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ARTICLE 13 - EVALUATIONS
13.1 Evaluation Types and
Source of Initiation. There shall be two types of
substantive evaluations of faculty. The primary type will
be the Developmental Evaluation, which will be initiated
by time of service. Corrective Evaluations shall be
initiated in response to indications of inadequate
performance requiring significant intervention.
13.2 Purpose. The purposes of
the evaluation process at Lane Community College are:
13.2.1 To ensure quality
in the teaching and learning environment and enhance
student learning.
13.2.2 To support each individual's
growth and development.
13.2.3 To support periodic
assessment, reflection, and mindful development by
faculty of their professional service.
13.2.4 To support the continuous
improvement of inservice programs and faculty
professional development programs.
13.2.5 To support faculty
creativity, experimentation, and risk-taking.
13.2.6 To support alignment of
performance with new needs of the discipline and
department, and promote departmental/divisional clarity
of purpose.
13.2.7 To identify and overcome poor
performance and to provide a basis for decisions
regarding retention.
13.3 Principles. The principles
of the evaluation procedures at Lane Community College
include:
13.3.1 The College is accountable
for the evaluation of performance of faculty members and
to provide reasonable resources for the professional
development of faculty on a continuing basis, which shall
be accomplished through the collaborative efforts of
faculty and administration.
13.3.2 Every faculty member shall
participate as the subject of a Developmental Evaluation
at least every third year.
13.3.3 Multiple indices shall be
utilized, both in terms of sources of information and
activities evaluated, and may include teaching, scholarly
performance and/or research, and service to the
profession, college, and community.
13.3.4 The administration shall have
access to all primary or raw data developed according to
the evaluation plan.
13.3.5 Faculty participation in
evaluation is critical to bringing subject matter and
pedagogical knowledge substantively into the assessment
process. At the discretion of the employee being
evaluated, a team may be used to help in the
Developmental Evaluation process. The extent of use of
peer evaluation shall be by mutual agreement of the
faculty members involved.
13.3.6 Where deficiencies in a
faculty member's performance are identified, the faculty
member is responsible for correcting the deficiencies,
and the College will provide reasonable development
opportunities and resources.
13.3.7 Corrective Evaluations (See
Article 37) shall not be initiated as a form of
discipline, and any disciplinary action flowing from them
will be conducted within just cause principles and will
result solely from failure to meet improvement plans and
objectives.
13.4 Developmental Evaluation.
Developmental Evaluations shall be used to provide a
structured and supported opportunity for faculty to
periodically take stock of accomplishments, reflect on
current and future directions, and connect those
directions with the challenges facing the discipline and
department/division. The experience within this type of
evaluation is intended to be purely developmental and
result in a development plan.
13.4.1 Initiation. A
Developmental Evaluation is time triggered. The schedule
for the evaluation shall take place within two terms and
shall be established as early as possible and mutually
agreed to by the faculty member and the appropriate
manager(s). Probationary employees will receive a
Developmental Evaluation each year of their probationary
period. The Developmental Evaluation for probationary
employees shall be initiated fall term of each year. A
decision to not renew a probationary employee shall be
made in accordance with Article 25, Employee Status,
Section 25.4, Nonrenewal.
13.4.2 Developmental Evaluation
Procedures. The Developmental Evaluation will be
conducted consistent with the following:
13.4.2.1 The
Developmental Evaluation shall be carried out by an
evaluation team composed of the employee being
evaluated, the division chair, and if desired by the
faculty member, other staff chosen by the faculty
member, subject to reasonable ability of the group to
do its work. This Agreement does not require that
managers be present at Developmental Evaluation
meetings.
13.4.2.2 The evaluation team
shall meet in a planning conference to discuss the
scope of the Developmental Evaluation, the kinds and
sources of data that will be necessary to conduct the
evaluation, and the manner by which the data are to be
collected and analyzed. The division manager shall
ensure that this work is accomplished and the results
of this conference are reduced to writing and a copy
provided the employee. At the request of the employee
a copy will be provided to the Association.
13.4.2.3 An evaluation
conference of the evaluation team, shall be held to
clarify any questions concerning the data, to clarify
developmental issues, to make developmental
recommendations, to identify sources of support, and
to identify and discuss any constraints faced by the
employee and to suggest ways to remove such
constraints. The division manager shall ensure the
evaluation conference takes place and the results of
the evaluation conference are a development plan and a
summary, which shall be reduced to writing.
13.4.2.4 The employee shall be
provided a written copy of the results of the
evaluation conference and shall be afforded the
reasonable opportunity to provide an addendum in
writing, which will be attached. The summary of the
evaluation conference, including addenda to the
summary, shall be placed in the employee's personnel
file.
13.5 Separation. The
Developmental Evaluation is intended to be separate from
the corrective and disciplinary processes. The specific
Corrective Evaluation process is defined in Article 37.
While complete separation of these processes is not
possible, effective separation is achieved by the
following:
13.5.1 The College shall ensure that
the primary source of performance data will be regular,
ongoing performance indicators, so that the Developmental
Evaluation serves no more than a minor source of
performance data.
13.5.2 If performance problems
requiring significant intervention are indicated by data
developed specifically for the Developmental Evaluations,
this data may only be used by the College to initiate
further development of data on those performance
problems. In the instance that the indications of
significant performance problems are independently
confirmed, the performance problem may be 1) dealt with
in the developmental plan of the Developmental Evaluation
which is solely developmental or 2) be dealt with in a
Corrective Evaluation process within the principles and
procedures in Article 37.2.
13.5.3 In no case will the same
performance issue be dealt with concurrently in a
Developmental Evaluation, Corrective Evaluation, or a
process involving discipline.
13.5.4 Discipline may not result
from the level of completion of elements of a
developmental plan coming from a Developmental
Evaluation.
Multiple Evaluations. Probationary faculty shall
receive a substantive evaluation every year of their
probation. Every other faculty member shall receive a
Developmental Evaluation once per three-year period of
employment.
13.7 Use of Peer Evaluation and
Teaching/Professional Development Portfolios. Peer
evaluation of employees and teaching/professional
development portfolios can be key inputs to developmental
planning. A faculty member has the discretion over the
scope of use of peer evaluation and material in
teaching/professional development portfolios in the
evaluation process, but data provided within this scope
shall be accessible by request to the College. Peers have
the discretion over being part of peer evaluation. Data
and conclusions derived from peer evaluation initiated by
the employee separately from the evaluation process may
be introduced into it only at the discretion of the
employee.
13.8 Use of Regular Student
Evaluations. The regular student evaluations of
classes may be used in evaluations of faculty
provided:
a. The evaluation instrument was properly used.
b. The faculty member received the complete results of
the evaluation within a month of the end of the course
in which the evaluation was solicited, or soon as
possible thereafter.
c. Any concerns raised by the evaluation results were
given in writing to the faculty member within a month
of the end of the course for which it was given, or
soon as possible thereafter.
d. Alternative explanations of negative results were
sought and were seriously considered.
e. Anomalous results were discounted.
13.10 Probationary
Employees. After their first year, probationary
employees may not be recommended for non-retention based
on performance without receiving at least one Corrective
Evaluation. Further, probationary employees may not be
non-renewed during a Corrective Evaluation and the period
of any subsequent improvement plan.
13.11 Evolution of Evaluation
Handbook. The Lane Community College faculty
Developmental Evaluation and Corrective Evaluation
processes are the product of a collaborative
faculty/administration effort. It is in the joint
collegial interest of both the faculty and administration
to develop and maintain the highest reasonable evaluation
standard, which will result from the continuing
collaboration of both parties in the ongoing evolution of
the evaluation and developmental standards and processes.
Therefore, the College and the Association have produced
an evaluation Handbook, which is limited to clarifying
statements of the evaluation process, forms, checklists,
and instructions. The College and Association will
regularly review this Handbook and solicit suggestions
for its improvement. Any proposed changes to the Handbook
will be submitted to the Association and College labor
relations representative for timely review for
conformance with collectively bargained Agreements.
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