Instructional Observations�

GRCC Faculty Evaluation System

2026-2030

Outline

1. Context of Instructional Observations
2. The Observation Process
1. Before
2. During
3. After
3. Universal Observation Form
4. Recap and Final Q/A

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�FES Philosophy�Article 15, 2025-2030 Faculty Contract�

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“The purpose of the Faculty Evaluation System at Grand Rapids Community College is to promote excellence in the teaching and learning process in accordance with the College’s Mission, Vision, and Values. Faculty evaluation at GRCC is intended as a collegial process.” (73)

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• Recruit and retain highly-qualified faculty
• Reward exemplary faculty
• Improve student learning
• Promote excellence in teaching and learning
• Encourage collegiality
• Improve institutional quality

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Faculty Evaluation System

• Instructional Observations (All faculty)
• Student Evaluations (All faculty)
• Annual Faculty Performance Evaluations (FTF only)
• Portfolio Applications for Tenure and Promotion (Most FTF)

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Value of Observations

• Improve student learning
• Support personal and professional growth of both the observed and observer
• Encourage us to share ideas
• Identify projects that can be used in FPE’s (teaching effectiveness, assessment projects, etc.)
• Feed excitement for teaching and learning

Cycle of Observations

• Pre-Tenure: One semester observation completed by your Associate Dean and one semester observation completed by Department Head or another full-time tenured faculty member.
• Post-Tenure: Observation every other year
• Returning adjuncts: observed on a rotating basis.
• New adjuncts: observed during their first semester of teaching, then on a rotating basis.

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Observation Process: Before

• Scheduling an observation:
• Tenured faculty members may choose their observer. Observers must be a Department Head/Program Director, Associate Dean, full-time faculty member, or adjunct faculty member.
• Pre-tenure faculty: One (1) observation per year will be performed by the appropriate administrator and one (1) will be performed by the appropriate Department Head/Program Director or a full-time tenured faculty member. The administrator will meet with the faculty member to discuss their observations and student evaluations. AD will help coordinate.
• Adjunct faculty will be paired with an observer via the AD’s office
• Pairs will work together to coordinate mutually agreed upon modes, dates, and times—including for the post-observation meeting within 2 weeks of the observation

Pre-observation Preparation Practices�

• Observer reaches out to faculty member about a week in advance of the scheduled observation:

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• Instructional areas for focus: (a new activity, a challenge area, pacing, ease of online navigation, etc.)
• Possible learning outcomes connected to instruction
• Preferred classroom/setting etiquette (like laptop use) and seating arrangements
• Observe rather than participate
• Discuss impact of observer on students AND on the faculty member
• Gain access to online material/course shell
• Ask for syllabus to review (if classroom faculty)

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During Observations: Tips

• Have a copy of the observation form, syllabus, learning outcomes, and any other relevant resources.
• Arrive early
• Introduce yourself and purpose for being there, if asked to do so by the faculty member
• Consider how your own “vibe” might impact the students

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• (+/-) Take notes of specific examples of both positive elements and elements for possible improvement.
• (?) Write down questions you may have about something specific you observe.
• (I) Note something you think might be interesting to explore during the post-observation meeting.
• (S) Note what students are doing while the faculty member is working with the students or while the students work in groups.
• (P) Note the pacing of the instruction, maybe with timestamps of specific teaching activities.
• (T) Note the transitions between instructional activities.

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After: Writing the Report

• Send a quick “thank you” email
• Review the syllabus (syllabus template and effectiveness)
• Draft the report, using the form and your notes as a guide.
• Expect to spend up to an hour drafting the report.
• Note the positives but be honest and direct with suggestions

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• Make suggestions for new or different techniques
• Be sure to address those elements suggested by the faculty member
• Remain objective
• Be open to teaching strategies that may differ from your own
• Ideally, send a copy of your report to the faculty member prior to the post-observation meeting, so they have time to read it in advance of the discussion.

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After: Post-observation Meeting

• Schedule an hour, if possible
• Assure the faculty member that this is a formative experience
• Start with some general questions:
• How did you think the session went that day?
• Was that session representative, in their opinion?
• How did the students end up doing on that assignment or activity?
• Go through the specific comments, questions, ideas
• Consider adding amendments/comments to your report

After: Finalizing the Report

• Polish the final draft

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• Submit report to faculty member, PD/DH, AD, and AD’s APSS.

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• APSS will process pay for adjunct observers.

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• Full-time faculty may document observation in FPE’s.

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• Reflect on your own practices in light of the observation.

The Form

The Instructional Observation Form

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“The Report Form corresponds to a list of behaviors associated with instructional performance. . . . Instructional activities to be observed include modes of instruction appropriate to the faculty member’s group (classroom faculty, Librarians, Advisors, etc.) Examples include classroom instruction, laboratory and clinical instruction, and web-based instruction” (CBA 79-80).

Recap and Final Questions

1. Context of Observations
2. The Observation Process
1. Before
2. During
3. After
3. The Universal Observation Form

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