Policy Number: I-5
Last Reviewed: December 10, 2020
Responsible Dept.: Vice President of Academic & Student Affairs
A signed copy of this policy is available in the President’s Office.
This plan defines the process by which dual enrollment faculty members will attain and remain in “Good Standing.” This designation identifies a dual enrollment faculty member as engaged in professional growth and committed to quality instruction. A “Good Standing” designation is an indication of quality. A “Good Standing” designation neither guarantees nor implies future assignment of dual enrollment classes.
Within the shorter of twelve months or the first three terms of assignment, dual enrollment faculty members must:
- Complete at least one Virginia Western professional development activity;
- Be observed in the classroom observation within their first 3.0 credit hours of instruction; and,
- Receive feedback on their service from a dean, program head, or designee determined by the dean.
Good Standing Status
Upon successful completion of the ‘Initial Status’ items, the faculty member will earn a “Good Standing” designation. No less often than every three years, dual enrollment faculty members must:
- Complete at least one professional development activity annually, that is either a Virginia Western sponsored activity or an activity approved by the College;
- Complete one classroom observation process; and
- Receive written evaluation by a college’s designee.
Once a ‘good standing’ status timeline begins, the specified length of time will be in place regardless of continued assignment. Dual enrollment faculty members whose break in service results in a “new hire” status shall return to Initial Status.
Although typically completed by a Dean or Program Head, administrative roles in this process may be conducted by any approved designee of the college’s Chief Academic Officer, including but not limited to the following:
- Program Head/Coordinator; or,
- Other designee.
Dual enrollment faculty who teach at more than one college will be evaluated at each, but the professional development requirement is met once at either institution to remain in good standing.
This plan includes three major components: 1) Dual enrollment Growth and Development, 2) Teaching Excellence, and 3) Institutional Responsibility.
1) Dual Enrollment Faculty Growth and Development
Dual enrollment faculty members will engage in growth and development in accordance with the timeline specified in this plan. Professional development shall include either Virginia Western sponsored activities or outside activities approved in advance by the College.
The College shall identify and/or create, as needed, a range of professional development opportunities to support dual enrollment faculty growth and development. Every effort should be made to provide no cost, flexible-delivery opportunities for development. Professional development opportunities may include but are not limited to the following:
- Dual Enrollment Faculty Orientation;
- Department, School, or College meetings;
- VCCS events, peer group meetings, and conferences;
- Professional conferences;
- Activities required for licensure or industry certification required for dual enrollment faculty employment;
- Academic preparation or coursework;
- Individually identified activities such as research readings within one’s discipline; and
- Career enhancing activities as required or supported by one’s employer that relate to their discipline or teaching dual enrollment classes.
2) Teaching Effectiveness
Dual enrollment faculty members will pursue excellence in teaching across four areas: Design, Delivery, Effectiveness, and Expertise. Teaching excellence will be measured through the use of tools and data sources.
The college will collect and review various information from a variety of data sources to inform and indicate dual enrollment faculty teaching effectiveness. The data sources must include a classroom observation, and may include, but are not limited to the following:
- Dual enrollment Faculty Self-Evaluation Form (to be completed annually)
- Student course evaluations;
- High School Principal feedback; and,
- Informal and formal student feedback.
Observations of Dual enrollment Faculty will follow the same process as full-time faculty evaluation identified in the VCCS Class Observation Assessment Form (PDF). Only Part 2: Assessment is required.
3) Institutional Responsibility
In addition to instructional duties, dual enrollment faculty members are required to meet minimum requirements of institutional responsibility including:
- Adherence to laws, policies, and procedures of the college and the VCCS;
- Administrative tasks (e.g. posting of syllabi, administration of student evaluations, posting grades, etc.); and,
- Adherence to course outline.
Dual enrollment faculty shall have an opportunity to engage in a feedback process that is designed to establish and maintain dialogue on their teaching effectiveness. Feedback may address not only teaching effectiveness but also the following:
- Planning for professional development and growth;
- Impact of professional development activities; and,
- Completion of tasks related to Institutional Responsibility;
Feedback may take place via a phone call, an in-person meeting, or by written correspondence and will be documented in a written evaluation. Feedback that is more frequent may be requested by either party.
Additional Policy Considerations
Nothing in this policy is intended to supersede SACSCOC or the requirements of various accrediting agencies. Dual enrollment faculty who are not in ‘good standing’ may not be eligible to receive new dual enrollment assignments.
Disputes regarding dual enrollment teaching faculty evaluations are not heard or reviewed in the grievance process. The appeal of a dual enrollment faculty evaluation shall follow the normal administrative chain and conclude with the final determination made by the respective college president.
The final assessment including the classroom observation, the results of student evaluations and the record of the evaluation conference will be maintained in every faculty member’s permanent file in the Dual Enrollment Office. A copy of the final assessment will be sent to the High School Principal. The plan for dual enrollment faculty evaluation thus prescribes an orderly system of assessment that ensures that instructors are evaluated formally, appropriately, and regularly.
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