Components of George Brown College Supports for
Contract Faculty
Guide for Chairs and Academic Directors
This guide is designed to help articulate supports for
contract faculty at George Brown College and provide
some tools for Chairs.
“At George Brown College, we proudly make student
learning our first priority, creating programs and
experiences that lead to ongoing student success first in
the classroom and then in the workplace.” The various
components included in this guide are designed to support
our academic employees deliver quality experiences and
aim for continued improvement.
Included here are some resources you may find helpful in
your key role of providing performance feedback and
ensuring we are meeting the obligations as connected to
our strategic initiatives and our Path to Leadership
Please feel free to forward any comments, questions, or
suggestions for improvement to Organizational and Staff
Development.
Table of Contents
Supporting George Brown Contract Faculty, an Overview …....... 3
Engaging our Contract Faculty ……………………………………………….….. 7
Things to Review with New Contract Faculty………………….………….. 8
Formative and Developmental Feedback ……………………………….….. 9
Teaching Competencies Checklist ………………………………………….…. 10
Sample Observation Forms ………………………………………………….…… 21
A. Classroom Visit Notes
B. Teaching Observation Feedback Sheet
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Supporting George Brown Contract Faculty
“Sessional, part-time, and partial-load faculty play an integral role at
Ontario’s colleges. These faculty members represent the majority of the
college faculty workforce, accounting for 68% of academic staff in the
2012/13 school year” (HEQCO, 2014). There are a variety of terms used to
refer to these faculty: “non-full-time” or NFT, “other than regular” or OTRFT,
sessional, part-time, continuing education, partial load and contract.
Hereafter we will refer to all of these employees as contract faculty.
George Brown College employs non-full-time faculty for teaching and
learning across the college. These individuals bring current employment
sector experience, varied perspectives and fresh ways of thinking. They
bring real life experiences and field expertise that benefit our learners and
our colleagues.
“At George Brown College, we proudly make student learning our first
priority, creating programs and experiences that lead to ongoing student
success first in the classroom and then in the workplace” (Academic Plan,
2014).
The contract for sessional, partial load and part-time academic staff can be
found on Insite, under the Human Resources forms and templates,
Insite.georgebrown.ca/human_resources/forms.asp Please make sure you
complete all necessary details.
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
The Development of Consistent Practices for the Support
and Ongoing Review of Contract Faculty
The need for development of consistent practices for the timely support and
ongoing review of contract faculty was labeled a priority that came out of a
2009 research report entitled “Contract Faculty at George Brown College”.
Various supports have been put into place to meet this recommendation as
follows:
Orientation – College Wide and Departmental
Organizational and Staff Development created and now delivers a
college-wide orientation that is advertised in all academic areas each
semester with contract faculty invited to attend. These ‘Welcome’ sessions
are delivered free of charge via face-to-face and online delivery at various
times during start-up of the semester. In addition, a variety of resources
are available on the Staff Development website for all employees. The
orientation manual with relevant links is regularly updated to capture the
most recent information. The majority of all orientation for contract faculty
falls within the responsibilities of the individual centres.
A checklist entitled ‘Things to Review with New Contract Faculty’ has
been developed for the academic areas to use. Included are items that our
contract faculty have indicated helps them feel a part of the program.
Teaching and Learning Professional Development Opportunities
Various workshops and online resources are available for our contract
faculty through Organizational and Staff Development. They are invited to
register for sessions during college wide intersession weeks. All Staff
Development offerings are available to contract faculty, free of charge,
unless otherwise specifically noted. Attendance is supported as much as
possible at various events held in collaboration with other colleges.
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Tracking of Registration and Professional Development
Organizational and Staff Development implemented a centralized
tracking system, ‘PD Place’, that allows any faculty member with a valid
employee ID to register for all posted workshops. The system maintains a
record of training attended. Both the employee and his/her manager have
access to this information for review, tracking and portfolio-building
purposes. Learning Profiles can be created to better track mandatory and
recommended training internal to the college. All open sessions for our
faculty are also open for our contract faculty.
Formative and Developmental Feedback
The teaching competencies for contract faculty are the same as what is
expected for the College’s full-time faculty. We realize that many new
contract faculty come with stronger industry than teaching experience. In
addition to the Student Feedback Questionnaire (SFQ) and other feedback
forms created by the individual teachers, Organizational and Staff
Development can work with divisions to consider how to gather feedback
regarding the student experience. See Appendices for sample forms.
Moreover, contract faculty are strongly encouraged to meet with their chairs
or academic directors over the course of each semester to discuss their
success in meeting their performance-related expectations.
Quality of Online Teaching and Learning Skills
The College piloted a series of three courses to build skills in the
delivery of sound pedagogical practice. This certificate program covers
content from the effective integration of technologies through to designing
and delivery of content for the online environment. This work is the joint
efforts of Organizational and Staff Development, e-Learning and Teaching
Innovation, and the Office of Academic Excellence.
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Orientation to Teaching and Learning
"Orientation to Teaching and Learning," is a Staff Development certificate
program for contract faculty. This course incorporates synchronous
discussions and other online components to deliver content and build a
learning community. The course starts during week 3 of a semester and runs
for seven weeks (five workshop weeks, plus two weeks to allow for catch up
and work submission). Content is designed to address teaching and learning
strategies, assessment, online delivery and student engagement. Delivery is
offered both in face-to-face and online formats.
All Organizational and Staff Development opportunities, including those
listed above, are detailed on the website
GeorgeBrown.ca/staff_development/
While much work is being done in the area of contract faculty, there are
limited resources and there is always more that could be done. The College
must take an ongoing, incremental approach to integrating consistent
practices. An additional complexity is that most academic divisions have a
large number of contract faculty. With a wide variety of specializations, this
fact can require customization of processes to provide formative,
developmental feedback and individual programs that work best for each
division.
Among the activities Chairs/Directors can utilize to provide support for our
contract faculty are: facilitating access to professional development activities
regarding teaching and learning, classroom observation visits, initiating
conversations, and processing survey feedback and issues as they arise.
Some contract faculty are not hired until late in a semester and as a result
not all new employees are able to attend orientation sessions. To
accommodate these circumstances, Organizational and Staff Development
makes resources available online and can provide one-on-one consultation.
If requested and available, the team also supports departmental orientation
sessions and continues to promote the role it can play in supporting specific
training.
The Continuing Education Department also offers a certificate program in
Instructing Adults and Teaching and Training Adults ConEd.georgebrown.ca/
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Engaging our Contract Faculty
Basic Needs:

Ensure contracts are completed and submitted in a timely manner
Inclusion, Recognition and Rewards:

Welcome and provide them with the appropriate tools for their role
(e.g. course outlines, timetables, contact names and numbers,
photocopier codes, frequently asked questions, etc.)

Communicate regularly and directly

Include them in all relevant newsletters and publications

Feature them on divisional websites

Encourage attendance at professional development sessions and
familiarize them with PD Place and the registration process

Promote/invite input into discussions regarding teaching and learning

Connect with a Mentor

Create events or processes that recognize their contributions

Invite them to departmental/divisional meetings and events

Forward on email communications of broad or general interest
Evaluating Performance:

Create opportunities for contract faculty to receive feedback

Provide opportunities for improvement

Review and give feedback on their SFQs

Complete a performance review process
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Things to Review with New Contract Faculty
Workspace
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Primary work area
Place for personal belongings
Faculty mail
Access codes and keys
Teaching supplies
Kitchen area
Photocopiers, printers
IT support
Employment Terms and
Practices:
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Teaching contract
Job description, essential duties
and responsibilities
and alignment with divisional
objectives
The division/program goals
Performance goals and
expectations
Teaching resources for duties
Professional ethics and
confidentiality practices
Security information
How to handle and report job
site accidents or injuries
Departmental Structure and
Organization

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Administration and operations
(who does what)
Procedures, manuals, protocols
and forms

Peers and other personnel
Program Information
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Program Learning Outcomes
Program map
Program description from
course calendar
Faculty meeting times
College critical dates
Program handbook and
orientation materials
Coordinator contact information
LMS sign-in
Help desk
Office Practices
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Computer login and password
College email and voicemail,
including home access
Interoffice mail and regular mail
processes
How and whom to inform if not
able to make it to class
Access to and use of
department resources (phones,
copiers, Scantron, etc.)
Safety tour of the building (first
aid, fire exits, muster points,
etc.)
Copier codes
Printing forms and codes
Office locations and addresses
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Organizational and Staff
Development
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PD Place login
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Mandatory registrations
o AODA
o WHIMIS
o Orientation
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Formative and Developmental Feedback for Contract Faculty
Suggestions for Chairs and Academic Directors
New Contract Faculty
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Share your contact information and general schedule as to when and
how it is best to reach you
Ask for time within the first couple of weeks of class when you are able
to observe the teaching and learning process
Host a follow-up meeting to share your observations and questions
(e.g. what is working, where are the challenges, etc.)
Introduce them to the Coordinator and faculty who have taught or are
connected to that course
Provide any available resources (e.g. handbook, meeting schedule,
training sessions, etc.)
Review the SFQ results and any other feedback you receive and share
your comments acknowledging strengths and/or flagging concerns – if
you cannot meet face-to-face send a written note
Should issues arise be available and formulate a strategy for problem
resolution. Monitor and provide feedback on the efficacy of the solution
Ensure you include contract faculty in divisional email distribution lists
Offer assistance and provide information regarding support services
Established Contract Faculty
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Share your contact information and general schedule as to when and
how it is best to reach you
Review the SFQ results and any other feedback you receive and share
your comments acknowledging strengths and/or flagging concerns
Should issues arise be available and formulate a strategy for problem
resolution. Monitor and provide feedback on the efficacy of the solution
Make connections to further your awareness as to the individual
strengths and aspirations and how they may be able to contribute to
the department
Recognize and celebrate continued investment in facilitating a quality
learning experience and putting students first
Point to events that foster deeper engagement, such as PD events
Ensure you include contract faculty in divisional email distribution lists
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Appendix A
Teaching Competencies
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Contract Faculty Teaching Competencies
This form is designed as a guide for use with all contract teaching faculty. Contained are sections that
support teacher self-reflection, observation of teaching practice and the summary comments.
Faculty Name: _______________________________________________________________________
Department:
_______________________________________________________________________
Program: _______________________________________________________________________
Date:
_______________________________________________________________________
Chair: _______________________________________________________________________
The College is committed to the success of faculty and to providing you with meaningful feedback to
support your growth and development.
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Faculty: _______________________________________
Date(s) ___________________________________
Competency I: Professionalism
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/Not
Yet
Commits to a personal teaching
philosophy
Engages in conscious reflection about
teaching and examines one’s own personal
assumptions about the teaching and
learning process
Acts as a role model faculty member of
the college community within the context
of the classroom, department, program,
and institution
Represents the College to all stakeholders
in a manner that is consistent with the
college’s vision, mission, and mandate
Observes legal mandates, board and
college policies, administrative procedures,
contractual agreements and ethical
standards
Facilitates professional growth through
reviewing student feedback, selfassessment and reflection and identifies
teaching and professional development
goals.
Contributes to the culture of ongoing
learning through reflective practice and
peer support
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
Faculty _______________________________________
Competency II: Content knowledge
Area of Focus
Evident
Date(s) ___________________________________
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Maintains and demonstrates currency
in subject area
Incorporates the use of real world
applications and connects content to
the industry or vocation
Able to differentiate content that is
crucial and that which is peripheral to
the discipline/program area
Relates content to the students’
background and perspectives
Incorporates higher and lower-order
thinking skills
Knows in advance what content and
concepts might be confusing to
students and adapts to facilitate
understanding
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Faculty: _______________________________________ Date(s) ___________________________________
Competency III: Pedagogical knowledge and understanding the distinction between knowing the subject and
teaching the subject
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Articulates clear instructional
objectives related to content
knowledge and the intellectual skills
of the discipline
Identifies the preconceptions and
misconceptions that might prevent
students from understanding course
concepts, principles and theories
Designs learning activities that result
in the student establishing a
theoretical knowledge base
Designs learning activities that
require students to interact with the
content at concrete and abstract
levels
Designs learning activities that allow
the students to use their prior
knowledge and diversity of
perspectives in a meaningful way
Designs learning activities that take
students’ varied learning styles into
account
Pursues ongoing professional
development in the theory and
practice of teaching and learning
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
Faculty: _______________________________________
Date(s) __________________________________
Competency IV: Designs and implements effective curriculum and course outlines
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Recognizes the relationship between
pedagogical theory and instructional
practice
Designs curriculum, instruction, and
assessment as interdependent and aligned
components of effective teaching rather
than as components to be thought about
separately and independently
Articulates instructional objectives that
identify the competencies or intellectual
abilities (cognitive knowledge, skills and/or
attitudes) that students will acquire and/or
extend as a result of taking the course
Selects teaching strategies that are
directly connected to the instructional
objectives of the course and are
appropriate to class size and student
readiness
Designs learning activities that are directly
connected to the instructional objectives of
the course
Designs assessments that are directly
connected to the instructional objectives of
the course
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Actively contributes to the planning and
review of program, aligning curriculum and
course outlines
Overall Comments:
Faculty: ___________________________________________
Date(s) ______________________________
Competency V: Uses a variety of appropriate instructional strategies
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Selects teaching strategies that are
connected to the desired learning
outcomes
Designs learning activities that are
consistent with the desired learning
outcomes
Understands the limitations of passive
learning and adjusts traditional teaching
methods to encourage active and selfdirected learning
Chooses instructional strategies that take
into account student abilities, their
attitudes towards learning, their
background knowledge, and their social
identity
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Includes a variety of strategies to engage
various learning styles
Purposefully integrates student-centered
approaches in ensuring students are cocreators of their learning
Applies the principles of teaching and
learning based in educational research
Overall Comments:
Faculty: _______________________________________ Date(s) __________________________________
Competency VI: Assesses student learning adequately, meaningfully, and fairly
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Understands the relationship between
teaching, assessment and student
learning
Uses multiple strategies to assess
learning and development
Provides relevant, frequent and timely
constructive feedback
Uses both formative and summative
assessments
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Creates assessments that promote
student learning: a) assessments
reflect the course objectives in
regards to content, knowledge, and
thinking skills; b) assessments reflect
the teaching and learning activities
Clearly communicates, monitors and
adjusts assessment strategies
Develops assessments that are both
effective and efficient
Overall Comments:
Faculty: ___________________________________________
Competency VII: Manages the learning environment
Area of Focus
Evident
Date(s) _____________________________
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Makes effective use of class time
Creates a positive classroom environment that
is conducive to learning and respectful of
diversity
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Creates an inclusive classroom climate in
which the principles of fairness and honesty
are respected
Intervenes proactively to discourage off task
behaviour
Intervenes to manage disruptive behaviour in
a timely and respectful manner
Maintains and communicates appropriate
standards of classroom behaviour
Understands the limits of own legitimate
authority and involves others as necessary
Actively engages and adapts classroom
content to ensure accommodation of special
needs
1
Overall Comments:
Faculty: _______________________________________ Date(s) ___________________________________
Competency VIII: Integrates information technology into the college classroom
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Knows and demonstrates how information
technology can contribute to the
improvement of or facilitate teaching and
learning
Uses multi-media software to present
information
Facilitates students’ abilities to do research
on-line
Teaches students how to evaluate the
worth of material found on the Internet
Provides opportunities for electronic
discussion groups
Uses technology in situations where its use
will enhance the learning experience rather
than using it “for show”
Models effective use of communication
tools
Inputs grades on Student Information
System
Posts course outlines, faculty hours, etc.
on Learning Management System
Overall Comments:
Faculty: _______________________________________
Date(s) ___________________________________
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Competency IX: Actively demonstrates respect for our diverse learners.
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Engages in conscious reflection about
teaching, examines the impact of
diversity on the teaching and learning
process and incorporates strategies
for inclusion in the teaching
environment.
Plans for and ensures integration of all
necessary accommodations
Encourages critical thinking and
examination of cultural norms from
varied perspectives
Adapts delivery methods and content
examples to engage a diverse group
of learners
Builds rapport with diverse groups of
learners
Stays current with learner needs
Overall Comments:
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
Appendix B
Sample Observation Forms
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
CLASSROOM VISIT: SUMMARY OF CLASSROOM OBSERVATION AND
RECOMMENDATIONS
Date of Classroom Visit:
Comments:
Faculty Signature:
Chair Signature
Course Observed:
Date of Feedback:
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Organizational and Staff Development
Approved May 2015 by Nancy Hood, VP Human Resources and Organizational Development
TEACHING OBSERVATION FEEDBACK SHEET SAMPLE
Faculty Name:
_____________________________Course:_______________
________
Division: _________________________________ Date:
_________________________
CONTENT:
Lesson Structure:
Beginning:
Gained learner attention
Shared goals/outline for the day
Assessed prior knowledge
Connected to previous learning
Punctual
Body:
Opportunities for application evident
Organized
Connected classroom to industry practice
Clear and current content
Smooth transition between topics
Assessed learning was occurring
Used inclusive examples to foster diversity
Conclusion:
Ended on time
Summarized key points
Sense of completion felt
Introduction of upcoming topics
Post-test to assess learning
PROCESS:
Teaching and Learning Strategies:
Knowledge evident
Posed good questions
Text and/or handout materials were
Connected and/or referenced
Encouraged active participation
Connected with the learners
___________________________________
25
Managed student issues/behaviours well
___________________________________
Connected topics to daily life events
___________________________________
Demonstrated respect___________________________________
Addressed varied learning
Styles/preferences
___________________________________
Expectations were clear
___________________________________
Enthusiasm evident___________________________________
Listened carefully___________________________________
Personally connected with the group
___________________________________
Mediums Used & How They Added To The Learning
Experience:
Audio
___________________________________________________
________
Visual
___________________________________________________
________
Kinesthetic
_______________________________________________________
Multi-Media
______________________________________________________
Evidence on the use of the Seven Principles in Good Practice in
Undergraduate Education’ (Chickering and Gamson, 1987):
1. How did you see student-faculty contact encouraged? Where
were the missed opportunities?
2. How was cooperation among students encouraged? How could
you expand on this?
3. Give an example of an active learning technique used. Where
else could this happen?
26
4. Give an example of how prompt feedback was/could have
been used.
5. How was time on task emphasized? Where might this be
strengthened?
6. How were high expectations communicated? Where might this
be strengthened?
7. How were diverse talents and ways of learning incorporated?
How else could these be included?
Overall Comments:
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