Annual Performance and Professional Development Objectives (APPDO)
The annual goals that are required of all teaching faculty regardless of the length of their appointments.
A set of policies, procedures, and practices that operationalize the VCCS Faculty Development and Evaluation System at the college. The college plan must be approved by a majority of full-time, nine-month teaching faculty who vote on the question, approved by the college president, and certified by the Chancellor as embodying the philosophy, matching the high standards, adhering to VCCS policy, and addressing the technical requirements of the VCCS Faculty Development and Evaluation System.
Service activities that are in support of college or VCCS initiatives and that involve a direct connection between the faculty member who engages in the specific activity and the faculty member’s position at the college in which the participant is not in a leadership role for the activity.
Service activities that involve a direct connection between the faculty member who engages in the specific activity and the faculty member’s position at the college.
Service activities that are indirect in which the faculty member is acting as a community resident who also happens to be a college employee.
Information generated and used for evaluative purposes from Student, Self, Supervisor, and Peers (per college policy).
A non-monetary small gift or token of appreciation—such rewards are not taxable under IRS regulation due to their small or minimal nature.
Structured or formal learning experiences designed to help the individual perform better or learn new knowledge and skills.
Domains (or Performance Domains)
Teaching, Service, Scholarly and Creative Engagement, and Institutional Responsibility.
The periodic assessment of performance that is facilitated by the dean/supervisor.
The evaluation cycle for all teaching faculty within the VCCS is the calendar year, January to December (See Appendices A & B).
Faculty/Faculty Member/Full-time Faculty/Teaching Faculty
For the purposes of the Faculty Development and Evaluation System and associated Model Plan, “faculty,” “faculty member,” “full-time faculty,” and “teaching faculty” refer to nine-month, full-time teaching faculty, except for those in the associate instructor category of employment.
The actual documents or templates used to conduct an evaluation session, to set goals and objectives, to nominate a faculty member for an award, or otherwise to execute the development and evaluation system.
See Annual Performance and Professional Development Objectives.
Performing assigned or presumed duties in accordance with applicable laws, policies, and procedures. This includes, but is not limited to, adherence to college and VCCS policy, collegiality, student advising, administrative duties, departmental supervision or other college community leadership duties, and additional duties as assigned. Activities that do not otherwise fit into Teaching, Scholarly and Creative Engagement, or Service, but which are job related, should be counted in the Institutional Responsibility domain.
VCCS Policy 3.6 which provides the principles and guidelines that outline the development and evaluation system.
Faculty that are in their first fall/spring appointment year.
A non-monetary or de minimis award such as certificates or preferred parking spaces for a semester.
Significant annual monetary awards—bonus, percentage pay increase, or professional development stipend—that are available on a competitive basis to a limited percentage of faculty each year.
Scholarly and Creative Engagement
Publications, research, artistic, intellectual, or other presentation and sharing activities that are specifically associated with the faculty member’s formally recognized area of expertise.
Those faculty members beyond the first three continuous appointment years, whether on one-year or multi-year appointments.
The quality participation and commitment to students, college and/or community organizations (See: college representation, college citizenship, and community citizenship).
Creating a learning environment that facilitates students’ acquisition of knowledge and skills in a subject (i.e. instructional design, instructional delivery, instructional effectiveness, and instructional expertise).
The determination of how each performance domain is valued in relation to other factors.