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1 01-11-16 Replaces part of QP 4.6.10 Employee Appraisals, adds reference to applied degree faculty

This procedure provides direction for the administration of SATs in the classroom. 2. REFERENCES

Performance Appraisal – Faculty Administration of SATs (HR) 3. INSTRUCTIONS

3.1 Before the faculty member leaves the room, ask him/her to write question #32 (if applicable) on the black/white board. Indicate the time that you expect to

complete the SAT (approximately 20 minutes) so the faculty member will know when to return to class.

3.2 Write the course number and section number clearly on the black/white board for students to use in the identification portion of the SAT. (Please take a white board marker with you; not all classrooms have markers available.

3.3 Place the “Instructions to Students” overhead on the projector, if available. 3.4 Distribute the blank SAT forms to the students.

3.5 Read the instructions for completion to the students. Please note the forms can be completed with either pencils or pens. Pen cannot be crossed out or erased; “white-out” cannot be used. If a change is required, the student must complete a new form. Remind the students that the electronic scanner does not recognize check marks.

3.6 Students who arrive more than 10 minutes late may be excluded from completion of the SAT if including them would unreasonably delay restarting the class. 3.7 If Question 32 is used, please write it on the front of the SAT envelope while you

are waiting for the students to complete the SAT form.

3.8 Collect and count the completed SATs; enclose them in the envelope ensuring that all pages are facing the same way. Do not include blank forms in the envelope. Do not paperclip the forms. Seal the envelope.

3.9 Write your name and the number of completed forms in the specified area on the envelope.

3.10 Thank the students their time and consideration.

3.11 Return the envelope and the unused SATs to the Human Resources office on a daily basis.

3.12 Once you have completed all the classes that you have been scheduled to administer in the current semester, return your Administrator’s package to Human Resources.

3.13 We appreciate your assistance as we implement this aspect of our new Quality System.

This procedure provides direction for the administration of SATs (Student Appraisal of Teaching).

2. REFERENCES

Performance Appraisal - Faculty 3. INSTRUCTIONS

3.1 Selection of Faculty and Their Courses to be Appraised

3.1.1 The HR Clerk prepares a list of probationary and post-probationary faculty members who are due for a performance appraisal based on information in the SAT database and Human Resources Information System.

3.1.2 The HR Clerk meets with the Dean/Chair of each school with this list as well as a copy of each faculty member’s Standard Workload Form (SWF). 3.1.3 The Dean/Chair chooses two courses, where possible, for evaluation for

each faculty member. Where possible, one of the courses will be a new course.

3.1.4 The Dean/Chair advises the HR Clerk of any part-time teachers and any additional SATs required, e.g. new courses s/he wishes to have

evaluated and selects two courses for each where possible. 3.2 Scheduling of Courses to be Evaluated

3.2.1 After meeting with the Dean/Chair, the HR Clerk obtains a copy of the timetable for each teacher and schedules the selected courses.

Probationary teachers are scheduled for evaluation close to the mid-point of the semester and post-probationary teachers are scheduled for

evaluation for Weeks 11, 12 and 13 (approximately) of the semester. Where possible, administration of SATs is scheduled for 2 or 3 hour classes rather than 1 hour classes.

3.2.2 The HR Clerk enters the course schedule information (course name, number and section, date, time and room number) into the SAT database. 3.3 Notifying Teacher and Dean/Chair

3.3.1 The HR Clerk merges the teacher names and course information from the SAT database to individual memos. The memo advises the faculty

member of the courses being evaluated, the course number/section, date, time and room number.

3.4.1 HR Clerk arranges to have SAT Administrators available to administer the SATs as per the SAT schedules for each school.

3.5 Packages for SAT Administrators

3.5.1 The HR Clerk prepares the packages for the SAT Administrators. The packages consists of one labeled SAT envelope for each course being evaluated, a supply of blank forms, a copy of the schedule, the

“Instructions to Students” overhead and the “Instructions to SAT Administrators.”

3.5.2 The HR Clerk sends the packages to SAT Administrators one to two weeks prior to the first scheduled administration date.

3.6 Scanning and Forwarding of Forms

3.6.1 The SAT Administrators return the SAT envelopes containing the completed SAT forms to HR at the end of each day.

3.6.2 The scan clerk processes the forms through the Scantron machine and produces the summary records.

3.6.3 As each envelope is scanned, the scan clerk records the date scanned and the Scantron # in the “Record of SATs Scanned” binder.

3.6.4 The SAT envelopes and summary reports are returned to the HR Clerk. 3.6.5 The HR Clerk records the Scantron # and number of forms scanned in

the SAT database.

It is a policy of the Board of Governors and College Management to promote the College’s goal of excellence in education and to assist college employees to achieve that goal through on- going Professional Development and training.

The College recognizes and encourages planned continuing education for all of its employees. Departments identify the training needs of their own personnel. Required training is provided or facilitated for all full time employees. Part time employees have access to in-house training opportunities.

Responsibility

Managers and supervisors, in consultation with their employees, are responsible for determining the training needs of all employees who report to them.

Records of initial training for new employees are maintained by the supervisor. On-going in- house training is recorded in the College’s Continuing Education System. Human Resources maintains the records of all external training in the confidential employee files.

New Employees

The College provides new employees with an orientation into the College through a formal Employee Orientation Training Program. School and department supervisors provide the initial training or delegate it to a responsible person.

Existing Employees

Specific training needs are identified and assessed during the performance appraisal of each employee. The manager/supervisor, together with the employee, determine if the employee’s qualifications are adequate and, if not, what additional training is required.

Faculty

Newly hired academic employees complete a mandatory training program delivered through the Professional Development Office and are required as a condition of employment to attend the College Educator Development Program during their probationary period.

In addition, faculty in the Applied Degree programs are required to demonstrate on-going currency in their field and a commitment to improving their teaching skills. They maintain biennial Activity Reports which detail actions they have taken in pursuit of these objectives. Activity Reports are reviewed biennially with the Dean of their School during regularly scheduled performance appraisals.

At the time of assignment to an Applied Degree program, there is a written, mutually agreed upon, set of expectations between the faculty member and the Dean of the School. This agreement of expectations, written by the Dean, includes the academic responsibilities and objectives, evaluation procedures, and a clear understanding of the criteria for remaining in the

professional direction if such becomes necessary. This agreement of expectations may be reflected in the actions planned and subsequently recorded in the Activity Reports.

The Dean of the School may delegate responsibility for these duties to the Chair where one exists for the Applied Degree Program.

General

It is the policy of the Board of Governors that curriculum standards be established and maintained. These are applied consistently by the academic community in planning, developing, revising and maintaining innovative programs and courses.

The College has established and maintains documented procedures to control and verify the design of programs and courses in order to ensure that the specified requirements of validating bodies and students’ and/or clients’ requirements are met.

Responsibilities

The Board of Governors:

- monitors all programs and services within the College - approves the development of new programs and services - approves major changes in the thrust of programs and services

- approves the suspension, reduction and elimination of programs and services. The Program Advisory Committees:

- advise the College on programs of study required by the community - review proposed program and course outcomes

- review existing programs and courses and recommend changes to address current and future trends

The Academic Head of each School or department is responsible for design control of its educational services and for implementing and maintaining the curriculum design as approved by the Board of Governors, the Program Advisory Committee, and the College’s Academic Coordinating Committee.

Design and Development Planning

Qualified personnel in consultation with Program Advisory Committees (PAC) and clients design plans for each program or course, encouraging innovation in both the curriculum and

instructional delivery plans. Design input requirements related to the service are identified and documented and their selection reviewed and approved (Board of Governors and/or Ministry of Training, Colleges and Universities). Design inputs include applicable statutory and regulatory requirements.

Qualified personnel from various groups in the College and the PAC provide input into the design process in accordance with assigned responsibilities. The necessary information is documented, transmitted and regularly reviewed.

Design Input

Design input requirements relating to the program or course including regulatory or client requirements are identified, documented and reviewed by the College for compliance. Incomplete, ambiguous or conflicting requirements are resolved with the appropriate stakeholders.

Design Output

Program Learning Outcomes are expressed in terms that can be verified and validated against design inputs.

Note is taken of the any materials, equipment, or facilities required to deliver the new/revised program or course or of any specific skills, education or credentials required of the faculty to be assigned, and this information is delivered to the appropriate personnel.

Design Review

To ensure currency, program and course documents are reviewed annually by faculty and by Program Advisory Committees at periodic intervals. The participants in the review include those involved at the initial planning stage when possible. Records of these reviews are maintained. Design Verification

Program or course designs are verified at periodic intervals and measured against defined standards. The results are recorded.

Design Validation

Evaluations are performed on a regular basis to ensure that the course or program learning outcomes conform to defined client needs and or student expectations.

Design Changes

Design changes recommended by faculty in their annual reviews and approved by their School or department Head are implemented in the next cycle of delivery of the course or program. Results of the Program Advisory Committee Program Review Process and any recommended changes are forwarded to the College’s Academic Coordinating Committee for approval and implemented by faculty in the next cycle of delivery of the course or program.

improved the quality of service.

Students and clients are informed when such design changes will affect service characteristics and performance.

REFERENCES

Educational Service Design Control Procedures Control of Quality Records Procedures

PAC Handbook

Progressive professional development and training practices support and reflect and are aligned with both the College’s Mission, Vision and Values statements and goals of the Strategic Plan. Conestoga College will consider reimbursement for 50% of the tuition expenses for any approved post-secondary, credit course up to a maximum of $1,000 per fiscal year to a life-time maximum of $5,000 for any full-time employee.

Conditions

1. The applicant must be a full time employee of Conestoga College both at the time of application and at the time the reimbursement would normally be processed.

2. The goals and outcomes of any course or program must specifically align with the College’s objectives. Courses and programs must be directly related to the work of the employee, to the courses, programs or services delivered by the College, or in preparation for potential positions or programs outlined in specific College plans.

3. Reimbursement is only given for pre-approved courses.

4. Reimbursement is for tuition only (unless books are included in the tuition fee) and not for travel, conferences, seminars or professional memberships. It is given on a per course basis upon submission of evidence of successful completion of the course.

5. Funds are granted only for courses that are offered as part of a certificate, diploma, or degree program at an accredited post-secondary institution as recognized by the College*.

6. Courses offered as part of the Faculty Collective Agreement “In Service Teacher Training Program” are explicitly excluded from the Tuition Assistance Program.

7. Courses requirements must be completed outside the regular work schedule of the employee.

8. Requests for reimbursement must be submitted within 6 months of the completion date of the course.

*Eligible courses are those taken at an ‘acceptable’ institution. For purposes of this program, ‘acceptable’ is defined as follows:

• any accredited university or college that is an ordinary member of the Association of Universities and Colleges of Canada

• any accredited university or college recognized by the Ontario College of Teachers Act, Ontario Regulation 184/97, amended to 373/01

While courses or programs at other institutions may be eligible, those institutions will be assessed on an individual basis at the time of application.

may be adjusted depending on the number of applications, the College’s available resources, and the College’s plans for expansion/development.

In order for there to be funds available throughout the year, there will be a quarterly distribution of money. Applications not covered in one quarter may be forwarded for consideration to a subsequent quarter. Moneys not awarded in one quarter may also be forwarded to the next quarter.

Procedure

1. Employees complete the Application for Tuition Assistance form requesting approval for tuition reimbursement.

2. Employees submit their applications to their department or School supervisor who reviews the application for a recommendation to the Tuition Assistance Committee. The department/School supervisor may discuss the application with the applicant and with the Chair PD/QA as appropriate.

3. The department/School supervisor forwards all applications with an attached recommendation to the Chair PD/QA. Applications that are not recommended must also be submitted to the Chair PD.

4. The Chair PD/QA calls the standing committee for Tuition Assistance and Professional Development Leave to meet, to review and recommend to the President those applications which meet the criteria listed below and for which there are sufficient funds in the College’s Tuition Assistance account.

5. The Chair PD/QA provides confirmation of the President’s approval (or not) to the individual applicant with a copy to the department/School supervisor.

6. Upon successful completion of the course, the employee submits the tuition receipt and the grade report to the Chair PD/QA for reimbursement.

Criteria for Decisions

1. The proposal must be consistent with the College’s and the department/School’s strategic direction. Preference will be given to activities which enhance college programs and services on a long term basis.

2. The proposed course of study is directly related to the employee’s position, program, department, or to a related position or program.

3. The proposed relevant course is part of a program or part of a written, approved professional development plan as opposed to a ‘one-off’ course.