Police & Fire Academy Edition 2016 – 2017
ii FACULTY EVALUATION HANDBOOK
iii2016-2017
TABLE OF CONTENTS
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Evaluation Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Police & Fire Academy Instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Faculty Evaluation Worksheet • Professional Development . . . . . . . . . . . . . . . . . . . . . .13Course Management Evaluation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Evaluation of Professional Development Activities . . . . . . . . . . . . . . . . . . . . . . . . . .19Schoolcraft College Procedure for Appeal of Faculty Evaluation Results . . . . . . . . . . . . . .21Faculty Evaluation Appeal Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
iv FACULTY EVALUATION HANDBOOK
52015-2016
OVERVIEWAs noted in the Schoolcraft College Instructional Faculty Evaluation Handbook, instructors in the Police and Fire Academy require alternative strategies for faculty evaluation.
Part time Police and Fire Academy faculty roles and responsibilities are guided by the Schoolcraft College Faculty Contract as well as the training rules, requirements and guidelines set forth by the State of Michigan, MCOLES (Michigan Commission on law Enforce-ment Standards) and the Fire Fighter Training Council. Many of the instructional evaluation criteria used in the standard instructional faculty evaluation that are based on review of the syllabus and assessments do not apply to these faculty. The focus of their work is on preparing students for state licensure and certification based on state mandated program outcomes and assessments.
The Public Safety Education Department has developed alternate evaluation tools that will be used for police and fire academy faculty to more closely align to the nature of their work. This addendum describes the evaluation process for part time Police and Fire Academy instructors. The evaluation tools have been acknowledged and approved by MCOLES (Michigan Commission on Law Enforcement Standards) and the Fire Fighter Training Council.
Part time Police and Fire Academy faculty will be evaluated on training session/scenario, teaching unit, student rating, and professional development. If a part time faculty member is teaching lecture only, the standard instructional faculty evaluation process will apply.
SOURCESData gathered for review and evaluation comes from students and the faculty member. Students, peers, and administrators will provide information for evaluating each component of the Teaching Role and Professional Development as shown in the table below. Teaching comprises 90% of the Overall Rating score. The chart below shows how the four rating sources for teaching impact the final teaching score. Professional Development comprises 10% of the Overall Rating score. The Overall Rating is reported to the faculty member on the Faculty Member Performance Review Summary (Appendix A).
ROLES EVALUATORS (Rating Sources)
TEACHING STUDENTS PEERS ADMINISTRATORS
Instructional Design Peer Review of materials submitted by faculty member
Administrator Review of materials submitted by faculty member
Instructional Delivery Student Rating InstrumentCourse Management Checklist
PROFESSIONAL DEVELOPMENT
STUDENTS PEERS ADMINISTRATORSAdministrator Review of Pro-fessional Development Report submitted by faculty member
STUDENT RATINGSThe College has adopted the Student Survey for the Police and Fire Academy (Appendix B). Student ratings will be collected from each academy session taught during the evaluation period. The results will be compiled to create a final averaged student rating score.
RESPONSIBILITIES OF THE POLICE AND FIRE ACADEMY FACULTYThe faculty members being evaluated are responsible for the following:
• Complete and submit the Police and Fire Academy Faculty Evaluation Packet Preparation Checklist (Appendix C).Maintain their own records and provide the information and materials needed for the Peer’s and Administrator’s tocarry out their respective rating responsibilities. As shown on the checklist (Appendix C), faculty are required tosubmit Part I, Teaching Materials; and Part 2, Professional Development Activity Log/Evidence (Appendix D). Duedates will be distributed by memo early in the period of evaluation.
• Review the evaluation results and use the feedback to make improvements. • Ensure scores are accurate. Seek clarification of scores from Faculty Evaluation Coordinator. • Sign and return the Faculty Member Faculty Member Performance Review Summary (Appendix A) and pick up
faculty packet or, • Do not pick up faculty packet and follow the appeal process (Appendix I1 and I2) • Examine and consider related professional development activities.
6 FACULTY EVALUATION HANDBOOK
EVALUATION CYCLEPolice and Fire Academy Faculty Member Non-probationary RequirementsEach police and fire academy non-probationary faculty member will be evaluated once every four (4) years. Period of evaluation is the semester the evaluation. All components of the evaluation process will be completed as shown in the table below:
PT Non-Probationary Semester Information Collected Feedback
The semester the evaluation is due
Complete packet including documentation of teaching and professional development
Student surveys all sections Faculty Information Form, all sections
Faculty Member Performance Review Summary withoverall composite rating (OCR Score)
Evaluation of Teaching Design Effectiveness by Peer & Administrator
Course Management Evaluation Checklist by Administrator
Evaluation of Professional Development Activities by Administrator
Student survey results OCR Score of less than
3.88
Two years after last evaluation
(repeated every two years until OCR score is 3.88 or
greater, at which time regular evaluation schedule
resumes)
Plan for improvement (in consult with assignedmentor and designated administrator)
Complete packet including documentation of teaching and professional development
Student surveys all sections Faculty Information Form, all sections
Assigned mentor (2 years) Faculty Member Performance Review Summary with
overall composite rating (OCR Score) Evaluation of Teaching Design Effectiveness by Peer &
Administrator Course Management Evaluation Checklist by
Administrator Evaluation of Professional Development Activities by
Administrator Student survey results
Checkpoint Review (two years after complete
review if OCR is 3.88 or greater)
Student surveys all sections (collected semesterprior to review)
Faculty Information Form, all sections(collected semester prior to review)
Faculty Professional Development Goals (due during meeting with administrator semester ofreview)
Student survey results (received semester prior to review)
Meeting with administrator semester of Checkpoint Review (will review Faculty Professional DevelopmentGoals and Student survey results from prior semester)
72016-2017
Police and Fire Academy Faculty Member Probationary Requirements (hired Fall 2006 or after)* Police and Fire Academy probationary faculty hired Fall 2006 or after will be evaluated every class, every semester for the first eight semesters of employment. The components of the evaluation system required in each probationary semester are listed below:
Part Time Probationary
Semester Information Collected Feedback Distributed1st Semester • Student ratings, all sections
(Appendix B) • Course Management Evaluation Checklist by
Administrator (Appendix G) • Student Rating reports
2nd Semester • Complete packet includingdocumentation of teaching,and professional development(Appendices C and D)
• Student ratings, all sections(Appendix B)
• Faculty Member Performance Review Summary(Appendix A)
• Evaluation of Teaching Design Effectiveness by Peerand Administrator (Appendices E and F)
• Course Management Evaluation Checklist byAdministrator (Appendix G)
• Evaluation of Professional Development Activitiesby Administrator (Appendix H)
• Student rating reports3rd Semester • Student ratings, all sections • Course Management Evaluation Checklist by
Administrator (Appendix G) • Student rating reports
4th Semester • Partial packet (revised/improvedfrom 2nd semester) includingdocumentation of teaching, andprofessional development byadministrator
• Student ratings, all sections
• Faculty Member Performance Review Summary(Appendix A)
• Evaluation of Teaching Design Effectiveness by Peerand Administrator (Appendices E and F)
• Course Management Evaluation Checklist byAdministrator (Appendix G)
• Evaluation of Professional Development Activitiesby Administrator (Appendix H)
• Student rating reports5th Semester • Student ratings, all sections • Course Management Evaluation Checklist by
Administrator (Appendix G) • Student rating reports
6th Semester • Student ratings, all sections • Course Management Evaluation Checklist byAdministrator (Appendix G)
• Student rating reports7th Semester • Complete packet including documen-
tation of teaching and professionaldevelopment(Appendices D and F)
• Student ratings, all sections (Appen-dix B)
• Faculty Member Performance Review Summary(Appendix A)
• Evaluation of Teaching Design Effectiveness by Peerand Administrator (Appendices E and F)
• Course Management Evaluation Checklist byAdministrator (Appendix G)
• Evaluation of Professional Development Activitiesby Administrator (Appendix H)
• Student rating reports8th Semester • Student ratings, all sections • Course Management Evaluation Checklist by
Administrator (Appendix G) • Student rating reports
*Note: Part time police and fire academy faculty hired Spring 2006 or before still on probation as of Fall 2006 are grandfatheredunder the contract language in effect at the time of hire. They are evaluated every class, every semester for the first four semesters of employment. Please refer to the individualized cover memo for requirements.
8 FACULTY EVALUATION HANDBOOK
OVERALL COMPOSITE RATING The faculty evaluation process was established to provide you with feedback on your performance in the areas of teaching (design, delivery, and assessment of learning), management of course activities (for example: grading, response to students, and absence reporting), service, and professional development. The faculty evaluation system is to be non-punitive and to promote growth and professional development for those evaluated. the evaluation process results in a score or Overall Composite Rating, which summa-rizes the faculty member’s performance.
Probationary FacultyIt is important to note that after an extensive statistical review of the data, a minimum Overall Composite Rating (OCR) has been established of 3.88 for probationary faculty. This is one element that administrators have to take into consideration as a decision is made on whether your employment at the College continues. The goal is for administrators to determine that your teaching supports the College’s mission, values, core purposes, and goals to ensure quality of instruction.
As a full time probationary faculty member, you are evaluated every class, every fall and winter semester for the first three (3) years of employment. You will receive your OCR after your 2nd, 4th and 5th semesters of teaching. As a part time probationary faculty member, you are evaluated every class, every semester for the first eight (8) semesters of employment. You will receive your OCR after your 2nd and 7th semesters of teaching.
Non-Probationary FacultyAs a full time non-probationary faculty member, you are evaluated every four (4) years. Period of evaluation will be fall and winter semesters. You will receive your OCR after the winter semester, which will include both fall and winter student survey results. As a part time non-probationary faculty member, you will be evaluated once every four (4) years. Period of evaluation is the semester the evaluation is due. You will receive your OCR score the evaluation semester.
APPEAL OF FACULTY EVALUATION RESULTSFaculty may appeal decisions regarding evaluation results. The procedure for appeal and the associated Appeal Form are included as Appendix I1 and I2 .
92016-2017
Schoolcraft College Faculty Member Performance Review Summary
Police and Fire Academy Instructors
Faculty Member Administrator
Department Evaluation Period
CALCULATION OF TEACHING PERFORMANCE RATING:SOURCE SCORE WEIGHT CALCULATIONS
(Score x Weight)Student Survey Score
Instructional Design Score from Peer
Instructional Design Score from Administrator
Course Management Checklist
Teaching Performance Rating is the sum of the above calculations TOTAL =
PROFESSIONAL DEVELOPMENT RATING (from scoring checklist)
Role Declared Weight Rating (from above)
CALCULATIONS (Declared Wt. x Rating)
Teaching
Professional Development
Overall Composite Rating (OCR) TOTAL =
Status:
I have reviewed this evaluation and I understand its contents. My signature does not necessarily indicate concurrence
Employee's Signature Date
Administrator's Signature Date
Employee comments:
FACULTY MEMBER PERFORMANCE REVIEW SUMMARY • APPENDIX A
10 FACULTY EVALUATION HANDBOOK
112016-2017
Police & Fire Academy instructorsSchoolcraft College • Student Evaluation Form
Your thoughtful answers to these questions will provide helpful information to your instructor. For the following items, check the square which best corresponds to your judgment.
Instructor
Course Semester
The Instructor: HARDLY EVER OCCASIONALLY SOMETIMES FREQUENTLY ALMOST ALWAYS
1. Met objectives for training session/scenario unit. 1 2 3 4 5
2. Stated in advance the criteria to be used in evaluating my performance. 1 2 3 4 5
3. Arranged for realistic examples and scenarios when appropriate 1 2 3 4 5
4. Related experiences to the content being covered in lectures 1 2 3 4 5
5. Arrived on time to start training sessions. 1 2 3 4 5
6. Was prepared for training sessions. 1 2 3 4 5
7. Demonstrated—when appropriate—techniques I was expected to perform. 1 2 3 4 5
8. Demonstrated appropriate ethical and professional behavior at all times. 1 2 3 4 5
9. Treated me with respect at all times 1 2 3 4 5
10. Was available to me to reinforce proper techniques. 1 2 3 4 5
11. Provided timely and constructive feedback on my areas of weakness to help me improve my performance. 1 2 3 4 5
12. Provided positive feedback on my performance which made me feel more self-confident. 1 2 3 4 5
13. Used mentoring time effectively. 1 2 3 4 5
As a student I:
14. Developed proper techniques in critical skill areas. 1 2 3 4 5
15. Developed skills for communicating professionally with others. 1 2 3 4 5
16. Developed critical thinking skills to be used in emergency settings. 1 2 3 4 5
17. Gained an understanding of professional ethics and attitudes. 1 2 3 4 5
18. Found this session challenging and appropriate to the needs of my profession. 1 2 3 4 5
Additional Comments:
Use additional sheets if necessary.
POLICE AND FIRE ACADEMY PERFORMANCE REVIEW SUMMARY • APPENDIX B
12
POLICE AND FIRE ACADEMY FACULTY EVALUATION PACKET PREPARATION CHECKLIST
Each faculty member evaluated should complete this checklist and submit it as the cover sheet of his/her evaluation.
Faculty Name Date
Part I • Documentation of TeachingPlease submit a packet including the following course materials:
Course Identification (course name and number):
Indicate whether the materials are related to Training Session or Scenario
If related to scenario, list facility name and unit:
Training Session or Scenario . Label and attach.
Teaching Materials - Include materials that you use or have created which clearly demonstrate how you manage, teach, and evaluate students in the training session or scenario.
Guidelines for materials to be included in evaluation packet (Check each item that you have included):
Completed daily student assignment sheets. Label and attach.
Completed daily instructor lesson plan for appropriate section. Label and attach.
Example of subject matter handout. Label and attach.
Alternative assignments with objectives. Label and attach.
Copies of interim student evaluations (minus names). Label and attach.
Copies of final student evaluations (minus names). Label and attach.
Examples of in-service training for specific subject matter. Label and attach.
Training session—describe presentation/techniques used to teach a particular skill. Label and attach.
Other – briefly list here. Label and attach.
Reflective Statement - This should be a brief explanation of the source of the materials that you are submitting (cite references as necessary) and the use of the materials. Label and attach.
Part II • Professional Development
Years Covered (Maximum: last 5 years):
Professional Development Worksheet - For the years that the evaluation covers, submit oneProfessional Development Worksheet and attach related documentation where applicable. Label and attach.
POLICE AND FIRE ACADEMY FACULTY EVALUATION PACKET PREPARATION CHECKLIST
132016-2017
Faculty Member Evaluation Period
FACULTY EVALUATION WORKSHEET • PROFESSIONAL DEVELOPMENT
Definition of Professional DevelopmentProfessional development consists of activities which lead to the acquisition and enhancement of skills and knowl edge that benefit personal and professional competency or contribute to the growth of the discipline. Faculty should track their activities and provide as much documentation as necessary to verify the activity. Faculty should only include Professional Development activities that were completed within the last five (5) years.
Specific Components of Professional DevelopmentDirections: Check box for activities in which you have participated. Describe the activity below and attach documentation when possible.
Master and update content knowledge 1. Attend a full-day conference 2. Attend classes, workshops, and seminars 3. Attend faculty development seminars, in-service training
(e.g., part-time counselor training) or other related staff development activities
4. Complete a graduate degree at an accredited institution 5. Earn CEUs or NCCs related to discipline, expertise,
technology, etc. 6. immunizations/CPR update 7. Maintain credentials, (e.g., certification, licensing) 8. Maintain professional relationships
a. Community partnershipsb. international outreach/international student
requirement updatesc. Local, state, and national professional organizations
(committee or task force member)d. Local, state, and national professional organizations
(member)e. Local, state, and national professional organizations
(officer)f. Networking
9. Read journals, books, textbooks, and/or professional literature
Update skills 10. Alternative teaching methods/deliveries (e.g., online,
hy brid, OE/OE); alternative counseling, distance counseling 11. Multimedia proficiency 12. New/updated technology, e.g., electronic/print sources
related to library function of Colleague updates 13. Organization skills 14. Self-assessment of teaching using peer sit-in or video tape
evaluated with a rubric 15. Software 16. Word processing
Employ skills in work setting/Service learning 17. Employ skills in work setting 18. Service learning
Produce and disseminate 19. Conduct research and/or development 20. Grant writing — external 21. Grant writing — internal (e.g., Foundation Grant) 22. Present at conferences, seminars, workshops 23. Publish 24. Share new information with peers 25. Textbook chapter or journal review 26. Write scholarly
In the area below, write the activity number in the first column, the date or date range in the second, and a description of your service activity. First items are examples showing how the space may be used.
Item # Date(s) Description
2
9
10-16-08
06-07
Attended full day “Assessment Strategies Works
Subscribe to 3 professional journals and professionals list serve. Review all journals on a monthly basis
SAMPLE
FACULTY EVALUATION WORKSHEET • PROFESSIONAL DEVELOPMENT • APPENDIX D
14
Item # Date(s) Description
15
POLI
CE A
ND
FIR
E A
CAD
EMY
INST
RUCT
OR
EVA
LUAT
ION
OF
TEA
CHIN
G D
ESIG
N E
FFEC
TIV
ENES
S BY
PEE
R
Facu
lty
Mem
ber
Peer
Rev
iew
er
Dir
ec
tio
ns:
Rev
iew
the
pack
et o
f cou
rse
mat
eria
ls p
rovi
ded
to y
ou b
y th
e fa
culty
mem
ber.
This
shou
ld in
clud
e cu
rren
t uni
t mat
eria
ls,
and
ALL
cour
se a
sses
smen
t mat
eria
ls. O
btai
n a
copy
of t
he tr
aini
ng se
ssio
ns/s
cena
rio o
bjec
tives
for t
he c
ours
e. R
ate
the
mat
eria
ls. P
leas
e ch
eck
only
one
num
ber f
or e
ach
desi
gn c
ompo
nent
. Note:
All
info
rmat
ion
cont
aine
d in
this
facu
lty e
valu
atio
n m
ust b
e m
aint
aine
d in
a
confi
dent
ial m
anne
r at a
ll tim
es.
co
mm
en
ts:
You
must p
rovi
de c
omm
ents
fo
r all
com
pone
nts r
anke
d. C
oncr
ete
exam
ples
, sup
porti
ng n
arra
tive,
and
su
bsta
ntiv
e st
atem
ents
are
hel
pful
.
Facu
lty M
embe
r pr
ovid
es d
ocum
enta
tion
of te
chni
ques
of t
rain
ing
sess
ion/
scen
ario
/ ev
alu-
atio
n de
sign
ated
for t
he
train
ing
sess
ion/
scen
ario
ob
ject
ives
.
1In
clud
es N
ON
E
of th
e as
sess
men
ts
for t
he tr
aini
ng
sess
ion/
scen
ario
ob
ject
ives
.
2In
clud
es S
OM
E
of th
e as
sess
men
ts
desi
gnat
ed fo
r the
tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
.
3In
clud
es M
OST
of
the
asse
ssm
ents
de
sign
ated
for t
he
train
ing
sess
ion/
scen
ario
obj
ectiv
es.
4In
clud
es A
LL
of
the
asse
ssm
ents
de
sign
ated
for t
he
train
ing
sess
ion/
scen
ario
obj
ectiv
es.
5In
clud
es A
LL
of
the
asse
ssm
ents
de
sign
ated
for t
he
train
ing
sess
ion/
scen
ario
obj
ectiv
es.
AN
D a
dditi
onal
as
sess
men
ts
Trai
ning
sess
ions
/sc
enar
ios i
nclu
de
lear
ning
exp
erie
nces
th
at p
rom
ote
stud
ent
enga
gem
ent .
1N
o en
gage
men
t of
stud
ents
pro
mot
ed
by tr
aini
ng
sess
ion/
scen
ario
as
sign
men
ts
2Ve
ry L
ittle
eng
age-
men
t of s
tude
nts
prom
oted
by
train
-in
g se
ssio
n/sc
enar
io
assi
gnm
ents
3A
Fai
r A
mou
nt
of e
ngag
emen
t of
stud
ents
pro
mot
ed
by tr
aini
ng
sess
ion/
scen
ario
as
sign
men
ts
4M
uch
enga
gem
ent
of st
uden
ts p
ro-
mot
ed b
y tra
inin
g se
ssio
n/sc
enar
io
assi
gnm
ents
5Ve
ry M
uch
enga
gem
ent o
f st
uden
ts p
rom
oted
by
trai
ning
se
ssio
n/sc
enar
io
assi
gnm
ents
Bas
ed o
n A
LL a
sses
s-m
ents
, are
ass
ignm
ents
, ha
ndou
ts, p
roje
cts,
post
co
nfer
ence
topi
cs, o
ff un
it as
sign
men
ts re
late
d to
cou
rse
sylla
bus
train
ing
sess
ion/
scen
ario
ob
ject
ives
?
1N
ot a
t all
(Mat
eri-
als a
re n
ot re
late
d to
obj
ectiv
es)
2A
Min
imal
Am
ount
of
the
mat
eria
l is
rela
ted
to th
e co
urse
/ tra
inin
g se
ssio
n/sc
enar
io
obje
ctiv
es
3A
Fai
r Am
ount
of th
e m
ater
ial
is re
late
d to
the
cour
se/ t
rain
ing
sess
ion/
scen
ario
ob
ject
ives
4A
lmos
t All
of th
e m
ater
ial i
s rel
ated
to
the
cour
se/ t
rain
-in
g se
ssio
n/sc
enar
io
obje
ctiv
es
5A
LL
of th
e m
ater
ial
is re
late
d to
the
cour
se/ t
rain
ing
sess
ion/
scen
ario
ob
ject
ives
Dir
ec
tio
ns:
Add
the
3 va
lues
you
ass
igne
d ab
ove
and
divi
de b
y th
ree
to c
alcu
late
the
Teac
hing
Des
ign
Rat
ing
of th
e fa
culty
mem
ber.
Do
NO
T ro
und.
tota
l ÷ 3
=
= T
each
ing
Des
ign
Eff
ectiv
enes
s Rat
ing
of P
olic
e an
d Fi
re A
cade
my
Facu
lty M
embe
r
Peer
Rev
iew
er S
igna
ture
D
ate
POLICE AND FIRE ACADEMY INSTRUCTOR EVALUATION OF TEACHING DESIGN EFFECTIVENESS BY PEER • APPENDIX E
16
POLI
CE &
FIR
E AC
AD
EMY
INST
RUCT
OR
EVA
LUAT
ION
OF
TEAC
HIN
G D
ESIG
N E
FFEC
TIV
ENES
S BY
AD
MIN
ISTR
ATO
R
Facu
lty
Mem
ber
Revi
ewer
Dir
ec
tio
ns:
Rev
iew
the
pack
et o
f cou
rse
mat
eria
ls p
rovi
ded
to y
ou b
y th
e fa
culty
mem
ber.
This
shou
ld in
clud
e cu
rren
t uni
t m
ater
ials
and
ALL
cour
se a
sses
smen
t mat
eria
ls. O
btai
n a
copy
of t
he tr
aini
ng se
ssio
ns/s
cena
rio o
bjec
tives
for t
he c
ours
e. R
ate
the
mat
eria
ls . P
leas
e ch
eck
only
one
num
ber f
or e
ach
desi
gn c
ompo
nent
. Note:
All
info
rmat
ion
cont
aine
d in
this
facu
lty
eval
uatio
n m
ust b
e m
aint
aine
d in
a c
onfid
ential m
anne
r at a
ll tim
es.
CO
MM
EN
TS:
You
must p
rovi
de
com
men
ts fo
r all
com
pone
nts r
anke
d.
Con
cret
e ex
ampl
es, s
uppo
rting
nar
rativ
e,
and
subs
tant
ive
stat
emen
ts a
re h
elpf
ul.
Facu
lty M
embe
r pr
ovid
es d
ocum
enta
-tio
n of
tech
niqu
es
of tr
aini
ng se
ssio
n /
scen
ario
/ ev
alua
tion
desi
gnat
ed fo
r the
tra
inin
g se
ssio
n/sc
e-na
rio o
bjec
tives
.
1In
clud
es N
ON
E
of th
e as
sess
men
ts
desi
gnat
ed fo
r the
tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
2In
clud
es S
OM
E
of th
e as
sess
-m
ents
des
igna
ted
for t
he tr
aini
ng
sess
ion/
scen
ario
ob
ject
ives
3In
clud
es M
OST
of
the
asse
ss-
men
ts d
esig
nate
d fo
r the
trai
ning
se
ssio
n/sc
enar
io
obje
ctiv
es
4In
clud
es A
LL
of
the
asse
ss-
men
ts d
esig
nate
d fo
r the
trai
ning
se
ssio
n/sc
enar
io
obje
ctiv
es
5In
clud
es A
LL
of
the
asse
ss-
men
ts d
esig
nate
d fo
r the
trai
ning
se
ssio
n/sc
enar
io
obje
ctiv
es
AN
D a
dditi
onal
as
sess
men
tsTr
aini
ng se
ssio
ns/s
ce-
nario
s inc
lude
lear
ning
ex
perie
nces
that
pro
mot
e st
uden
t eng
agem
ent .
1N
o en
gage
men
t of
stud
ents
pro
mot
ed
by tr
aini
ng
sess
ion/
scen
ario
as
sign
men
ts
2Ve
ry L
ittle
eng
age-
men
t of s
tude
nts
prom
oted
by
train
-in
g se
ssio
n/sc
enar
io
assi
gnm
ents
3A
Fai
r Am
ount
of
enga
gem
ent o
f stu
-de
nts p
rom
oted
by
train
ing
sess
ion/
sce-
nario
ass
ignm
ents
4M
uch
enga
gem
ent
of st
uden
ts p
ro-
mot
ed b
y tra
inin
g se
ssio
n/sc
enar
io
assi
gnm
ents
5Ve
ry M
uch
enga
ge-
men
t of s
tude
nts
prom
oted
by
train
-in
g se
ssio
n/sc
enar
io
assi
gnm
ents
Doe
s the
facu
lty
mem
ber’s
ass
ignm
ents
, ha
ndou
ts, p
roje
cts,
post
co
nfer
ence
topi
cs, a
nd
off u
nit a
ssig
nmen
ts
cove
r the
requ
irem
ents
of
the
cour
se sy
llabu
s tra
inin
g se
ssio
n/sc
enar
io
obje
ctiv
es?
1N
o co
urse
sylla
bus
train
ing
sess
ion/
scen
ario
obj
ectiv
es
are
cove
red
2Ve
ry L
ittle
of t
he
cour
se sy
llabu
s tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
ar
e co
vere
d
3A
Fai
r Am
ount
of th
e co
urse
sylla
-bu
s tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
ar
e co
vere
d
4A
lmos
t All
of th
e co
urse
sylla
-bu
s tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
ar
e co
vere
d
5A
LLof
the
cour
se
sylla
bus t
rain
ing
sess
ion/
scen
ario
ob
ject
ives
are
co
vere
dD
ire
ct
ion
s: A
dd th
e 3
valu
es y
ou a
ssig
ned
abov
e an
d di
vide
by
thre
e to
cal
cula
te th
e Te
achi
ng D
esig
n R
atin
g of
the
facu
lty m
embe
r. D
o N
OT
roun
d.
tota
l ÷ 3
=
= T
each
ing
Des
ign
Eff
ectiv
enes
s Rat
ing
of P
olic
e an
d Fi
re A
cade
my
Facu
lty M
embe
r
Adm
inis
trat
or S
igna
ture
Dat
e
POLICE & FIRE ACADEMY INSTRUCTOR EVALUATION OF TEACHING DESIGN EFFECTIVENESS BY ADMINISTRATOR • APPENDIX F
172016-2017
POLI
CE&
FIR
E AC
AD
EMY
INST
RUCT
OR
EVA
LUAT
ION
OF
TEAC
HIN
G D
ESIG
N E
FFEC
TIV
ENES
S BY
AD
MIN
ISTR
ATO
R
Facu
lty
Mem
ber
Revi
ewer
Dir
ec
tio
ns:
Rev
iew
the
pack
et o
f cou
rse
mat
eria
ls p
rovi
ded
to y
ou b
y th
e fa
culty
mem
ber.
This
shou
ld in
clud
e cu
rren
t uni
t m
ater
ials
and
ALL
cou
rse
asse
ssm
ent m
ater
ials
. Obt
ain
a co
py o
f the
trai
ning
sess
ions
/sce
nario
obj
ectiv
es fo
r the
cou
rse.
Rat
e th
e m
ater
ials
. Ple
ase
chec
k on
ly o
ne n
umbe
r for
eac
h de
sign
com
pone
nt.
CO
MM
EN
TS:
Plea
se p
rovi
de c
omm
ents
. A
ll co
mm
ents
are
use
ful r
egar
dles
s of t
he
ratin
g .If
you
gav
e a
ratin
g of
1, 2
or 5
on
any
of th
e de
sign
com
pone
nts y
ou M
UST
prov
ide
just
ifica
tion
for y
our r
atin
g.
Facu
lty M
embe
r pr
ovid
es d
ocum
enta
-tio
n of
tech
niqu
es
of tr
aini
ng se
ssio
n /
scen
ario
/ ev
alua
tion
desi
gnat
ed fo
r the
tra
inin
g se
ssio
n/sc
e-na
rio o
bjec
tives
.
1In
clud
es N
ON
Eof
the
asse
ssm
ents
de
sign
ated
for t
he
train
ing
sess
ion/
scen
ario
obj
ectiv
es
2In
clud
es S
OM
Eof
the
asse
ss-
men
ts d
esig
nate
d fo
r the
trai
ning
se
ssio
n/sc
enar
io
obje
ctiv
es
3In
clud
es M
OST
of th
e as
sess
-m
ents
des
igna
ted
for t
he tr
aini
ng
sess
ion/
scen
ario
ob
ject
ives
4In
clud
es A
LL
of th
e as
sess
-m
ents
des
igna
ted
for t
he tr
aini
ng
sess
ion/
scen
ario
ob
ject
ives
5In
clud
es A
LL
of th
e as
sess
-m
ents
des
igna
ted
for t
he tr
aini
ng
sess
ion/
scen
ario
ob
ject
ives
A
ND
add
ition
al
asse
ssm
ents
Trai
ning
sess
ions
/sce
-na
rios i
nclu
de le
arni
ng
expe
rienc
es th
at p
rom
ote
stud
ent e
ngag
emen
t .1
No
enga
gem
ent o
f st
uden
ts p
rom
oted
by
trai
ning
se
ssio
n/sc
enar
io
assi
gnm
ents
2Ve
ry L
ittle
eng
age-
men
t of s
tude
nts
prom
oted
by
train
-in
g se
ssio
n/sc
enar
io
assi
gnm
ents
3A
Fair
Am
ount
of
enga
gem
ent o
f stu
-de
nts p
rom
oted
by
train
ing
sess
ion/
sce-
nario
ass
ignm
ents
4M
uch
enga
gem
ent
of st
uden
ts p
ro-
mot
ed b
y tra
inin
g se
ssio
n/sc
enar
io
assi
gnm
ents
5Ve
ry M
uch
enga
ge-
men
t of s
tude
nts
prom
oted
by
train
-in
g se
ssio
n/sc
enar
io
assi
gnm
ents
Doe
s the
facu
lty
mem
ber’s
ass
ignm
ents
, ha
ndou
ts, p
roje
cts,
post
co
nfer
ence
topi
cs, a
nd
off u
nit a
ssig
nmen
ts
cove
r the
requ
irem
ents
of
the
cour
se sy
llabu
s tra
inin
g se
ssio
n/sc
enar
io
obje
ctiv
es?
1N
o co
urse
sylla
bus
train
ing
sess
ion/
scen
ario
obj
ectiv
es
are
cove
red
2Ve
ry L
ittle
of t
he
cour
se sy
llabu
s tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
ar
e co
vere
d
3A
Fair
Am
ount
of th
e co
urse
sylla
-bu
s tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
ar
e co
vere
d
4A
lmos
t All
of th
e co
urse
sylla
-bu
s tra
inin
g se
ssio
n/sc
enar
io o
bjec
tives
ar
e co
vere
d
5A
LLof
the
cour
se
sylla
bus t
rain
ing
sess
ion/
scen
ario
ob
ject
ives
are
co
vere
dD
ire
ct
ion
s: A
dd th
e 3
valu
es y
ou a
ssig
ned
abov
e an
d di
vide
by
thre
e to
cal
cula
te th
e Te
achi
ng D
esig
n R
atin
g of
the
facu
lty m
embe
r. D
o N
OT
roun
d.
tota
l ÷ 3
=
= T
each
ing
Des
ign
Eff
ectiv
enes
s Rat
ing
of P
olic
e an
d Fi
re A
cade
my
Facu
lty M
embe
r
Adm
inis
trat
or S
igna
ture
Dat
e
COU
RSE
MA
NA
GEM
ENT
EVA
LUAT
ION
CH
ECKL
IST
Facu
lty
Mem
ber
Dep
artm
ent
Eval
uati
on P
erio
dFr
om
To
Adm
inis
trat
or
DIRECTIO
NS:
On
the
spac
e in
fron
t of e
ach
item
, pla
ce a
plu
s sig
n (+
) if p
erfo
rman
ce w
as sa
tisfa
ctor
y or
a m
inus
sign
(-) i
f it
was
uns
atis
fact
ory.
Indi
cate
not
app
licab
le (N
A) i
f ite
m d
oes n
ot a
pply
to th
is fa
culty
mem
ber. Note:
All
info
rmat
ion
cont
aine
d in
this
facu
lty e
valu
atio
n m
ust b
e m
aint
aine
d in
a c
onfid
entia
l man
ner a
t all
times
.
Com
ments
: You
must p
rovi
de c
omm
ents
justi
fyin
g th
e ra
ting
awar
ded.
Con
cret
e ex
ampl
es, s
uppo
rting
nar
rativ
e, a
nd
subs
tant
ive
state
men
ts ar
e he
lpfu
l.
Cate
gory
i: E
ssen
tial R
espo
nsib
ilitie
sC
alcu
late
d an
d su
bmitt
ed g
rade
s by
the
dead
line(
s)
Con
duct
ed e
ntire
cla
ss se
ssio
n
Con
duct
ed o
rient
atio
ns (D
L, O
E/O
E, e
tc.)
Follo
wed
gui
delin
es fo
r wor
king
with
spec
ial n
eeds
stud
ents
(AD
A)
Hel
d sc
hedu
led
offic
e ho
urs
Mai
ntai
ned
prof
essi
onal
rela
tions
hips
with
Pra
ctic
um/c
linic
al fa
cilit
ies
Prep
ared
stud
ent r
epor
ts (i
.e.,
athl
etic
, LA
C) b
y th
e de
adlin
e(s)
Res
pond
ed to
stud
ent c
ompl
aint
s in
a pr
ofes
sion
al m
anne
r
Subm
itted
sylla
bus t
o th
e ap
prop
riate
adm
inis
trato
r’s o
ffice
by
the
end
of th
e fir
st w
eek
of c
lass
es
Took
atte
ndan
ce a
nd su
bmitt
ed F
eder
al A
ttend
ance
repo
rts b
y th
e de
adlin
e(s)
Cate
gory
ii: i
mpo
rtan
t Res
pons
ibili
ties
Ass
iste
d w
ith P
ract
icum
/clin
ical
pla
cem
ent s
elec
tions
Com
plet
ed b
ook
orde
rs b
y th
e de
adlin
e
Mai
ntai
ned
appr
opria
te c
omm
unic
atio
n w
ith st
uden
ts in
and
out
side
of c
lass
Mai
ntai
ned
open
com
mun
icat
ion
with
staf
f and
facu
lty
Res
pond
ed to
em
ails
and
voi
ce m
ails
in a
tim
ely
man
ner
Subm
itted
cou
rse
sele
ctio
n fo
rm b
y th
e de
adlin
e se
t by
the
appr
opria
te a
dmin
istra
tor’s
offi
ce
Subm
itted
offi
ce h
ours
to th
e ap
prop
riate
adm
inist
rato
r’s o
ffice
by
the
end
of th
e fir
st w
eek
of th
e se
mes
ter
Rat
ing:
5E
xem
plar
y Pe
rfor
man
ce (E
P):
No
unsa
tisfa
ctor
y ra
tings
.
4H
igh
Perf
orm
ance
(HP)
:
No
Cat
egor
y I u
nsat
isfa
ctor
y ra
tings
; 1 C
ateg
ory
II u
nsat
isfa
ctor
y ra
ting
3
Stan
dard
Per
form
ance
(SP)
: 1
Cat
egor
y I u
nsat
isfa
ctor
y ra
ting
or 2
Cat
egor
y II
uns
atis
fact
ory
ratin
gs
2M
inim
al P
erfo
rman
ce (M
P):
2 C
ateg
ory
I uns
atis
fact
ory
ratin
gs o
r 3 o
r 4 to
tal u
nsat
isfa
ctor
y ra
tings
1
Uns
atis
fact
ory
Perf
orm
ance
(UP)
: 5
or m
ore
unsa
tisfa
ctor
y ra
tings
Adm
inis
trat
or S
igna
ture
Dat
e
COURSE MANAGEMENT EVALUATION CHECKLIST • APPENDIX G
18 FACULTY EVALUATION HANDBOOK
19
Faculty Member Department(s)
Evaluation Period Administrator
EVALUATION OF PROFESSIONAL DEVELOPMENT ACTIVITIESDirections: After reviewing the Professional Activities Report for evaluation, determine points for each of the appropriate items below. Remember, faculty members may only list activity they have engaged in during the past 5 years. Activities prior to the last 5 years may not be used when assigning Professional Development Activities points. Each activity is limited to point allocation under one category. For example attendance at a conference at which CEUs are earned will receive points either for attending the conference or earning the CEUs but not both.
MASTER AND UPDATE CONTENT KNOWLEDGEPoints item
19 . ____________ Attend a full-day conference (2 points each, max. 6 points)
20. ____________ Attend classes, workshops, and seminars (2 points each, max. 6 points)
21 . ____________ Attend faculty development seminars, in-service training (e.g., part time counselor training), or other related staff development activities (2 points each, max. 6 points)
22 . ____________ Complete a graduate degree at an accredited institution (8 points each, max. 8 points)
23 . ____________ Earn CEUs or NCCs related to discipline, expertise, technology, etc. (1 point each, max. 8 points)
24 . ____________ Immunizations/CPR update (1 point each, max. 2 points)
25 . ____________ Maintain credentials, (e.g., certification, licensing) (2 points each, max. 2 points)
26 . Maintain professional relationships
a . _______ Community partnerships (2 points each, max. 6 points)
b. _______ International outreach/international students requirement updates (2 points each, max. 6 points)
c . _______ Local, state, and national professional organizations (committee or task force member) (3 points)
d . _______ Local, state, and national professional organizations (member) (1 point per year or per organization, max. 3 points)
e . _______ Local, state, and national professional organizations (officer) (3 points per year or per organization, max. 6 points)
f. _______ Networking (1 point each, max. 2 points)
27 . ____________ Read journals, books, textbooks, and/or professional literature (1 point each, max. 2 points)
UPDATE SKILLSPoints item
28 . ____________ Alternative teaching methods/deliveries (e.g., online, hybrid, OE/OE); alternative counseling, distance counseling (1 points per year, max. 3 points)
29 . ____________ Multimedia proficiency (3 points each, max. 6 points)
30. ____________ New and updated technology, e.g., electronic and print sources related to library function or colleague updates (3 points each, max. 6 points)
31 . ____________ Organization skills (1 point each, max. 3 points)
32 . ____________ Self assessment of teaching using peer sit-in or videotape evaluated with a rubric (3 points each, max. 3 points)
33 . ____________ Software (3 points each, max. 6 points)
34 . ____________ Word processing (1 point each, max. 1 point)
2015-2016 EVALUATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES • APPENDIX H
20
EMPLOYING SKILLS IN WORK SETTING/SERVICE LEARNING Points item
35 . ____________ Employing skills in a work setting (4 pts. each, max. 4 pts.)
36 . ____________ Service learning (4 pts. each, max. 4 pts.)
PRODUCE AND DISSEMINATEPoints item
37 . ____________ Conduct research and/or development (4 points per year or project, max. 8 points)
38 . ____________ Grant writing – external grant (3 points each, max. 3 points)
39 . ____________ Grant writing – internal grant (e.g. Foundation Grant) (1 point each, max. 1 point)
40. ____________ Presentations at conferences, seminars, workshops (3 points each, max. 6 points)
41 . ____________ Publishing (5 points each, max. 10 points)
42 . ____________ Sharing new information with peers (1 point each, max. 3 points)
43 . ____________ Textbook chapter or journal review (2 points each, max. 6 points)
44 . ____________ Writing (2 points each, max. 6 points)
__________ Total Professional Points
Professional Activities Points Rating ScaleProfessional Development
Rating
20 and above Exemplary Performance (EP) = 5
13 – 19 High Performance (HP) = 4
7 – 12 Standard Performance (SP) = 3
4 – 6 Minimal Performance (MP) = 2
0 – 3 Unsatisfactory Performance (UP) = 1
Reviewer Signature Date
EVALUATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES • APPENDIX H
212015-2016
SCHOOLCRAFT COLLEGE PROCEDURE FOR APPEAL OF FACULTY EVALUATION RESULTS
Faculty may appeal decisions regarding evaluation results. Step 1 of the Appeal process must be made within ten (10) working days of receipt of the evaluation results, and must follow the procedures outlined below:
STEP 1Faculty must seek to resolve concerns informally with the appropriate administrator. Administrator notifies Faculty Evaluation Coordinator that there may be an appeal.
STEP 2If faculty member is considering filing a appeal, the Faculty Evaluation Coordinator picks up the faculty member’s packet on behalf of the Faculty Evaluation Concerns Committee and retains it until a final decision is reached.
STEP 3Faculty may formalize complaints by completing a Faculty Evaluation Appeal Form (Appendix N2) which outlines any parts of the evaluation with which there is disagreement. This form must be submitted to the Faculty Evaluation Concerns Committee (FECC) with a copy to the Administrator within five (5) working days of the informal meeting described under Step 1.
Upon receipt of a Faculty Evaluation Appeal Form, the FECC will acknowledge receipt in writing.
The FECC will review the case, including the faculty packet and all evaluation results, and make a recommendation and forward the decision to the Administrator and the faculty member. Any changes in the annual evaluation made as a result of either the FECC recommendation or the faculty member’s written appeal must be noted in writing by the Administrator. This written acknowledgment of change will be appended to the original evaluation and all copies become a part of the evaluation record along with the Faculty Evaluation Appeal Form.
STEP 4If the issue is not resolved to the faculty member’s satisfaction, an appeal may be made to the Dean of Instruction. The appeal must be made in writing, including all information given in Step 2, within five (5) working days of the receipt of the Step 2 decision. The VP of Instruction will hear the appeal, investigate the facts, and when possible convene a hearing of individuals involved. The VP will complete the process with a final written decision to the faculty member with a copy to the FECC. That decision is final and concludes the appeal process.
The evaluation, the Appeal Form, the FECC’s response, the VP of Instruction’s response, and any changes to the evaluation which have been noted will be submitted to the Human Resources department where they will become a part of the faculty member’s permanent file with a copy provided to the faculty member.
If the appeal is denied, the faculty member can ask Human Resources for the next evaluation sooner than the scheduled time period.
SCHOOLCRAFT COLLEGE PROCEDURE FOR APPEAL OF FACULTY EVALUATION RESULTS • APPENDIX I1
22
FACULTY EVALUATION APPEAL FORM
Faculty Name Daytime Phone
Date of Appeal (Must be submitted within five [5] days of Step 1 meeting)
Component of Evaluation Under Appeal:
Teaching Content Expertise by Peer
Teaching Design Expertise by Peer
Service by Peer
Service by Administrator
Teaching Design Effectiveness by Administrator
Professional Development Activities
Course Management/Session
IDEA® Student Ratings
Did you discuss this matter with the appropriate Administrator?
Yes. Date
No. (If no, please explain.)
Description of ConcernWhen describing the appeal, be objective and give specific details.
Desired Outcome:
Faculty signature Date
This form should be submitted to the Faculty Evaluation Concerns Committee (FECC) via Lynne Brach-Fugedi, Liberal Arts Building, with a copy sent to the appropriate administrator.
SCHOOLCRAFT COLLEGE PROCEDURE FOR APPEAL OF FACULTY EVALUATION RESULTS • APPENDIX I2
232016-2017