FORM 1
Page 1 of 3
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Annual Personal Assessment Report
To be submitted by each faculty member and include areas of instructional service,
institutional/community service and professional development since the last presentation of this
information. Information that is submitted on this form is the primary source of data upon which
the evaluation will be based. It is to the advantage of the evaluee to thoroughly and carefully
assess his activities. Documentation may be attached to this form.
Name:
I.
Division: RFL
Rank: Instructor
Date: ______
Instructional Service
The following activities are submitted as evidence of instructional service.
(Use reverse side of paper if necessary.)
When appropriate, LRC faculty may indicate performance on their individual function, consultative function with
students, faculty, and other patrons, applications of skills and knowledge, effectiveness with other LRC staff,
and other activities of instructional service.
Bibliographic Instruction:
During the Spring 2001 semester I lead twenty-seven bibliographic instruction
sessions, some by special request. The sessions covered: English, ESL Speaking and
Listening, History, Hospitality, Journalism, Orientation, Psychology, Reading,
Shakespeare, Spanish, Speech and Technical Writing. I was also available to teach
instructional sessions this past summer.
The Fall 2001 semester is off to a busy start. I taught five bibliographic instruction
sessions in the first week alone. Harper instructors continue to stop me in the hall or
send e-mail thanking me for the well thought out library presentations. Students too,
continue to knock on my office door and ask for additional help.
Teaching the bibliographic instruction sessions is a favorite part of my job.
Teaching comes easily to me and the rewards are many. I am always flexible and willing
to take on extra classes for librarians who have a conflict, or by special request. I am
comfortable in front of a group and emphasize student participation. Before the class
1
begins I will ask to see a show of hands of those that have attended a library instruction
session before. This allows me to get a feel for what the students may already know.
When the situation warrants, I will phone or e-mail the professor prior to class, introduce
myself, and discuss the specifics of the assignment, student reactions to sessions in the
past, and approaches they found useful.
With the students in mind, I devote extra time to each session creating worksheets
and becoming familiar with the specifics of each assignment. The worksheets include
reference sources and detailed instructions on how to search specific databases and the
Web. I find that handing a student a worksheet, that covers most of what will be
discussed, eases research anxiety. Because we only instruct the students once, a
worksheet acts as a research aid when the students are completing the assignment at a
later date. To facilitate classroom consistency, I share among Library faculty the
handouts I have designed for instruction sessions. A significant reward in teaching is
that in preparation for each class I learn something as well.
Having been at Harper one full year, I have made some observations about the
bibliographic instruction room and how to best conduct class. I deliver instruction
informally so that students feel comfortable interjecting and asking questions. An
informal style emphasizes approachability. (With any computer training, open
communication is essential for an atmosphere conducive to learning.) During my first
semester of instruction I observed that walking around the instruction room keeps the
students alert. It also encourages students to try more challenging searches because
they see that I am available for individual assistance.
This year we have some challenges to face as we wean students off Infotrac and
onto the more complicated EbscoHost. This switch has required more research on my
part and will challenge instruction. However, through explanation and clear step-by-step
hands-on instruction, I know we will be successful.
The instruction classes proved to be great press for the Library when a Journalism
student attended one of my sessions. In addition to being a student at Harper, she is
also a writer for the Daily Herald. The journalist was so impressed with the information
delivered in the classroom that she phoned me asking for an interview. She was
2
interested in getting the word out about the terrific services offered by the Harper Library.
The Herald writer later came to the Harper Library and interviewed with Joe Accardi,
Linda Glover and myself. She then published a wonderful article in the Daily Herald’s
Neighbor section entirely devoted to our Library.
The Reference Desk
One can only become a better reference librarian as time goes on. In the
academic arena one becomes more aware of subject specific assignments as they are
continually taught each semester. Familiarity with the assignment alerts one to just how
well the collection supports the curriculum. In my third semester here, I noticed repeat
requests for literary criticism inter-library loans. I have since purchased these books for
our collection. I also noticed a lack of scientific databases/online full-text science titles,
and have since requested two database trials which can be accessed from the library
website. I am learning how to use these databases and sharing with TM/PS any pointers
I may have. I have also I reviewed the reference collection for TM/PS and have been
active in ordering new reference material.
When a student approaches the reference desk we begin with a reference
interview. Because library patrons are sometimes unaware of what we can provide, they
have a hard time articulating what they need. By asking a few questions I can quickly
hone in on the information request. If the information request requires database
searching I will more times than not, walk the student to a free computer and step them
through the interface intricacies. This creates a hands-on learning experience. I
encourage students who exhibit some anxiety, and always invite them to interrupt me at
the desk if they have further questions. Often I walk around the bank of computers in
front of the reference desk asking students if they are successfully finding the information
they need.
My familiarity with database searching also improves as time goes on. I am
comfortable searching all the Harper databases and in fact spend time on the reference
desk learning new searching techniques and tricks. As I said, EbscoHost has the least
user-friendly interface and the librarians will be working with students more closely as we
develop and refine our searching skills.
3
FORM 1
Page 2 of 3
II.
Institutional Service/Community Service
The following activities are submitted as evidence of institutional/community service.
When appropriate, teaching faculty, student development faculty, and LRC faculty may indicate college-related
activities including institutional and divisional committee work; presentations to interested community groups in
behalf of your profession, the college, or both your profession and the college; involvement in community
projects which relate to the college; special contributions involving your professional competency; leadership to
community groups.
Institutional Service
Diversity Committee
This is my second year serving as the Diversity Committee secretary. I am an active
member in research projects and sub committees.
Library Search Committees
Successfully helped interview and hire William Pankey, Coordinator of Library
Technology. Was ambassador to one candidate for the position of Coordinator of Library
Technology. Successfully helped interview and hire Patti Stricker, Circulation Services.
Departmental and Division Meetings
Attend weekly departmental meetings and our division meetings each semester. For the
divisional meetings I make my best effort to ensure that all possible full and part-time
circulation staff members attend.
Web Team
Sketched a first draft of the Library website with Tom Goetz. Researched other
community college and university library websites for interface ideas. Presently I am
rewriting the Library mission statement, goals, and circulation pages. The Code of
Conduct I drafted for the Harper Library has been approved and will be posted on the
new website.
Program Review Team
Although this team is in its early stages of meeting we have already made some
progress. I volunteered to search the Web for patron satisfaction surveys and have had
some good results. Sharing the results via e-mail prompted others to e-mail suggestions
and encouraged early involvement.
4
Teaching CEU Copyright Class
Faculty encounter copyright issues as they wish to post material on the Web. Valerie
Harley and I will be teaching a copyright class to all persons interested in following
copyright guidelines. Lynn Secrest predicts that the copyright class will be an on-going
one here at Harper College. It will also compliment the charge of the new Department of
Instructional Technology.
TM/PS Liaison
My first year as TM/PS liaison has been a productive one. Using the results of the
database comparison, I ordered over $8,000 in core titles. I have kept communication
open between myself and the TM/PS Chairs, Coordinators and faculty. Together we
have successfully weeded the science areas of our collection.
At the fall division meeting I mentioned the new approval plan profile and encouraged
faculty to be active participants in developing the collection. In addition to strengthening
our monograph and reference collections, we look forward to ordering some scholarly
scientific journal subscriptions next fiscal year. At my request we have two full-text
scientific database trials up and running.
Circulation
Completed the Circulation policy and procedure manual. The Circulation Department
and Information desk contend with problem patron behavior, thus I drafted a Code of
Conduct that was later approved by library employees, our Dean, the Vice President
of Academic Affairs and the Vice President of Student Affairs.
Invited Rodney Salazar from Docutek to present a demonstration of ERes, and
electronic reserve system for the Harper Library.
Gave an informal introduction to the library website and resources for Circulation
staff.
Evaluated Debbie McManus and oversaw her evaluations of the Circulation staff.
Revised the Library Technical Assistant job description.
Donated weeded books-on-tape to a non-profit library used by physically and visually
handicapped persons.
Worked the circulation desk and managed course reserves when Debbie McManus
was on a month’s medical leave. Continue to help out at the circulation desk when
we are short staffed.
Computer Use Policy and Privacy Screens
The policy and screens are now in place and working well.
5
Library Disaster Plan
I have spoken briefly with Joe Accardi and Sara Gibson about drafting a Library Disaster
and Response Plan. Should a facility emergency occur, a plan of this kind should be in
place. To aid in its development I have purchased a book entitled Disaster Response
and Planning for Libraries.
Items Purchased for Improvement
New shelving was installed Spring 2001. At my suggestion, and with the help of our
acting Dean and the Vice President of Academic Affairs, the Library received additional
shelving. The shelves were needed to house a surplus of books ordered from our
approval plan. The installment also allowed the library to finish a major shifting project.
Microform Reader/Printer with Laser printing. Visited More Than Micrographics (MTM) in
Hoffman Estates outside library hours to view demonstrations of the latest technology in
reader/printers and photocopiers.
New security book check for the Circulation Department.
Two additional racks for books-on-tape. Helped donate old racks to a needy library.
Circulation paper shredder purchased for documents containing patron’s social security
numbers.
Security mirrors purchased for first floor quiet study corners.
Community Service
July 7, volunteered at the Motorola Frontier Days booth. Promoted the Motorola high
school robotics program. Recruited students to learn about engineering.
August 19, volunteered to aid single mothers in transitional housing in conjunction
with the Wings Program (Women In Need Growing Stronger). Participated in a local
Poker Run; kept a post in Schaumburg dealing cards and keeping score.
September 8, will volunteer for the Community Paint-A-Thon. Meet with Painting
team to paint the exterior of a house for an elderly or disabled person.
September 22, Tootsie Roll Tag Day. Will volunteer to collect money for Arlington
Pediatric Therapy, sponsored by Knights of Columbus. Money will benefit disabled
children of low-income families to help afford physical therapy.
October 14, Volunteering at Lambs Farm for the annual Farmyard fall Fun Fest. Will
help run games and sell concessions. Proceeds benefit the residents of Lambs
Farm.
6
Volunteer Opportunities to come:
1. Looking into volunteering for LifeSource in Glenview. Will call blood donors to remind
them to donate blood, three-hour slots, twice monthly.
2. Looking into the Read to Learn for a Brighter Future program. Will work one-on-one
with adults to improve basic reading skills. Program runs one day a week for ten
weeks.
On Campus Harper Events
Participated in the New Faculty Course for the year 2000/2001.
Attended the faculty weekend retreat at Lake Geneva.
Orientation Week Fall 2001, attended:
DoIt open house
Diversity Roundtable
Upgrade to Office 2000
7
FORM 1
Page 3 of 3
III.
Professional Development
A.
Graduate school courses taken (submit transcript by September 15 of each year):
Course
B.
Hours
College or University
Aside from graduate course work, the following activities are submitted as evidence
of professional development.
When appropriate, list conferences, seminars, workshops, and professional meetings attended,
significant business, professional or industrial experience, inservice work, visits to other institutions,
publications, presentations to professional societies, activities in professional organizations, awards of
recognition and other services to your profession.
SPRING 2001
Disruption or Disability: Handling Behavior and Understanding Disability
LFD0109-001, February 27, 2001
Safe Space Program
LFD0060-001, March 2, 2001
Creating Web Pages Using Dreamweaver
Harper College DoIt Program, March 6, 2001
Ebooks: Lessons from the Field
North Suburban Library System workshop, March 15, 2001
Electronic Reserves in the Academic Library
North Suburban Library System workshop, April 25, 2001
Excel 2000: Worksheets (self-directed class)
North Suburban Library System workshop, May 23, 2001
Above Reproach: Ethics and the Business of Acquisitions
American Library Association Pre-Conference, San Francisco June 14-15, 2001
American Library Association Annual Conference
San Francisco June 16-18, 2001
8
Keeping it Simple: Marketing @ your library (Session 2)
North Suburban Library System workshop, August 16, 2001
Future Workshops
Keeping it Simple: Marketing @ your library (Session 3-6)
North Suburban Library System workshops: Sept. 24, Oct. 29, Nov. 29, and Dec. 10
Become a Super Supervisor: Maximize Your Strengths Through Relationship Awareness
North Suburban Library System workshop, September 6, 2001
Become a Super Supervisor: Employee Coaching
North Suburban Library System workshop, October 2, 2001
Creating Web Pages using FrontPage
Harper College CEU course hosted by DoIt, October 4, 2001
Image Editing
Harper College CEU course hosted by DoIt, November 2, 2001
Member of the:
American Library Association (ALA)
Association of College and Research Libraries (ACRL)
o Community and Junior College Libraries Section (CJCLS)
o Distance learning Section (DLS)
Library Information and Technology Association (LITA)
Library Instruction Round Table (LIRT)
Reference and User Services Association (RUSA)
o Business Reference and Services Section (BRASS)
o Collection Development and Evaluation Section (CODES)
o History Section (HS)
o Machine-Assisted Reference Section (MARS)
o Management and Operation of User Services Section (MOUSS)
Union member, also contribute to COPE.
9
Work at the Arlington Heights Memorial Library Reference Desk on Thursday’s and Sunday’s.
Maintain the skills necessary to answer a variety of reference questions, especially legal and
business questions.
Subscribe to two (2) library listservs, two (2) Internet/search engine listservs, and one (1) diversity
listserv.
Signature
Date
2/10/94
10
FORM 2A
(Teaching Faculty)
Page 1 of 3
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Peer Committee Evaluation
Evaluee
Division ___________
Date
The following rationale is submitted as support for the rating given for each of the areas of
evaluation.
I.
Instruction
At least the following items are to be taken into consideration, when appropriate, to support the rating:
performance in classroom, preparation of teaching materials, evaluation of students, individual contact with
students, review of teaching materials, equipment purchase and maintenance.
Rating Levels: Satisfactory/Unsatisfactory
Rating
11
FORM 2A
(Teaching Faculty)
Page 2 of 3
Peer Committee Evaluation
II.
Institutional Service/Community Service
At least the following items are to be taken into consideration to support the rating: divisional and departmental
planning, institutional committee work, direct representation of Harper at public affairs on or off campus,
professional service to public and/or private sectors of community, leadership to community groups.
Rating Levels: Satisfactory/Unsatisfactory
Rating
12
FORM 2A
(Teaching Faculty)
Page 3 of 3
Peer Committee Evaluation
III.
Professional Growth
At least the following items are to be taken into consideration to support the rating: courses taken, professional
meetings attended, membership and offices held in professional organizations, presentations at conferences,
and publications.
Rating Levels: Satisfactory/Unsatisfactory
Rating
Read and reviewed by:
Chairman, Peer Committee
Date
Peer
Date
Peer
Date
Copy received
Date
(Signature does not imply concurrence by Evaluee)
Evaluee Comments
13
2/10/94
14
FORM 3A
(Teaching Faculty)
Page 1 of 3
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Division Dean or Supervisor Evaluation
Evaluee
Division
Date
____
The following rationale is submitted as support for the rating given for each of the areas of
evaluation.
I.
Instruction
At least the following items are to be taken into consideration, when appropriate, to support the rating:
performance in the classroom, preparation of teaching materials, evaluation of students, individual contact with
students, review of teaching materials, equipment purchase and maintenance.
Rating Levels: Satisfactory/Unsatisfactory
Rating
15
FORM 3A
(Teaching Faculty)
Page 2 of 3
Division Dean or Supervisor Evaluation
II.
Institutional Service/Community Service
At least the following items are to be taken into consideration to support the rating: divisional and departmental
planning, institutional committee work, direct representation of Harper at public affairs on or off campus,
professional service to public and/or private sectors of the community, leadership to community groups.
16
Rating Levels: Satisfactory/Unsatisfactory
Rating
Form 3A
(Teaching Faculty)
Page 3 of 3
Division Dean or Supervisor Evaluation
III.
Professional Growth
At least the following items are to be taken into consideration to support the rating: courses taken, professional
meetings attended, membership and offices held in professional organizations, presentations at conferences,
and publications.
Rating Levels: Satisfactory/Unsatisfactory
Rating
Division Dean/Supervisor
Date
__
Copy Received:
____
Date
(Evaluee's signature does not imply concurrence)
Evaluee Comments:
17
2/10/94
18
FORM 2X
NON-TENURED FACULTY EVALUATION PROCEDURE
Evaluation of Non-Tenured Teaching Effectiveness or "Job Performance"-- (for non-teaching faculty)
__________________________________________
Name of Evaluee
Division
____________________
Course/Section or Position
1. Method of evaluation:
2. Summary of teaching effectiveness or "Job Performance"-- (for non-teaching faculty)
Consider content mastery, student participation, classroom management, etc.
3. Comments and suggestions for development:
_______________________________________________
Signature of Peer Committee Chair
______________
Date
_______________________________________________
Signature of Peer
______________
Date
_______________________________________________
Signature of Peer
______________
Date
___________________________________________
______________
19
Signature of Evaluee
Date
Effective Fall 1997
Revised Spring 1998
20
FORM 4
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Coordination Evaluation
Coordinator's Name
Date
The following rationale is submitted as support for the rating given. The job description of the
coordinator is to be taken into consideration when making the evaluation.
Rating Levels: Satisfactory/Unsatisfactory
Rating
Division Dean
Date
Copy received
Date
(Signature does not imply concurrence)
Comments:
2/10/94
21
22
FORM 6
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Summary Evaluation Grid
Instruction/
Coordination
Institutional Service/
Community Service
Professional
Growth
Peers
Division Dean/
Supervisor
*************************************************************************************************
Evaluee_____________________Division____________
Date_________
Read and Reviewed by:
Chairman, Peer Committee________________________
Date_________
Division Dean/Supervisor__________________________
Date_________
Evaluee_______________________________
Date_________
EVALUEE COMMENTS
If there is a disagreement, the parties signing Form 6 (evaluee, chairman of the Peer Committee, and the Division
Dean/Supervisor) may have a meeting with the appropriate dean to discuss the differences. A memorandum of the
outcomes of this meeting must be sent to the appropriate vice president from the dean. The individuals attending the
meeting must receive carbons of the memorandum sent to the vice president.
Rating Levels: Satisfactory - S
Unsatisfactory - U
Note: Division Dean must indicate both instruction and coordination evaluation for the
program coordinators.
23
2/10/94
24