Faculty Performance Reflection and Review Process

Engagement. Reflection. Innovation.

A prevailing principle of professional enhancement is that the professional takes personal responsibility for growth with improvement toward excellence as a goal. The faculty member will use all available sources of information and self-reflect on what’s working, what’s not working, and what’s possible in terms of instructing and serving students whether these are delivered directly to students in the classroom or outside the classroom in the form of course organization and management, or to benefit the mission of the college. A growth-oriented professional uses the practice of self-reflection and input from supportive and objective reviewers to enhance their abilities and skills. The self-reflection of faculty includes five essential categories: Review of Course Management, General Personnel Expectations, Student Course Feedback, Service, and Reflection.

• Course Management - Course management refers to the faculty’s supportive role in organizing and overseeing the essential aspects of a course, regardless of its format. Reflecting on this management encourages professional growth and recognizes the important, often unseen efforts that contribute to a positive student experience. These responsibilities align with standards set by accrediting organizations, professional associations, institutional policies, and academic program guidelines.
• General Personnel Expectations - This portion of the process focuses on general expectations the college has of full-time faculty.
• Student Course Feedback - Student satisfaction can influence recruitment and retention by shaping student impressions. To fully understand what encourages or discourages students, it is important to consider student feedback alongside best practices from professional literature and insights gained through professional development.
• Service - Service provides faculty the chance to use their skills to support OCCC’s mission, help guide institutional change, and contribute to student success. Service includes active, equitable participation in meetings and events at various levels—from the institution to state and national associations—and fosters both faculty growth and the college’s goals.
• Reflection - The focus is on the faculty member’s self-reflection, along with supervisor observation, of specific tasks expected of faculty with emphasis on what’s working and what might be improved toward professional growth as an instructor and OCCC employee.

PROCESS TIMELINE

The step-by-step performance reflection and review process timeline and detailed instructions for full-time faculty and supervisors are below:

Phase 1: Self Reflection and Planning

Before September 30:

Being a reflective practitioner is paramount in achieving success.  Faculty members are to spend some time in the first six weeks of the fall semester considering their priorities and goals for the year and review these with their supervisor as appropriate.  Priorities and goals should align with department and institutional priorities and encompass the wholistic work of a faculty member, including instruction, service and leadership.

Phase 2: Performance Reflection

Before March 31:

Faculty members will complete the Faculty Performance Reflection and Review document online here. Once completed the document will be electronically routed to the supervisor and a meeting scheduled to discuss further.

Phase 3: Collegial Conversation

Before April 30:

Supervisors will schedule meetings with the faculty members. The purpose of the meeting is to discuss the faculty member’s self-reflection, along with supervisor observation, of specific tasks expected of faculty with emphasis on what’s working and what might be improved toward professional growth as an instructor and OCCC employee.  Once the meeting is accomplished, the supervisor will add notes to the Self Reflection and Planning document, note the date of the meeting with the faculty member, and submit the form.  The form is then routed back to the faculty member for any additional notes they may want to add.  Once complete, the form is electronically submitted with copies going to the Dean, Human Resources and faculty member.  This will conclude the Performance Reflection and Review process for the year.

Other Opportunities for Professional Growth and Development

In addition to the faculty Performance Reflection and Review process, there is also a peer review process for master courses and a classroom observation process.  Both have the goal of continual improvement of instruction and student success via a process of self-reflection and collaboration.  Each is operationalized through an established faculty committee.

• Observation Process.  Full-time faculty will be observed delivering instruction once every third year.  Adjunct faculty will be observed delivering instruction at least once during their first assigned course by the supervisor or faculty member designated by the supervisor.  At the discretion of the supervisor, adjunct faculty may be observed on any schedule deemed appropriate by the supervisor to maintain quality instruction to students, but not less than once every third year.  The processes include a pre-observation preparation reflection, the observation and a post-observation de-brief with a peer.  In keeping with the principle of self-reflection toward professional growth, the faculty member will take the lead in developing a plan for enhancement.
• Master Course Review.  An established committee of faculty will develop and operationalize a master course review process based on established best practices as laid out in current and relevant professional literature.