper utilization of instructional equipment and facilities;

· coordinate the work of student assistants and instructional aides;

· participate in commencement exercises (See Note 2);

· participate in advisory committee meetings;

· participate on official college committees (e.g., curriculum planning, accreditation self-study); and

· participate on screening committees for position vacancies.

C. Voluntary activities performed without additional District compensation:

· participate in co-curricular activities (e.g., student club advising);

· participate in college-community relations activities (e.g., public speaking engagements); and

· participate in articulation with high schools and four-year institutions, and with business and industry.

Note 1: It is not the intention of the parties to this Agreement to imply that all unit members will be assigned all of the responsibilities listed under B. Certain of these responsibilities may be appropriate for assignment to a given unit member who would not be paid additional District compensation for discharging them.

Note 2: A maximum of one-half of the contract and regular faculty will be expected to participate each year. No individual will be required to participate more frequently than once in each two-year period.

D2—DUTIES AND RESPONSIBILITIES OF COUNSELORS

A. Required of all counselors:

· provide counseling services to students at assigned times and locations;

· maintain necessary counseling records; and

· submit timely and accurate reports as required.

B. Additional professional responsibilities, not subject to additional compensation for counselors on regular academic year contract: (See Note 1)

· attend and participate in official division and college faculty meetings called by the college administration;

· develop informational counseling materials, student program outlines, and curriculum guides;

· analyze and select counseling and testing materials, and participate in course and program content coordination;

· evaluate, update, and revise existing counseling materials and programs; develop new programs as needed;

· review current literature in appropriate fields and recommend additions to the college library collection;

· participate as a peer in the academic employee staff development and evaluation programs;

· provide information for schedule and budget preparation;

· assist in ordering supplies, and in ensuring proper utilization of instructional equipment and facilities;

· coordinate the work of student assistants and instructional aides;

· participate in commencement exercises (See Note 2);

· participate in articulation with high schools and four-year institutions;

· participate in advisory committee meetings;

· participate on official college committees (e.g., curriculum planning, accreditation self-study); and

· participate on screening committees for position vacancies.

C. Voluntary activities performed without additional District compensation:

· participate in co-curricular activities (e.g., student club advising);

· participate in college-community relations activities (e.g., public speaking engagements); and

· participate in articulation with business and industry.

Note 1: It is not the intention of the parties to this Agreement to imply that all unit members will be assigned all of the responsibilities listed under B. Certain of these responsibilities may be appropriate for assignment to a given unit member who would not be paid additional District compensation for discharging them.

Note 2: A maximum of one-half of the contract and regular faculty will be expected to participate each year. No individual will be required to participate more frequently than once in each two-year period.

D3—DUTIES AND RESPONSIBILITIES OF LIBRARIANS

A. Required of all librarians:

· provide librarian services to students at assigned times and locations;

· maintain necessary library records;

· take appropriate precautions against the theft, deterioration, or destruction of library facilities, equipment, and materials; and

· submit timely and accurate reports as required.

B. Additional professional responsibilities, not subject to additional compensation for librarians on regular academic year contract: (See Note 1)

· attend and participate in official division and college faculty meetings called by the college administration;

· develop instructional materials on the use of the library and its resources for groups and individuals;

· consult with faculty members on resource needs in their particular fields;

· assist in the formulation and maintenance of necessary and reasonable rules for library users;

· review current literature in appropriate fields and recommend additions to the college library collection;

· participate as a peer in the academic employee staff development and evaluation programs;

· provide information for schedule and budget preparation;

· assist in ordering supplies, and in ensuring proper utilization of library equipment and facilities;

· coordinate the work of student assistants and instructional aides;

· participate in commencement exercises (See Note 2);

· assist in planning and preparing exhibits and book displays to encourage student use of books and other materials;

· participate on official college committees (e.g., curriculum planning, accreditation self-study); and

· participate on screening committees for position vacancies.

C. Voluntary activities performed without additional District compensation:

· participate in co-curricular activities (e.g., student club advising);

· participate in college-community relations activities (e.g., public speaking engagements); and

· participate in articulation with high schools and four-year institutions.

Note 1: It is not the intention of the parties to this Agreement to imply that all unit members will be assigned all of the responsibilities listed under B. Certain of these responsibilities may be appropriate for assignment to a given unit member who would not be paid additional District compensation for discharging them.

Note 2: A maximum of one-half of the contract and regular faculty will be expected to participate each year. No individual will be required to participate more frequently than once in each two-year period.

APPENDIX E

DEFINITIONS

· BOARD: The Board of Trustees of the San Mateo County Community College District.

· CHANCELLOR-SUPERINTENDENT: The chief executive officer of the San Mateo County Community College District.

· CONTRACT EMPLOYEE: Equivalent to “probationary employee.”

· DAY: A calendar day unless otherwise defined.

· DAY PROGRAM: The portion of the college program that begins before 4:30 p.m., Monday through Friday.

· DISTRICT: The San Mateo County Community College District or its agents.

· FACULTY LOAD CREDIT (FLC): A measure of workload based on contact hours and the academic services provided during those contact hours.

· HEALTH BENEFITS: The combination of medical, dental and vision benefits.

· IMMEDIATE FAMILY: Spouse, domestic partner, child, parent, sister or brother of the employee, or any relative living in the immediate household of the employee.

· IMMEDIATE SUPERVISOR: The person so designated in the organization chart of the college or the District Office.

· REASSIGNMENT: A change of assignment that does not involve a change from one college to another and does involve an assignment in a faculty service area (FSA) other than that of the principal current assignment.

· REGULAR EMPLOYEE: Equivalent to “tenured employee.”

· SICK LEAVE: Leave of absence for illness or injury.

· TEMPORARY EMPLOYEE: An employee who is neither a contract nor a regular employee.

· TRANSFER: A change of assignment that involves a move from one college to another.

· UNION: The San Mateo Community College Federation of Teachers, Local 1493, AFT, AFL-CIO.

APPENDIX F

FACULTY LOAD CREDIT (FLC) ALLOCATION

LECTURE ASSIGNMENT SCHEDULE

English Composition Classes:

With 20 students maximum per class	1.00 FLC per hour
With four composition classes assigned and 26 students maximum per class at census	1.25 FLCs per hour
All Other Lecture Hours:
All other lecture hours	1.00 FLC hour

NON-LECTURE ASSIGNMENT SCHEDULE

Counseling

33 students per FLC

(30 hours per week on campus for full-time counselors)

Librarian Service .40 FLC per hour

Cooperative Education

Student Coordination 8.3 students per FLC

Hourly rate 1 hour at special rate 5-9 students

2 hours at special rate 10-14 students

3 hours at special rate 15-19 students

4 hours at special rate, etc. 20-24 students

Journalism

College Newspaper Advisor 3 FLCs per semester

Student Magazine Advisor 2 FLCs per semester

of production

Athletic Coaching
Water Polo 7.5 FLCs	Men’s Track 9.0 FLCs
Soccer 8.0 FLCs	Women’s Track 9.0 FLCs
Men’s X-Country 7.5 FLCs	Softball 9.0 FLCs
Women’s X-Country 7.5 FLCs	Baseball 9.0 FLCs
Volleyball 7.5 FLCs	Men’s Tennis 7.5 FLCs
Men’s Basketball 9.0 FLCs	Women’s Tennis 7.5 FLCs
Women’s Basketball 9.0 FLCs	Golf 7.5 FLCs
Wrestling 8.0 FLCs	Men’s Swimming 7.5 FLCs
Football Head Coach 9.0 FLCs	Women’s Swimming 7.5 FLCs
Football Asst. Coach 7.5 FLC’s

The FLC for the various athletic coaching assignments were determined as a means of compensating for athletic activities having different lengths of season, different numbers of games played during a season, the number of students to be supervised, the requirements for faculty supervision, the nature of the sport, and the different requirements for student supervision during normally declared college vacation and semester break periods.

Laboratory:

Biological Sciences, Ophthalmic Dispensing, Physical Sciences, Nursing and Food (Home Economics) laboratory assignments	.80 FLC per hour
Physical Education activity classes	.75 FLC per hour
Skills Development laboratory (skill-development; generally no demonstration or evaluation)	.55 FLC per hour
Cosmetology laboratory classes	.60 FLC per hour
Business laboratory classes	.75 FLC per hour
Emergency Medical Technician	.75 FLC per hour
Food Technology and Management
Laboratory/Demonstration	.75 FLC per hour
Laboratory	.55 FLC per hour
Radiologic Technology
Laboratory	.80 FLC per hour
Clinic	.70 FLC per hour
Automotive Mechanic Technology (lecture/laboratory combination)	.70 FLC per hour
Respiratory Therapy (Current loading practice will be retained.)
All other laboratory assignments	.70 FLC per hour
Reassigned Time (as provided for in Section 7.4)	.40 FLC per hour

Although 30 FLC is considered a full-time assignment, 29 – 31 FLCs is acceptable as a full-year assignment with a three-year maximum of 91 FLCs. For faculty members with a majority of their teaching load in laboratory assignments, 28-32 FLCs is acceptable as a full-year assignment with a three-year maximum of 92 FLCs. Exceptions to these limitations can be made only upon mutual agreement of the faculty member and the District.

Members of the unit who are compensated according to the hourly academic salary schedule are paid by the hour, not by FLCs.

Each course has a nominal load credit associated with it based on the typical number of contract hours for which it is scheduled. No adjustment is made in the nominal load credit for routinely expected variations in the actual total contract hours per semester. The typical range for one FLC is 16 to 19 contact hours per semester for lecture. A corresponding range of contact hours for other types of classroom assignments is based on equivalence factors spelled out in this appendix.

APPENDIX G

EVALUATION PROCEDURES

Tenure Review

Regular Classroom Faculty

Regular Non-Classroom Faculty

Adjunct Faculty

Tenure Review Policy and Procedures

General Consideration

· The Board of Trustees, faculty and administration share a responsibility for the process of awarding tenure.

· The tenure review process safeguards and assures the principles and practices of academic freedom as defined in District Rules and Regulations.

· The tenure review process upholds the principles of affirmative action, equal access and opportunity, promotes diversity, and is fair and unbiased.

· The tenure review process is an affirmative means for awarding tenure based upon rigorous evaluation. It is a continuation of the selection process; hiring does not guarantee tenure.

· The tenure review process fosters open communication among participants in order to assure fairness and opportunity for success.

I. Purpose

The tenure review process should assure that students have access to the most knowledgeable, talented, creative and student-oriented faculty available. To that end, a four-year probationary period provides sufficient time for contract employees:

· to understand the expectations for tenure;

· to develop skills and acquire the experience to participate successfully in the educational process; and

· to use the District’s and other resources for professional growth.

The tenure review process should assure teaching quality and professional growth and development by providing a useful assessment of performance. During the probationary period, contract faculty have the academic freedom that all other members of the faculty have, and the tenure review process should safeguard that basic right of the academic community.

II. Evaluation Criteria for Contract Faculty

The following criteria will be used, as appropriate, to assess faculty performance. During the first contract year, emphasis will be placed upon contract employees’ meeting criteria related to their primary assignment.

A. Student Relations

In the performance of his/her professional duties, the faculty member:

1. responds to the educational needs of students by (a) answering questions clearly and following through to maximize student understanding; and (b) giving equal access and treatment to students regardless of ethnicity, cultural background, age, gender, and lifestyle, and by avoiding stereotypes;
2. demonstrates respect for the right of the student to hold and to express divergent opinions and demonstrates sensitivity to concerns of students; and
3. shows concern for student educational welfare by being available during office hours and answering questions with courtesy.

B. Professional Responsibilities

The faculty member:

1. meets classes as set forth in the contract;

2. participates in department, college or other professional activities;

3. maintains ethical standards as outlined in the SMCCCD Academic Senate Statement of Professional Standards;

4. demonstrates commitment to the profession;

5. participates in professional growth activities; and

6. maintains and submits appropriate records in accordance with District contract.

C. Performance by Classroom Faculty

The faculty member:

1. is knowledgeable about subject matter;

2. is aware of recent, general developments/research in field;

3. demonstrates effective communication with students;

4. provides students with a clear statement of grading, attendance, examination policies, and other course requirements;

5. uses effective teaching methods appropriate to the subject matter;

6. uses appropriate testing and assessment techniques to measure students progress; and

7. shows evidence of meeting course objectives as outlined in the catalog and official course outline.

D. Performance by Counselors, Librarians, and other Instructional and Student Services Faculty

The faculty member:

1. is knowledgeable about assignment area/duties;

2. is aware of recent, general development/research in assigned area/duties;

3. demonstrates effective communication with students;

4. uses effective methods appropriate to the assignment area/duties; and

5. shows evidence of meeting objectives appropriate to the assignment area/duties.

III. Tenure Review Committee

Standing Tenure Review Committees shall be division-based, shall have four members, and shall elect their own chairs. Each division shall determine the number of Tenure Review Committees needed to conduct tenure review for contract faculty. All permanent faculty members of the division constitute the initial pool of potential committee members.

Tenure Review Committees must have female and male membership; moreover, Committee members will include an officially trained affirmative action representative and a member from an affected ethnic minority. (The latter two requirements may be met by the same person.)

The appropriate division dean or designee (academic supervisor), who is a permanent committee member, and two permanent faculty members, chosen by lot, will constitute the core of the Tenure Review Committee. The first faculty member chosen shall serve a three-year term, and the second faculty member chosen will serve a two-year term. Thereafter, there will be two-year staggered terms.

The fourth committee member shall be a discipline expert chosen in a collaborative process by the division dean and the permanent faculty members appropriate to the discipline of the tenure candidate. The discipline expert will serve on the committee until a final tenure decision. If no discipline expert is available, a faculty member from a closely related discipline will serve as the fourth committee member. In this case, however, in order to provide discipline expertise during the peer classroom observation and discipline expertise as a resource to the committee, a fifth, ad hoc non-voting committee member may be chosen. In the case of unique programs, a practicing professional may be sought by the Tenure Review Committee.

If the committee does not meet diversity criteria, the name of the second person chosen by lot may go back into the pool and an additional name be selected from the appropriate diversity pool of division faculty; e.g., a specific gender pool or a pool of members of an affected ethnic minority. If diversity cannot be achieved within the division membership, a faculty name may be selected from a college-wide pool consisting of ethnically diverse permanent faculty members who have indicated a willingness to serve on Tenure Review Committees.

Replacements for rotating terms will be by lot from the appropriate division pool.

If a faculty member of the Tenure Review Committee is unable to complete her/his assigned term, a new member will be selected by the remaining members of the committee to serve the remainder of the term. If the dean or his/her designee is unable to complete the assigned term, a new member will be selected by the dean or the dean’s successor.

IV. Roles of the Tenure Review Committee, Appropriate Vice President and College President

Tenure Review Committee

Members of the Tenure Review Committee have an obligation to uphold the confidentiality of the tenure review process, uphold the principles of affirmative action, promote and respect diversity, and conduct fair and unbiased evaluations for the purpose of reaching a tenure decision. Training regarding the tenure review process and procedures will be provided to all committee members.

The Tenure Review Committee has the following responsibilities:

1. to follow the procedure outlined in this policy;

2. to meet with the contract faculty to review criteria and methods of evaluation and the timelines of the tenure review process;

3. to gather and review all data obtained by the various evaluation methods employed;

4. to meet with the contract employee to discuss evaluation results and develop a plan for professional growth;

5. to determine a tenure recommendation; and

6. to forward their recommendation to the appropriate Vice President.

The above activities will be coordinated by the chair with the support of the division dean.

Appropriate Vice President

The appropriate vice president shares the obligation to uphold the confidentiality of the tenure review process and the principles of affirmative action and academic freedom, to promote and respect diversity, to assure fair and unbiased evaluations for the purpose of reaching a tenure decision , and to maintain those educational principles which promote a quality faculty in his/her area of responsibility.

The appropriate Vice President has the following responsibilities:

1. to monitor and assure compliance with due process, District policy, timelines, and procedures;
2. to review the recommendation of the Tenure Review Committee for both process and substance;
3. to meet with the Tenure Review committee to discuss the difference of the committee, in the event that there is a split vote (2/2) of the Committee; and
4. to forward his/her own recommendation and that of the Committee to the College President.

College President

The College President shares the obligation

• to uphold the confidentiality of the tenure review process and the principles of affirmative actions and academic freedom;
• to promote and respect diversity;
• to assure fair and unbiased evaluations for the purpose of reaching a tenure decision.

The College President has the following responsibilities:

1. to meet with the appropriate Vice President and the Tenure Review Committee if there is disagreement between the Vice President and the Committee;
2. to meet with all parties in the tenure review process if the President disagrees with the appropriate Vice President and Tenure Review Committee;
3. to notify the Committee, the Vice President, and the evaluee of the final recommendation; and
4. to make the final recommendation via the Chancellor to the Board to award or deny tenure.

V. Procedures

Tenure recommendations shall be linked to rigorous evaluation in the first four years of employment. Probationary faculty will be evaluated each of the four years even though a single contract covers the third and fourth years. Criteria and methods of evaluation shall conform to those for regular faculty with the following exceptions:

1. Student questionnaire, peer observation, division dean observation , and faculty portfolio shall be mandatory;
2. In the first year of employment, performance of the contract faculty’s primary duties shall be the fundamental basis for consideration of continued employment.

The following methods will be required to evaluate faculty performance against the criteria stated in Section II:

1. Student Evaluation
2. Faculty Portfolio
3. Peer Observation
4. Division Dean Observation

Self-review is optional, at the request of the contract employee.

Student Evaluation

A standard District questionnaire, approved by the AB 1725 Trust Committee, shall be used to gather information from students. In addition, an open-ended survey form, or small group instructional feedback or any other method mutually agreed upon by the contract employee and the Tenure Review Committee may be used. Except in rare cases where student evaluation is not practicable due to unusual circumstances, student evaluation will be routinely done to assess faculty/student relations, faculty/student communication and use of teaching methods.

Faculty Portfolio

The contract employee shall supply a faculty portfolio, which includes current course syllabi, sample class materials, sample examinations, sample quizzes, if used, and an explanation of grading procedures. Additional materials may include written documentation of the following:

a) departmental, college or professional activities

b) new course/services development

c) development of new teaching methods

d) publications

e) community service

f) awards and honors

g) outside evaluations conducted by experts and/or licensing agencies

h) other

The information provided in a portfolio is confidential and may become part of the employee’s personnel file. This portfolio information cannot be used outside the tenure review process without permission of the contract employee. Only current information (concerning activities of the past three years) will be considered in the tenure review process.

Peer Observation

The faculty members of the Tenure Review Committee will observe and assess the performance of the contract employee. This assessment may take place in the classroom, at the service site, or through observation of videotapes of actual classroom presentations, counseling sessions, etc. They will meet and review their observations and recommendations with the employee being evaluated. They will take into consideration any self-evaluation which the employee may provide, particularly his/her explanation of how the events observed by his/her evaluators relate to the goals and objectives of the his/her professional activities, before they formulate a written report of their individual judgments of the employee’s performance.

Division Dean Observation

The division dean or designee (academic supervisor) will observe and assess the performance of the contract employee. This assessment may take place in the classroom, at the service site, or through observation of videotapes of actual classroom presentations, counseling sessions, etc. Audiotapes may be used in special circumstances with the approval of the Tenure review Committee. The division dean or designee will meet and review his/her observations and recommendations with the employee being evaluated. The dean will take into consideration any self-evaluation which the employee may provide, particularly the faculty member’s explanation of how the events observed by the evaluator relate to the goals and objectives of the his/her professional activities, before the dean formulates a written report of his/her individual judgment of the employee’s performance. A written report of the observation will be part of the committee documentation. In addition, the division dean may submit to the committee any other information relevant to the employee’s fitness for service.

Self-Assessment

The contract employee may request to provide a self-assessment of her/his performance as measured against the criteria stated in Section II.

VI. Timelines

The Division Dean, immediately after the hiring of a tenure track faculty member will, in consultation with the Academic Senate President, initiate the process to establish the committee that will conduct the tenure review process for that hire. In the first two years, the following timelines are suggested for committees to complete their review and make recommendations in a thoughtful and timely manner.

Weeks 1-4 of the Academic Year

1. Tenure Review orientation is held for all committee members.

2. The committee meets with the contract employee to discuss the process format, objectives, timelines and expectations.

3. The committee establishes a work schedule.

4. The contract employee submits beginning documentation for the faculty portfolio.

Weeks 5-12 of the Academic Year

1. Observations are made by all committee members, preferably no more than two members per visit. Post-visit discussions between committee members and the contract employee are to be held within one week of the observation. This activity is to be completed by the end of the tenth week of the semester.

2. Written reports of the findings of all observations are to be prepared by each committee member.

3. Student evaluation is to be conducted by the tenth week of the semester with written summaries completed by the twelfth week of the semester.

4. If the contract employee selects the self-evaluation method, he/she is expected to submit a written self-evaluation by the twelfth week.

Weeks 13-17 of the Academic Year

1. The committee meets to review the results of the evaluation process. Additional information may be requested by the committee or the evaluee at this time.

2. The committee reaches its recommendation and, if the contract employee is to continue in service the following year, develops with the employee a professional activity plan.

3. A written report of the committee’s findings and recommendations is completed by the fifteenth week of the semester.

4. The committee or designated committee representatives meet with the contract employee to inform her/him of the committee’s recommendations.

5. Documentation of the process and its procedures is made available for review if required.

6. The recommendation of the Tenure Review Committee is submitted to the appropriate Vice President, and subsequently to the College President, the seventeenth week of the academic year.

The same timeline is suggested for weeks 1-12 of the third year. As there is no formal recommendation made during the third year, the only required activities for weeks 13-17 will be those of Step 1:

“The committee meets to review the results of the evaluation process. Additional information may be requested by the committee or the evaluee at this time.”

In the fourth year, the entire timeline suggested for the first and second year should again apply.

VII. Tenure Review Options and Due Process

Although the law allows, in extraordinary cases, for the granting of tenure before the contract faculty member’s fourth year of employment, the usual time required is four years.

The Tenure Review Committee will forward completed materials and their recommendation to the appropriate Vice President by February 15.

During the contract employee’s first year, the Tenure Review Committee normally has two recommendation options:

1. Not enter into a contract for the following academic year.
2. Enter into a contract for the following academic year.

During the contract employee’s second year, the Tenure Review Committee normally has two recommendation options:

1. Not enter into a contract for the following academic year.
2. Enter into a contract for the following two years.

During the contract employee’s fourth year (before the end of the third contract), the Tenure Review Committee normally has two recommendation options:

1. Not enter into a contract for the following academic year.
2. Award tenure.

Right to Grievance

The probationary faculty member is employed for the first and second years by two one-year contracts. If the committee recommends non-renewal for either year, the faculty members has the right to file a grievance, but such grievance must be based solely on a claim of misinterpretation and/or misapplication of procedural aspects of this policy.

The probationary faculty is employed for the third and fourth years by a single two-year contract. If the committee recommends denial of tenure during the fourth year, the faculty members has the right to file a grievance on any of the above grounds as well as on a claim that the decision was “unreasonable.”

Individuals may pursue their grievances over non-renewal of a contract on their own. The exclusive bargaining agent has no “duty of fair representation” with respect to these grievances.

The grievance procedure is contained in the contract between the Board of Trustees of the San Mateo County Community College District and the San Mateo Community College Federation of Teachers, AFT Local 1493, AFL-CIO.

Evaluation Summary

(Non-Classroom Contract Faculty)

Evaluee:_____________________________________ Semester/Year:___________________________

College: ___________________ Division:____________________ Div Admin: ______________________

I. EVALUATION METHOD(S) USED:

_______ Administrator Assessment

_______ Self-Assessment

_______ Peer Observation

_______ Other (specify): ______________________________

Based upon the above-stated sources, which are documented, and on file in the Division office, the following recommendations are hereby made for the Contract status faculty member:

___ Satisfactory: (check one below. See attached for comments regarding this recommendation)

___ Recommended for Contract II

___ Recommended for Contract III/IV

___ Recommended for Tenure (Regular) Status

___ Unsatisfactory (see attached for comments regarding this recommendation)

___ Not recommended for reemployment

SIGNATURES: TENURE REVIEW COMMITTEE

_____________________________________ (Chair) Date: __________

_____________________________________ Date: __________

______________________________________ Date: __________

______________________________________ Date: __________

______________________________________ Date: __________

Performance Evaluation of Contract Faculty

Evaluation Recommendation

College:______________________________ Division:__________________________________

Academic year of evaluation______________ Semester:_________________________________

Name of the Contract Faculty:______________________________________________________

This faculty member has been evaluated according to District policies in the following ways:

______ Student Evaluation

______ Faculty Portfolio

______ Peer Observation

______ Division Dean Observation

______ Self-Assessment

______ Other Options (specify)

Based upon the above-stated sources, which are documented and on file in the Division office,

________________________________________________ receives a recommendation of:

(faculty member)

______ Satisfactory

______ Recommended for Contract II

______ Recommended for Contract III

______ Recommended for Tenure

______ Unsatisfactory (see attached reasons for this recommendation)

______ Recommended for non-rehiring

Signatures of the Tenure Review Committee Members:

__________________________________________ (Chair) Date_____________________

__________________________________________ Date_____________________

__________________________________________ Date_____________________

__________________________________________ Date_____________________

In signing this Evaluation Recommendation Form, the employee acknowledges having seen and discussed the complete report. The employee’s signature does not necessarily indicate agreement with the conclusions of the evaluation.

I have participated in my Evaluation Review, have discussed it with the Committee, and have received copies of all related materials.

_____________________________________ on ____________________________________

(faculty member signature) (date)

Copies of all documents pertaining to this employee’s evaluation will be placed in his/her official personnel file. The employee has a right to respond. If the employee chooses to do so, he/she may submit a response to this report, in writing, to the committee within ten (10) working days from the date of this report. That copy will be attached and filed in the employee’s official personnel file.

EVALUATION PROCESS

Implementation Guidelines for

Regular Classroom Faculty

The following process will be used for the evaluation of all regular, classroom faculty.

ORGANIZATION

One Evaluation Guidance Committee for Each College

Purpose: To provide all participants with guidance and training; serves as appeal board in the evaluation process.

Composition: Three members: the presidents (or designees) of AFT, Academic Senate, and the College

It is the responsibility of the Evaluation Guidance Committee to guide the evaluation process of the College and to resolve issues that arise during the evaluation process. The Committee's decisions are considered final (except that they do not replace the normal grievance procedures available to all faculty under the AFT/District collective bargaining agreement). At any time, any one of the participants in the process (Peer Review Committee member, Peer Observer, Dean, Evaluee) can seek assistance from the campus Evaluation Guidance Committee.

It is also the responsibility of the campus Evaluation Guidance Committee to provide orientation to all participants (including Evaluees) and specific training to Peer Review Committees, Peer Observers, Deans and Vice Presidents. These orientation and training activities will be coordinated throughout the District so as to be consistent from campus to campus. Orientation and training will be an ongoing activity. The more experienced the participants, the more they will have to share with each other about how to conduct evaluations in a positive, constructive, and fair manner.

One Peer Review Committee for Each Division

Purpose: To conduct evaluations and make recommendations for all regular, full-time faculty in the division who are scheduled for evaluation.

Composition: Three to five regular faculty members (number depends on size of division and number of evaluations, diversity among group); group is recommended by division faculty and approved unanimously by the Evaluation Guidance Committee; the Peer Review Committee will be reasonably representative of academic disciplines in the division and will be reasonably representative of the gender and ethnic diversity of the student population. The committee will select its own chair who will be responsible for scheduling and conducting meetings and communicating with others in the process.

Some divisions may have difficulty assembling a committee that meets the desired level of diversity. In such cases, the Dean should seek review and advice from the campus Evaluation Guidance Committee. That committee may recommend proceeding without the desired diversity or may recommend that volunteers be sought outside the division.

PROCEDURES

Evaluation Procedures:

Faculty will be evaluated at least once every three years. The type of evaluation will alternate between Standard and Comprehensive as described below. A newly tenured faculty member will start with a Comprehensive evaluation three years after completing tenure review. To start the alternating cycle of evaluations for all other faculty, approximately half will start with a Standard evaluation and the other half with a Comprehensive evaluation. Each division will use a lottery method to determine who receives which type of evaluation when they are next evaluated. The evaluation process will consist of the following:

Standard Evaluation:

· A member of the faculty will conduct a student survey, using instructions listed in the Directions for Administering Student Survey. Standard questionnaires will be completed in each course that represents a separate preparation for the Evaluee—normally, with a minimum of three sections total. Results of the survey will be tabulated electronically by District ITS. The division Dean will be responsible for the typing or the voice recording of the student comments for the Committee.

· The Dean will complete the Dean’s Assessment of Non-Teaching Responsibilities form.

· The Evaluee will complete the Faculty Assessment form.

Comprehensive Evaluation:

· All inputs of Standard Evaluation as described above, plus

· Evaluation by a single peer consisting of (1) completion of a Class Observation form; and (2) a review of Evaluee's portfolio assembled according to guidelines listed in Portfolio Information form. The Peer Observer will be jointly selected by the Evaluee and Dean. If the Evaluee and Dean cannot agree on a mutually acceptable observer, the selection will be made by the Peer Review Committee.

Peer Observation:

A minimum of one class meeting will be observed. Additional observations may be requested by the Evaluee, observer, or Dean; however, approval by the Peer Review Committee is required for additional observations. The Observer and Evaluee will mutually agree on an appropriate window of time (e.g., two weeks), during which the observer will visit the class. The Observer will not participate in class activity and will try not to disrupt the class in any way.

Ordinarily, the Observer will make only limited comments after an observation (e.g., "I enjoyed sitting in on your class."; "Thanks for letting me observe.";)—preferring to wait for all of the observations (if more than one) to be completed and to have sufficient time to organize his/her thoughts and possible suggestions for improvement. However, an Observer may ask the Evaluee to explain or clarify why he/she did certain things in class—or to clarify the subject matter presented (e.g., "Is it correct to assume that most of what you were doing today was review?"; "I noticed that several students came in late. What are the expectations about attendance and what have you told your students about the consequences about being absent or late?")

The Peer Observer will meet with the Evaluee to discuss the observations and portfolio before submitting his/her findings to the chair of the Peer Committee. The Evaluee may record any unresolved disagreement with the Observer's evaluation on the Report of Peer Observation and Portfolio Review.

Portfolio:

The intent of the portfolio is to assist the Peer Observer in understanding the instructional methodologies being employed in the courses currently taught by the Evaluee. It should be a relatively simple task for the Evaluee to assemble sample copies of tests, syllabi, class project descriptions, and key handouts.

The Peer Observer uses the Report of Peer Observation and Portfolio Review form to record his/her findings. When the form is completed, the Observer will forward the form to the chair of the Peer Review Committee (along with any written response received from the Evaluee).

Follow-up Comprehensive Evaluation

If either a Standard or Comprehensive evaluation results in a rating of "unsatisfactory," a Comprehensive evaluation is scheduled for the next academic year. If that evaluation also results in a rating of "unsatisfactory," then a more thorough evaluation is done the following year according to the same procedures as specified for a second year tenure review process. If that evaluation is "unsatisfactory," referral of the matter will be made to the appropriate Vice President for suitable action.

It is anticipated that having one year between unsatisfactory evaluations allows the Evaluee sufficient time to receive coaching from the Dean or mentoring from a peer and to initiate improvements.

The division Dean or the Evaluation Guidance Committee may recommend a mentor (someone who is not part of the evaluation process) to assist the Evaluee in putting together a portfolio, making improvements recommended in a prior evaluation, etc. One very important goal of evaluation is professional development through feedback from clients and peers. Mentoring is one way to accomplish this goal. A mentor is selected by the Evaluee with the guidance of the Dean or Committee.

Evaluation Sequence

· At the beginning of Fall semester, the Dean determines who is scheduled for evaluation during the year.

· Division faculty and the Dean recommend divisional faculty who will serve on Peer Review Committee.

· Evaluation Guidance Committee approves recommendations by divisional faculty.

· Evaluation Guidance Committee provides training for new Peer Review Committee members and orientation for Evaluees.

· Peer Review Committee selects a chair, establishes its schedule of work, notifies Evaluees, arranges for conduct of student evaluations (Division Office secures forms), requests assessments from Dean and Evaluees.

· Peer Observer is agreed upon by Dean and Evaluee if evaluation is comprehensive.

· Completed student questionnaires are forwarded via Division Office for processing (electronic tabulation of marked responses, recording of written comments); Division Office returns processed responses to Peer Committee.

· During Spring semester, Peer Review Committee gathers all evaluation materials and deliberates.

· Either the evaluee or the Peer Review Committee may request a meeting of both parties to discuss the final evaluation summary.

· Peer Review Committee prepares evaluation summary and submits results to appropriate Vice President on the Evaluation Summary form, which indicates whether or not the evaluation is satisfactory and states any commendations and recommendations from the Peer Review Committee to the Evaluee.

· Vice President reviews materials and forwards copies to: Evaluee, Evaluee's personnel file, and Dean.

· Dean records results and schedules next evaluation, confers with Evaluee as needed.

Dean's Role

Faculty evaluation is essentially a peer process. For that reason, the Dean's role is somewhat limited. The Dean initiates the process of selecting peer evaluators and identifies those who need to be evaluated. The Dean assists the Peer Evaluation Committee by ensuring that student questionnaires are tabulated and that written comments are recorded. The Dean provides a written assessment of the Evaluee, focused primarily on non-teaching responsibilities such as committee work and professional development activities. If substantive praise or complaints have been received from students and/or peers, the Dean reports that when completing the assessment form.

In all cases, it is expected that the Dean will function as a "coach," helping faculty do their best. If evaluations are positive, he/she ensures proper recognition. If evaluations are weak, he/she tries to help the faculty member make needed improvements.

In appropriate cases, disciplinary or nonrenewal procedures may be undertaken by the administration independent of the evaluation process.

PORTFOLIO INFORMATION

For each distinctly different course you are currently teaching, please provide examples of materials you have prepared:

1. Course syllabus, including description of grading policy, textbook (title, author, publisher and date) and description of supplemental material used in course such as computer software used in lab and student guide.

2. Sample quiz(es), mid-term(s), and final examination.

3. Key information handouts.

4. Assignments (e.g., typical assignments, key projects).

5. Other information you feel should be included to adequately describe the instructional strategies employed in the course. Be brief.

CLASS OBSERVATION

Instructor:______________________________________________________________ Evaluator:_____________________________

Class/Section:______________________________________ Date:_______________________ Scheduled Time:__________________

Type of Class Observed (e.g., lecture, lab, demonstration, performance)_____________________________________________________

Number of Students Attending:______________________________________________ Time Class Began:_______________________

Note to Observer: Please review the course outline and description kept in the Division Office and the catalog description PROIR to your observation. Describe precisely and evaluate the student contact observation, attaching additional sheets if necessary. Subject Matter Covered (e.g., the primary subject matter focused upon during the session):

____________________________________________________________________________________________

Teaching performance: To determine whether the instructor gives evidence of mastery of subject matter and demonstrates proficiency in teaching ability.

Rated section	A	B	C	Comments
1. Method(s) of instruction (e.g., lecture, discussion, tutorial, seminar, demonstration, or a combination of methods):
2. Knowledge of subject matter (e.g., does the instructor show awareness of recent developments and researching the field; does the instructor show a sufficient understanding of the technical aspects of the field; does the instructor demonstrate a command of facts as well as interpretations of the material?):
3. Appropriateness of subject matter (i.e., does the subject matter relate to and contribute to the course objectives, as outlined in the college catalog and official course outline?):

Rating Key: A. Satisfactory B. Needs Improvement C. Not Enough Information/Not Applicable

Rated section	A	B	C	Comments
4. Appropriates of assignments (i.e., is the work assigned during the observed class period commensurate with students’ ability and the objectives of the course?):
5. Evidence of subject matter organization (e.g., has the instructor used the class period efficiently; has the instructor designed the lesson in a logical manner so that the objectives are clear and logical?):
6. Evidence of preparation (e.g., has the instructor provided necessary material for the class in an organized fashion; has the in instructor anticipated students’ questions about materials?):
7. Forms of instructional delivery (e.g., does the instructor appropriately and effectively use educational facilities [such as the board or seating arrangements], visual or audio aids, or other forms of technology; are teaching aids current?):
8. Personal form of delivery (e.g., does the instructor speak clearly an modulate the pace of his or her speech appropriately; does the instructor show enthusiasm for the subject matter and the students through physical movement and speech?):
9. Evidence of creativity (i.e., has the instructor attempted to present the subject matter imaginatively in a way that engages students and increases their mastery of the lesson?):

Rating Key: A. Satisfactory B. Needs Improvement C. Not Enough Information/Not Applicable

Rated section	A	B	C	Comments
10. Communication with students (e.g., does the instructor listen to the students; does the instructor answer questions clearly, pursing discussion to ensure students’ understanding; does the instructor encourage all students to participate in discussion and to express divergent opinions; is the climate conducive to promoting respect and confidence among the students and among the instructor and students; does the instructor encourage equal participation among students, regardless of ethnicity, cultural background, age, gender and lifestyle?):
11. Critical thinking skills (i.e., does the instructor stimulate critical thinking by presenting material inductively or otherwise promoting independent thinking and the precise evaluation of ideas or principles?):

Rating Key: A. Satisfactory B. Needs Improvement C. Not Enough Information/Not Applicable

REPORT OF PEER OBSERVATION AND PORTFOLIO REVIEW

Person being evaluated:____________________________ Sem/Year:______________________

Print: Last name, first name

PORTFOLIO REVIEW

The portfolio review indicates that the following items were present:

______ Course syllabi, including description of grading policy, textbook and supplemental material

______ Sample quizzes, tests

______ Key information handouts

______ Typical assignments, key projects

______ Other (explain) ____________________________________________

These portfolio materials are: Satisfactory:_____ Unsatisfactory:_____

Comment:

OBSERVATION REPORT

The following comments are offered regarding my observation of the evaluee’s performance.

COMMENDATIONS:

RECOMMENDATIONS:

COMMENTS OF THE EVALUEE:

I have met with the Evaluee and discussed the results of my Observation and Portfolio Review.

Signed: Date:

Peer Observer

EVALUEE RESPONSE

I have met and discussed the Observation and Portfolio Review with the Peer Observer and

_____ AGREE with the Peer Observer’s Observation and Portfolio Review

_____ DISAGREE with Peer Observer’s Observation and Portfolio Review. An explanation is attached.

Signed:_______________________ Date:__________________________

Evaluee

FACULTY SELF-ASSESSMENT

1. Participation in department and division activities:

2. Participation in College/District activities:

3. Engagement in professional development related to discipline expertise and/or teaching techniques:

4. Publications, presentations, and job-related community activities:

5. Awards, honors, external evaluations by experts and/or licensing agencies:

6. Other:

DEAN'S ASSESSMENTOF NON-TEACHING RESPONSIBILITIES

1. Constructive participation in division and department meetings and other activities related to area of responsibility:

2. Constructive participation in college-wide shared governance committees:

3. Complete, accurate, and timely submission of grades and other information for which he/she is responsible:

4. Respect given instructor by colleagues and students:

5. General conduct of all professional responsibilities:

DIRECTIONS FOR ADMINISTERING STUDENT SURVEY

To faculty member being evaluated:

The survey will take students approximately 10-15 minutes to complete. You will be asked to leave the room during this time.

To person conducting survey:

Please read the following statement to students before they begin their response to the survey:

All faculty are evaluated periodically and your instructor is being evaluated this semester. The opinions of students in this class are an essential part of the evaluation.

Evaluation is a valuable process for the instructor, the college, and future students. The intent is to assure teaching quality and professional growth by providing a useful assessment of performance. Therefore, please take time to answer each question thoughtfully and candidly. Your answers should be for this instructor and for this class only.

In answering the Scantron questionnaire, write the name of the class, the instructor's name, and today's date at the top of the form. Use a #2 pencil to respond to the numbered items 1 through 20 for marking ALMOST ALWAYS, SOMETIMES, ALMOST NEVER or NOT APPLICABLE as appropriate for this class. In addition, use the back of the questionnaire to write your responses to questions A, B, and C.

Do not put your name on the form. The questionnaire is anonymous and the responses and comments will be typed before being shared with the instructor.

THANK YOU.

FACULTY EVALUATION REPORT

Academic Year of Evaluation: ________________ Standard £ Comprehensive £

Instructor:__________________________________ Division:____________________________

This instructor has been evaluated according to district policies in the following ways:

£ Peer Observation

£ Student Questionnaire

£ Self-evaluation

£ Portfolio

£ Other (specify)_______________________________________________

Based upon the above stated sources, which are documented and on file in the Division Office, it is recommended that

(Instructor’s Name)

£ Continue in current status. Next evaluation__________________ Standard / Comprehensive

(academic year) (circle one)

£ Evaluation during ____________required for the following deficiencies:

(academic year)

Peer Committee: _______________________________ Date: ________________

_______________________________ Date: ________________

_______________________________ Date: ________________

_______________________________ Date: ________________

Minority Report £ Yes (attached) £ No

Division Dean: ___________________________________ Date: ________________

Comments attached.

I AGREE / DISAGREE with the decision contained in this report.

(circle one)

Instructor: ____________________________________ Date: ________________

Comments attached

Vice-President: ____________________________________ Date: ________________

EVALUATION SUMMARY

For:___________________________ Year _______ Type of Eval:_________________________

Evaluee's Name (Last, first) (Standard, Comprehensive)

The Peer Review Committee for the Division at _________ College has reviewed all evaluation materials for the evaluee and, after careful deliberation, rates the professional performance of the evaluee as follows:

SATISFACTORY

UNSATISFACTORY

The Peer Review Committee makes the following Commendations, Recommendations to the evaluee:

Signed: Date:

Chair, Peer Review Committee

This Evaluation Summary has been received by me, reviewed for completeness, and forwarded to the Director of Personnel Services for placement in the evaluee's personnel file. Copies have also been delivered to the evaluee and to the division dean.

The next evaluation for the evaluee should take place: Year:

The next evaluation should be:

Standard, Comprehensive, Tenure Review

Signed: Date:

Vice President

Evaluation Process

Implementation Guidelines for

Regular Non-Classroom Faculty

ORGANIZATION

Evaluation Guidance Committee (One per College)

Purpose: Provide all participants with guidance in the evaluation process

Provide all training for the evaluation process

Serve as an appeal board whose decisions are final but do not preclude grievance procedures contained in the collective bargaining agreement

Composition: Three members—the presidents (or designees) of AFT, Academic Senate, and College

Responsibilities:

1. Oversee the evaluation process of the College.

2. Approve the membership and composition of divisional Peer Review Committees.

3. Resolve issues that arise during the evaluation process.

4. Provide on-going orientation and training activities to ensure a consistent, constructive, and fair evaluation process.

Peer Review Committee (One per Division)

Purpose: Coordinate the evaluation process for the Division

Make evaluation recommendations

Composition: Three to five regular full-time faculty recommended by Division faculty and unanimously approved by the Evaluation Guidance Committee. Reasonable representation of assignments within a division, gender, and ethnic diversity of the student population will be sought. If reasonable representation cannot be obtained, the responsible administrator will seek the advice of the Evaluation Guidance Committee regarding composition of the Peer Review Committee.

Exception: For Librarians, the Peer Review Committee will be a district-wide committee. It will report to the Evaluation Guidance Committee at the evaluee’s home campus, and it will have the following composition:

1. One SMCCCD Librarian (rotated among the regular full-time librarians)

2. One classroom faculty from the evaluee’s home campus

3. One Peninsula Library System Librarian or a second faculty member from the evaluee’s home campus.

Responsibilities:

1. Select a chairperson who is responsible for scheduling and conducting meetings, communicating with others involved in the evaluation process, and receiving all relevant forms and information from participants.

2. Select a peer observer if the evaluee and responsible administrator cannot mutually agree upon a selection.

3. Decide on the number, location, and timing of observations if the evaluee and peer observer cannot mutually agree upon a plan.

4. Review all documentation and make an evaluation recommendation for each evaluee.

5. Consult with the Evaluation Guidance Committee.

6. Complete an “Evaluation Summary” form for each evaluee and forward it to the appropriate Vice President.

Responsible Administrator

Responsibilities:

1. Initiate the process of selecting members of the Peer Review Committee.

2. Identify those scheduled for evaluation.

3. Consult with the Evaluation Guidance Committee.

4. Oversee the distribution and tabulation of standard questionnaires.

5. Complete the “Administrator’s Assessment of Professional Responsibilities” form.

6. Follow through with evaluees at the end of an evaluation to ensure recognition for positive results or assistance and support to make needed improvement.

Peer Observer

Selection: The evaluee and the responsible administrator will select one peer observer. If agreement cannot be reached on a mutually acceptable peer observer, the Peer Review Committee will make the selection.

Responsibilities:

1. Review the Portfolio.

2. Conduct a minimum of one observation of the evaluee performing her/his professional assignment.

3. Complete the “Peer Observation Report” form including commendations, recommendations and comments.

4. Discuss the findings with the evaluee.

5. Submit the Report to the Peer Review Committee.

PROCEDURES

Faculty will be evaluated at least once every three years. Evaluation will alternate between the following types.

Standard Evaluation includes:

1. Questionnaires distributed to individuals who directly receive the services of the evaluee

2. Assessment by the responsible administrator

3. Self-assessment

Comprehensive Evaluation includes:

1. Questionnaires distributed to individuals who directly receive the services of the evaluee

2. Assessment by the responsible administrator

3. Self-assessment

4. Peer observation

5. Portfolio

Follow-up Comprehensive Evaluation (when any evaluation results in a rating of unsatisfactory) includes:

1. Questionnaires distributed to individuals who directly receive the services of the evaluee

2. Assessment and observation by the responsible administrator

3. Self-assessment

4. Peer observation

5. Portfolio

Questionnaires: A standard questionnaire will be used to survey individuals who directly receive services. Alternative survey methods may be used at the request of an individual or a department if approved by the Peer Review Committee and the Evaluation Guidance Committee. Results of the standard questionnaire will be tabulated electronically and written comments will be typed or voice recorded for the evaluee and Peer Review Committee. The responsible administrator is accountable for the distribution and summary of standard questionnaires.

Administrator Assessment: The responsible administrator will complete the “Administrator’s Assessment of Professional Responsibilities” form and provide it to the Peer Review Committee.

Self-Assessment: The faculty member will complete the “Faculty Self-Assessment” form and provide it to the Peer Review Committee.

Peer Observation: The peer observer and evaluee will mutually agree on an appropriate window of time during which the observation will take place. The peer observer will not participate in any activities undertaken by the evaluee during the observation session. Permission will be requested and received from a student in any situation in which confidentiality is of a concern. The peer observer will complete the “Peer Observation Report” form and provide it to the Peer Review Committee.

Ordinarily the peer observer will refrain from evaluative comments or suggestions until all observations have been conducted and the peer observer has had sufficient time to organize her/his thoughts, comments, and possible suggestions for improvement. However, the peer observer may ask the evaluee questions for clarification immediately following an observation. The peer observer will discuss her/his findings with the evaluee. The evaluee may record any unresolved disagreement with the peer observer’s findings and evaluation and attach that record to the report form prior to it being submitted by the peer observer to the Peer Review Committee.

Portfolio: Due to the variety of non-classroom faculty assignments, the portfolio is the means for the evaluee to present materials relevant to her/his assignment(s). Sample materials could include key information handouts, brochures, flyers, relevant letters/memos, committee assignments, special projects, worksheets, student educational plans, a brief (one page) description of the evaluee’s assignment, etc. The intent of the portfolio is to assist the peer observer in understanding how the evaluee conducts her/his professional duties.

Follow-up Comprehensive Evaluation: If any evaluation (standard or comprehensive) results in a rating of unsatisfactory, then a Follow-up Comprehensive Evaluation is conducted the next academic year. It is intended that the one year time frame allow the evaluee sufficient time to receive assistance from the responsible administrator and/or mentoring from a peer and to initiate improvements in her/his performance. The responsible administrator or the Evaluation Guidance Committee may recommend someone who is not part of the evaluation process as the mentor.

If the first a Follow-up Comprehensive Evaluation results in a rating of satisfactory, then the faculty member returns to the regular evaluation cycle. If it results in a rating of unsatisfactory, a second a Follow-up Comprehensive Evaluation is conducted the next academic year. If the second evaluation results in a rating of unsatisfactory, referral of the matter is made to the appropriate Vice President for suitable action.

EVALUATION SEQUENCE

1. At the beginning of the fall semester, the responsible administrator determines who is scheduled for evaluation during the academic year. To start the alternating cycle, a lottery method will be used to determine who receives which type of evaluation when they are next evaluated. A newly tenured faculty member will start with a Comprehensive Evaluation three years after completing tenure review.

2. Division faculty and the responsible administrator recommend members of the Peer Review Committee to the Evaluation Guidance Committee.

3. The Evaluation Guidance Committee approves the members of the Peer Review Committee.

4. The Evaluation Guidance Committee provides training for members of the Peer Review Committee and orientation for evaluees.

5. The Peer Review Committee selects a chairperson, establishes its work schedule, and notifies all participants in the evaluation process.

6. The Peer Observer is selected.

7. The Peer Review Committee gathers all required evaluation materials and deliberates.

8. The Peer Review Committee makes recommendations and submits the results on an “Evaluation Summary Form” to the appropriate Vice President.

9. The Vice President reviews materials and forwards copies to the evaluee, District Personnel Office, and the responsible administrator.

10. The responsible administrator records the evaluation results, schedules the next evaluation, and confers with the evaluee as needed.

11. Disciplinary or non-renewal procedures may be undertaken independent of the evaluation process.

Administrator’s Assessment of Professional Responsibilities

Please assess in writing the performance of in the following areas:

1. Participation in division and department meetings and other activities related to the area of professional responsibility.

2. Participation in shared governance activities.

3. Participation in professional growth activities.

4. Complete, accurate, and timely submission of paperwork, required reports and/or other information related to the area of professional responsibility and/or lead assignment.

5. Professional relationships with colleagues and students.

6. General conduct of professional responsibilities.

7. Substantive praise or complaints that have been received from students and/or peers.

Signature Date

Self Assessment

Please assess in writing your performance in the following areas:

1. Effectiveness in your assignment(s).

2. Relationships with students and colleagues.

3. Participation in department and division activities.

4. Participation in College/District activities.

5. Engagement in professional development related to your discipline, lead assignment, or area of growth.

6. Publications, presentations, and job-related community activities.

7. Awards, honors, external evaluations by experts and/or licensing agencies.

8. Other

Signature Date

Peer Observation Report

Evaluee Semester/Year

Portfolio Review Summary

Review included the following items:

The Portfolio materials are: Satisfactory Unsatisfactory

Comments:

Observation Summary

Location/Nature of Professional Duties:

Comments (including commendations and/or suggestions)

I have met with the evaluee and discussed the results of my observation and portfolio review.

Signature Date

I have met and discussed the results of the peer observation and portfolio review with the peer observer.

I agree with the results I disagree with the results and have attached my response.

Signature Date

Evaluation Summary

Evaluee: ___________________________________________ Evaluation Year: ____________

Type of Evaluation: _____________________ (Standard, Comprehensive, Follow-Up)

PART I: (to be completed by the Peer Review Committee)

The Peer Review Committee for the Division has reviewed all evaluation materials and, after careful consideration, rates the professional performance of the evaluee as:

Satisfactory Unsatisfactory

The Peer Review Committee makes the following commendations, recommendations, and/or comments to the evaluee (attach additional sheets if necessary):

Signature Date

Chairperson, Peer Review Committee

PART II: (to be completed by the Evaluee)

RESPONSE TO EVALUATION: (please complete and sign Part II, then return to Division administrator)

___ I agree ___ I disagree with the overall rating of the evaluation.

COMMENTS: (attach additional sheets if necessary)

Signature: _______________________________________________ Date: ____________

Evaluee

PART III: (to be completed by the Vice-President, or designee)

This Evaluation Summary has been received and reviewed for completeness. Copies have been forwarded to the evaluee and responsible administrator. The original has been forwarded to the Director of Personnel Services for placement in the evaluee’s personnel file.

The next evaluation should take place in , and should be .

(Standard, Comprehensive, Follow-Up)

Signature: _____________________________________________ Date: ____________

Vice President

Directions for Completing a Questionnaire

All faculty are evaluated periodically. Your opinions and comments are an essential part of the evaluation process. Evaluation is valuable for the faculty member, the College, and future students. The intent of the process is to assure quality of services for students and professional growth for the faculty member by means of a comprehensive assessment of performance.

Please take time to answer each question thoughtfully, candidly, and specifically for this faculty member only. Write the name of the faculty member and today’s date at the top of the Scantron form. Use a #2 pencil to mark your responses. For items 1 through 16, mark STRONGLY AGREE, AGREE, DISAGREE, STRONGLY DISAGREE, or DOES NOT APPLY as appropriate to your experience with this faculty member. Mark YES or NO for items 17 and 18. Respond in writing on the back of the Scantron form to questions A and B. Do not put your name on the form.

Please return the completed form to by ___ .

This questionnaire is anonymous, and all responses and comments will be typed and summarized before being shared with the faculty member.

Thank you for helping us to provide quality services for our students.

Evaluation Policy and Procedures

For Adjunct Faculty

General Consideration

19 The Board of Trustees, faculty and administration share a responsibility for the process of evaluating adjunct faculty.

20 The evaluation process assures that quality instruction is taking place.

21 The adjunct faculty evaluation process safeguards and assures the principles and practices of academic freedom as defined in District Rules and Regulations.

22 The adjunct faculty evaluation process upholds the principles of affirmative action, equal access and opportunity, promotes diversity, and is fair and unbiased.

23 The adjunct faculty evaluation process is conducted by full-time faulty and is an affirmative means for reviewing performance.

24 The adjunct faculty evaluation process fosters open communication among participants in order to assure fairness and opportunity for success.

19Purpose

The adjunct faculty evaluation process should assure that students have access to the most knowledgeable, talented, creative and student-oriented faculty available.

The specific purposes of adjunct faculty evaluation are as follows:

19to recognize and acknowledge good performance;

20to enhance satisfactory performance and help employees who are performing satisfactorily further their own growth;

21to identify weak performance and help employees to achieve needed improvement; and

22to document unsatisfactory performance.

The adjunct faculty evaluation process should assure teaching quality and professional growth and development by providing a useful assessment of performance. The adjunct faculty have the academic freedom that all other members of the faculty have, and the adjunct faculty evaluation process should safeguard that basic right of the academic community.

II. Evaluation Criteria for Adjunct Faculty

The following criteria will be used, as appropriate, to assess adjunct faculty performance. During the first year, evaluation will not emphasize the criteria listed under B (2) and B (5).

19Student Relations

In the performance of his/her professional duties, the adjunct faculty member:

4. responds to the educational needs of students by (a) answering questions clearly and following through to maximize student understanding; and (b) giving equal access and treatment to students regardless of ethnicity, cultural background, age, gender, and lifestyle, and by avoiding stereotypes;
5. demonstrates respect for the right of the student to hold and to express divergent opinions and demonstrates sensitivity to concerns of students; and
6. shows concern for student educational welfare by being available during office hours and answering questions with courtesy.

B. Professional Responsibilities

The adjunct faculty member:

7. meets classes as set forth in the contract;

8. participates in department, college or other professional activities;

9. maintains ethical standards as outlined in the SMCCCD Academic Senate Statement of Professional Standards;

10. demonstrates commitment to and enthusiasm for the profession;

11. may participate in professional growth activities; and

12. maintains and submits appropriate records in accordance with District contract.

C. Performance by Classroom Faculty

The adjunct faculty member:

8. is knowledgeable about subject matter;

9. is aware of recent, general developments/research in field;

10. demonstrates effective communication with students;

11. provides students with a clear statement of grading, attendance, examination policies, and other course requirements;

12. uses effective teaching methods appropriate to the subject matter;

13. uses appropriate testing and assessment techniques to measure students progress; and

14. shows evidence of meeting course objectives as outlined in the catalog and official course outline.

D. Performance by Adjunct Counselors, Librarians, and other Instructional and Student Services Faculty

The adjunct faculty member:

6. is knowledgeable about assignment area/duties;

7. is aware of recent, general development/research in assigned area/duties;

8. demonstrates effective communication with students;

9. uses effective methods appropriate to the assignment area/duties; and

10. shows evidence of meeting objectives appropriate to the assignment area/duties.

III. Evaluation Procedures and Methods

In the SMCCCD, adjunct faculty will be evaluated in the first semester of service. Thereafter, adjunct faculty shall be evaluated at least once every six (6) regular semesters. In accordance with District policy, the evaluation will be completed by the end of the semester in which it is begun.

The following methods will be used to evaluate adjunct faculty performance against the criteria stated in Section II.

Required:

5. Student evaluation

A standard District questionnaire, approved by the AB 1725 Trust Committee, shall be used to gather information from students. Except in rare cases, in which student evaluation is not practicable due to unusual circumstances, student evaluation will be required to assess faculty/student relations, faculty student communication, and use of teaching methods.

6. Adjunct faculty portfolio

The adjunct faculty shall supply a faculty portfolio, which includes current course syllabi, sample class materials, sample examinations, sample quizzes, if used, and an explanation of grading procedures. Additional materials may include written documentation of the following:

i) departmental, college or professional activities

j) new course/services development

k) development of new teaching methods

l) publications

m) community service

n) awards and honors

o) outside evaluations conducted by experts and/or licensing agencies

p) other

The information provided in a portfolio is confidential and may become part of the adjunct faculty’s personnel file. This information cannot be disclosed to other employees without permission of the adjunct faculty. Only current information will be considered in this process (concerning activities of the past three years).

7. Performance assessment by peer evaluator

This assessment may take place in the classroom, at the service site, or viewing videotapes of actual classroom presentations, counseling sessions, etc.

Optional:

1. Adjunct faculty self-assessment

This information should describe the individual’s goals and objectives and provide an explanation of how the events demonstrated during the performance assessment relate to those goals and objectives.

2. Performance assessment by Division Dean (at his/her own discretion or at the request of the peer evaluator or of the evaluee). This assessment may take place in the classroom, at the service site, or viewing videotapes of actual classroom presentations, counseling sessions, etc.

IV. Role and Responsibility of Tenured Peer and Division Dean

Role of Peer Evaluator

As soon as possible after the hiring of a new adjunct faculty member, existing faculty in the discipline will assign one tenured discipline faculty to serve as the peer evaluator for that new hire. All permanent faculty members of the discipline constitute the initial pool of potential peer evaluators.

The tenured peer conducting the adjunct faculty evaluation has an obligation to uphold the confidentiality of the evaluation process, uphold the principles of affirmative action, promote and respect diversity, and conduct fair and unbiased evaluations.

Responsibilities of Peer Evaluator

1. to meet with the adjunct faculty, prior to the start of the process, to review evaluation criteria, methods, procedures, and timelines.
2. to conduct a performance assessment;
3. to administer, tabulate and summarize student questionnaires;
4. to meet with the adjunct faculty to discuss the results of the a) performance assessment and b) student questionnaires;
5. to review all additional data;
6. to prepare a written report of the assessment;
7. to meet with the adjunct faculty and division dean to discuss all evaluation materials and plans for professional growth;
8. to determine, with the division dean, a joint evaluation recommendation; and
9. to prepare and forward the recommendation to the appropriate Vice President.

Role of Division Dean

The appropriate Division Dean shares the obligation to uphold the confidentiality of the adjunct faculty evaluation process and the principles of affirmative action and academic freedom, to promote and respect diversity, to assure fair and unbiased evaluations, and to maintain those educational principles that promote a quality faculty in his/her area of responsibility.

Responsibilities of Division Dean

1. to monitor adjunct faculty evaluation to assure compliance with District policy timelines and procedures;
2. to conduct a performance assessment, at his/her own discretion or at the request of the peer evaluator or evaluee, and to prepare a written report of the assessment, as appropriate;
3. to meet with the evaluee following the (Dean’s) performance assessment to discuss the results;
4. to present to, and discuss with, the peer evaluator any other information relevant to the evaluee’s fitness for service;
5. to meet with the adjunct faculty and peer evaluator to discuss all evaluation materials and plans for professional growth;
6. to determine, with the peer evaluator, a joint evaluation recommendation; and
7. to prepare and forward the recommendation to the appropriate Vice President.

V. Right to Grievance

The adjunct faculty member has the right to file a grievance, but such grievance must be based solely on a claim of misinterpretation and/or misapplication of procedural aspects of this policy.