COLORADO COMMUNITY COLLEGE SYSTEM
SYSTEM PROCEDURE

Evaluation of Faculty Job Performance
[For 2021-2022 Evaluation Cycle]

SP 3-31

APPROVED: July 1, 2002
EFFECTIVE: July 1, 2002
REVISED: July 1, 2013
REVISED: November 18, 2013
REVISED: November 1, 2020

REFERENCE: Board Policy (BP) 3-31, Evaluation of Faculty Job Performance

APPROVED:

/ Joe Garcia /

Joseph A. Garcia, Chancellor

Application

This procedure applies to faculty, as defined in Board Policy (BP) 3-10, within the Colorado Community College System, including its Colleges (CCCS or System).

Basis

The goals of faculty evaluation are to assess faculty performance, as well as reward positive contributions to the success of students, the College, the College community and CCCS as a whole. These goals are defined as meaningful work both inside and outside of the faculty member’s job description, assignments given by a supervisor or through the System office, or work chosen by the faculty member that improves the College classroom, student experience, College community, or CCCS.

Definitions

For definitions applicable to this procedure, refer to Appendix A.

Procedures

System will work towards implementation of this procedure for the 2021-22 performance cycle.

Factors in Evaluation of Job Performance
Faculty will be evaluated equitably and holistically according to their documented responsibilities, job description, and efforts to complete goals that they have set in conjunction with their supervisor. Faculty goals should be based on Board, College, and department/program priorities. These documented responsibilities and goals will determine the specific focus of the faculty member’s evaluation. The evaluation must include goals in both instruction and service, which may contain goals related to professional development and service to community. A faculty member is expected to devote effort and attention to instruction and service to the College. Most faculty members will devote more time to instruction, but may focus more on service in such circumstances including but not limited to: provisional status; reduced teaching loads for department chair or other leadership duties; special assignments or projects, such as accreditation; work on a grant or innovation project; or where performance concerns have been identified.

A faculty member’s focus in instruction shall be on teaching excellence, which can include learning and applying culturally responsive education and inclusive learning environments into classroom instruction and curriculum; demonstrating equity and inclusion skills that are measurable, student-focused, and support equity in achieving learning outcomes; active student engagement that empowers learners to think critically and achieve academic, professional, and personal goals; robust instructional content that is thought-provoking, current and relevant; meaningful assessment and timely feedback related to student progress in achieving learning outcomes; continuous improvement of teaching and learning through evidence-based practices, reflection, innovation, and collaboration; and other College priorities.

A faculty member’s focus on service includes fulfilling the mission and goals of the College outside of the classroom. Components of service to be considered in the evaluation should be based on the faculty member’s job description, role, goals, and documented responsibilities. Faculty should be expected to participate in activities that encompass both College-needed service and other chosen service activities annually that include clear evidence of engagement and participation. These may include, but are not limited to, departmental service, including curriculum coordination and development; advising and outreach; administrative assignments; and committee work at a campus- level, college, or System-wide; sponsoring and participating in student activities; or community service events related to the College and tied to that particular faculty members goals and job responsibilities. Additional activities may include serving as the College representative on a local board or commission, making community or professional presentations, serving as a liaison to local schools, or serving as an elected or appointed member of local boards as a representative of the College.

Professional development activities may also be a part of service on the evaluation. Activities should focus on either continuous improvement in teaching or best practices in higher education as related to College initiatives, maintaining expertise in the field, or personal enrichment in higher education structure or leadership.

In addition, as performance goals are only one aspect of evaluation, evaluators should consider the entirety of a faculty member’s job. Such holistic items might include the position description; trends and patterns in student comments and course evaluations; professional and courteous interaction with students, staff, and colleagues (this interaction shall not diminish professional critical debate, which is both necessary and appropriate in an academic institution); and active engagement, collaboration, and constructive cooperation in department and College activities.

Compliance with Board Policies (BPs) and System Procedures (SPs) is a requirement of all CCCS employees; noncompliance will be an overall negative factor in a faculty member’s evaluation.

Evaluation Procedures
The College Presidents, with input from faculty and other pertinent staff, will develop procedures for conducting evaluations that will assess each faculty member’s proficiency in performing the duties of their position. Such procedures will meet the following guidelines:

  1. Faculty members shall receive annual performance evaluations from trained supervisors. The type of evaluation may vary. If related to performance improvement plans or changes in faculty role and responsibilities, the delegated faculty supervisor has discretion to require more frequent evaluations.
  2. Faculty members will develop and submit for supervisor approval an annual performance plan that must include goals related to instruction and service. Individual performance goals are based on the faculty member’s documented responsibilities and their department and College goals.
  3. Goals may be changed during the evaluation cycle in the event of a change in faculty role. At the discretion of the supervisor, and in consultation with the faculty member, goals may also be changed by the mid-year review to reflect new responsibilities or a change that makes an original goal unachievable. Faculty who have goals with timelines that extend across multiple evaluation cycles should submit updates each year, until the goal is completed.
  4. Faculty members will prepare a reflective summary of their activities for the year and the contribution and outcome of those activities to teaching, service and their performance goals.
  5. Performance evaluations and ratings shall be narrative, not numerical. They should also be concise and demonstrate the specific work accomplished by the faculty member that year, including individual goals. There shall be three performance ratings: Exemplary, Commendable, and Needs Improvement.
  6. A formal evaluation conference shall be held at least once during each evaluation cycle. A written report of the faculty member’s performance, including supervisor’s rationale for the rating, will be provided to the faculty member. After the supervisor drafts the evaluation, it shall be reviewed by the second level supervisor prior to sharing it with the faculty member.
  7. The faculty member shall have the opportunity to respond to the evaluation report for the record, which will be maintained in the faculty member’s personnel file. A faculty member may also petition for a review of the formal evaluation report. Each College President will establish guidelines for a prompt review of the appeal. These guidelines may include a requirement that the faculty member seek to resolve the dispute informally with a Dean or Vice President before a review by the President. Once a President reviews and makes a final determination, the process is final.
  8. Supervisors will participate in ongoing training for faculty evaluation. Initial trainings are mandatory and are held annually for new supervisors, coordinated by CCCS. Failure to attend training may result in suspension of supervisor duties. Additional trainings will be held by either CCCS or individual institutions and are designed to keep all supervisors current with CCCS faculty evaluation guidelines.
  9. This procedure, including the supervisor trainings, will be regularly reviewed and any changes shall be made by a committee comprised of faculty members and/or faculty supervisors from all thirteen (13) Colleges.

Only faculty members whose performance rating is “Commendable” or above are eligible for salary increases.

Revising this Procedure

CCCS reserves the right to change any provision or requirement of this procedure at any time and the change shall become effective immediately.

Appendix A

Definitions of Performance Ratings

The definitions below are meant to be starting points for Colleges to develop more College-specific guidance for each performance rating for faculty and faculty supervisors. Colleges must follow the basic definitions below, but can provide more detail on rating definitions or evaluation methods.

Exemplary
To receive a rating of “exemplary,” a faculty member must exhibit clearly superior performance contributions and consistently surpass position requirements in all areas and goals.Examples of qualities or activities an “exemplary” faculty member might demonstrate in instruction include, but are not limited to: exceptional proficiencies in both instructional delivery and course design and planning; engaging students at a high level; demonstrating a strong commitment to using assessment data to guide revision of their teaching methods to improve student outcomes; leading the integration of new technology into the classroom; or developing new courses or curriculum either in the classroom or online that are of impressive quality.When considering service, exemplary faculty consistently perform their department and discipline responsibilities at a high level and take active leadership on specific initiatives that meet significant College or department goals. For example, if charged with managing a career/technical program, they might demonstrate very strong relationships with industry partners that lead to high levels of program support, internships, and high placement rates for students. For general education faculty, it could be similar, but the partnership might be with a transfer institution.

Other examples that might characterize exemplary service include: effective leadership roles in College or System committees; developing significant relationships in the community that meet College goals (with institutions like K-12 districts, other colleges, or key business partners); making a contribution to their field of study, either in published work, presentations, or service in a professional organization; leadership in broader College initiatives that improve teaching and learning like Learning Communities, Service Learning, Writing Across the Curriculum, or similar initiatives.

Commendable
To receive a rating of “commendable,” a faculty member must abide by all College guidelines, CCCS policies and procedures, and meet department, College, and Board goals related to their area of responsibility, including performance goals defined in their performance plan.

While they may occasionally or periodically demonstrate superior performance, commendable faculty members consistently meet basic instructional requirements, including following curriculum guidelines, College and department syllabus policies, assessment requirements, and deadlines for schedules and grades. They demonstrate currency in the field and in teaching methodology. They demonstrate proficiency in both instructional delivery and course design and planning, as well as striving toward innovation in teaching methods and a commitment to continuous improvement of student learning outcomes, including meeting College guidelines for assessment of student learning.

Commendable faculty members engage actively in service such as serving on department and College committees, engaging in department and College functions and activities, advising students as appropriate and demonstrating professional and courteous behavior. They also meet the critical duties of their assigned roles. For example, if charged with managing a program, they meet all basic program requirements, including holding productive advisory committee meetings and appropriately advising students. Or, if charged with hiring and mentoring part-time instructors, they provide appropriate screening, orientation, and supervision, including classroom observations.

Needs Improvement
A faculty member “Needs Improvement” when they do not meet the criteria of a “commendable” performance rating; they fail to competently meet the teaching or program management standards outlined above or in College guidelines, fail to provide significant service to the College or department, or violate the expectation of professional and collegial behavior. Any disregard for or violation of established CCCS policy or procedures or College guidelines may also result in this rating.

A faculty member “Needs Improvement” when their performance requires more than the normal amount of coaching, guidance and direction; they regularly fail to competently meet the teaching or program management standards outlined above or in College guidelines; fail to provide significant service to the College or department; or violate the expectations of professional and collegial behavior. Any disregard for or violation of established CCCS policy or procedures or College guidelines may also result in this rating.