Components of George Brown College Probationary Development Cycle for Professors

Components of George Brown College Probationary Development Cycle for Professors

Guide for Chairs and Academic Directors

This guide is designed to help articulate the process and experiences that all new full-time professors progress throughduring their probationary periodat George Brown College.

The various components of the cycle are designed and delivered in a manner that supports teaching and service excellence and continued improvement.

Included here are some resources you may find helpful in your key role of providing performance feedback and ensuring we meet the obligations in the Academic Employees Collective Agreementeffective September 1, 2014 to September 30, 2017 (Article 27,02 D).

Please forward any comments, questions, or suggestions for improvement to Organizational and Staff Development.

Table of Contents

Class Definition of a Professor…………………………………………………………… 4
College Mission and Path to Leadership ……………………………………………. 5
Components of the Probationary Development Cyclefor Professors...6
Checklistof Probationary Learning Requirements…………………………... 7
Chairs Tracking Checklist for Probationary Professors ………………….. 10
Appendix A – ProfessorTeaching Competencies – Probationary Requirements……………………………………………………………………………………. 12

Appendix B – Progress Report Forms: Summary of Observationsand Recommendations ….…………………………………………………………………………. 23

Professor - Visit 1 …………..…………………………………………. 24
Professor - Visit 2and Recommendation Form….……… 25

Appendix C – Individual Professor Development Planning Form …….. 26

CLASS DEFINITION - PROFESSOR

Under the direction of the senior academic officer of the College or designate, a Professor is responsible for providing academic leadership and for developing an effective learning environment for students. This includes:

a) The design/revision/updating of courses, including:

-consulting with program and course directors and other faculty members, advisory committees, accrediting agencies, potential employers and students;

-defining course objectives and evaluating and validating these objectives;

-specifying or approving learning approaches, necessary resources, etc.;

-developing individualized instruction and multi-media presentations where applicable;

-selecting or approving textbooks and learning materials.

b) The teaching of assigned courses, including:

-ensuring student awareness of course objectives, approach and evaluation techniques;

-carrying out regularly scheduled instruction;

-tutoring and academic counselling of students;

-providing a learning environment which makes effective use of available resources, work experience and field trips;

-evaluating student progress/achievement and assuming responsibility for the overall assessment of the student's work within assigned courses.

c) The provision of academic leadership, including:

-providing guidance to Instructors relative to the Instructors' teaching assignments;

-participating in the work of curriculum and other consultative committees as requested.

In addition, the Professor may, from time to time, be called upon to contribute to other areas ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility design, professional development, student employment, and control of supplies and equipment.

Source: College Faculty CAAT-A Collective Agreement (2014-2017)

Our Mission

The Vision, Mission and Values of George Brown College

The staff, faculty and administration of George Brown College are united by a set of shared values and objectives. Outlined below, these vision and mission statements help guide George Brown College as we grow and change to meet the needs of students and employers.

The Path to Leadership

Inspired by a commitment to achievement through excellence in teaching, applied learning and innovation:

We will set the benchmark to which all colleges will aspire, and be recognized as a key resource in shaping the future of Toronto as a leading global city.
We will build a seamless bridge between learners and employment as we develop dynamic programs, and workplace-ready graduates who will be the candidates of choice for employers.
We will create a community of life-long learners, grounded in the principles of access, diversity, mutual respect and accountability.

Core Values

LEARNING COMMUNITY

We foster an environment of reciprocal dialogue to ensure learning, solve problems and strengthen the George Brown community.

EXCELLENCE

We commit ourselves to delivering a ‘George Brown standard’ of quality and superior performance.

ACCOUNTABILITY

We hold ourselves responsible to ensure the future sustainability of George Brown, academically and fiscally.

DIVERSITY AND RESPECT

We show mutual respect for each other within the community of George Brown including all of our stakeholders, in all of our behaviour.

Components of George Brown’s Probationary Development Cycle for Professors

Activity/Title / Content
New Faculty Academy / Orientation to teaching and learning expertise through information sharing, investigation of various teaching strategies, and integration of practice teaching sessions for peer review and information on code of conduct and relevant college policies
College and Resource Orientation / Overview of college priorities and organization with opportunities to network and learn about various resources for access
New Faculty Teaching and Learning Seminars / Focus is on reflective practice and portfolio development
Required Workshops / Mandated training sessions meet legislated requirements. Supplemental areas of diversity/human rights, LMS, Outcome Based Learning, Curriculum Planning, etc.
Practice and Review / Chair Observations and Learning Squares
Reflective Practice / Papers written each semester to encourage awareness of strengths and goal setting culminating in an Individualized PD Plan
Teaching Portfolio Framework / Preparation for completing re statement of philosophy, student feedback, reflection papers, etc.
Learning and Development Retreat / Increased awareness of cross college interconnections and opportunities to advance college’s strategic directions

Organizational and Staff Development

Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development

Professor Probationary Learning

Requirements ____/_____

NAME ______CHAIR/ACADEMIC DIRECTOR ______

DEPARTMENT ______

Below are the full-time Professor Probationary Requirements to be completed over your probation period. Please keep a record of your progress as you will be required to comment on your professional development during your discussions with your Chair and in the preparation of a one-page reflection paper submitted each semester. You can register for these workshops at where you will find topics, dates and times.

Activity/Title / Timing / Date/s completed
New Faculty Academy / One week program on teaching and learning at GBC - August ___-___ / ______
College–Wide New Employee Orientation / .5 day – Offered twice per year; should be completed within 6 months of hire / ______
Mandatory Employee Training / OHS Act - offered throughout the year
WHMIS – offered throughout the year
AODA –1. Access Services for Colleges, Customer Service Standards - Faculty (ASC), 2. Accessibility Awareness Training for Educators, 3. Integrated Accessibility Standard Regulation (ISAR) Training and Training on the Ontario Human Rights Code (OHRC) via / ______
______
______
______
______
New Faculty Teaching and Learning Seminars
Reflective Practice Seminar 1 & 2
These seminars are designed for professors in the first half of their probationary period. In these sessions we take the opportunity to share experiences as new professors, practise reflective thinking, and apply problem-solving strategies to common challenges in teaching and learning.
Portfolio Development Seminars
These seminars are designed for professors in the last half of the probationary period. In these sessions we will focus on the framework for your portfolio, including a revised statement of teaching philosophy, documentation of teaching effectiveness, and a professional development plan. There are continued opportunities for practising reflective thinking and sharing common experiences. / Two 2-hour seminars each semester for two semesters (fall and winter semesters only for a total of 8 hours)
Three 2-hour seminars to be completed in either the fall or the winter semester, depending on date of hire. / ______
______
______
______
Learning Squares
Every professor has the opportunity to observe 3 of their colleagues in action over the course of the probationary period. At the end of the observations the group meets to reflect on their experiences and their own teaching. This process builds connections, increases awareness of other areas of the college, encourages conversations about teaching and learning and promotes reflective practice. / Participation in Learning Squares for 2 semesters (Fall and Winter semesters only) / #1A______
#2A______
#3A______
Group A ______
#1B ______
#2B ______
#3B ______
Group B ______
Classroom Observations
Invite your Chair to visit one of your classes each semester and participate in a follow-up meeting to review your Chair’s observations, questions and feedback. / One visit per semester / ______
______
Written Feedback / The Chair/Director provides a written progress report for each semester / #1______
#2______
Workshops:

Outcomes-based Learning

Curriculum development

Blackboard(introduction oradvanced)

Diversity/Human Rights

/ 4 two-hour workshops (the first workshop will be held during the New Faculty Academy)
2 two-hour training sessions for a total of 4 hours (OBL sessions should be completed first)
1 workshop
1 workshop / ______
______
______
______
______
______
______
______
Reflection Paper
Each person takes the time to document their reflection on the semester, noting their observations, strengths and areas for further development. These can be used to initiate a conversation with the Chair that connects to the probationaryreview of competencies. / One 1.5-page reflection paper each semester outlining your professional development, noting strengths and setting goals for continued learning. These papers should be submitted to your Chair, with a copy to the Director in Staff Development / #1______
#2______
Teaching Portfolio Framework / Framework to be presented to and reviewed with your Chair by the completion of probation (Actual portfolio to be developed in time for first Performance Review) / ______
Learning and Development Retreat / A 3 day event held the first June after hire / ______

Chair’s Tracking Checklist for ProbationaryProfessors

Name of Professor: ______

Probation End Date: ______

Semester 1

Suggested Time
Frame / Activity / Comments
Pre-Semester / Start up plans shared
Week 1 - 2 / Chairs to support all new faculty to attend the New Faculty Academy
Week 3 - 4 / Discuss learning from the New Faculty Academy, such as workshops, Geneva Park,Learning Squares/OBL workshops, etc.
Week 6 / Chair observation of teaching
Week 7 / Check in: Discussion of observation
Week 13 / Meet and discuss first reflection paper
Chair provides written progress report to Professor
Chair sends completed progress report to Human Resources

NOTE: * Seek assistance from your Senior HR Consultant regarding any concerns about progress towards successful completion of the probationary period.

Chair’s Tracking Checklist for Probationary Professors

Name of Professor: ______

Probation End Date: ______

Semester 2

Suggested Time
Frame / Activity / Comments
Week 3 / Check in: Review SFQs from 1st semester
Week 4 - 6 / Chair observation of teaching
Week 5 - 7 / Check in: Discussion of observation (week following observation) and feedback from SFQs
Week 13 / Meet and discuss second reflection paper
Chair provides written progress report to Professor
Chair sends completed progress report with recommendation for appointment to regular status to Human Resources

NOTE: * Seek assistance from your Senior HR Consultant regarding any concerns about progress towards successful completion of the probationary period.

Organizational and Staff Development

Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development

Appendix A

Professor Teaching Competencies - Probationary Requirements

Organizational and Staff Development

Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development

ProfessorTeaching Competencies - Probationary Requirements

This form is designed for use with Professors throughout their probationary period and comments and goals can be added/updated as necessary. Contained are sections that support teacher self-reflection, observation of teaching practice and the summary evaluation.

Professor Name:______

Department:______

Program:______

Date:______

Chair:______

The College is committed to the success of our academic employees and to providing you with meaningful feedback during the probationary period.

Article 27 .02 D During the probationary period an employee will be informed in writing of the employee's progress at intervals of four months continuous employment or four full months of accumulated non-continuous employment and a copy given to the employee. (Source: Academic Employees Collective Agreement, 2014 – 2017, p.58)