Common use of Unsatisfactory Clause in Contracts

Unsatisfactory. Documents submitted by the instructor reveal little or no quality information and evaluations of performance demonstrate additional regular, close supervision and evaluation of performance necessary. Vision Statement of the unique role of a full-time faculty member employed by SJR State. Length to be equivalent to two-pages, double-spaced. Is the faculty member’s vision congruent with the college’s mission and goals? Does the faculty’s vision statement clearly articulate and reflect the roles and responsibilities of their position in the Adult Education department? Evidence of continued professional development. Does professional development activity reflect the needs of the department? Do the professional development activities reflect areas addressed in evaluations? Do the professional development activities reflect new contributions to the Adult Education department? Evidence of institutional involvement in terms of service on departmental/institutional committees.What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of institutional involvement in terms of service on departmental/institutional committees.What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of the promotion of academic mindset in the Adult Education program. How has the faculty member promoted growth mindset with students? How has the faculty member encouraged a student’s sense of self-efficacy? How has the faculty member assisted students in understanding the relevance of academic experience? How has the faculty member ▇▇▇▇▇▇ students’ sense of belonging? Changes that the applicant has made in the classroom or other areas in response to the Strategic Plan for the Adult Education. How has the faculty member embedded growth mindset in classroom instruction? How has the faculty member incorporated employability skills in classroom instruction? How has the faculty member emphasized career planning in classroom instruction? How has the faculty member contextualized instruction to the meet the student’s learning style? Has faculty member demonstrated collaboration with peers when evaluating student learning outcomes? Changes that the applicant has made in the classroom or other areas in response to administrative evaluations and/or student evaluations. How has the faculty member utilized administrative and/or student evaluations? Evaluations by directors, deans, and administrators. Demonstrated effectiveness in ensuring student success and achievement. Assessment of Student Learning Outcomes Measures of Adult Education Pillars (Progress, Engagement, Empowerment, and Self-Actualization) Program Retention Rates Student Progression & Completion Instructional and assessment methods demonstrate appropriate rigor and variety to include academic mindset, andragogy, contextualization, employability skills with emphasis on critical thinking, communication, collaboration, problem solving, etc. Efficiency and effectiveness in the classroom and the College environment. Compatibility with students, faculty, and staff employed by the College. Demonstrated commitment to the mission of the Florida College System and the mission of SJR State. Demonstrated ability to communicate ideas, theories, thoughts, process, etc., in a cogent and understandable fashion. Awareness of the needs of the divergent student population served by the College and a demonstrated willingness to work with each student to maximize his or her academic and educational success. Membership in professional associations or societies that contribute to the applicant’s success as a full-time faculty member. Honors, awards, recognitions, letters of recommendation, etc., that the applicant has received. Any other attributes, documents, evidence of teaching success, etc., that the applicant believes will assist the Continuing Contract Screening Committee in making a recommendation. Evidence of the applicant’s service as an ambassador for SJR State within ▇▇▇▇▇▇ county served by the college and state-wide. Has faculty member worked with business and industry? Has faculty member been involved with Advisory Boards? Has faculty member otherwise been involved with community outreach efforts on behalf of the College? FACULTY MEMBER: DEPARTMENT: COMMITTEE MEMBER NAME: DATE:

Unsatisfactory. Documents submitted by the instructor reveal little or no quality information and evaluations of performance demonstrate additional regular, close supervision and evaluation of performance necessary. Vision Statement of the unique role of a full-time faculty member employed by SJR State. Length to be equivalent to two-pages, double-spaced. Is the faculty member’s vision congruent with the college’s mission and goals? Does the faculty’s vision statement clearly articulate and reflect the roles and responsibilities of their position in the Adult Education departmentposition? Evidence of continued professional development. Does professional development activity reflect the needs of the department? Do the professional development activities reflect areas addressed in evaluations? Do the professional development activities reflect new contributions to the Adult Education department/discipline? Evidence of institutional involvement in terms of service on departmental/institutional committees.What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of institutional involvement in terms of service on departmentalcurriculum review/institutional development committees.What departmentalcurriculum review/institutional committees development activities did the faculty participate in? Did the faculty member make a meaningful contribution when serving on to curriculum review/revisions? Was the committeesfaculty member a leader in curriculum development and insuring curriculum remains current? Evidence of institutional involvement in terms of service with accreditation and institutional effectiveness. What accreditation activities has the promotion of academic mindset faculty member been involved in? How has the faculty member participated in the Adult Education programdesign and measurement of student learning outcomes? Evidence of institutional involvement in terms of service through participation and/or attendance at college sponsored events and activities, student activities, student clubs, etc. Changes that the applicant has made in the classroom or other areas in response to student evaluations. How has the faculty member promoted growth mindset with studentsutilized student evaluations? If an online instructor, what do student evaluations indicate? How has the faculty member encouraged a student’s sense of self-efficacy? How has the faculty member assisted students in understanding the relevance of academic experience? How has the faculty member ▇▇▇▇▇▇ students’ sense of belonginginstruction been changed to reflect feedback? Changes that the applicant has made in the classroom or other areas in response to the Strategic Plan for the Adult Educationpeer feedback. How has the faculty member embedded growth mindset in classroom instruction? How has the faculty member incorporated employability skills in classroom instruction? How has the faculty member emphasized career planning in classroom instruction? How has the faculty member contextualized instruction responded to the meet the student’s learning stylepeer input? Has faculty member demonstrated collaboration with peers when evaluating student learning outcomesoutcomes and closing the assessment loop? Changes that the applicant has made in the classroom or other areas in response to administrative evaluations and/or student evaluations. How has the faculty member utilized administrative and/or student evaluations? Evaluations by directors, deans, and administrators. Demonstrated effectiveness in ensuring student success and achievementSyllabus contains all required items. Assessment of Student Learning Outcomes Measures of Adult Education Pillars (ProgressInstructor specific items are clear, Engagement, Empowermentaccurate, and Self-Actualization) Program Retention Rates Student Progression & Completion reasonable. Instructional and assessment methods demonstrate appropriate rigor and variety to include academic mindsetability to apply concepts in writing, andragogy, contextualization, employability skills with emphasis on critical thinking, communication, collaboration, problem solvingreal world scenarios, etc. Efficiency Instructional materials are aligned to course objectives and effectiveness in the classroom assessments. Interacts with students and the College environmentprovides opportunities for questions and discussions. Provides timely feedback to students regarding scores on assessments, progress, and grades. Student success and achievementAssessment of Student Learning Outcomes Grade Distributions Course Success Rates Student Progression & Completion when appropriate Employer surveys/job placement data when appropriate Compatibility with students, faculty, and staff employed by the College. Demonstrated commitment to the mission of the Florida College System and the mission of SJR State. Demonstrated ability to communicate ideas, theories, thoughts, process, etc., in a cogent and understandable fashion. Awareness of the needs of the divergent student population served by the College and a demonstrated willingness to work with each student to maximize his or her academic and educational success. Technological competence to carry out the duties required of instructional positions as SJR State. Membership in professional associations or societies that contribute to the applicant’s success as a full-time faculty member. Honors, awards, recognitions, letters of recommendation, etc., that the applicant has received. Any other attributes, documents, evidence of teaching success, etc., that the applicant believes will assist the Continuing Contract Screening Committee in making a recommendation. Evidence of the applicant’s service as an ambassador for SJR State within ▇▇▇▇▇▇ the three-county district served by the college and state-wide. Has faculty member worked with business and industry? Has faculty member been involved with Advisory Boards? Has faculty member otherwise been involved with community outreach efforts on behalf of the College? FACULTY MEMBER: DEPARTMENT: COMMITTEE MEMBER NAME: DATE:

Unsatisfactory. Documents submitted by the instructor reveal little or no quality information and evaluations of performance demonstrate additional regular, close supervision and evaluation of performance necessary. Vision Statement of the unique role of a full-time faculty member employed by SJR State. Length to be equivalent to two-pages, double-spaced. Is the faculty member’s vision congruent with the college’s mission and goals? Does the faculty’s vision statement clearly articulate and reflect the roles and responsibilities of their position in the Adult Education departmentposition? Evidence of continued professional development. Does professional development activity reflect the needs of the department? Do the professional development activities reflect areas addressed in evaluations? Do the professional development activities reflect new contributions to the Adult Education department/discipline? Evidence of institutional involvement in terms of service on departmental/institutional committees.. What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of involvement in information fluency curriculum development and/or collection development. Did the faculty member make meaningful contributions? Evidence of institutional involvement in terms of service on departmental/with accreditation and institutional committees.effectiveness. What departmental/institutional committees did accreditation activities has the faculty participate member been involved in? Did What institutional effectiveness activities has the faculty member make a meaningful contribution when serving on the committeesbeen involved in? Evidence of institutional involvement in terms of service through participation and/or attendance at college sponsored events and activities, student activities, student clubs, etc. Changes that the promotion of academic mindset applicant has made in the Adult Education programinstruction or other areas in response to student evaluations and personal observations. How has the faculty member promoted growth mindset with studentsused classroom surveys, the SAIL survey, or the Graduate survey? How has instruction or other areas of responsibility been changed in response to personal observations? How has the faculty member encouraged a student’s sense of self-efficacy? How has contributed to student success in teaching students to learn to retrieve, organize, and effectively use information as described in the faculty member assisted students in understanding the relevance of academic experience? How has the faculty member ▇▇▇▇▇▇ students’ sense of belongingLearning Outcome Competency Map? Changes that the applicant has made in the classroom or other areas in response to the Strategic Plan for the Adult Education. How has the faculty member embedded growth mindset in classroom instruction? How has the faculty member incorporated employability skills in classroom instruction? How has the faculty member emphasized career planning in classroom instruction? How has the faculty member contextualized instruction to the meet the student’s learning style? Has faculty member demonstrated collaboration with peers when evaluating student learning outcomes? Changes that the applicant has made in the classroom or other areas in response to administrative evaluations and/or student evaluations. How has the faculty member utilized administrative and/or student evaluations? Evaluations by directors, deans, and administrators. Demonstrated effectiveness in ensuring student success and achievement. Assessment of Student Learning Outcomes Measures of Adult Education Pillars (Progress, Engagement, Empowerment, and Self-Actualization) Program Retention Rates Student Progression & Completion Instructional and assessment methods demonstrate appropriate rigor and variety to include academic mindset, andragogy, contextualization, employability skills with emphasis on critical thinking, communication, collaboration, problem solving, etc. Efficiency and effectiveness in the classroom library and the College environment. Compatibility with students, faculty, and staff employed by the College. Demonstrated commitment to the mission of the Florida College System and the mission of SJR State. Demonstrated ability to communicate ideas, theories, thoughts, process, etc., in a cogent and understandable fashion. Awareness of the needs of the divergent student population served by the College and a demonstrated willingness to work with each student to maximize his or her academic and educational success. Technological competence to carry out the duties required of librarians at SJR State. Membership in professional associations or societies that contribute to the applicant’s success as a full-time faculty member. Honors, awards, recognitions, letters of recommendation, etc., that the applicant has received. Any other attributes, documents, evidence of teaching success, etc., that the applicant believes will assist the Continuing Contract Screening Committee in making a recommendation. Evidence of the applicant’s service as an ambassador for SJR State within ▇▇▇▇▇▇ the three-county district served by the college and state-wide. Has faculty member worked with business and industry? Has faculty member been involved with Advisory Boards? Has faculty member otherwise been involved with community outreach efforts on behalf of the College? FACULTY MEMBER: DEPARTMENT: COMMITTEE MEMBER NAME: DATE:

Unsatisfactory. Documents submitted by the instructor reveal little or no quality information and evaluations of performance demonstrate additional regular, close supervision and evaluation of performance necessary. Vision Statement of the unique role of a full-time faculty member employed by SJR State. Length to be equivalent to two-pages, double-spaced. Is the faculty member’s vision congruent with the college’s mission and goals? Does the faculty’s vision statement clearly articulate and reflect the roles and responsibilities of their position in the Adult Education departmentposition? Evidence of continued professional development. Does professional development activity reflect the needs of the department? Do the professional development activities reflect areas addressed in evaluations? Do the professional development activities reflect new contributions to the Adult Education department/discipline? Evidence of institutional involvement in terms of service on departmental/institutional committees.. What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of institutional involvement in terms of service on departmentalcurriculum review/institutional development committees.. What departmentalcurriculum review/institutional committees development activities did the faculty participate in? Did the faculty member make a meaningful contribution when serving on to curriculum review/revisions? Was the committeesfaculty member a leader in curriculum development and insuring curriculum remains current? Evidence of the promotion institutional involvement in terms of academic mindset in the Adult Education programservice with accreditation and institutional effectiveness. How What accreditation activities has the faculty member promoted growth mindset with studentsbeen involved in? How has the faculty member encouraged a student’s sense participated in the design and measurement of self-efficacystudent learning outcomes? How Evidence of institutional involvement in terms of service through participation and/or attendance at college sponsored events and activities, student activities, student clubs, etc. Changes that the applicant has made in the faculty member assisted students classroom or other areas in understanding the relevance of academic experience? How has the faculty member response to student ▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ students’ sense of belonginghas the faculty member utilized student evaluations? If an online instructor, what do student evaluations indicate? How has instruction been changed to reflect feedback? Changes that the applicant has made in the classroom or other areas in response to the Strategic Plan for the Adult Education. How peer ▇▇▇▇▇▇▇▇.▇▇▇ has the faculty member embedded growth mindset in classroom instruction? How has the faculty member incorporated employability skills in classroom instruction? How has the faculty member emphasized career planning in classroom instruction? How has the faculty member contextualized instruction responded to the meet the student’s learning stylepeer input? Has faculty member demonstrated collaboration with peers when evaluating student learning outcomesoutcomes and closing the assessment loop? Changes that the applicant has made in the classroom or other areas in response to administrative evaluations and/or student evaluations. How ▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ has the faculty member utilized administrative and/or student evaluations? Evaluations by directors, deans▇▇▇▇▇, ▇▇d administrators. Syllabus contains all required items. Instructor specific items are clear, accurate, and administratorsreasonable. Demonstrated effectiveness in ensuring student success and achievement. Assessment of Student Learning Outcomes Measures of Adult Education Pillars (Progress, Engagement, Empowerment, and Self-Actualization) Program Retention Rates Student Progression & Completion Instructional and assessment methods demonstrate appropriate rigor and variety to include academic mindsetability to apply concepts in writing, andragogy, contextualization, employability skills with emphasis on critical thinking, communication, collaboration, problem solvingreal world scenarios, etc. Efficiency Instructional materials are aligned to course objectives and effectiveness in the classroom assessments. Interacts with students and the College environmentprovides opportunities for questions and discussions. Provides timely feedback to students regarding scores on assessments, progress, and grades. Student success and achievementAssessment of Student Learning Outcomes Grade Distributions Course Success Rates Student Progression & Completion when appropriate Employer surveys/job placement data when appropriate Compatibility with students, faculty, and staff employed by the College. Demonstrated commitment to the mission of the Florida College System and the mission of SJR State. Demonstrated ability to communicate ideas, theories, thoughts, process, etc., in a cogent and understandable fashion. Awareness of the needs of the divergent student population served by the College and a demonstrated willingness to work with each student to maximize his or her academic and educational success. Technological competence to carry out the duties required of instructional positions as SJR State. Membership in professional associations or societies that contribute to the applicant’s success as a full-time faculty member. Honors, awards, recognitions, letters of recommendation, etc., that the applicant has received. Any other attributes, documents, evidence of teaching success, etc., that the applicant believes will assist the Continuing Contract Screening Committee in making a recommendation. Evidence of the applicant’s service as an ambassador for SJR State within ▇▇▇▇▇▇ the three-county district served by the college and state-wide. Has faculty member worked with business and industry? Has faculty member been involved with Advisory Boards? Has faculty member otherwise been involved with community outreach efforts on behalf of the College? FACULTY MEMBER: DEPARTMENT: COMMITTEE MEMBER NAME: DATE:

Unsatisfactory. Documents submitted by the instructor reveal little or no quality information and evaluations of performance demonstrate additional regular, close supervision and evaluation of performance necessary. Vision Statement of the unique role of a full-time faculty member employed by SJR State. Length to be equivalent to two-pages, double-spaced. Is the faculty member’s vision congruent with the college’s mission and goals? Does the faculty’s vision statement clearly articulate and reflect the roles and responsibilities of their position in the Adult Education department? Evidence of continued professional development. Does professional development activity reflect the needs of the department? Do the professional development activities reflect areas addressed in evaluations? Do the professional development activities reflect new contributions to the Adult Education department? Evidence of institutional involvement in terms of service on departmental/institutional committees.. What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of institutional involvement in terms of service on departmental/institutional committees.. What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of the promotion of academic mindset in the Adult Education program. How ▇▇▇▇▇▇▇.▇▇▇ has the faculty member promoted growth mindset with students? How has the faculty member encouraged a student’s sense of self-efficacy? How has the faculty member assisted students in understanding the relevance of academic experience? How has the faculty member ▇▇▇▇▇▇ students’ sense of belonging? Changes that the applicant has made in the classroom or other areas in response to the Strategic Plan for the Adult Education. How has the faculty member embedded growth mindset in classroom instruction? How has the faculty member incorporated employability skills in classroom instruction? How has the faculty member emphasized career planning in classroom instruction? How has the faculty member contextualized instruction to the meet the student’s learning style? Has faculty member demonstrated collaboration with peers when evaluating student learning outcomes? Changes that the applicant has made in the classroom or other areas in response to administrative evaluations and/or student evaluations. How ▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ has the faculty member utilized administrative and/or student evaluations? Evaluations by directors, deans▇▇▇▇▇, and ▇▇d administrators. Demonstrated effectiveness in ensuring student success and achievement. Assessment of Student Learning Outcomes Measures of Adult Education Pillars (Progress, Engagement, Empowerment, and Self-Actualization) Program Retention Rates Student Progression & Completion Instructional and assessment methods demonstrate appropriate rigor and variety to include academic mindset, andragogy, contextualization, employability skills with emphasis on critical thinking, communication, collaboration, problem solving, etc. Efficiency and effectiveness in the classroom and the College environment. Compatibility with students, faculty, and staff employed by the College. Demonstrated commitment to the mission of the Florida College System and the mission of SJR State. Demonstrated ability to communicate ideas, theories, thoughts, process, etc., in a cogent and understandable fashion. Awareness of the needs of the divergent student population served by the College and a demonstrated willingness to work with each student to maximize his or her academic and educational success. Membership in professional associations or societies that contribute to the applicant’s success as a full-time faculty member. Honors, awards, recognitions, letters of recommendation, etc., that the applicant has received. Any other attributes, documents, evidence of teaching success, etc., that the applicant believes will assist the Continuing Contract Screening Committee in making a recommendation. Evidence of the applicant’s service as an ambassador for SJR State within ▇▇▇▇▇▇ county served by the college and state-wide. Has faculty member worked with business and industry? Has faculty member been involved with Advisory Boards? Has faculty member otherwise been involved with community outreach efforts on behalf of the College? FACULTY MEMBER: DEPARTMENT: COMMITTEE MEMBER NAME: DATE:

Unsatisfactory. Documents submitted by the instructor reveal little or no quality information and evaluations of performance demonstrate additional regular, close supervision and evaluation of performance necessary. Vision Statement of the unique role of a full-time faculty member employed by SJR State. Length to be equivalent to two-pages, double-spaced. Is the faculty member’s vision congruent with the college’s mission and goals? Does the faculty’s vision statement clearly articulate and reflect the roles and responsibilities of their position in the Adult Education departmentposition? Evidence of continued professional development. Does professional development activity reflect the needs of the department? Do the professional development activities reflect areas addressed in evaluations? Do the professional development activities reflect new contributions to the Adult Education department/discipline? Evidence of institutional involvement in terms of service on departmental/institutional committees.. What departmental/institutional committees did the faculty participate in? Did faculty member make a meaningful contribution when serving on the committees? Evidence of involvement in information fluency curriculum development and/or collection development. Did the faculty member make meaningful contributions? Evidence of institutional involvement in terms of service on departmental/with accreditation and institutional committees.effectiveness. What departmental/institutional committees did accreditation activities has the faculty participate member been involved in? Did What institutional effectiveness activities has the faculty member make a meaningful contribution when serving on the committeesbeen involved in? Evidence of institutional involvement in terms of service through participation and/or attendance at college sponsored events and activities, student activities, student clubs, etc. Changes that the promotion of academic mindset applicant has made in the Adult Education programinstruction or other areas in response to student evaluations and personal observations. How has the faculty member promoted growth mindset with studentsused classroom surveys, the SAIL survey, or the Graduate survey? How has instruction or other areas of responsibility been changed in response to personal observations? How has the faculty member encouraged a student’s sense of self-efficacy? How has contributed to student success in teaching students to learn to retrieve, organize, and effectively use information as described in the faculty member assisted students in understanding the relevance of academic experience? How has the faculty member ▇▇▇▇▇▇ students’ sense of belongingLearning Outcome Competency Map? Changes that the applicant has made in the classroom or other areas in response to the Strategic Plan for the Adult Education. How has the faculty member embedded growth mindset in classroom instruction? How has the faculty member incorporated employability skills in classroom instruction? How has the faculty member emphasized career planning in classroom instruction? How has the faculty member contextualized instruction to the meet the student’s learning style? Has faculty member demonstrated collaboration with peers when evaluating student learning outcomes? Changes that the applicant has made in the classroom or other areas in response to administrative evaluations and/or student evaluations. How ▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ has the faculty member utilized administrative and/or student evaluations? Evaluations by directors, deans▇▇▇▇▇, and ▇▇d administrators. Demonstrated effectiveness in ensuring student success and achievement. Assessment of Student Learning Outcomes Measures of Adult Education Pillars (Progress, Engagement, Empowerment, and Self-Actualization) Program Retention Rates Student Progression & Completion Instructional and assessment methods demonstrate appropriate rigor and variety to include academic mindset, andragogy, contextualization, employability skills with emphasis on critical thinking, communication, collaboration, problem solving, etc. Efficiency and effectiveness in the classroom library and the College environment. Compatibility with students, faculty, and staff employed by the College. Demonstrated commitment to the mission of the Florida College System and the mission of SJR State. Demonstrated ability to communicate ideas, theories, thoughts, process, etc., in a cogent and understandable fashion. Awareness of the needs of the divergent student population served by the College and a demonstrated willingness to work with each student to maximize his or her academic and educational success. Technological competence to carry out the duties required of librarians at SJR State. Membership in professional associations or societies that contribute to the applicant’s success as a full-time faculty member. Honors, awards, recognitions, letters of recommendation, etc., that the applicant has received. Any other attributes, documents, evidence of teaching success, etc., that the applicant believes will assist the Continuing Contract Screening Committee in making a recommendation. Evidence of the applicant’s service as an ambassador for SJR State within ▇▇▇▇▇▇ the three-county district served by the college and state-wide. Has faculty member worked with business and industry? Has faculty member been involved with Advisory Boards? Has faculty member otherwise been involved with community outreach efforts on behalf of the College? FACULTY MEMBER: DEPARTMENT: COMMITTEE MEMBER NAME: DATE: