Kale Braden, Cosumnes River College Carolyn Holcroft , Foothill College

1. Developing Effective Faculty Evaluation Processes: Controversies, Faculty Roles, and Best Practices Kale Braden, Cosumnes River College Carolyn Holcroft, Foothill College David Morse, ASCCC Executive Committee Cynthia Reiss, West Valley College

2. What Does Education Code Say About Faculty Evaluations? TIMING: • Contract [probationary] employees shall be evaluated at least once in each academic year • Regular [tenured] employees shall be evaluated at least once in every three academic years • Temporary employees shall be evaluated within the first year of employment. Thereafter, evaluation shall be at least once every six regular semesters, or once every nine regular quarters, as applicable. --Ed Code Section 87663

3. What Does Education Code Say About Faculty Evaluations? PROCESS/PROCEDURES • Evaluations shall include, but not be limited to, a peer review process. This peer review process shall: • be on a departmental or divisional basis • address the forthcoming demographics of California, and the principles of affirmative action • require that the peers reviewing are both representative of the diversity of California and sensitive to affirmative action concerns, all without compromising quality and excellence in teaching • The Legislature: • recognizes that faculty evaluation procedures may be negotiated as part of the collective bargaining process • intends that faculty evaluation include, to the extent practicable, student evaluation --Ed Code Section 87663

4. What Does Education Code Say About Faculty Evaluations? “In those districts where faculty evaluation procedures are collectively bargained, the faculty's exclusive representative shall consult with the academic senate prior to engaging in collective bargaining regarding those procedures. “ --Ed Code Section 87663 (f)

5. Academic Senate-Union Relationship Regarding Evaluations • Similar language exists for evaluation of both tenured and tenure-track faculty. • Were you aware of the Ed Code language that mandates consultation with the senate? • How is this language applied or interpreted at your college or in your district?

6. Does ACCJC Mandate the Use of SLO Data in Faculty Evaluations? • “Faculty and others directly responsible for student progress toward achieving stated student learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes.” --ACCJC Standard III.A.1.c • How is this language interpreted on your campus or in your district?

7. What Should Faculty Evaluation Be and Do? • What is the goal or purpose of evaluations? • Quality assurance • Improvement of teaching and learning • What else? • How can we balance the need to make evaluations meaningful without making them seem (or be) punitive?

8. Processes and Practices, Both Best and Otherwise • Do evaluations at your college have real meaning and consequences? • Are evaluations perceived as threatening? Does any perceived threat seem to match the reality? • Do members of evaluation committees at your college receive any sort of training to help ensure quality and consistency of evaluations?

9. Processes and Practices, Both Best and Otherwise • How are student evaluations used in your faculty evaluation process? • What instruments are used in your evaluation process? Do you use, or would you consider using, instruments created by outside vendors? • How, if at all, is service to the college factored into your faculty evaluations? Is such service truly monitored? Are there consequences for not completing your college service?

10. What Can the Senate Do For You? What information or assistance would you be interested in receiving from ASCCC regarding faculty evaluations?

11. Thank You for Joining Us Additional comments and questions?