Jackson Community College

Dear Faculty Colleague:

This Faculty Handbook (revised from 2000) contains information and requirements as set forth in the Faculty Master Agreement. Please consult it for answers to questions you may have.

This handbook is completely online and links to other important documents, such as Administrative Policy Manual. If you are looking for forms and guidelines, almost all can be found on the web site of the Academic Deans.

We hope you find this document useful and valuable.

 

Sincerely,

Dr. Ann M. Green                                Chris Beacco   

Dean of Arts & Sciences                    Dean of Occupational Education  
  1  

    Annual Professional Responsibilities Report & Plan

Overview/Purpose

The APRP is the faculty self-reporting evaluation tool which documents achievements in the current academic year and lays out plans for the next. The packet of department APRPs and departmental goals is due to the Office of the Academic Deans by March 1^st of each year. Annual faculty submit the APRP directly to the dean by February 1^st as part of their teaching portfolio.

The information is needed for such projects as Program Review, and for assessment purposes (student evaluation and course improvement), Strategic Planning, AQIP initiatives, and accreditation. To those ends, it is vital to describe roles and activities using measurable objectives. The academic deans use the APRPs to celebrate faculty achievement.

Please email the APRP to your department chair who reviews all the reports/ plans from the department and submits them, along with a summary report of the previous year and department goals, to the office of the academic deans by March 1^st.  The deans are committed to reviewing and responding to the APRPs in a timely fashion

Use the template below for activities and plans.
 

See ARTICLE X – Professional Growth, A through C, for contract language.

http://www.jccmi.edu/HumanResources/05%2008%20JCCFA%20agreement.pdf

2.1

Annual Professional Responsibilities Report & Plan

Template

 I.   Efforts That Support Teaching/Learning

• How do your syllabi respond to ADOs?

• Have you emailed your most current syllabi and office hours to the Office of the academic deans?

• Have you submitted Student Outcomes (Success Tables requested once a year for each course) for your most current courses to the Faculty Assessment Committee?

• Do your courses have current Course Reviews (reviewed every five years) on file with the Curriculum Committee?

• Describe other roles and activities that belong in this category (service learning, diversity, use of technology, group work, etc)
   

II. Professional Development

Please name and categorize your professional development (including JCC Learning Days) activities in the following ways that are appropriate to you.

*Note that you’re not being asked to respond to all the categories, only to categorize your responses.

·    Diversity Training

·    Coursework

·    Technical Training

·    Discipline Based Conferences

·    Pedagogy

·    Service Learning

·    Mentoring

·    Advising

·    Other (specify)

III. Service to the Department and the College

Please name and categorize your service in the following ways that are appropriate to you:        

·    Active involvement in an Academic Committee

·    Active involvement in department governance/meetings

·    Participation as a mentor for faculty

·    Involvement in College initiatives (Project Success Day, CIP, AQIP)

·    Active involvement with other College activities

·    Volunteering with College organizations (student groups, Adopt-a-Highway)

·    Ad Hoc Committee Member (i.e., Renovation design team)

·    Other (specify) 

IV. Service to the Community

Please name and categorize your service in the following ways that are appropriate to you:

·    Membership in service organizations

·    Service to non-profit organizations

·    Work with educational institutions

·    Other (specify)

V. Student Evaluations.

• Indicate which student evaluation form you use (see Faculty Manual http://www.jccmi.edu/administration/deans/faculty_manual.htm).

                  If you use your own evaluation, please attach a copy of the form.

• Summarize your conclusions about the student evaluations.

• Indicate revisions you intend to make to your courses to improve student success based on the results you received.

VI. Use of Professional Responsibility Days

            (11 days/77 clock hours)

Please describe how you use the time that is set aside for individual professional work.

2.2      

The Teaching Portfolio Guidelines

“Instructors on annual contract will be responsible for the following: An APRP as specified in Section A.2 [and] A portfolio to be constructed in accordance with the guidelines described in the Faculty Manual, and in consultation with the annual contract faculty’s mentor, mentoring committee, and the supervising Dean.” Article X, B.1, 2, JCC Board of Trustees & Faculty Association Agreement, September 1, 2005 to August 31, 2008

The primary focus of community college faculty is teaching. During the first three years of annual contract status, faculty create, develop and fine-tune learning environments that stress active participation by students, that offer a variety of classroom techniques for learning, and that use available and emerging technology and other alternate modes of information delivery.

Hand in hand is the recognition of the value of assessment in improving learning environments. Assessment at JCC occurs on several levels: within the class, course and program review, and institutional. Classroom assessment takes place at the individual classroom level more or less continually as faculty determine how students are succeeding in completing course objectives. Student evaluations provide necessary and valuable feedback. In the first three years, faculty are also evaluated through classroom observation and reporting by peers from the mentoring team and the dean.
 

The Associate Degree Outcomes are the overarching knowledge, skills and abilities we have determined our graduates should have. Every course in the institution contributes to these outcomes in some way. Once a year faculty report student success for each course they teach in terms of the ADOs. These data are aggregated and analyzed to give us a snapshot and trends of student achievement on a more global level.

The Teaching Portfolio documents this process over the course of three years. It can be considered an expanded and continuous Annual Professional Responsibilities Plan which evidences professional accomplishment and provides a history through narrative and artifacts of the first three years at JCC. Designed to show the evolution of teaching and to reinforce reflective practice, the portfolio ultimately argues for continuing contract status.

The portfolio consists of seven major sections:

• Annual Professional Responsibilities Plan

• Teaching Responsibilities

• Teaching Philosophy, Objectives and Strategies

• Representative Examples of Instructional Materials

• Evaluations of Teaching

• Teaching Honors and Activities Taken to Improve Teaching

• Other Activities, contributions, and service to the department, College, and external communities
   

The Process: Throughout the academic year, it’s helpful to maintain a file where you collect relevant information and artifacts so you have those items to compile for the Portfolio. (Please do not use plastic sleeves for each page.) Give yourself a timeline for the classroom and committee visits and other requirements. Start writing the portfolio early so the deadline doesn’t sneak up on you. You may submit a draft to the dean by the second week in January if you would like a pre-deadline review.
 

The first year portfolio creates the groundwork or structure of the portfolio. Focus on the single most important course you are teaching this academic year. The heart of this year’s portfolio is the section of Teaching Philosophy, Objectives and Strategies. In your reflection, highlight the single course that is your first-year focus.
 

The section on Representative  Examples of Instructional Material includes samples (not everything!) from the course you’re focusing on. If you’re comfortable with the technology, you may submit these materials in the form of a CD or DVD.

Evaluations of Teaching includes your student evaluations from the fall semester, at least one peer teaching observation report from your mentoring team, the dean’s classroom observation report, and reflective comments.

Teaching Honors and Activities Taken to Improve Teaching consists of both professional development goals and a report on one reciprocal classroom visit.

Other Activities, Contributions, and Service includes reports on visits to at least two College committees as well as any other pertinent service outside the classroom.
 

The Second Year Portfolio is broadened to include a second course you teach, with representative materials, further classroom visitation reports, reports from reciprocal classroom visits, summaries of at least four more College committees you’ve attended, and a description of service beyond the classroom. Update any parts of the portfolio that require attention. Please indicate which items you have added this year, distinct from those of the first year.
 

The Third Year Portfolio includes all courses you are responsible for with sample materials. Beyond the observation reports from peers on your mentoring team and the dean, there must be letters from your mentor and your department chair on behalf of the department recommending you to continuing contract status.

By this time, much of the work has been done. Use the third year to reflect once more on your teaching philosophy, objectives and strategies. By now you should have clear goals as well as significant progress in your professional development. Your service to the department, College, and community will be documented and you will have visited and summarized all the College committees to understand the role faculty play in the work of the institution. Please indicate which items are new this year.

 Portfolios are due to the dean on or before February 1^st.  “Annual contract faculty members in their first two years of service shall submit an APRP and a draft of his or her portfolio to the supervising Dean by February 1ST. By February 20TH of each year the supervising Dean will have reviewed the data compiled and presented by the instructor on an annual contract as well as departmental input. Article X, B.3.

“Annual contract faculty members in their third year of service shall submit an APRP and the final version of his or her portfolio to the supervising Dean by February 1ST. By February 20TH of the third year of the annual contract the supervising Dean will meet with the instructor and the mentor to assess professional growth. The Dean will notify the instructor within five (5) working days of his/her intent to recommend the instructor for continuing contract or to non-renew the instructor.

During the third calendar year of annual contract, instructors hired mid-year (during or

just prior to Winter semester) will submit materials by October 1st..” Article X, B.3.

3.1

Evaluation of Teaching Portfolio

Annual Professional Responsibilities Plan

For Annual Contract Faculty

Due February 1^st

Comments:           

Reviewer’s rating   ___ Needs work ____Satisfactory ____Good             ____ Outstanding

Courses taught:

• Content

• Relationship to other required/elective/sequenced courses

• Information about students taking courses

• Newly-designed or traditional

• Method of delivery

Other teaching responsibilities (if any)

• Field teaching

• Precepting, clinicals, other

• Mentoring adjuncts

• Advising

• Student organizations/other extra curricular responsibilities

- Are the breadth and depth of the teaching responsibilities appropriate to this faculty member at this point in his/her career at JCC?

- Are the teaching responsibilities appropriate to departmental and/or program goals?

- Does the faculty member have additional responsibilities such as designing new courses or redesigning old ones, or being responsible for key required courses?

-What is range of other teaching responsibilities?

- Is the faculty member responsible for special kinds of teaching or teaching-related activities?

- Are these additional responsibilities appropriate at this point in his/her career?

Comments:           

Reviewer’s rating ___ Needs work  ____Satisfactory ____Good             ____ Outstanding

Second and Third Year Portfolio – include reflection on results of Associate Degree Outcomes for your students.

- Is there a clear explanation connecting the reasons for teaching, the choice of subject and the choice in methods?

- Is there a description of beliefs about students and the student’s role, beliefs about learning and about the role education?

- Are teaching objectives clearly stated?

- Do these objectives reflect a focus on student learning?

- Are process, as well as content, objectives included?

- Do teaching objectives reflect regard for departmental and College concerns as well as the individual’s perspective?

- Does statement reflect knowledge of research findings about effective teaching and student learning in this content area?

- Are uses of measures and/or student learning outcomes explained?

Comments:           

Reviewer’s rating   ___ Needs work ____Satisfactory ____Good             ____ Outstanding

Syllabus

Student Assignments

• Written assignments/homework

• Examinations

• Problem sets

• Study guides

• Other

Student Work

• Graded exams with feedback

• Written work with feedback

• Other work with feedback

Teaching Methods/Material Used

• Written discussion plan

• Visual aids

• Cognitive maps

• Description of non-print materials

• Description of field trips.

• Use of appropriate technology

• Other

- Does the syllabus meet department/College guidelines and exemplify good teaching practice in the discipline?

- How effectively do tests, assignments, problem sets, etc. represent the kinds of student performance specified in the course objectives?

- Are the materials current, adequate, and appropriate to course goals?

- What was the level of intellectual and skill performance achieved by students?

- How effective was instructor’s feedback?

- How effective are materials and activities?

Comments:           

Reviewer’s rating ___ Needs work   ____Satisfactory ____Good             ____ Outstanding

Students

• Student evaluations of teaching

Peer

• Peer teaching observation reports

Administrator

• Dean evaluation of teaching

Unsolicited

• Unsolicited letters of evaluation from students, administrators, colleagues/peers

Self

• Reflective comments on evaluations

- How has the instructor worked to solicit and utilize feedback from students on their learning?

- What teaching strengths and problems have been identified by peers who have observed this instructor’s classroom?

- What teaching strengths and problems have been identified by the dean in observing this instructor’s classroom?

- What pattern of response has been shown by this instructor when teaching problems have occurred? Were the responses successful?

-How will the findings be used to improve student learning?

Comments:   

Reviewer’s rating   ___ Needs work ____Satisfactory ____Good             ____ Outstanding

Honors and awards (if any)

Professional development goals and strategies

Workshops, conferences, regional/national meetings (if any)

Grants for improving teaching/learning in discipline (if any)

Reports/reflections on reciprocal classroom visits

- What is the nature of the honor/award, its criteria, and how earned?

- What is the range and depth of these activities?

- How have these activities resulted in improved student learning in the instructor’s classes?

- How has this activity worked to improve the instructor’s classroom and student learning there?

Comments:           

Reviewer’s rating   ___ Needs work ____Satisfactory ____Good             ____ Outstanding

Department service

• Shared governance activities (if any)

• Other department activities and accomplishments

• Mentee experiences

College service

• Committee visitations & reflections

• Committee service (if any)

• Other College activities  (if any)

Community service (if any)

• Outreach activities

• Memberships in local, regional, national organizations

• Speaking assignments

• Other service to communities

Other activities

• Orientation and training session materials and/or reflections

• Other activities designed with mentoring team (if any)

• Mentoring activity reports

- How have these activities worked to improve the climate for teaching and learning in the department?

- How have these activities impacted the overall teaching quality in the department?

- How have these activities worked to improve the climate for teaching and learning in the College?

- How have these activities impacted the overall teaching quality in the College?

- How have these activities worked to improve the image of the department, the College, the profession in the external community?

- How have these activities worked to improve learning in the external community?

- Do these activities demonstrate collaborative relationships with colleagues?

- Do the reflective comments suggest a thoughtful analysis of how the instructor will best fit into the campus and culture?

Comments:           

Overall Rating                       ___ Needs work   ____Satisfactory ____Good             ____ Outstanding

Other comments, concerns and notes:





Evaluator ________________________                      Date ________________

 3.2

Student Evaluation of Full-Time Faculty

As part of the contract between the Jackson Community College Faculty Association and the College, all full-time faculty are required to document their use of student evaluations.

“The APRP will include the documented use of student evaluations including a copy of the form(s) utilized, a summary of the results and a record of any action(s) taken. Approved student evaluation forms and procedures are contained in the Faculty Manual.” ARTICLE X, 2, e.

Student evaluations serve the purposes of improving professional practice, improving curriculum and learning, and providing the students with a voice in this improvement.

Results of these evaluations can assist faculty members in monitoring their performance in teaching effectiveness, material preparation, working with students, professional preparedness related to the discipline, and to learning and teaching in general.

Procedure

The faculty member must use either a student evaluation form contained in this manual, or contact the Academic Dean for approval of an alternative form. Teaching faculty are expected to use student evaluations each semester (preferably at the semester’s end).

The evaluation procedure should protect the confidentiality of student responses by allowing students to complete the forms without the faculty member present or by having a student or staff member other than the instructor collect the forms in a sealed envelope.

Faculty summarize the results of the evaluations and revisions made to improve student learning. These are reported on the APRP.

Student Evaluation of Full-Time Faculty Instruments

Nine short answer evaluation instruments can be found at:

Student Related Faculty Forms
 

Click on the appropriate link to find evaluations B, C, D, E, F, G, H, and I.   

If a different form is used, that should be included with the APRP.

4.2

College Policies

Outline of Student Complaint Process

http://www.jccmi.edu/administration/deans/StudentComplaintProcess.html 

College Policies – The following link Administrative Policy Manual whose Table of Contents is listed below. 

                        http://www.jccmi.edu/LegalAffairs/Manual.web.04.09.08.pdf

TABLE OF CONTENTS

Student Services

Student Records Access 1.1

GED Tuition Grant 1.2

International Student Enrollment 1.3

Bulletin Board Usage 1.4

Participation Policy 1.5
 

Institutional Research

Official Enrollment Reporting Process 2.1

Enrollment Count Dates 2.2

Business Office

Travel Policy 3.1

Credit Card Policy 3.2
 

Institutional Advancement

Sponsorships 4.1

Use of Athletic Facilities 4.2

Safety & Security

Terrorist Alert Policy 5.1

Weapons on Campus 5.2

Building Access/Entry Procedure 5.3

Animals on Campus 5.4

Video Surveillance 5.5

Safety Policy 5.6

President’s Office

Employee Recognition 6.1

Severe Weather Closings 6.2

Political Party Involvement 6.3

Memorandum of Agreement 6.4

Employee Residence Policy 6.5

Practical Aviation Application Class 6.6

Administrative Policies

Lobbying Prohibition Policy 6.7

Naming Policy 6.8

Human Resources

Work Related Injuries 7.1

Drug and/or Alcohol Use 7.2

Family Medical Leave 7.3

L-T Disability Benefits 7.4

Release Time Guidelines 7.5

Oral Employment Contracts/Promises 7.6

Criminal History Record Check 7.7

Employment References 7.8

Drug Free Campus 7.9

Equal Employment Opportunity 7.10

Compliance Officer 7.11

Grievance Procedure 7.12

Overtime, Compensatory Time and Flex Time

Policy for Non-Exempt Employees 7.13

Reporting Absences 7.14

Sexual Harassment of Students/Employees 7.15

Fair Use Policy 7.16

Nepotism 7.17

Personal Property 7.18

Involuntary Transfer 7.19

Information Technology

Responsible Use 8.1

Executive Vice President

Guaranteed Schedule 9.1

Section Cancellation 9.2

Preferred Faculty Qualifications 9.3

Legal Affairs

Smoking Policy 10.1

Employee Conflict of Interest 10.2

Department Chair Conflict of Interest 10.3

Administrative Conflict of Interest 10.4

Social Security Number Privacy 10.5

Administrative Services

Michigan Capital Outlay Request Process 11.1

Net Asset (Fund) Balance Policy 11.2
 

Office of the Academic Deans

Incomplete Grade Use 20.1

Academic Honesty 20.2

Academic Permissions/Copyright Clearance 20.3

Credit Valuation for Online Courses 20.4

Mandatory Assessment 20.5

Registrar

Graduation Requirement 21.1

Index

Appendix

Professional Activity

Travel & Expense Voucher

5.1

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