Academic Faculty Evaluation Activity Guide - Faculty Senate

The guidelines below reflect the old annual planning process from 2022-2023. Please refer to the VPAA website for up to date guidelines.

Approved by the Faculty Senate May 13, 2022

The following guidelines are meant to help clarify the annual performance evaluation form for academic faculty members and to assist in an equitable process across the college. One goal of the process is for the Deans to understand the activities of faculty members better.

This guide does not change the instructions on the form or the guidelines approved by Faculty Senate in May 2019.

From the form and the Faculty Senate website:

The Annual Performance Evaluation is intended to give the faculty member and others reviewing the faculty member’s performance a context for understanding the range and robustness of their professional activities in three areas of performance review; teaching effectiveness, professional development, and service to college and community.

The process begins with the completion of the Annual Plan. Employees should submit their proposed Annual Plan using the Annual Performance Evaluation form to the Department Chair/APC/APD/Director by the first business day after Labor day for each academic year. The Annual Plan sets measurable criteria by which the faculty member notifies their Department Chair/APC/APD/Director and the administration of their professional intent. There will be general agreement between the faculty member, the Department Chair/APC/APD/Director and the Dean or designee concerning the criteria selected within the annual plan, but no approval is necessary for the proposed Annual Plan. Revisions to the Annual Plan can be made up to March 31 with chair/dean approval.

The Self Evaluation will be completed on the same form as the Annual Plan and turned in to the chair/dean in April, per the timeline published on the website for the academic year. When completing the Self Evaluation, faculty should add the appropriate activity multipliers, briefly address each activity completed: specifically, what you did, and if appropriate, what came from it, or how it benefited the college. The Faculty member proposes the final tally and the department chair/APC/APD director and dean double-check and approve those.

Use of Activity Multiplier

If two or more highly significant activities fall into one "planned activity" category, then the value of that activity may be multiplied. For example, C/E 1 a. is "teach an established course for the first time," and is a value of 2. Completing one new course is a total of 2 points, and completing two new courses is a total of 4 points. Specifics must be provided in the description box so that each significant activity is clearly described. Faculty are responsible for making and error-checking final tallies. Multiple counts will only be considered for highly significant activities.

Activities marked with an asterisk (*) are eligible to be multiplied. The final determination and number of times an activity may be multiplied is determined through agreement with the chair/dean/director, who will base the decision on whether or not the activities meet the following criteria:

Is an expression of the employee's professional training (disciplinary-related).
Involves a critical contribution to colleagues, the department, the division, or the college.

Guide Note: For full-year Sabbaticals, the Sabbatical Leave Final Report serves as the entire evaluation. For half-year Sabbaticals, the Sabbatical Leave Report serves as half of the evaluation and the Annual Performance Evaluation serves as the remainder. In this case, all Satisfactory criteria must be met and C/E1–C/E3 requirements are pro-rated by half. Failure to fulfill the expectations of the Sabbatical and complete a Sabbatical Leave Report means failure to meet Satisfactory criteria.

Note: These guidelines are applicable to activities completed for the Self-Evaluation that is submitted in the Spring Semester. For the Annual Plan submitted in the prior Fall Semester, a brief description of the planned activity is sufficient.

All Satisfactory Requirements must be achieved in order to receive Commendable or Excellent Satisfactory Requirements.

S1: Teaching, Class Management, Service to Students, Other Teaching Responsibilities

Meet classes – list classes and sections per semester
Office hours – list your five (5) hours per week of scheduled on-campus office hour time per semester
Supervisor class evaluation – list date and include a short synopsis of supervisor feedback, when applicable.
Course syllabi – submit to the department by the end of the first week of each class, even if posted on Canvas, and be sure syllabi contain all necessary elements as per VPAA website
Book orders – submit in a timely manner and according to departmental procedures
Student evaluations – describe any plans or class changes, if any, related to student feedback
Respond to students in a timely manner – usually within 24 hours online or next business day

S2: Department/Division Duties

Attend Department and Division meetings – list dates
Respond to Dean/Director/Coordinator/Chair in a timely manner – usually within 24 hours or next business day
Course assessment – list courses and type of assessment (CAR and/or GEAR) you are involved in for the department this academic year

S3: Annual Plan – Submit on time or as requested by Administration

One item from S5-S6 College/Appropriate Community Service (major effort in regard to college impact)

S4: College Service (part of five (5) hrs. of institutional service/development per week, per the NFA Contract)

Standing or major committee – list committee name and attendance dates for the year. List one committee from the list on the form if you are choosing this item. Additional committees are listed elsewhere in the document for points.
Four hours per semester in Tutoring and Learning Center – Pre-arrange with Learning Commons Director, list dates and times, outside of office hours. Comment: Hours spent tutoring or training tutors could involve a particular faculty member’s students, but if not, then office hour access should not be lost to those students.

S5: Appropriate Community Service (part of five (5) hrs. of institutional service/development per week per the NFA Contract)

Relevant volunteering or outreach – list the relevant group or organization, describe your activities, the time dedicated, and the outcomes of this service. Appropriate community service is relevant to the mission and/or values of TMCC and/or relevant to your division, program, department, or discipline.

One item from Professional Development
S6: Professional Development (part of five (5) hrs. of institutional service/development per week per the NFA Contract)

Two (2) in-service training sessions, TMCC Professional Development – list sessions and dates
Required trainings – list trainings accomplished and date(s), if required this academic year

Commendable/Excellent Requirements

Ratings based on completing all Satisfactory Requirements, minimum number of C/E1 items, minimum total number of C/E1–C/E3 items, and the number of categories with items:

Rating	Satisfactory items	C/E1 minimum points	Total C/E1–C/E3 points needed	Must include items from C/E2 and C/E3
Commendable 1	All	2	5	No
Commendable 2	All	3	8	No
Excellent 1	All	6	12	Yes
Excellent 2	All	8	18	Yes

C/E1: Primary Job Responsibilities – teaching, service to students, etc. (point value in parentheses)

Teach established course for first time (2) * – list class and section(s)
Create new course (2.5) * – list class and section(s) and expected timeline for completion.
Additional class as overload (1) * – list class and section, and if you were asked to take the course for a particular reason (i.e., part-timer quit, additional section needed, etc.). May multiply this item x2 if one of the two overloads was requested by the department based on student needs.
Significantly Revamp existing class (2) * – include class and section(s), and the description and goals of the change. This is for significant changes beyond updating a few assignments, i.e. more than 25% of course materials are changed.
Faculty-created work (2.5) or project or resources – include description, copies, links, or references. This activity is for significant professional works created by the faculty member for a specific class, not works created by students. Include publicly shareable link for any OERs.
Adopt/adapt OER for a course (1) * – list class and section(s), provide publicly sharable link to the OER materials, and describe the resources replaced.
Work with library staff to augment a course (1) * List class and section(s)
Implement the TMCC Standards for Online Instruction in an online class for the first time (1) * – implement online teaching standards to applicable classes for the first time. List any online classes and sections.
Have a peer review and implement his/her recommendations (1) * – list faculty reviewer, date, course and section, and describe recommendations implemented.
Observe another faculty teach two or more classes and collaborate on pedagogy (1.5) * or other instructional issues – list who you observed, the classes and sections, dates, and the outcome or what was learned from the collaboration.
Teach workshop (2) * or seminar – list title, date, and location.
Present in another instructor’s class (1) * – list class and section, and date.
Present to faculty or group on creative teaching or assignments (1) * – list person(s) or group and title.
K-16 involvement related to teaching (1.5) * – describe involvement, including names of schools or contacts. These activities are related to teaching and not to student or program recruitment.
Conduct training for teachers (1.5) * – describe training, audience, date and location.
Outside activities focused on pedagogy (1) * like forums, collaborations, or special projects – describe the activity and/or provide examples of the outcome of the work.
Student academic advisement (formal) (1.5) – formal advising requires training via Academic Advising (see Director of Advising for details) and meeting individually or with groups of students to provide academic guidance outside of regular class time. This is NOT the place for advisement activities defined elsewhere, such as serving as a Gateway mentor (see item z). Describe the type of meetings, meeting pattern, and estimated number of students involved.
Student retention (1) – participation in student retention efforts (specific to your own classes), such as offering extra review sessions, informal advising, using Starfish with your courses, etc. This is NOT the place for higher-intensity, formalized retention activities or trainings such as being a Starfish group participant (see item z). Describe activities, list dates, location(s), and estimated number of students involved.
Mentor new or part-time faculty (2) * – list faculty, topics or classes, and meeting pattern
Maintain consistent curriculum (1) – serving on groups or committees focused on maintaining consistent curriculum across faculty, sections, or course sequences. Briefly describe activity.
Lead assessment effort for a non-GenEd course (2) * – general participation in course assessment is part of the Satisfactory Requirements, this item is for being the lead for non-GenEd course CAR submissions per the rotation posted by the Assessment Office. List the courses and CAR due dates.
Lead assessment effort for GenEd course (3) * – general participation in course assessment is part of the Satisfactory Requirements, this item is for being the lead for a GenEd course CAR and GEAR submissions per the rotation posted by the Assessment Office. List the courses and CAR & GEAR due dates.
Conduct additional assessment efforts for your own courses (1.5) – general participation in course assessment is part of the Satisfactory Requirements, this item is for effort focused on improving your own courses such as collection of additional data, development and analysis of new rubrics, etc. List the courses and section(s) of focus and describe the efforts.
Develop or significantly revise an academic program (2.5) – such as putting through new or major revisions through CIM/CRC. List the program and describe the updates/revisions.
Serve as program or discipline coordinator (2) – list title.
Serve as department chair (3) –
Other activities related to teaching, service to students, etc. agreed upon (see below) * – This item may be used for activities such as: Serving as a Gateway Student Mentor (2 points in C/E1z or C/E2t), Part-Time Student Mentor (2 points, in C/E1z or C/E2t), or Promise Mentor (2 points in C/E1z or C/E2t). Participating as a Starfish group participant (2 points, in C/E1z or C/E3j), serving as a Starfish group leader (3 points, in C/E1z or C/E2t), or completing the ACUE training (3 points, in C/E1 z or C/E3 j), or other similar level activity focused on teaching and student success (such as implementing HIPs, High Impact Practices, or Learning Communities). For each item listed provide a brief synopsis of the effort (e.g., number of students, meeting pattern, time spent, etc.) and briefly describe the major outcomes. May require dialog with Dean/Director to ensure mutual understanding of agreed upon activities and point value. Multiple items can be listed in this activity each with a point value of 1-3.

C/E2: College/Appropriate Community Service (point value in parentheses)

Actively participate on another standing or major committee (1.5) * – (beyond the S5 committee, if one is listed in the Satisfactory Requirements). List committee name and attendance for the year. While S5 is limited to the list of committees on the form, this item may include college or departmental committees. If you are the chair of a department committee mark C/E2 h for more points, and not this item.
Actively participate as Faculty Senator (1) – list position (Department, Allied Health, etc.), and term duration.
Serve in Faculty Senate leadership position (2) – such as Senate Chair, Chair-Elect, or a Senate Committee Chair. Describe position and term duration.
Chair a tenure-track committee (2) * – list tenure candidate’s name and the other committee members and when the candidate’s probationary period started. If you are the chair mark this item only, being a member of a tenure-track committee is e below and worth fewer points.
Serve on a tenure-track committee (1.5) * as a regular member – list the tenure candidate’s name and other committee members including the chair and when the candidate’s probationary period started. If you are the chair of the committee select (d) above, and not this item.
Significant NSHE system involvement in college-related issues (1.5) * – Describe the committee or involvement, describe how you became involved, who and/or what institutions you are working with.
Develop significant community contacts (1) to promote program or college goals – list the contacts and/or groups and describe how they are engaged with the program or the college.
Chair a department committee (2) * – list the committee name and how many faculty participate in the committee, and explain the goals of the committee. Membership in a major department committee would go in C/E2 a, if you are the chair mark this item only. If you are a member of one committee and a chair of another committee you would mark both.
Chair a screening committee (2) * – list the position being searched, the time frame of the search, this item is for serving as the chair of the committee. If you are a member but not the chair of a screening committee it would count in S5 or in C/E2 j.
Serve on a screening committee (1.5) * – list the position being searched and the time frame of the search. This item is for serving on an additional screening committee if you have a screening committee listed in S5 or if you have another committee listed in S5 and you serve on a screening committee. If you are a chair of a screening committee select C/E2 i instead of this.
Chair a PUR committee (2) – list the committee and its membership.
Participate in PUR (1.5) – describe your contributions toward the departmental PUR. If you are Chair of a PUR committee, select k above instead of this item.
Write or revise the department’s APR (1.5) * – describe your contribution to the APR
Significant involvement in accreditation (2) – describe your contribution to accreditation
Serve on a community advisory board, government board, school board, etc. (1) * – describe the organization, its missions or goals, your involvement and the meeting pattern of these efforts.
Participate in student organization (1.5) * – name the organization, describe its membership, meeting pattern, and activities, and your contributions to the group for the year.
Significant involvement in student recruitment (1.5) – describe the activities, provides dates, locations, collaborators, and the target programs and/or outcomes of this involvement
Apply for external funding (2),* be a PI on a grant proposal, or collaborate on a grant proposal – all grant proposals including subawards or collaborations with other institutions or organizations must be pre-approved by Grants Office. This item recognizes the effort of writing and submitting a proposal, whether you are the PI, Co-PI, other leader, or other major collaborator on the proposal. List the proposal title, the name of the organization to which the proposal was submitted, a brief summary of the proposed goals, activities and time frame, and a description of your role. If your proposal is funded and implemented in the year, you also select s below.
Write and obtain extra-institutional competitive grants (2.5) * – all grant proposals including subawards or collaborations with other institutions or organizations must be pre-approved by Grants Office. This item recognizes the effort of obtaining and implementing a grant award. List the proposal title, the name of the organization that awarded funds, a brief summary of the activities and time frame, and a description of your role and outcomes of the year.
Other college or appropriate community service agreed upon (see below) * – This item may be used for activities such as: Serving as a Gateway Student Mentor (2 points, in C/E1z or C/E2t), Part-Time Student Mentor (2 points, in C/E1z or C/E2t), or Promise Mentor (2 points in C/E1z or C/E2t), serving as a Starfish group leader (3 points, in C/E1z or C/E2t), or other similar level activity focused on service to the college or appropriate community service. For each item listed provide a brief synopsis of the effort (e.g., number of students, meeting pattern, time spent, etc.) and briefly describe the major outcomes. Appropriate community service is relevant to the mission and/or values of TMCC and/or relevant to your division, program, department, or discipline. May require dialog with Dean/Director to ensure mutual understanding of agreed upon activities and point value. Multiple items can be listed in this activity, each with a point value of 1-3.

C/E3: Faculty Professional Development

Attend conference/seminar/workshop (1.5) – (beyond the S7a items, if items listed there). List the session title and date.
Maintain membership in local, regional, or national organization in your discipline (1) – give full title of the organization, not just the acronym.
Stay current in your profession through research, publishing, or other training (2) – (beyond the S7a items, if items listed there). Describe the activity and outcomes and/or provide resulting abstracts, links, or references. This activity is not for additional teaching or attending conferences, but for self-produced work or obtaining specific training towards staying current in your professional field. The work involved in generating and disseminating a single publication might be counted in more than one category. For example, if a faculty member obtained training in a new technique and published a discipline-related article based on applying the new technique, these activities may count in both c and e.
Hold an office in or present at a professional organization (2) – give the full title of the organization, not just the acronym. List your office/title, describe your involvement and/or your presentation.
Publish an article or present discipline-related material at conference/workshop/forum (2) – provide the article reference or describe the presentation. Include the title, date, location, and host organization for the conference/workshop/forum. This is for non-peer-reviewed works. Peer-reviewed articles would go in C/E3 g for more points. If the work is in progress and not published or presented in this academic year it goes in C/E3 c.
Publish professional material, such as a book (2.5) – provide the publication reference. If work is in-progress and not published in this academic year it goes in C/E3 c.
Publish professional material, such as a peer-reviewed article (3) – provide the reference. If work is in-progress and not published in this academic year it goes in C/E3 c.
Upgrade academic/teaching prep through formal or approved coursework (1.5) – Describe the coursework and how it relates to academic or teaching preparation in your disciplinary area. Courses/programs/degrees may be used for professional advancement (i.e., salary increase) only with prior written administrative approval, see Professional Advancement Program under Human Resources.
Self-review one online course using TMCC Standards for Online Instruction (2) * – List course and section number.
Other faculty professional development agreed upon (see below) * – This item may be used for activities such as: Participating as a Starfish group participant (2 points, in C/E1z or C/E3j) or completing the ACUE training (3 points, in C/E1 z or C/E3 j), or other similar level activity focused on faculty professional development. May require dialog with Dean/Director to ensure mutual understanding of agreed upon activities and point value. Multiple items can be listed in this activity each with a point value of 1-3.

In the "Faculty Member’s Comments" Box:

Briefly describe major goal or most significant plan for the year on the Annual Plan
Briefly describe major or most significant accomplishment of the year on Self Evaluation