3.1 EMPLOYMENT REGULATIONS AND REQUIREMENTS
3.1.1 Initial Placement on the Salary Schedule
A. Maximum initial placement in each class is as follows: Class I - Step 6; Class II - Step 7; Class III - Step 8; Class IV - Step 8; Class V - Step 8; Class VI - Step 9.
B. Credit for full-time educational experience will be granted within the following limitations:
1. Not more than two years' experience will be allowed for elementary and junior high school full-time teaching experience.
2. Not more than five years' experience credit will be allowed for senior high school experience credit or combination of "l" and "2."
3. No limit on experience credit except as in "A" above will be applied for full-time college teaching experience.
4. Placement as a result of related business or industrial experience may be applied toward salary placement at the rate of two years' work experience for one step on the salary schedule for faculty in the occupational programs.
C. The District reserves the right to waive any or all of the maximum stated in "A" and "B" if the President/Superintendent or designee determines it is necessary in order to employ qualified faculty.
D. After initial employment, no individual will advance more than one step in the experience column in any one year.
E. Individuals will be advanced from one class to another at the beginning of the Fall Semester only. Individuals proposing to move from one class to another must provide official evidence of completion of requirements prior to the first day of duty for the Fall Semester.
F. For salary placement purposes, a teacher with a Class-A T & I Credential is placed in Class I. Teachers with Class-A T & I Credentials with all courses completed are placed in Class II.
G. Hourly rates of pay for lecture, laboratory, and field work for adjunct substitutes and summer school faculty shall be published annually at the same time as the full-time Certificated Salary Schedule. Full-time faculty accepting assignments beyond regular duties shall also be paid at these hourly rates.
3.1.2 Requirements for Employment for All Certificated Personnel
(Amended: 5/90)
Prior to assuming their duties, all certificated employees shall meet the following requirements:
A. File the requisite and valid credential with County Superintendent of Schools and assume responsibility for its renewal.
B. File the prescribed oath with the Vice President, Business Services.
C. File the appropriate tax withholding forms (W-4 for Federal Taxes and DE-4 for State Taxes) with the Vice President, Business Services.
D. Submit evidence of an examination within a period of sixty (60) days prior to employment demonstrating freedom from active tuberculosis. This examination must consist of an X-ray of the lungs or an approved intradermal tuberculin test. To continue employment with the College, every fourth year a certificated employee will provide evidence to the Vice President, Business Services, of a chest X-ray or an approved intradermal tuberculin test demonstrating freedom from tuberculosis. (See Education Code 76406 for exceptions.) In accordance with the provisions of California Education Code 87408.6, the Board authorizes payment for tuberculosis skin tests for new certificated employees for tests provided through an approved district program.
E. Certificated employees who have not previously been employed in a position requiring certification in California shall provide to the Human Resources Department a medical certificate in the form prescribed by the California State Board of Education showing that the applicant is free from disabling disease unfitting the applicant to instruct or associate with children. (EC 87508)
3.1.3 Adjunct Faculty Procedures
A. Assignments of adjunct faculty shall be on a semester-by-semester basis.
B. Adjunct faculty members must hold a valid community college credential or be qualified to receive one. A copy of the requisite credential shall be filed with and retained by the appropriate instructional manager.
C. Instructors holding a Limited Service Credential shall not be authorized to teach more than a 40 percent load (6 units) each semester.
D. Teaching assignments during regular semesters for adjunct faculty shall not exceed eight (8) semester hours without advance specific approval of the Vice President, Instruction.
E. Teaching days shall not exceed a cumulative total of l30 during the course of each academic year; summer is excluded.
A. Adjunct instructors are required to turn in census data and grade sheets in person on the assigned date.
B. Instructors shall submit a copy of the final examination for each course taught to the appropriate instructional manager.
C. Adjunct instructors are not required to maintain office hours.
3.2 DUTIES OF CAREER CONTRACT INSTRUCTORS
The Governing Board recognizes that the working load of the career contract faculty consists of five areas of responsibility: Instruction, Counseling, Advising, Curriculum Development, and Cocurricular Duties.
Instructional responsibilities are centered on the actual in-class teaching hours, in addition to the preparation of classroom presentations and assignments; the evaluation of students' performance, including quizzes, comprehensive examinations, term papers, and laboratory experimentation; the supervision of manipulative classes; and the holding of regular office hours for student conferences. Because the extent of these instructional responsibilities varies with the nature of the teaching assignment, the following are determined to constitute a normal instructional load per semester.
A. Lecture Class Assignment is one wherein the instructor devotes his or her time in class to a presentation of subject matter and/or discussion, and/or problem solving. Time outside of class is devoted to preparation and to criticizing and evaluating written assignments and examinations. The assignment of fifteen (l5) in-class hours shall be considered as a normal semester's instructional load.
B. Laboratory Class Assignment is one wherein the instructor devotes the major portion of the class time to the supervision of students who are working on laboratory experiments and exercises. In the case of physical education classes, some time is spent on lecturing and demonstrating skills and techniques, and the balance of the time to the supervision of student performance and the administration of a variety of tests. The assignment of twenty-two (22) in-class hours shall be considered as a normal semester's instructional load.
C. Instructors shall maintain five (5) office hours each week during the academic year to allow adequate opportunity for student consultation. No more than two (2) office hours shall be scheduled on any one day without the express approval of the instructional manager.
D. Instructors shall ensure reasonable care and protection of college facilities and equipment, including prudent security measures.
E. Instructors shall maintain reasonable supervision of students. All certificated employees have a professional duty to report to the proper administrator any instance of unsatisfactory student conduct and in an emergency to take action to correct such conduct.
F. Instructors shall be responsible for meeting and teaching all assigned classes.
G. Instructors shall report on time for class, committee meetings, faculty meetings, and other meetings or assignments that normally require a scheduled starting time.
H. Unless excused in advance, instructors shall attend all orientation meetings, faculty meetings, and in-service education sessions as scheduled by the Vice President, Instruction. All certificated staff members are required to participate in annual commencement exercises. Academic dress will be supplied by the District.
I. Instructors shall prepare, and shall distribute to students at the first class meeting of the semester, a syllabus for each course to which they are assigned, and for which units are to be counted in the determination of the instructional load. The syllabus shall outline the objectives of the course, the grading plan to be used, the means which will be used to assess student achievement, the reading assignments, and other pertinent details which will ensure the students' understanding of the nature of the course.
J. Instructors are responsible for the preparation of reports which are accurate and which are submitted in time to meet deadlines. Emphasis will be given to reporting "no shows" and drops to the Registrar. Grade reports shall be delivered to the Director, Admissions and Records in ample time to meet reported deadlines.
3.2.2 Student Advisory
By virtue of their close association with students, instructors are often called upon to provide counseling on course content and the educational and vocational opportunities to be gained from such instruction. Study techniques, employment opportunities, and educational goals are all areas of counseling in which the instructor can make a definite contribution to student goals and growth. Such counseling is not expected to bypass the services of the professional counseling staff, but to augment those services. In addition to such informal counseling, instructors shall assist in the regular counseling effort.
Instructors shall participate in student advising incidental to college registration procedures as assigned by the Vice President, Instruction. Registration counseling will be assigned to all regular instructors at least two evenings per year.
The efforts of many college committees are required if the President/ Superintendent is to receive knowledgeable and professional advice on a wide variety of ongoing problem areas. When designated by the President/Superintendent, instructors shall accept membership and actively participate in ongoing and special-purpose college committees. Other advisory tasks to which instructors are directed are as follows:
A. Faculty members shall be members of the Faculty Senate in conformance with the requirements of Title V.
B. Instructors shall be designated by the President/Superintendent to serve on screening committees for the employment of new career contract instructors and administrators.
C. Instructors shall participate in the advisory aspects of carrying out the District policy for certificated evaluation as outlined in Section 3.9.3.
D. Instructors who supervise classified employees or student assistants are responsible for submitting evaluations, certifying time sheets, and carrying out other personnel tasks when requested by the Director of Human Resources and Affirmative Action.
E. Instructors are responsible for providing advice to participate in the preparation of the annual budget for their discipline, and for the completion of purchase requests for equipment and supplies to allow timely competitive bidding.
Career contract instructors shall be closely concerned with the development of curricular materials, both through membership in or cooperation with the curriculum committee, and through meetings called by their Assistant Dean. Instructor involvement in curriculum development shall include:
A. The analysis and coordination of textual materials.
B. Constant review of current literature in their major field, some of which is selected for the College library collection.
C. The preparation of selected descriptive materials such as outlines and syllabi.
D. Conferring with other faculty and administration on curricular problems.
E. Where appropriate and budgeted in advance, attendance and participation in inter- and intra-college conferences and advisory committees.
In general, it is expected that instructors will prepare and keep current all curricula, course, and lesson outlines for their regularly assigned classes.
All faculty are encouraged (but not required) to participate in co-curricular duties and in local service organizations. When designated by the President/Superintendent and agreed to by the instructor in question, an individual instructor may be appointed as advisor to a student club or organization. Such an assignment normally takes the place of service on college-wide and/or ad hoc committees.
Chaperoning of authorized student functions is the responsibility of the Director of Campus Activities, who may call upon any faculty member (if the faculty member agrees) to assist in such chaperoning.
3.2.6 General Duties and Requirements
(Amended: 9-25-85)
The duties of the regular instructor involve a total career and contract commitment to the entire gamut of instructional activities, counseling, advising, curriculum development, and the co-curriculum. The academic year consists of l78 days. To facilitate their total involvement, instructors shall be expected to be on campus or other assigned location every school day, five (5) days per week, whether or not they have classes scheduled. (Exceptions may be made only with the permission of the Vice President, Instruction.) Career contract instructors are expected to work a minimum of forty (40) hours per week. At least thirty (30) of these weekly hours will be spent performing duties on campus. At least (10) additional hours a week will be spent--at the individual instructor's discretion--either on campus, off campus, or some combination of both. It should be emphasized that the figure of forty (40) hours per week is a minimum; individual instructors may regularly exceed this amount, some by a substantial margin.
Some of the duties of career contract instructors such as classroom teaching, and office hours, take a clearly specified number of hours per week. The time spent on other tasks, however, can vary widely, depending on the instructor involved, the discipline, the courses being taught, etc. In fact, the hours spent in some tasks can vary from day-to-day or week-to-week. Such variation makes it impossible to specify all the tasks or the precise hours required of each instructor each week.
The following list indicates those tasks for which career contract instructors are typically responsible:
A. All career contract instructors are required to teach a total of thirty (30) units of classes per year. This means that each instructor will normally teach fifteen (l5) lecture or twenty-two (22) laboratory hours per week, or some appropriate combination of the two (fifteen to twenty-two hours per week).
B. All career contract instructors are expected to periodically update plans for in-class student learning activities and evaluation of in-class student work (weekly hours variable).
C. All career contract instructors are required to hold five (5) office hours per week for student consultation and to assist with student advisement and job placement (five hours per week).
D. All career contract instructors are expected to keep current with developments in their respective fields and to improve or add to the present curriculum (weekly hours variable).
E. All career contract instructors are required to serve on college-wide or ad hoc committees, or as advisors to student clubs or organizations (one to thee hours per week).
F. All career contract instructors are expected to engage in a regular program of professional growth.
G. All career contract instructors are expected to participate in area activities and to attend both regularly scheduled and ad hoc area meetings. Similar meetings may also be required for specified disciplines within a given division (one to three hours per week).
H. All career contract instructors are expected to participate in the Ohlone College Faculty Senate.
I. All career contract instructors are expected to prepare instructional budget estimates and to maintain purchase records. They are also responsible for the acceptance, proper storage and security, and periodic inventory recording of equipment assigned to each discipline (weekly hours variable).
J. All career contract instructors are expected to participate in programs of articulation with the local high schools and the appropriate four-year colleges (weekly hours variable).
K. All career contract instructors are expected to participate in campus-wide activities deemed essential to the life and growth of the College. These activities include commencement and two (2) evenings per academic year spent registering students (weekly hours variable).
It is anticipated that regular career contract instructors will adhere at all times to the high standard of professional ethics expected of the teaching profession in institutions of higher learning.
Pay periods shall be by calendar month for certificated employees, with warrants issued on the last normal working day of the month.
3.3.2.l Federal and State Income Tax
Income taxes will be withheld on the basis of information furnished by the employee on federal Form W-4 and state Form DE-4.
A. All certificated employees will be required to participate in the California State Teachers' Retirement system of the State Employees Retirement System.
B. Deductions will be made at rates determined by the Retirement System.
C. Deductions will be made for the actual months of active employment.
When authorized by the employee, deductions will be made for insurance premiums under the insurance programs approved by the Governing Board.
3.3.2.4 Professional Association Dues
When authorized by the employee, deductions may be made for dues to professional associations when approved by the Governing Board. However, at such time as an employee organization is recognized as the exclusive representative for any of the employees in an appropriate unit, such deductions for any employees in the negotiating unit will only be made to the exclusive representative.
3.3.2.5 Contributions to Charitable Organizations
When authorized by the employee, deductions may be made for contributions to charitable organizations when approved by the Governing Board.
3.3.3 Letters of Appointment and Salary Payments
A. Letters of Appointment will be sent to newly-appointed faculty members upon their appointment by the Governing Board.
B. Instructors hired prior to September l will receive ten (l0) or twelve (l2) equal monthly payments. Salary payments will be made monthly beginning the last working day in September. Instructors hired subsequent to September l will receive equal monthly payments beginning at the end of their first complete calendar month and ending the end of the contract period.
C. Instructors terminating employment during the school year will receive a final payment for monies withheld for summer payment one month subsequent to the close of the last month employed.
D. Instructors terminating employment at the close of the school year will receive the balance due on the contract July l.
3.4 VACATIONS, HOLIDAYS, AND LEAVES
Vacations for certificated personnel will be governed by the terms of the contract and the individual assignment.
No certificated person will leave for summer vacation without first clearing all records as indicated on the approved check-out form.
Certificated personnel will be granted such holidays as are designated by the Governing Board. In addition, the President/Superintendent may grant time off to an employee without compensation for religious observance. The Board hereby designates the following as legal and Board holidays for certificated personnel:
Fourth of July (legal)
Labor Day (legal)
Admission Day (legal)
Veterans' Day (legal)
Thanksgiving Day (legal)
The Friday After Thanksgiving Day (Board)
The Working Day Preceding Christmas Day (Board)
Christmas Day (legal)
The Working Day Preceding New Year's Day (Board)
New Year's Day (legal)
Martin Luther King, Jr.'s B-Day (legal)
Lincoln's B-Day (legal)
Washington's B-Day (legal)
Memorial Day (legal)
Where a holiday falls on a Saturday, the preceding workday not a holiday shall be deemed to be the holiday. Where a holiday falls on a Sunday, the following workday not a holiday shall be deemed to be the holiday.
As needed, certificated personnel may be required to work on holidays.
Each full-time certificated employee will be granted as sick leave for each school year, the equivalent of one day per working month as provided in the regular ten-month contract. Sick leave may start after one day of service. Such sick leave shall not be for less than ten (l0) days per school year. Pursuant to the provisions of Education Code Section 87782, there shall be credited to each new certificated employee the number of days sick leave which may have been credited to him or her by the District in which the employee had immediately preceding employment.
A. An instructor will notify the Vice President, Instruction, of illness as early as possible before absence.
B. Unused portions of allowed sick leave will accumulate indefinitely; however, unused cumulative sick leave will be canceled when employment with the District is terminated and will not be compensated for in terminal pay.
C. The President/Superintendent may require a physician's certification or other proof of illness at the employee's expense before allowing payment for days of absence due to illness, accident, or quarantine.
D. An employee, when on leave of absence, except sick leave, will maintain any prior sick leave rights which may have accumulated, but will not accumulate any additional sick leave during the period of leave.
E. Deductions for any person placed under quarantine will be made on the same basis as if the employee were ill.
F. If absence for illness extends beyond the number of days of annual sick leave, the certificated employee will be paid the difference between their salary and that paid the substitute, or would have been paid the substitute had one actually been hired, for a period not to exceed five (5) months.
3.4.3.2 Industrial Accident and Illness Leave of Absence
A. A certificated employee who has been continuously employed in the District shall be eligible for industrial accident and illness leave. The number of days of leave allowed for one accident or the total number of days allowed in one fiscal year for one accident shall not exceed sixty (60) days. A day of leave for purposes of this section shall be defined as a day during which school is in session or a day when the employee would otherwise have been required to perform work for the District.
B. Allowable leave of absence as described in this section shall not be accumulative from one year to another.
C. Industrial accident or illness leave shall commence on the first day of absence. Such leave will be reduced one day for each day of absence regardless of a temporary disability award.
D. During this period of absence, employees shall receive that portion of their monthly salary which when added to the temporary disability compensation will not exceed their normal monthly salary. The District shall deduct retirement, income tax, and all other authorized deductions from salary payments made under the provisions of this section. Prior to receipt of salary payments made to an employee under the terms of this leave, a copy of the Employer's Report of Industrial Injury must be filed by the Vice President, Business Services.
E. Upon expiration of the sixty (60) days of industrial accident or illness leave, employees may elect to take as much of their accumulated sick leave as is necessary which, when added to their temporary disability compensation, will result in payment to them of not more than their normal monthly salary. For payroll purposes, sick leave taken under this section shall begin upon the termination of the industrial accident or illness leave.
F. During all paid leaves of absence as herein described, the employee shall endorse to the District all temporary disability compensation checks received.
G. In order to receive benefits under this section, an employee must remain in the State of California unless authorized to travel outside of the state by the Governing Board.
H. Periods of leave of absence, paid or unpaid, taken under the provisions of this section shall not be considered a break in the service of the employee.
3.4.3.3 Leave for Illness of Family Member
Subject to the approval of the President/Superintendent, an employee may be granted two (2) days' leave without loss of pay in the event of a serious illness of a member of the employee's immediate family, with such time to be deducted from their regular sick leave.
Immediate family will be interpreted to mean husband, wife, child, father, mother, sister, or brother of the employee, or any relative living in the immediate household of the employee. The provisions of this article may be applied to a father upon the birth of a child to his wife.
Bereavement leave with pay, up to three (3) days per occurrence, or five (5) days if out-of-state travel is required, will be allowed all certificated employees in the event of death in their immediate family. "Immediate family" means the mother, father, grandmother, grandfather, or grandchild of the employee or of the spouse of the employee, and the spouse, son, son-in-law, daughter, daughter-in-law, brother or sister of the employee, or any relative living in the immediate household of the employee.
Bereavement leave of two (2) days per occurrence will be granted without loss of pay in the event of the death of one of the following members of the employee's family: sister-in-law and brother-in law, and such leave will be deducted from the employee's accumulated sick leave allowance. (EC 87788)
Maternity leave may be granted to certificated employees under the following rules and regulations:
A. An expectant certificated employee shall file a statement from her physician no later than the third (3rd) month of pregnancy indicating the estimated date of delivery and that the employee is in good health and that, in the physician's judgment, she can continue to carry on her assigned duties and responsibilities without danger to herself or her child.
B. The employee may request a leave four (4) months before the expected date of birth of the child, but may continue to work as long as her health will permit and as certified by her doctor. The employee's supervisor or Assistant Dean shall make a monthly report verifying that the employee has carried out her duties and responsibilities on a regular basis. Any irregularities will be reported to the President/Superintendent who will determine whether or not the employee's leave should be started immediately. Irregularities would include absence from duty inconsistent with previous absence patterns or physical incapacity while working.
C. Upon termination of the pregnancy, the employee may return to work upon presentation of a certificate from her physician indicating that her health is such that she is able to resume her regularly assigned duties.
D. While an employee is rendering service to the District and is not on leave, any period of actual physical disability, caused or contributed to by pregnancy, miscarriage, abortion, childbirth, and recovery therefrom, shall be treated as any other physical disability and any accumulated sick leave shall be available to the employee. Physical disability, for the purpose of this policy, shall be defined as a period during which the employee is unable to perform job-related duties.
E. The period of disability shall be determined by the employee's physician. The District may, at its option, obtain other medical opinion. Any period beyond, or in addition to, a period of physical disability, during which the employee wishes to remain away from the job, shall be treated as an unpaid leave of absence. (EC 87766).
3.4.3.6 Military Leave
Certificated employees will be granted military leave as provided for in the Military and Veterans' Code of the State of California. Such leave must be verified by a copy of the military orders requiring the military duty. (Military & Veterans' Code 395.0l)
Leaves of absence for jury duty or for court appearance not brought about through the misconduct of the employee as a witness, pursuant to subpoena, will be granted with pay up to the difference between the employee's regular pay and any amount received as jury or witness fee exclusive of any travel allowance which might be paid. Any appearance as a defendant in a criminal proceeding or for personal business shall be without pay. (EC 87035).
3.4.3.8 Personal Necessity Leave
Certificated employees may use up to six (6) days per year of their accumulated sick leave for personal necessity. Advance permission shall be required for leave taken except for the following reasons:
A. Death or serious illness of a member of their immediate family ("immediate family" is defined in Section 3.4.3.4).
B. Accident, involving their person or property, or the person or property of a member of their immediate family ("immediate family" is defined in Section 3.4.3.4).
A written statement identifying the reason for using Personal Necessity Leave shall be filed with the personnel officer within two (2) days of the employee's return to duty following leave for paragraphs A and B above. (EC 87784)
(Approved: 8-3-77; Amended: 4-10-85)
Any full-time faculty member who is a biological or adoptive parent of a child/children under the age of twelve (l2) years may be granted an unpaid leave of absence for maximum of one semester for the purpose of rearing his or her child or children. Such leave shall be for a full semester and may not begin or end in the middle of any semester.
Requests for such unpaid leave of absence shall be made to the Governing Board at least six (6) weeks prior to the first day of the semester.
The District's share of contractual fringe benefits shall continue during the period of the unpaid child rearing leave of absence. Arrangements for fringe benefits must be made with the Business Office prior to the unpaid leave.
3.5 EMPLOYMENT, RESIGNATIONS, AND RETIREMENT
(Approved: l/85; Amended: 8-8-90)
The objective of the Fremont-Newark Community College District's hiring process is to provide for qualified faculty who are expert in their subject areas, dedicated to excellence in teaching, committed to serving the needs of a varied student population, and representative of the multicultural population of the District.
Hiring procedures are based on a recognition that responsibility for selecting faculty from a pool of qualified applicants is shared cooperatively by faculty and administration participating effectively throughout the hiring process, and in accordance with Affirmative Action guidelines and timetables.
Faculty members derive their authority from their expertise as teachers and subject matter specialists and from their status as professionals. The faculty has an inherent professional responsibility in the development and implementation of policies and procedures governing the hiring process.
The Governing Board of a community college district derives its authority from statute and from its status as the entity holding the institution in trust for the benefit of the public. The Governing Board and the administrators it appoints have the principal legal and public responsibility for ensuring an effective hiring process.
3.5.l Process for the Selection of Full-Time Instructors
A. Vice President of Instruction and/or Vice President of Student Services, in consultation with the faculty, and appropriate administrator will assess faculty staffing needs and will make recommendations for replacement and/or additional staff. The Board of Trustees authorizes position.
B. Appropriate Administrator prepares position description in cooperation with faculty from the discipline involved. A draft copy will be forwarded to the Director of Human Resources and Affirmative Action for review and concurrence. A statement identifying the qualifications shall accompany the draft of the position description.
C. Human Resources Office prepares a position announcement and forwards a copy to the appropriate administrator and faculty for review and concurrence.
D. Human Resources Office, upon receipt of approved position notice from the appropriate administrator, will forward it to listed individuals and agencies. A minimum of twenty working days shall be allowed for recruitment.
E. Administrator recommends a selection committee to President/ Superintendent for screening and interviewing. The committee shall be comprised as follows:
1. Administrator
2. At least three full-time faculty members, two of whom will be selected by the faculty in the discipline in which the position is located.
NOTE: The composition of the selection committee shall reflect ethnic and gender diversity, unless a waiver is provided by the Affirmative Action Officer.
F. Selection Committee, prior to reviewing any applications, will determine the method and instrument to be used for screening. Such method and instrument will be reviewed with the Affirmative Action Officer and Director of Human Resources and Affirmative Action to receive concurrence that the method and instrument follow proper hiring guidelines. The Affirmative Action Officer will meet with selection committee regarding Affirmative Action matters.
G. Selection Committee will forward results (names) of application screening to Affirmative Action Office, Administrator, and Human Resources Office.
H. Selection Committee, prior to interviewing, will prepare a list of position-related questions. The questions will be submitted to the Affirmative Action Officer for approval.
I. Human Resources Office shall contact the selected applicants and schedule interview appointments. Candidates seeking information regarding their status should be referred to the Human Resources Office.
J. Selection Committee interviews applicants and forwards the names and applications of three (3) qualified candidates (unless this number is waived by the Affirmative Action Officer) to the appropriate Vice President and Director of Human Resources and Affirmative Action. Candidates' names are forwarded in alphabetical order. Prior to the forwarding of the candidates' names, the selection committee and/or Affirmative Action Officer may reopen the process at any time.
K. Vice President is responsible for checking references and may, at his/her discretion, interview the candidates on a one-to-one basis and forward applications of three (3) finalists, in alphabetical order, to the President/Superintendent.
L. President/Superintendent interviews the recommended candidates. After meeting with Vice President and selection committee, the President/ Superintendent decides on one candidate and forwards the name to the Board of Trustees or may reopen the process if necessary.
M. Following Board approval of the President/Superintendent's recommendation, the Human Resources Office will telephone the successful applicant and the unsuccessful applicants who were among the finalists recommended by the appropriate administrator. Notice will be given to all unsuccessful applicants.
N. President/Superintendent will complete and mail a formal letter to the successful applicant notifying that person of his/her appointment and giving details pertinent to assignment, salary, and reporting date.
3.5.1.1 Process for the Selection of Adjunct Instructors
A. Determination of Adjunct Positions
Vice President of Instruction and/or Vice President of Student Services, in conjunction with faculty and appropriate administrator, will determine faculty staffing needs and make recommendations for adjunct positions.
B. Steps to Maintain Adequate Prescreened and Evaluated Pools
1. Administrator and faculty work together in the discipline to develop job descriptions, job requirements, and desired qualifications. (The Affirmative Action Officer shall be consulted.)
2. Human Resources Office will assist in advertising.
3. Appropriate administrator will screen applications for minimum qualifications.
4. Applicants will be selected for the pool through a process agreed upon by the division faculty and the division administrator and approved by the Director of Human Resources and Affirmative Action.
C. Hiring Procedures
1. When a prescreened pool exists, (a pool screened and evaluated by the appropriate administrator and faculty) the administrator may staff the position from the existing pool.
2. When no prescreen pool exists, or if persons not in an existing prescreened pool are to be considered, applicants will be screened by a process agreed upon by the division faculty and the division administrator. This process should be developed by each division, and a copy of the process should be sent to the Affirmative Action Officer.
D. Emergency Staffing
1. An emergency exists when time or circumstances make it inadvisable to staff a position from the existing pool of prescreen and evaluated applicants.
2. The appropriate administrator shall fill the position with a qualified instructor as follows:
a. Administrator shall request class coverage from current subject area faculty for the term, or until such time as class can be staffed.
b. If the class is unstaffed, the appropriate administrator hires adjunct instructor and provides for the necessary orientation. Instructors hired under these conditions must go through Procedure C-2 of the Hiring Procedures before they may be reemployed.
E. Review and Revision of Search and Selection Procedures
The search and selection policy and procedures are subject to review and revision at the request of either the Faculty Senate, the Administration, or the Governing Board. Any proposed revisions shall be reviewed by a joint committee of representatives of the Faculty Senate and the Administration. Committee recommendations for revision shall be sent forward to the Governing Board for approval. In the event the joint committee is unable to agree on policy revisions, the current policy will remain in effect.
3.5.1.2 Policy on Equivalence to the Minimum Qualifications-Full-time and
Adjunct Faculty
(Approved: l0-l0-90)
A. Criteria for Equivalency
The equivalency procedure shall be applied to determine the qualification for hire of candidates who state that they possess education, training, and/or experience which is at least equivalent to the minimum qualifications established by the District for each specific discipline.
Candidates who claim equivalent qualifications shall provide conclusive evidence that they possess qualifications that are at least equivalent to those required by the minimum qualifications of the area for which they are applying. The conclusive evidence must be as clear and reliable as the college transcripts being submitted by other candidates. The granting of equivalency will be on a case-by-case basis and will not set precedence for future hires.
College and university degrees and credits must be from United States institutions accredited by one of the six regional accrediting agencies recognized by the Council on Postsecondary Accreditation and the United States Secretary of Education.
All degrees and credits not covered by the six regional accrediting agencies recognized by the Council on Postsecondary Accreditation and the United States Secretary of Education are subject to verification through the equivalency process.
The candidate bears the responsibility of documenting equivalency to accredited United States institutions.
The determination that a candidate has the equivalent to the minimum qualifications by the departmental hiring committee or the Equivalency Committee shall not be considered as part of the interviews/hiring process. Under no circumstances is the granting of equivalency to the minimum qualifications to be construed as a determination that a candidate will or will not be hired. Such a candidate shall be placed in a pool of qualified applicants, any number of whom may be interviewed for a given position. Specifically, the person making the claim must provide conclusive evidence in regard to each of the following:
1. For establishing the equivalent of a required degree, possession of at least the equivalent in level of achievement and breadth and depth of understanding for each of the following as separate criteria:
a) The general education required for that degree; and
b) The major course work required for that degree.
2. For the equivalent of required experience, possession of thorough and broad skill and knowledge for each of the following criteria.
a) Mastery of the skills of the vocation thorough enough for the specific assignment and broad enough to serve as a basis for teaching the other courses in the discipline.
b) Extensive and diverse knowledge of the working environment of the vocation.
3. Conclusive evidence shall be as follows:
a) A transcript showing that appropriate courses were successfully completed at an accredited college/university or through an appropriate foreign institution; or
b) Publications that show a command of the major in question or the general education of the candidate; or
c) Other work products that show a command of the major or occupation in question. This may include a departmental assessment and/or interview of the applicant to determine minimum qualifications in the discipline; or
d) Resume, employer statement, other chronological listing, or evidence of appropriate work experience.
B. Minimum Standards for Consideration of Equivalency
The following minimum standards for consideration for equivalency shall apply:
1. In the case of disciplines normally requiring a master's degree, the minimum standard shall be a BA/BS plus 30 units of course work from an accredited institution; a BA/BS plus appropriate licensure from an accredited institution; a BA/BS plus certificate for instruction in the discipline; or a BA/BS plus additional course work and verifiable experience of such eminence in the discipline that the combination of course work and experience equals a master's degree in breadth, depth, and rigor.
2. In the case of disciplines not normally requiring a master's degree, the minimum standards shall be the appropriate number of years of documented experience in the subject matter area (two years with a BA/BS degree or six years with an AA/AS degree), or the equivalent (see "Criteria for Equivalency," item 2), plus an AA/AS degree or BA/BS degree from an accredited institution, or course work from an accredited institution plus verifiable expertise of such eminence in the discipline that the course work and experience equals the AA/AS degree or the BA/BS degree.
C. Determination of Equivalency
Initial determination of equivalency to the minimum qualifications for hire shall be decided by the departmental hiring committee, following procedures established by the Faculty Senate. If the hiring committee is unable to agree, the decision shall be referred to the Equivalency Committee. Recommendations for equivalency are subject to approval by the Board of Trustees.
At its own discretion, a department may establish a committee separate from the hiring committee to screen candidates applying under equivalency provisions.
In all cases of equivalency review, including those in which a full-time faculty member is applying for an additional discipline, a report shall be sent to the Equivalency Committee of the Faculty Senate, their Human Resources Office, and the office of the appropriate Vice President.
D. Equivalency Committee
The Ohlone College Faculty Senate shall establish a standing committee to make decisions on matters of equivalency to the minimum standards for hiring of instructors. The duties of the Equivalency Committee shall be to make final determination of equivalency in the event that the departmental hiring committee is unable to come to agreement, to provide a final decision for those candidates who wish to appeal the recommendation of the departmental hiring committee, and to oversee the equivalency procedure as it is conducted across campus. The Equivalency Committee must be satisfied that the requirements of all departments are substantially similar in level of proficiency required and that all departments are acting consistently with the letter and spirit of AB 1725.
The Equivalency Committee shall include representation from ethnic minority faculty and Vocational Education disciplines, and shall consist of the following:
1. The President of the Faculty Senate, or designee;
2. Three faculty members representing diverse disciplines appointed by the Faculty Senate;
3. One member of the faculty and the administrator from the discipline;
4. Vice President of Instruction, or designee.
Equivalency for candidates for adjunct positions shall be determined by the Equivalency Committee. In cases of the emergency process for adjunct hiring, the administrator, in consultation with theVice President, or designee, determines equivalency. Adjunct faculty member's equivalency shall be reviewed by the Equivalency Committee prior to any subsequent hiring.
E. Full-Time Faculty Seeking to Serve in an Additional Discipline or to Qualify for Additional Faculty Service Areas
Faculty who are already employed under a contract may qualify for new disciplines or additional faculty service areas only if they meet the requirements specified in the Ohlone College Disciplines List, possess qualifications that are at least equivalent to those specified in the Ohlone College Disciplines List, or possess an appropriate credential. Those who believe that they possess equivalent qualifications need to initiate the process described above. A committee from the discipline shall be convened which will review that material and find the faculty member qualified or not qualified to teach in the discipline. A determination of equivalency by the committee does not guarantee or require assignment.
F. Graduate Students as Associate Faculty
In the interest of maintaining close working relationship with graduate departments at accredited institutions in close proximity to Ohlone College, and in keeping with Section 66 of AB 1725, adjunct teaching positions in areas requiring the master's degree may be held by candidates who meet all of the following qualifications:
1. Graduate students with prior proven teaching experience
2. Graduate students will teach in areas consistent with the subject area of their graduate program.
G. Review and Revision
This equivalency policy and its procedures are subject to review and revision at the request of the Faculty Senate or the Board of Trustees. Changes in this policy require the joint agreement of the Faculty Senate and the Board of Trustees. Until there is such agreement, this policy shall remain in effect.
Resignations will be submitted to the Governing Board through the President/ Superintendent. The Governing Board will accept the resignation of any employee and will fix the time when the resignation is to take effect. Such time may not be later than the close of the school year during which the resignation has been received by the Governing Board.
(See Section 2.3.3.1.2)
3.6.1 Appearances Before the Governing Board
No employee of the District shall address the Board of Trustees on any matter involving the employee's day-to-day work in the District or on any other matter affecting the employee's condition of employment unless the employee has first discussed the matter with his/her immediate supervisor, as well as with other administrators in the normal administrative chain of command.
Certificated employees desiring to appear before the Governing Board will apply through the President/Superintendent, who will make necessary arrangements for such appearances.
3.6.2 Outside Employment or Study
In order to ensure that the primary means of employment is not jeopardized, the permission of the President/Superintendent should be obtained, and will generally be granted, before an employee accepts outside employment for more than an average of six (6) hours a week or enrolls for more than four (4) semester hours of study.
Telephones are provided for the sole purpose of conducting college business. No personal calls shall be made except in case of emergency.
3.6.4 Change of Name and Address
Employees must notify their immediate supervisor; the Vice President, Business Services; and the Director of Human Resources and Affirmative Action in writing immediately of any change of name or address.
3.6.5 Civil Rights of Employees
The Governing Board recognizes the right of any employee of the District to take or refrain from taking a stand on a political issue and to support or oppose any issue or candidate. Such activities, however, must be conducted on the employee's own time and off the premises of the District. The employee will exercise reasonable care to show that such actions are taken in their capacity as a private citizen.
3.6.6 Relationship of Faculty Senate
The Faculty Senate is organized in accordance with Title V Section 53200. It is established by the District to represent the faculty in making recommendations to the administration and the Governing Board with respect to District policies on academic and professional matters insofar as the exercise of such functions do not conflict with lawful collective bargaining agreements.
3.6.7 Ineligibility for Student-Funded Scholarships
A. Legal Authority: The Board approved a motion delegating the approval of this policy to the President/Superintendent at the March 14, 1973, meeting.
B. Policy:
1. Purpose: To restrict full-time District employees from receiving student-funded scholarships.
2. Procedure: Full-time District employees are ineligible for student-funded scholarships.
3.6.8 Child Abuse Reporting Procedures
(Adopted by Administrative Team, 12-14-82; Amended: 10-29-85)
(Amended by President's Cabinet, 11-10-92)
The Fremont-Newark Community College District will take action with regard to the reporting requirements of Penal Code Section 11166 dealing with child abuse.
The procedures listed below will be followed to ensure consistency in communicating to outside agencies cases of suspected child abuse.
A. If any employee* suspects a child abuse situation is probable, that staff member shall report immediately or as soon as practically possible such suspected instances of child abuse to the local police or sheriff's department in Fremont or Newark, Child Protective Services, or Community Care Licensing by telephone and shall prepare and send a written report thereof (Form SS 8572 is available at the Campus Security Office) within 36 hours of receiving the information concerning the incident. A copy of such report shall be sent to the Director, Human Resources and Affirmative Action by the employee. The report shall be maintained by the College in such a way as to ensure confidentiality.
B. Early Childhood Studies' students shall report suspected cases of child abuse to the College's Child Lab Coordinator or designee who shall then take appropriate action.
*Nursing, MOA and RT instructors assigned to pediatric clinical classes shall report suspected instances of child abuse. They shall do so in accordance with Penal Code Section 11166. The guidelines established by the health care agency to which they are assigned shall be used where such guidelines do not inhibit them from carrying out their legal obligations.
3.7 PROCEDURES FOR BRINGING CHARGES AGAINST EMPLOYEES
In order to protect employees, both certificated and classified, from unreasonable public complaints or charges, and at the same time grant an administrative channel to ensure due process, the following procedures shall be adhered to:
A. All complaints must be submitted in writing to the President/Superintendent.
B. The President/Superintendent shall conduct a thorough investigation of all complaints received and shall submit a written report to the Governing Board, together with recommendations for appropriate action where warranted.
C. The Governing Board will receive and deliberate such reports from the President/Superintendent in Executive Session, and they shall remain confidential until further action is taken.
D. In the event the President/Superintendent fails to submit a report to the Governing Board within a reasonable period of time following receipt of a complaint, the complainant may submit a written complaint directly to the Governing Board. Such written complaints shall be received by the Board only in Executive Session and shall remain confidential unless further action is deemed appropriate.
E. No complaints against employees shall be addressed to the Board of Trustees at a public meeting.
3.8.1 The Plan for Professional Rank
Professional titles shall be awarded to full-time members of the faculty of Ohlone College on the following basis:
Definitions and Limitations:
Faculty is defined to include teachers, librarians, counselors, and administrators.
Professional Rank is limited to full-time staff on ten (10) months' or longer contracts.
Units are semester units. Quarter units are converted to semester units by multiplying by two-thirds.
Experience is full-time employment in an educational institution for at least seven (7) calendar months of the academic year.
Five (5) years of senior high school teaching is maximum credited for professional rank purposes; two (2) years is the maximum for elementary and junior high school; no limit is placed on junior college, four-year college, and/or university experience. (Those faculty employed and working in the years 1967-68 and/or 1968-69 will receive full credit for full-time teaching experience at any level.)
Vocational Credential is any credential issued by the State of California for teaching vocational subjects.
3.8.2 Requirements for Professional Rank
A. The rank of Professor shall be granted to any faculty member with
1. earned doctorate degree with 8 years' experience.
2. earned master's degree plus 40 units of bachelor's degree plus 70 units
B. The rank of Associate Professor shall be granted to any faculty member with
1. earned doctorate degree with 4 years' experience.
2. earned master's degree plus 40 units or BA plus 70 (including a master's degree) and with 6 years' experience.
3. earned MA with 10 years' teaching experience.
C. The rank of Assistant Professor shall be granted to any faculty member with
1. earned doctorate degree.
2. earned MA plus 40 units or BA plus 70 units (including a master's degree) with 2 years' experience.
3. An earned MA with 4 years' experience.
4. An earned BA with 6 years' experience.
D. The rank of Instructor shall be granted to any faculty member not meeting the requirements of the other ranks.
3.8.3 Professional Rank for Holders of Vocational Credentials
Faculty members in occupational fields with vocational credentials may attain professional rank by one of the following methods:
A. By the methods stated in Section 3.8.2, or
B. Optional method for attaining professional rank through vocational experience.
1. Professor
a. Vocational Credential, master's degree and 14 years' experience.
b. Vocational Credential, BA degree and 16 years' experience.
2. Associate Professor
a. Vocational Credential, master's degree and 6 years' experience.
b. Vocational Credential, BA degree and 10 years' experience.
3. Assistant Professor
a. Vocational Credential, master's degree and 2 years' experience.
b. Vocational Credential, BA Degree and 4 years' experience.
c. Vocational Credential, AA Degree and 8 years' experience.
d. Vocational Credential and 12 years' experience.
3.8.4 Other Conditions Relating to Professional Rank
A. Any faculty member upon attaining his 20th year of service at Ohlone College shall be awarded a title which is one step higher than that to which he/she is assigned according to the above schedule.
B. A faculty member's promotion to a higher professional rank shall be accepted by the College upon his/her achievement of a prescribed university and/or college work and presentation of official transcript and official verification of experience and shall be effective the next July 1.
C. Ordinarily, all probationary faculty members without experience will be granted the title of "Instructor." However, if a new member comes to the College with a superior background (Ph.D.; national recognition; outstanding experience or service in his field; etc.) he/she may be granted the rank of Assistant Professor or Associate Professor during the period of probation upon the recommendation of the President/ Superintendent, Vice President, Instruction, the President of the Faculty Association, and favorable action by the Governing Board.
D. A professional rank assigned to an instructor shall be followed by a discipline, department, or division designation which encompasses his/her major assignment. (For example: Associate Professor, Social Sciences; Assistant Professor, English.) The area designation will be recommended by the President/Superintendent; the Vice President, Instruction; the President of the Faculty Association, and to the Governing Board for action.
E. Adjunct faculty will be classified for purposes of professional rank as "Instructors" regardless of degrees held or years of teaching experience. However, adjunct instructors currently holding professional rank from another institution of higher education will have the professional rank held by that institution recognized by Ohlone College.
3.9 PROFESSIONAL GROWTH AND DEVELOPMENT PROGRAM
Ohlone College will encourage professional growth and development to improve the professional staff, full-time and adjunct faculty, for the benefit of the College and students. To this end, a policy has been developed which will allow a pattern of continuous professional growth on the part of each credentialed person. It is recognized that the pattern of professional growth will vary from individual to individual and does not necessarily require formal training or unit credits.
3.9.1.1 Definition of Professional Growth
Professional growth is the continuing mastery of the expanding knowledge in one's field of concentration, the continuing mastery of the learning and teaching processes, the continuing awareness of knowledge and developments in the related field, and the application of each to the improvement of the total instructional program in the College.
A. All professional growth covered by this policy should be related to the improvement of instruction.
B. Because professional growth is personal, the professional growth program of an instructor requires individual determination and evaluation. It is, therefore, recognized that many means of professional growth will be an individual responsibility, and not covered by this policy.
C. Professional growth will include a variety of experience, not limited to formal university courses.
D. Professional growth is a continuous process and will be based upon the needs of a department and of the total college, and the needs or professional objectives of the individual instructor.
3.9.1.3 Administration of the Program
All professional growth herein listed will be annually evaluated by the Professional Growth and Development Committee. This committee shall recommend projects within the budgeted amount, from written requests of certificated faculty, individually, or in groups. Emphasis shall be placed on innovative and imaginative proposals.
The Professional Growth and Development Committee shall be responsible for preparing and submitting an annual budget in order to make the Professional Growth and Development Program operative. The budget will be based on the previous year's experience and adjusted to reflect changes in staffing and current needs. Amounts not used in any school year shall be added to the amount budgeted in succeeding years. The budget may be based upon a percentage of the certificated salaries, as recommended by the committee and the President/Superintendent and approved by the Board of Trustees. Procedures for time of filing, budgets, and methods shall be developed by the Professional Growth and Development Committee subject to the approval of the President/ Superintendent.
3.9.1.4 Professional Growth and Development Guidelines
Recognizing there are many means of professional growth, some which may be individual with others provided under other College policies, the following means may be provided under this policy.
A. Group Activities
1. In-Service Courses, Workshops, Seminars, etc.
2. Peer Group Instruction
B. Individual Activities
1. Sabbatical Leave
2. Academic Leave
3. Faculty Projects
4. Professional Conferences
5. Observation at outside institutions, including business and industry
C. Other opportunities for professional growth as recommended by the President/ Superintendent and approved by the Board.
3.9.2 Procedures for Professional Growth Activities
3.9.2.1 Group Activities (See 3.9.1.4.A)
Requests from the faculty registering an interest in a group activity such as a workshop, forum, seminar, etc., will be approved providing there is sufficient interest to warrant expending District funds and the activity has educational value to the College.
Applications may be secured from the Office of Instruction.
3.9.2.2 Individual Activities (See 3.9.1.4.B)
(Amended: 10-14-81, 11-17-82, 9-25-85)
The objective of the sabbatical leave is professional improvement of the employee which will benefit the College, the instructional program, and specifically, the students of the College. While the importance of including sabbatical leave is recognized, higher priority at Ohlone College shall be the instructional program and the offering of courses which meet the needs of our students and the community. Budget priorities will place the instructional needs of the students above sabbatical leave.
A. Nonadministrative Professional Staff - Teachers, Counselors, Librarians (Note: This combines teachers, counselors, librarians subject to County Counsel approval.)
All leaves and provisions thereof shall be as authorized by the California Education Code and the policies of the District.
1. After six (6) consecutive years of full-time professional service after first employment by the District or after returning to the District from a sabbatical leave, certificated employees will be eligible to apply for a sabbatical leave (any member of the certificated staff whose position requires an administrative or supervisory credential is considered administrative).
2. The maximum number of sabbatical leaves which may be granted during any fiscal year shall not exceed five percent, rounded to the nearest whole number, of full- time, career contract faculty. When application of the five percent factor to the total number of full-time, career contract faculty members results in a fraction of .5 or more, the next higher number shall be determined to be the maximum number of sabbatical leaves that may be granted. If the number of applicants for sabbatical leave exceeds the number of leaves which may be granted, the sabbatical leave committee may identify alternates in ranked order.
3. Pay for certificated employees on sabbatical leave will be 50 percent for a school year or 80 percent for one semester. The pay for sabbatical leave shall be based on the regular salary schedule the individual would have received had he/she remained in a full-time teaching position. For determining sabbatical pay, pay received for overload teaching and other extra beyond the schedule will not be included. All staff benefits such as retirement, medical and dental benefits, and any future benefits made available to full-time certificated personnel will be continued during the sabbatical leave period.
4. Each person granted sabbatical leave must agree to return to the District and render a period of service in employ of the Governing Board of the District which is equal to twice the period of leave. Each person granted a sabbatical leave prior to beginning the leave shall provide a bond equal to the amount received on a sabbatical leave, indemnifying the District against loss in the event the employee fails to render the agreed-upon period of service following the employee's return from leave and fails to file a report which is to be approved by the Board. Under extenuating circumstances, e.g., illness, the required semesters of service need not be consecutive subject to approval of District.
5. A person receiving funds from any source including but not limited to salaries, wages, grants, consultancies, other than the District, shall not receive funds from the District which when combined with such other funds received exceeds the amount he/she would have received from the District salary schedule as a full-time staff member during that period. A notarized sworn statement of all funds received during the period of leave will be submitted and any funds due the District returned within sixty (60) days after returning from leave.
6. Applications for sabbatical leave will be solicited annually and all persons eligible may apply. No priority will be given individuals who have applied previously and not been granted a leave. Applications must be submitted to the Professional Growth and Development Committee not later than January 15 prior to the school year during which the proposed leave is to begin. The application will include a full statement of the purpose and plans for the use of such leave.
7. First priority shall be given to sabbatical leave applications relating to teaching assignments, whether academic work toward a degree, special courses, or other learning experiences.
8. All applications for sabbatical leave will be transmitted from the committee to the President/Superintendent. Those recommended for approval by the committee shall be arranged in priority order. The President/Superintendent will review all applications and submit them with recommendations to the Board. If any person(s) approved for sabbatical leave withdraw their request, the President/Superintendent may submit recommendations for alternate(s) to the Board. The Board shall approve/disapprove each sabbatical leave.
9. Changes to an approved sabbatical leave proposal, of either a temporal or substantive nature, shall require Board approval.
a. Requests for changes in the inclusive dates of a Board approved sabbatical leave shall be reviewed by the Vice President, Instruction, who will make a recommendation to the President/Superintendent.
This review shall include a summary of the impact the change would have on the educational program and an analysis of the potential costs to the District. Changes, other than requests for cancellation of an approved sabbatical leave, will not be considered after May 15.
b. Requests for changes to an approved sabbatical leave proposal of a substantive nature, are to be reviewed by the Sabbatical Leave Committee, which will forward its recommendation to the President/Superintendent. Requests to change the substance of a sabbatical leave proposal will be considered by the committee, only, if received on or before May 1.
10. The recipient of the sabbatical leave shall, within sixty (60) days after returning to service at the College, submit to the President/Superintendent a written report of the activities during the leave, including copies of materials developed and/or transcripts of course work completed, etc. Sixty (60) days after receipt of the written report, the President/Superintendent, with approval of the Board, shall notify the recipient if the filed report is considered satisfactory.)
B. Administrative Professional Staff
1. Administrators (professional staff members whose positions require the holding of a valid administrative or supervisory credential) will be eligible to apply for a sabbatical leave extending over one or two semesters, upon completion of six (6) years of service as a full-time certificated employee including a minimum of two (2) years as a full-time administrator. The percent of pay, required period of service, and bonding provisions shall be the same as for other certificated personnel who receive sabbatical leaves.
The leave provided for in this section may, upon the recommendation of the President/Superintendent and approval of the Board, be combined with a portion or all of the normal four weeks annual vacation. (Board adopted 9/26/73)
2. Application for such leave will be made directly to the President/Superintendent.
3. Not more than one administrator shall be on such leave as provided by this provision at any one time.
4. The demands of administrative assignments will be the primary criteria in determining the feasibility of recommending leaves for administrators. The administrative duties of the person on leave normally would be handled by other personnel in a manner which would keep additional expenses to the District to the minimum.
Subject to the recommendation of the President/Superintendent and to approval of the Board of Trustees, academic leave will be granted to full-time tenured faculty members for the purpose of academic study or work experience related to their area of instruction for a period of one or two semesters.
Individuals granted this type of leave will not receive salary from the District during the period they are on academic leave.
All staff benefits, medical and dental benefits, and any future benefits made available to full-time certificated personnel will be continued during the leave period.
Each person granted academic leave must agree to return to the District and render a service in employ of the Governing Board of the District which is equal to one semester for one semester of leave and two semesters for two semesters of leave. Each person granted academic leave prior to beginning the leave, shall provide a bond amount equal to the fringe benefits paid to the person while on leave, indemnifying the District against loss in the event the employee fails to render the agreed upon service following the employee's return from leave and fails to file a report approved by the Board. Under extenuating circumstances, i.e., illness, the required semesters of service need not be consecutive subject to approval by the District.
The recipient of the academic leave shall, within sixty (60) days after his/her return to service at the College, submit to the President/Superintendent a written report of the activities during the leave, including copies of materials developed and/or transcripts of course work completed, etc. After sixty (60) days after receipt of the written report, the President/Superintendent shall notify the recipient if the filed report is considered satisfactory.
Purpose: The Faculty Project Program solicits and encourages developmental work on the part of the faculty members toward improving instruction. For the purposes of this section, the term faculty shall include all nonadministrative certificated staff.
Funds are available through the Professional Growth and Development Program to finance developmental projects conducted by faculty, either individually or in groups. Normally, it is expected projects involving extra pay will be accomplished during vacation periods. It may, however, involve time released from a faculty member's regular teaching assignment when sufficient instructional load is not possible.
Applications for a faculty project shall contain a statement describing the objectives of the project: why the project is needed, how objectives will be met, when work will be done, nature of the final project, personnel requirements, and a budget showing cost of the project.
Review Procedures: When completed, the application will be submitted to the Vice President, Instruction. The Professional Growth and Development Committee will review all nonadministrative certificated projects. This committee ranks all approved projects in order of preference and funds the projects in that order until the funds allocated for faculty projects are exhausted. Applications receiving committee approval are forwarded to the President/Superintendent for final review. Upon approval by the President/Superintendent, funds are allocated and the work begins as scheduled.
3.9.2.2.4 Professional Conferences
Professional conferences are those conferences sponsored by educational organizations, institutions of higher learning, and government and industry concerning teaching, learning, and educational research.
Requests for attendance are submitted through the Department Head, appropriate Director, appropriate Dean, and forwarded to the President/Superintendent for approval. A follow-up report of the conference will be submitted to the appropriate Dean.
3.9.2.2.5 Observations at Outside Institutions Including Business and Industry
Released time and/or travel expenses may be provided for individuals to visit outside institutions for the purpose of observing new techniques, equipment, facilities, programs, etc.
Applicants should demonstrate a clear relationship between the activity and instructional improvement.
Requests for attendance will be submitted through the Department Head, appropriate Director, appropriate Dean, and forwarded to the President/Superintendent for approval. A follow-up report of the observations will be submitted to the appropriate Dean.
3.9.3 Evaluation Policy and Procedure for Certificated Personnel
Evaluation policies and procedures for certificated personnel have been revised in accordance with SB 696. These policies and procedures were approved by the Governing Board October 24, 1973, and modified by the Board on November 17, 1982.
The illustration below describes the overall evaluation project at Ohlone College. Note that there are four subjects (or evaluatees) of evaluation: 1) teaching faculty, 2) counselors, 3) administrators, and 4) librarians.
An evaluation of specific services has also been completed. The sources of information or comments will be from self-review, students, peer, and administrative review.
When an evaluation is needed for a particular staff member, information will, therefore, be available from these four sources. The processes for gathering information and evaluating it for each of the four evaluatees will be developed and recommended by this committee, and it is expected that these processes will be evaluated and changed according to the comments of the various persons involved in their design.
EVALUATION PROCESSES
Administrator----- ------Students
Self ---------------- ------Peer
Administrator----- Evaluatee ------Students
Self----------------- Counselor ------Peer
Administrator ------Faculty
Self---------------- ------Students
------Peer
Administrator---- ------Faculty
Self---------------- ------Students
------Peer
3.9.3.1 The Self-Evaluation Process (Required)
A. Purpose: This process will assist staff members in examining his/her objectives, premises, techniques; and will cause him/her to be more aware of what he/she is doing. It will also provide others with an understanding of the staff member and allow the evaluator to take into consideration the evaluatee's statement of what it is he/she is doing. Finally, in cases where an inquiry or question of performance arises, the individual self-evaluation portfolio will provide the reader with significant information about the quality of aspirations and achievement of the evaluatee.
B. Individuals Involved: The evaluatee.
C. Procedures:
1. A self-evaluation is required every two years. By January 1, each staff member being evaluated will prepare a self-evaluation. The initial self-evaluation includes a review of present strengths and weaknesses, professional growth, involvement in the educational community, comments on inter-action with students, and a detailed analysis of some aspect of the evaluatee's assignment (items #1-5, Self-Evaluation Form, Section 3.9.3.7.1). For the next two self-evaluations, items #2b and #2c are required and other items are optional. Responses to all items are required every third self-evaluation.
2. This self-evaluation portfolio will be filed with the President/ Superintendent of the College in a central location for access by only those college personnel who need to inquire to prepare for some other evaluation process or for a general review of the evaluatee. The most recent self-evaluations will be maintained in this file and the previous self-evaluation will be returned to the evaluatee.
3. In case some question arises about the performance of a certificated employee, those individuals responsible for conducting a general review will be able to examine the self-evaluation portfolio submitted by that particular employee.
3.9.3.2 The Student Evaluation Process (Required)
A. Purpose: The process will assist staff members in examining how well they are fulfilling their objectives, premises, and techniques. The process will also enable staff members or evaluators in comparing the evaluatee's statements of what they are doing with the students' assessment of what is being accomplished. Finally, in cases where an inquiry or question of performance arises, the student evaluations will provide the evaluator with significant information about the actual performance of the evaluatee.
B. Individuals Involved:
1. For Teaching Faculty--all students in one semester, or from students in each different course taught in a year before the end of the fall semester of the year the instructor is to be evaluated.
2. For Counselors--self-programming students as well as those students assigned to a counselor.
3. For Librarians--all students who wish to do an evaluation.
4. For Administrators--students who have functioned on committees with administrators or those who are working for them, or those in student government. Administrators will also receive information from the campus-wide facilities evaluation.
C. Procedures:
1. Teaching Faculty--During the semester which the instructor chooses for his/her evaluation, a student assistant or student secretary will distribute the pressure sensitive forms to all of the teacher's classes sometime after mid-term and before the final week of the semester. The student assistant is to administer the evaluation by distributing forms, reading instructions attached to the packet, collecting the completed forms, counting them, and sealing the packet. The student will indicate on a sheet provided, the course, instructor, number of forms in the packet, number of forms completed, date completed, and sign the appropriate place. Then the student assistant will deliver the sealed envelope to an administrator as designated. After the instructor has submitted all the grades for the semester, he/she will open the sealed envelope in front of the appropriate administrator or his/her designee and obtain copies of the student evaluations. If the instructor chooses, the administrator or his/her designee may separate the forms and forward the appropriate copies. A copy of the student evaluation will be placed in the 696 file.
2. Counselors--Forms will be distributed prior to spring semester registration to all continuing day students in their registration material packets. After students have completed the forms, they will be deposited in a closed box at the registration table. A secretary will separate the forms by counselor and place them in an envelope and seal the envelope. At the end of the evaluation period, the Assistant Dean will open the sealed envelopes in front of the counselor, and the counselor shall take her/his copy. If the counselor chooses, the administrator or her/his designee may separate the forms and forward the appropriate copies. A copy of the student evaluation will be placed in the 696 file. Student evaluations over two (2) years old will be removed from the file and given to the counselor.
3. Librarians--Forms will be available in the library during the last three weeks of spring semester. After students have completed the forms, they will be deposited in a closed box at the circulation desk. A secretary will separate the forms by librarian and place them in an envelope and seal the envelope. At the end of the evaluation period, the Assistant Dean will open the sealed envelopes in front of the librarian, and the librarian shall take his/her copy. If the librarian chooses, the Administrator or his/her designee may separate the forms and forward the appropriate copies. A copy of the student evaluation will be placed in the 696 file. Student evaluations over two (2) years old will be removed from the file and given to the librarian.
4. Administrators--Forms for the student evaluation of administrators will be available to students through their counselors, and any student on a campus-wide committee will receive a form by mail near the end of the spring semester. Forms will also be available in the administrators' offices by the first week of June. Students will place the completed forms in a sealed box in the library before the end of finals week during spring semester. During the spring semester, the faculty will also receive an administrative evaluation form which must be completed by the end of the semester. These forms will also be placed in a sealed box in the library.
At the end of June, the administrators will gather to collect their copies of the student and faculty evaluations. Copies of the evaluations will be placed in the 696 file. Only the most recent student and faculty evaluations will be maintained in this file. Evaluations more than two (2) years old will be turned over to the evaluatee.
5. Campus-Wide Facilities Evaluation--All continuing students receive a campus-wide facilities evaluation form during the registration process for the spring semester classes. These forms will be returned by the student before the end of the third week of the spring semester to a sealed box in the library. Administrators and staff members will also receive a copy of the form. The three membership groups--the Faculty Senate, the California School Employees Association, the Ohlone College Management Association--will distribute these forms by the first day of the spring semester, and the forms will be returned by the end of the third week of the spring semester to the sealed box in the Library. When the forms box is opened, the forms will be counted, numbered, and the Professional Growth and Development Committee will make a control list of numbers forwarding the forms to the keypunch and data processing staff. The Professional Growth and Development Committee, before the comments are keypunched, will eliminate any reference to an individual which is personal. The reports and summaries produced by data processing will be strictly confidential and when completed will be returned to the Professional Growth and Development Committee. The scale used on the forms will be A, B, C, D, and F, assigning numerical values to the letters, taking care of plus and minus grades. Both letter and numerical grades will be printed.
3.9.3.3 The Peer Evaluation Process (Optional)
A. Purpose: The process will assist staff members in examining their objectives, techniques, and accomplishments. The process will also enable staff members to concurrently and mutually develop and define individual education goals and to seek and consider alternative solutions. Finally, in cases where an inquiry or question of performance arises, the peer group evaluation portfolio will provide the reader with significant information about the quality of aspirations and achievement of the evaluatee.
B. Individuals Involved: All certificated personnel
C. Procedures: A faculty member may request a peer group evaluation. The composition of the group shall be peers within or outside the faculty member's discipline. Administrators have the option to request a peer group evaluation. The members of the group will be selected by the administrator with every attempt to have the group agreed upon mutually.
Peer groups will develop their own method(s) of evaluating each participant, and the evaluation committee deems it highly desirable that the peer group develop a method to evaluate the group process. In the implementation of the peer process, no credentialed employee will be required to reveal any information, including any of that gathered in any phase of the evaluation process, other than that which he or she so desires. The committee recommends, however, that in order to obtain the optimum benefit of the peer group, members should share the self-evaluations and student evaluations with other members of the peer group. To ease the task of the examination of the student evaluations, it is suggested that each member of the group submit a summary of the information gleaned from the student evaluations to his colleagues in the peer group. Among the methods that the peer groups can use for evaluation are as follows:
1. Observing instructors' classes
2. Video tapes
3. Review of instructional materials
4. Discussion of objectives and goals
5. Examination of professional contributions to the educational community. Individuals who feel that there are significant problems in their peer groups can appeal to the Faculty Growth and Development Committee.
Peer groups are to submit to the appropriate administrator an interim summary by February 15 on each individual in the group and a final summary by May 1. Summaries are to be in narrative form. Summaries should describe the method(s) used for the evaluation, the type of interaction taking place in the peer group, and alternate courses of action taken to reach each individual's educational goals.
Only the most recent peer evaluations will be maintained in the 696 file. After two (2) years, peer evaluations will be given to the evaluatee.
3.9.3.4 The Administrative Evaluation Process (Required)
A. Purpose: The process will assist staff members in examining their objectives, premises, techniques, and should enable them to be more aware of their accomplishments. The administrator after examining the self-evaluation, student evaluation, peer evaluation, and classroom evaluations when applicable, will have the opportunity to guide and direct the evaluatee.
B. Individuals Involved: All certificated personnel
C. Procedures: The appropriate administrator will meet with the certificated person to discuss the self-evaluations, student evaluations, peer evaluations, and classroom evaluations when applicable.
If the administrator would like to observe the certificated person in the performance of duties, she/he may. If the certificated person would like the administrator to observe him/her in the performance of duties, the certificated person may make that request.
The appropriate administrator will meet with the certificated person during the evaluation year to discuss his/her self-evaluation, student evaluations, peer evaluations, and classroom evaluations when applicable.
The appropriate administrator will prepare a written summarization of the results of the discussion with the certificated person. Both the administrator and the certificated person will sign the written summarization. It is understood the certificated person's signature means that he/she has read the statement. If the certificated person disagrees with the written summary, he/she will so indicate on the written summary stating those areas of disagreement. One copy of the signed summarization will be given to the certificated person, and one copy will be placed in the central file.
Administrative evaluations will be maintained in the 696 file for six years and then returned to the evaluatee.
3.9.3.5 Outline of Due Process Procedures for Certificated Personnel
(Amended: 2-24-93)
A. Sequence of Procedures for Dismissal Under SB 696
1. Regular Employees
***
REGULAR EVALUATION
SATISFACTORY EVALUATION UNSATISFACTORY EVALUATION
Employment Continues Board Delivers Notice of Intent to
Dismiss with Written Statement of
Charges
Employee Files Written
Objection to Board
Decision and Requests Employee Waives
A Hearing Hearing
Within 30 Days of Employee Dismissal 30 Days
Request for a Hearing, Board After Notice of
and Employee Agree on an Intent to Dismiss
Arbitrator
If Agreement on Arbitrator
is Not Reached, Hearing is Hearing Conducted by
Conducted by Hearing Officer Arbitrator for Specific
for Specific Causes Causes
Hearing Officer Determines Arbitrator Determines
Dismissal, Penalties, or Dismissal, Penalties, or
Retention of Employee Retention of Employee
Upon Appeal by Either Party
Full Review by Superior Court
on All Procedural and Substantive
Issues
Refer to Education Code Sections 87602, 87605, 87608, 87608.5, 87609, 87610, 87610.1, and 87611 as applicable.
B. Causes for Dismissal
(Education Code Sections 87732) No regular employee shall be dismissed except for one or more of the following causes:
1. Immoral or unprofessional conduct
2. Any violation of Article 4 (commencing with Section 11400) of Chapter 3 of Title I of Part 4 of the Penal Code
3. Dishonesty
4. Incompetency
5. Evident unfitness for service
6. Physical or mental condition unfitting him/her to instruct or associate with children
7. Persistent violation of or refusal to obey the school laws of the state or reasonable regulations prescribed for the government of the community colleges by the Board of Governors or by the Governing Board of the Community College District employing him or her.
8. Conviction of a felony or of any crime involving moral turpitude.
9. Conduct specified in Section l028 of the Government Code
l0. Knowing membership by the employee in the Communist party
C. Items for Ohlone College Certificated Personnel to be Aware
1. Calendar for Evaluation Process:
First-Year Contract
Selected Semester - Student Evaluation
January l - Self Evaluation
(Optional) - (Peer, Evaluation Summary)
Before March 15 - Administrative Evaluation
Regular and Second-Year Contract
Before Fall Semester - Student Evaluation
January l - Self Evaluation
(Optional) - (Interim Summary of Peer Evaluation)
(Optional) - (Final Summary of Peer Evaluation)
----- - Administrative Evaluation
2. Files: A file (SB 696) will be kept in the District Human Resources Office. According to California law, all files kept on employees are open to inspection by that individual except for placement papers. It should be noted that each administrator concerned with an employee also maintains transactional memos in their own file which can also be inspected by the employee at any time.
3. Material in 696 file: Access to information developed as a result of the evaluation process will be limited to those presently specified by law, and any individual credentialed employee may have access to any reports, forms, and information developed in any of the processes by this committee in their own file.
4. Specific Due Process Information: Further details on due process for certificated personnel can be obtained in SB 696. The new Ohlone College Policy Manual will contain a summary of due process procedures specified by California State Law.
3.9.3.6.1 Self-Evaluation Form - Faculty
SELF-EVALUATION FORM - FACULTY
1. Please describe what you consider your present strengths as a teacher.
To help structure your description, here is a list of characteristics you might consider: Do you have command of the subject? Contrast various points of view? Do you keep current in you field(s)? Relate topics to other areas of knowledge? Make yourself clear? Summarize major points? Present material in an organized way? Provide emphasis? Are you sensitive to the response of the class? Do you encourage student participation? Welcome questions and discussion? Enjoy teaching? Are you enthusiastic about your subject? Do you make the course exciting? Do you have self-confidence?
2. Professional growth:
a) What are your goals and aspirations as a staff member of this College?
b) What specifically have you recently done, are you doing, or are you planning to do to increase your effectiveness as a staff member of this College?
c) What specific objectives do you have for the coming two years? When you update your evaluation, discuss whether or not you have met these objectives and list your objectives for the next two years.
3. a) Discuss your contribution to educational policies, methods, and the curriculum. Some examples: committee work, faculty organizations, educational and professional organizations, legislation concerning education, curriculum development, innovative methods, writing. Some will, of course, be very much involved in just one area. Others may make contributions in several areas.
b) Optional: The self-evaluation will be considered complete if you do not wish to discuss this segment.
How are you involved in the noncollege community? Some staff members feel that what they do in the community has enhanced their effectiveness and is an important part of any self-evaluation. Some examples: political campaigns, service organizations, ecology groups, cultural organizations.
4. a) How would you characterize your interaction with students?
b) How would you characterize your interaction with administrators and other staff members?
5. Choose one course that you teach in any one semester and give an extensive analysis of the course. Outline the goals that you set in this course, what you want your students to know at the completion of the course, how you would like the students' attitudes to be enlarged by the course, the methods you use to accomplish your goals (tests, labs, study guides, course outlines, reference materials, etc.), and procedures used to measure the attainment of goals.
* * *
3.9.3.6.2 Self-Evaluation Form - Counselors
SELF-EVALUATION FORM - COUNSELORS
1. Describe what you consider your strengths and weaknesses as a counselor.
To help structure your description, these factors may be considered: What background do you have relative to your assigned position? Do you maintain a commitment to the college philosophy and objectives? Are you sensitive to the needs of your counselees? Are you sensitive to the needs of the faculty?
2. Professional growth:
a) What are your goals and aspirations as a counselor at Ohlone College?
b) What specifically have you done recently, are you doing, or are you planning to do to increase your effectiveness as a counselor of this college? Some examples: courses, workshops, research, in-service training, staff consultations.
c) What specific objectives do you have for the coming two years? When you update your evaluation, discuss whether or not you have met these objectives and list your objectives for the next two years.
3. a) Discuss your contribution to educational policies, methods, and curriculum. Also, include your involvement with the community that has helped to communicate the philosophy and objectives of Ohlone College. Some examples: committee work, faculty senate, educational and professional organizations, legislation concerning education, curriculum development, innovative methods, research. Some will, of course, be very much involved in just one area. Other might make contributions in several areas.
b) Optional: The self-evaluation will be considered complete if you do not wish to discuss this segment. How are you involved in the non-college community?
Some staff members feel that what they do in the community has enhanced their effectiveness and is an important part of any self-evaluation. Some examples: political campaigns, service organizations, ecology groups, cultural organizations, drug counseling.
4. a) How would you characterize your interaction with students?
b) How would you characterize your interaction with faculty members, administrators, and other staff members?
c) How would you characterize your interactions with individuals for whom you are directly responsible?
5. Choose one major area of responsibility (i.e., educational, vocational, personal/social counseling, or one of your major assigned corollary responsibilities such as testing, financial aids, admissions, etc.) and give an extensive analysis including:
a) The specific objectives you use to accomplish the assigned responsibility.
b) The importance of this responsibility to the student.
c) The methods or technique utilized to achieve this goal.
d) The means by which the accomplishment of the responsibility is to be measured.
* * *
3.9.3.6.3 Self-Evaluation Form - Librarians
SELF-EVALUATION FORM - LIBRARIANS
1. Please describe what you consider your present strengths and weaknesses as a librarian.
To help structure your description, these factors may be considered: What background and experience do you have relative to your position? How well do you know the library collection? How strong is your knowledge in various disciplines? Are you open to various points of view? In your area of primary responsibility, are your objectives and procedures understood and accepted by the various segments of the college community?
2. Professional Growth:
a) What are your goals and aspirations as a librarian of this College?
b) What specifically have you recently done, are you doing, or are you planning to do to increase your effectiveness as a staff member of this College?
c) What specific objectives do you have for the coming two years? When you update your evaluation, discuss whether or not you have met these objectives and list your objectives for the next two years.
3. a) Discuss your contribution to educational policies, methods, and the curriculum. Some examples: committee work, faculty senate, educational and professional organizations, legislation concerning education, curriculum development, innovative methods, writing. Some will, of course, be very much involved in just one area. Others might make contributions in several areas.
b) Optional: The self-evaluation will be considered complete if you do not wish to discuss this segment. How are you involved in the non-college community?
Some staff members feel that what they do in the community has enhanced their effectiveness and is an important part of any self-evaluation. Some examples: political campaigns, service organizations, ecology groups, cultural organizations.
4. a) How would you characterize your interaction with students?
b) How would you characterize your interaction with faculty, administrators, and other staff members?
c) How would you characterize your interaction with individuals for whom you are directly responsible?
5) Choose one major area of responsibility (i.e., educational, vocational, personal/social counseling, or one of your major assigned corollary responsibilities such as testing, financial aids, admissions, etc.) and give an extensive analysis including:
a) The specific objectives you use to accomplish the assigned responsibility
b) The importance of this responsibility to the student
c) The methods or technique utilized to achieve this goal
d) The means by which the accomplishment of the responsibility is to be measured
3.9.3.6.4 Self Evaluation Form - Administrators
SELF-EVALUATION FORM - ADMINISTRATORS
1. Describe what you consider your strengths and weaknesses as an administrator.
2. Professional growth:
a) What are your goals and aspirations as an administrator at Ohlone College?
b) How do you plan to increase your effectiveness as an administrator at Ohlone College?
c) (Optional: The self-evaluation will be considered complete if you do not wish to discuss this segment.)
How has your personal development enhanced your professional growth?
3. a) How are you involved in the educational community?
b) (Optional: The self-evaluation will be considered complete if you do not wish to discuss this segment.)
How are you involved in the community-at-large?
4. a) How would you characterize your interaction with students?
b) How would you characterize your interaction with faculty members, administrators, and other staff?
c) How would you characterize your interaction with individuals for whom you are directly responsible?
5. Choose one major goal which you have established for the Fall Semester and give an extensive analysis including:
a) The specific objectives you hope to attain.
b) The importance of this goal to the College.
c) The methods by which this goal is to be achieved.
d) The means by which the attainment of the goal is to be measured.
The accompanying guidelines are meant to clarify each item. The guidelines are not meant to be all inclusive, but rather suggestive.
GUIDELINES - ADMINISTRATORS
1. To help structure your description, these factors may be considered: What background and experience do you have relative to your position? Are you open to various points of view? Do you maintain a commitment to the College philosophy and objectives? In your area of primary responsibility, are your objectives and procedures understood and accepted by the various segments of the college community?
2. a) This is a question about the future. In terms of your present position, if you and the College were just as you wanted, what would you be accomplishing?
b) This is a question concerning action. What specifically have you done recently, are you doing, or are you planning to do to increase your effectiveness as an administrator of this College? Some examples: courses, workshops, writing, travel.
c) Not all will care to comment here, for your personal life is indeed yourpersonal life. However, some staff members undoubtedly have had developments in their personal lives which have enhanced their effectiveness and which they consider important in any self-evaluation. Some examples: recent awareness of a personality trait; a change in viewpoint concerning an aspect of life; marriage.
3. a) This is a question concerning your contributions to educational policies, methods, and the curriculum. Include your involvement with the community that has helped to communicate the philosophy and objectives of Ohlone College. Some examples: committee work, educational and professional organizations, community organizations, legislation concerning education, curriculum development, innovative methods, writing.
b) Some staff members feel that what they do in the community has enhanced their effectiveness and is an important part of any self-evaluation. Some examples: political campaigns, service organizations, ecology groups, cultural organizations.
4. a) The nature and extent of interaction with students will vary from one administrator to another depending on the area of responsibility. However, the following considerations should be included in the self-evaluation: Are you available and friendly toward students? Are you interested in students as individuals? Are you aware of diverse student needs? Do you support student activities? Do students contact you for information and advice?
b) The amount of professional interaction between you and the rest of the staff of the College can enhance the effectiveness of all. The following considerations might be included in your response: Do you share opinions and difficulties with members of your department? Are you aware of the philosophies and programs of other departments? Are you helpful to other staff members? Do you communicate effectively with them? Do you work effectively with the supporting staff of the College?
5. This is a question that will serve as a partial basis for other aspects of evaluation. Other segments of the College community will participate in the evaluation of administrators by providing input on your goals, techniques, and effectiveness. A comparison of your analysis with the student, faculty and peer analyses might very well be an enlightening experience.
* * *
3.9.3.6.5 Forms for Student Evaluations
A. Student Evaluation of Instructor
OHLONE COLLEGE
Student Evaluation of Instructor
Instructor's Name Date
Course Title Required Elective
Your Sex: Male Female Total Semester Units Completed Current Units
Grade-Point Average How would you grade your effort in this course? Estimated grade to date
How often have you consulted with your instructor?
What do you think are your strongest weakest subjects?
Do you plan to transfer to a four-year college?
This form is intended to be used in the improvement of instruction. Please be candid. The instructor will not see this form until final grades are filed.
1. Please describe your impressions of your instructor's effectiveness in
a) materials, methods and techniques of teaching
b) knowledge of subject
c) organization and grading procedures
d) communication with students
2. What did you like about this course?
3. What specific suggestions do you have for improving/changing this course?
4. Other comments:
B. Course and Instructor Feedback
SECTION I
This questionnaire is intended to assist in gathering information about instruction that will be helpful in improving our curricular effectiveness. Please rate each item below. Circle the number that best describes the class being rated. The highest rating is 10 and the lowest is 0. Three descriptions for each item are included to help you I your rating. Do not place your name on the sheet.
1. ORGANIZATION OF COURSE
10 9 8 7
Course exceptionally well organized; subject matter in agreement with course objectives.
6 5 4
Course satisfactorily organized; subject matter fairly well suited to objectives.
3 2 1 0
Organization very poor; subject matter frequently unrelated to objectives.
2. OBJECTIVES CLARIFIED BY INSTRUCTOR
10 9 8 7
Objectives clearly defined.
6 5 4
Objectives somewhat vague or indefinite.
3 2 1 0
Objectives very vague or given no attention.
3. KNOWLEDGE OF SUBJECT
10 9 8 7
Knowledge of subject broad, accurate, up-to-date.
6 5 4
Knowledge of subject somewhat limited and at times not up-to-date.
3 2 1 0
Knowledge of subject seriously deficient and frequently inaccurate and out of date.
4. VARIETY IN CLASSROOM TEACHING TECHNIQUES
10 9 8 7
Effective and varied use of classroom methods and techniques; lecture, discussion, demonstration, visual aids.
6 5 4
Occasionally changes method from straight lectures or discussion.
3 2 1 0
Uses one method almost always. Little or no variety.
5. ABILITY TO EXPLAIN
10 9 8 7
Explanations clear and to the point.
6 5 4
Explanations usually adequate.
3 2 1 0
Explanations seldom given, or usually inadequate.
6. ENCOURAGEMENT OF THINKING
10 9 8 7
Stimulates considerable thinking.
6 5 4
Stimulates some thinking.
3 2 1 0
Does not encourage original thinking.
7. ATTITUDE TOWARD SUBJECT
10 9 8 7 6 5 4 3 2 1 0
Enthusiastic (enjoys teaching). Generally interested. Not interested (lacks inspiration).
8. WILLINGNESS TO HELP
10 9 8 7 6 5 4 3 2 1 0
Instructor willing to help students Instructor usually willing to Instructor unwilling to help
even if busy. Help students. Students.
9. ABILITY TO AROUSE INTEREST
10 9 8 7 6 5 4 3 2 1 0
Interest among students is very high. Students are usually interested. Majority of students inattentative
most of the time.
10. FAIRNESS IN GRADING
10 9 8 7 6 5 4 3 2 1 0
Fair and impartial; grades based on Partial at times; grades based on Frequently shows partiality; grades
several evidences of achievement. a few evidences of achievement. based on very limited evidence of achievement.
11. PERSONALITY
10 9 8 7 6 5 4 3 2 1 0
Instructor exceptionally friendly, Instructor moderately friendly, Instructor aloof, sometimes poised, and has a good sense of humor. Generally poised, and occasionally sarcastic and does not appear to show a sense of humor. Have a good sense of humor.
12. APPLICATION TO CAREER
10 9 8 7 6 5 4 3 2 1 0
Course seems to apply directly to my Course slightly related to my Course does not seem at all related areer goals. Career goals. to my career goals
13. GENERAL ESTIMATE OF INSTRUCTOR
10 9 8 7 6 5 4 3 2 1 0
Superior instructor. Average instructor. Poor instructor.
14. GENERAL ESTIMATE OF THE COURSE
10 9 8 7 6 5 4 3 2 1 0
One of the most interesting, informative, Average in interest; generally One of the least interesting,
useful, and personally helpful courses. informative, useful and personally informative, useful, and personally
Would recommend to a friend. helpful. Might recommend to a helpful courses. Would not
friend. recommend to a friend.
SECTION II
A. Circle the grade you expect in this course: A B C D F W
B. Circle the closest to your cumulative G.P.A.: 4.0 3.5 3.0 2.5 2.0
C. What do you think have been the strong points of this course?
D. What do you consider the week points of this course?
E. How could the course be improved by either additions, deletions, or revision to better meet your needs?
3.10 EMERITUS STATUS - ACADEMIC STAFF
(Approved: 7-16-80; Amended: 2-23-94; 4-10-96; 8-14-96)
1. An academic staff member who has served Ohlone College in a full-time teaching, counseling, and/or administrative position for 20 or more years, may be granted emeritus status by the Board of Trustees after retirement.
2. An academic staff member who has served Ohlone College in a full-time teaching, counseling, and/or administrative position for 10 to 19 years may be granted emeritus status according to the provisions of items 4-10 below. Extenuating circumstances may warrant waiving the time requirement.
3. An academic staff member who has served Ohlone College in an adjunct teaching, counseling, and/or administrative position for 20 or more years, and who has given outstanding meritorious service in college-wide activities, such as committee work, program development, community service, faculty leadership, or outstanding service to students, may be granted emeritus status according to the provisions of items 4-10 below.
4. For a staff member meeting the criteria of items 2 or 3 above, the staff member will receive a recommendation from the Division Dean for the department in which the retired staff member worked. Prior to making a recommendation, the Division Dean will seek advisory input from the departmental faculty, or in the case of a small department, from allied departmental faculty. The Division Dean shall forward his/her recommendations and the comments of the department to the appropriate Vice President.
5. The appropriate Vice President will review the request and forward with his/her recommendation to the President/Superintendent.
6. Staff may be recommended by the appropriate Vice President if the retired member was not supervised by a Division Dean.
7. Staff members who report directly to the President/Superintendent may be recommended to the Board by the President/Superintendent.
8. The President/Superintendent will review all recommendations and may recommend the retired staff member to the Board of Trustees for emeritus status.
9. The Board of Trustees will determine if a retired President/ Superintendent shall be granted emeritus status.
10. If the Board approves the recommendation, and for staff members included in item 1 above, the staff member will have "Emeritus" placed by the title of his/her academic or administrative position at the time of retirement.
11. All staff members who have "Emeritus" appended to their title shall have their names placed on a plaque prominently displayed in a public area on campus.
12. The Following privileges are given to emeriti upon request:
a. A permanent staff card indicating emeritus status, with privileges listed
b. Lifetime parking privileges
c. Library checkout privileges
d. Continue the use of campus athletic facilities
e. Free admission to departmental drama and music presentations having performances promoted specifically for emeritus staff. Reservations are required and include the Emeritus and one guest.
f. Continuation of bookstore and cafeteria discount
g. Eligible to serve with full membership on campus-wide committees and the Faculty Senate