MILWAUKEE AREA Technical College

FULL-TIME PROBATIONARY TEACHING

EVALUATION SYSTEM

2017-2018

Downtown Milwaukee Campus

700 West State Street

Milwaukee, WI 53233-1443

Mequon Campus

5555 West Highland Road

Mequon, WI 53092-1143

Oak Creek Campus

6665 South Howell Avenue

Oak Creek, WI 53154-1107

West Allis Campus

1200 South 71st Street

West Allis, WI 53214-3110

MATC.edu 414-297-MATC

MATC is an Affirmative Action/Equal Opportunity Institution and complies with all requirements of the Americans with Disabilities Act

This document is informational only. The Evaluation System is completed online through MATC’s SumTotal Employee Management System.

July 2017

Mission

As a public, two-year comprehensive technical college, MATC offers exceptional educational and training opportunities and services to our diverse metropolitan area

by engaging with partners to advance the quality of life for our students and community.

Vision

MATC is the premier comprehensive technical college that provides excellence in education to enrich, empower and transform lives.

Values

Student Success: We value and prioritize the achievement of our students' goals by promoting student learning and providing a supportive environment to foster completion.

Accountability: We value and promote responsibility and transparency to achieve sustainability, continuous improvement, and the effective and efficient use of resources.

Collaboration: We value and engage internal and external partners to respond to community needs.

Customer Focus: We value and nurture relationships with our students and stakeholders, inviting feedback to ensure that we surpass their needs and expectations.

Diversity: We value and foster an inclusive campus climate.

Excellence: We value and achieve informed decisions and actions that promote high standards, and continual personal and professional development.

Innovation: We value and cultivate an environment where new ideas, creative thinking and imagination can flourish.

Integrity: We value and champion ethical, honest communication and conduct.

TABLE OF CONTENTS

PURPOSE .................................................................................................................................................................1-2

PROBATIONARY TEACHING EVALUATION CYCLE ........................................................................................ 3

MATC STANDARDS OF TEACHING EXCELLENCE ........................................................................................... 4

SELF-REFLECTIVE QUESTIONS ........................................................................................................................5-8

CLASSROOM OBSERVATION RUBRIC ................................................................................................................ 9

PROBATIONARY TEACHING ACTION PLAN ................................................................................................. 11

PROBATIONARY TEACHING ACTION PLAN (PTAP) UPDATES .............................................................. 12

SEMESTER/END OF YEAR REPORT ................................................................................................................. 13

COURSE EVALUATIONS ........................................................................................................................................ 14

REQUEST FOR PEER MEDIATOR/CHANGE OF ADMINISTRATIVE COACH ......................................... 15

PROBATIONARY FACULTY IMPROVEMENT PLAN ..................................................................................... 16

1 Revised 9.9.15

Probationary Teaching Evaluation System Purpose

Welcome to the Milwaukee Area Technical College teaching community. During the probationary period

of your employment (3 years or 6 semesters), you will be participating in a Teaching Evaluation System

created to promote, enhance, and assess teaching effectiveness and student learning. This evaluation

system is a collaborative effort between you and your Administrative Coach (AC). Usually, your

Associate Dean (AD) will be your Administrative Coach (AC) and charged with overseeing this process,

which includes meeting with you before and after classroom observations, observing your classes, helping

you find resources as needed, and filing all necessary paperwork with the Dean of your School and the

Human Resources Department. Participating in this system will help prepare you to join the Peer

Coaching process once you become tenured Faculty.

The Faculty Coaching System at MATC demonstrates our commitment to excellence in teaching and helping

students learn by empowering teachers, promoting high quality instruction, and building a professional

community. This system is an opportunity for new Faculty members to be self-reflective about their

teaching style and methodology, time management, classroom organization, assessment activities, and

communication tools used with students. It is also an opportunity for the Administrative Coach to get to

know the Faculty and provide support in and out of the classroom. In addition, the Faculty have a

chance to provide constructive feedback on their Administrative Coach directly and anonymously to their

Dean, which will allow that Coach to continue to develop his or her own coaching style as well.

At MATC, we use the PTA3 (Plan-Teach-Assess-Analyze-Adjust) Improvement Cycle for our teaching,

which is a variation of the traditional Plan-Do-Check-Act improvement cycle.

Plan-complete the Self-Reflective Questionnaire focusing on the MATC Standards of Teaching Excellence; meet with your Administrative Coach to talk about your concerns in the classroom so he or she knows what to look for during the classroom observation

Teach-in the classroom itself, teach to the best of your ability

Assess- use course evaluations at the end of the semester to get a better sense of what was most successful and what areas provide an opportunity for improvement

Analyze-look at the data from the course evaluations carefully and talk to your Administrative Coach about the completed Classroom Observation Rubric; compare this data with your original Self-Reflective Questionnaire to identify strengths and weaknesses in your teaching

Adjust-create a new or adjust an old (depending on the semester) Probationary Teaching Action Plan that is based on all the information you received about your teaching

2 Revised 9.9.15

In the event of an unsatisfactory evaluation and/or End of Year Report, the Administrative Coach and/or the Probationary Faculty may formally request a Peer Mediator be used for the next evaluation cycle. Mediation is a process for issues in which a neutral third party acts as a moderator. If during the Probationary Teaching Evaluation process the Administrative Coach and Probationary Faculty reach an impasse regarding any of the activities in the process, a request for Peer Mediation can be made to the Dean of the School. Peer Mediation must be attempted before Probationary Faculty can be assigned a new Administrative Coach.

The Dean of the School will supply a list of five faculty who have agreed to act as mediators in such

cases. If possible, these five names should be rotated from a total list of volunteers. The Administrative

Coach and the Probationary Faculty will alternatively remove names until only one name remains. That

person shall be assigned as Peer Mediator.

As a Peer Mediator, the trained Faculty meets with the Administrative Coach and Probationary Faculty and

guides their conversation to help them identify the underlying causes of the conflicts in which they are

engaged and find mutually agreed upon solutions. The goal is to work out differences constructively. Peer

Mediators help disputing parties to clarify their individual goals, resources, and options; to consider

and better understand each other's perspectives, and to make clear decisions for themselves that will

result in a resolution of the conflict.

Ideally, Peer Mediation is successful and the Evaluation System continues. However, if the Peer Mediator

deems that the conflict cannot be resolved, the Administrative Coach and/or the Probationary Faculty may

request for a change in coaches. This form can be found on page 15.

After a new Administrative Coach is assigned, the Probationary Faculty in conjunction with new

Administrative Coach will complete the Probationary Faculty Improvement Plan found on page 16.

When that plan is successfully completed, the Probationary Faculty may resume using the Probationary

Teacher Action Plan (page 11) for the next coaching cycle.

3 Revised 9.9.15

Probationary Teaching Evaluation Cycle

Eligible for Peer Coaching

System for

Tenured Faculty

4 Revised 9.9.15

MATC Standards of Teaching Excellence

Understanding Students and Fostering Student Success The MATC teacher understands, respects, and appreciates the unique background, circumstances and

needs of our diverse student population and is prepared to recognize, assist, and support students’

needs.

Classroom Management The MATC teacher creates a safe, effective classroom; acknowledges students’ rights and responsibilities,

and encourages students to be self-directed learners. Planning/Organization The MATC teacher organizes and creates his or her syllabus and/or course calendar, in conjunction with

the course outcome summary, with realistic goals and objectives for the course and the students, and

builds in time for planning, grading, feedback, and reflection.

Teaching Methodology The MATC teacher understands learning styles and uses a variety of instructional strategies, including

the use of technology, to encourage students’ development of critical thinking, problem solving, and

performance skills.

Assessment of Student Learning The MATC teacher knows and appropriately uses a variety of formal and informal assessment tools to

enhance learners’ knowledge and to evaluate students’ progress and performance. Content Mastery & Currency The MATC teacher remains current in his or her academic or technical field and actively pursues

continuous improvement within that area.

Professional Contributions The MATC teacher maintains certifications, participates within the MATC community, represents MATC

throughout the district, and actively seeks opportunities to contribute to the professional community.

Adapted from Wisconsin Educator Standards

The Wisconsin Department of Public Instruction

http://dpi.wi.gov/tepdl/stand10.html

Approved by Joint Committee (212 FT & PT Faculty Representatives & Administrative Representatives) on June 22, 2009

5 Revised 9.9.15

SELF-REFLECTIVE QUESTIONS

This form should be used at the beginning of the annual coaching process. By answering the questions honestly, the Faculty can recognize

his or her strengths as well as areas for improvement in teaching. The completed form should be brought to the pre-observation meeting so

that the Faculty and Administrative Coach can talk about it and use it to focus the Coach’s classroom observation.

Respond to the following statements using the following scale:

1 = Need Significant Improvement; 2 = Developing; 3= Meet the Standard; 4 = Exceed the Standard

1

Need Significant

Improvement

2 Developing

3 Meet the

Standard

4 Exceed the

Standard

I. UNDERSTANDING STUDENTS AND FOSTERING STUDENT SUCCESS

A. MATC Student Population

1. I prepare for and accommodate the unique sets of life circumstances and

experiences that MATC learners bring to the classroom.

2. My personal views do not negatively impact interactions with students.

B. Learning Needs

1. I recognize learning challenges that cause students to struggle with course content

or tools needed for content mastery.

2. I talk to students about their different learning needs.

3. I direct my student for assistance with their learning needs.

4. I refer students to Student Accommodation Services and Academic Support

Centers for help.

C. Student Support

1. I encourage, support, and recognize the achievements and contributions of all

students.

2. I support student success and am approachable.

3. I provide assistance and/or resources to students to assist them with academic or

personal problems.

4. I consult other college professionals (student life, student services, counseling, etc.)

in an effort to help my students succeed.

II. CLASSROOM MANAGEMENT

A. First Day

1. I set a positive tone on the first day of class.

2. I engage students on the first day of class.

3. I establish clear standards for behavior that reflect my students’ personal and

developmental needs.

4. I clearly communicate expectations in terms of attendance policy, attitude, and

general demeanor.

B. Positive Classroom Atmosphere

1. I establish a positive classroom atmosphere.

2. I model and promote fairness, equity, and respect in the classroom.

3. I ensure that participation in my class is a positive learning experience.

4. My students are aware of their role in maintaining a positive classroom

atmosphere.

5. I understand and respond to inappropriate behaviors in a fair, equitable way.

C. Building a Learning Community

1. I ensure a democratic learning environment.

6 Revised 9.9.15

SELF-REFLECTIVE QUESTIONS 1 Need Significant

Improvement

2 Developing

3 Meet the

Standard

4 Exceed the

Standard

2. I take advantage of students’ abilities and energy to develop a learning community in my classroom.

3. I encourage students to take risks and be creative.

D. Students’ Rights and Responsibilities

1. I recognize students’ rights and responsibilities.

2. I enforce classroom expectations consistently and fairly.

E. Classroom Time Management

1. I establish a clear schedule for each class with timelines for activities.

2. I build in flexibility in the delivery of my content in effort to keep all students “on

track.”

3. I provide clear transition from one instructional activity to the next.

4. I pace and adjust instructional activities so that students remain engaged.

III. PLANNING/ORGANIZATION

A. Syllabus

1. I post my course syllabus on Blackboard and give a copy to my supervisor.

2. I update my syllabus each semester and my contact information is specified.

3. Classroom policies (attendance, punctuality, submission of assignments,

plagiarism, student responsibilities) are clearly stated in the syllabus.

B. Course/Unit Calendar(s)

1. I provide a course or unit calendar that includes due dates and other important

dates.

2. I clearly communicate changes in timelines or due dates.

C. Planning/Reflection Time

1. I set aside time to plan instructional lessons, reflect on what may or may not be

effective, and revise lessons for future use.

2. My course outcomes and daily, weekly and unit goals are realistic.

3. I make decisions about modifying procedures and rules to support student

learning.

4. I produce and select class materials that make sense to the variety of learners I

encounter.

5. I include feedback in the design and pace of my instruction.

6. I ensure that my lessons are in line with expected outcomes for my department and

the college as a whole.

D. Diversity

1. I allow the classroom’s diversity to enhance learning and the classroom experience.

2. I facilitate the sharing and subsequent understanding of other cultures in my

classroom.

3. The course content reflects diverse peoples, experiences, and perspectives.

4. I help all students become respectful of others who may be different from them.

5. I communicate my respect for various groups both within my classroom and within

the college community.

IV. TEACHING METHODOLOGY

A. Engagement of Students

1. I use a variety of teaching methods to engage students.

2. I acknowledge my criterion of student engagement.

3. I allow students to have input on what happens in the classroom.

7 Revised 9.9.15

SELF-REFLECTIVE QUESTIONS 1 Need Significant

Improvement

2 Developing

3 Meet the

Standard

4 Exceed the

Standard

B. Questioning Strategies

1. I use closed (true/false; yes/no; multiple choice; fill-in the blank) and open (short

answer, essay) questioning strategies on exams.

2. I use activities that require students to synthesize their learning or do an

extrapolation of other learning.

3. I include time for student questions about the course content.

C. Scaffolding

1. I use performance indicators to know at what point a student is ready to work

more independently.

2. I use interventions to support learning.

D. Group Learning

1. I provide opportunities for cooperative/group learning.

2. I create a classroom environment in which students feel comfortable and open to

working in and learning from strangers in group activities.

3. I use peer learning activities my classroom.

E. Lecture

1. I acknowledge what percentage of my instruction is lecture-based.

2. I supplement lectures with other learning activities.

F. Instructional Technology

1. I appropriately use technology in the classroom.

2. I incorporate technologies in my classroom that aid student learning.

3. I have recently mastered new technology which I hope to add to my classroom.

G. Alternative Delivery

1. I create a learning relationship with my distance learning students.

2. I establish and maintain a learning community among the students in distance

learning.

3. I incorporate retention strategies in my distance learning classes.

H. Learning Styles (strategies)

1. I am familiar with various learning styles.

2. I use of teaching strategies to identify student learning styles.

3. I incorporate teaching strategies that address a diversity of learning styles.

I. The Adult Learner

1. I incorporate strategies and methodologies that reflect how adults learn.

2. My courses allow adults to apply their experiences to their learning.

3. I use strategies that help adult learners recognize areas in which they need

remediation without negating their motivation or confidence.

4. I build an understanding of adult students’ social, emotional, and educational

development.

V. ASSESSMENT OF STUDENT LEARNING

A. Informal, Ongoing Assessment, Formative

1. My students have input in assessing their own performance.

2. I know my students are learning.

3. I provide timely feedback that allows for learners to remediate and subsequently

demonstrate mastery.

4. I speak to students personally about their performance in class.

B. Grading, Summative

1. I acknowledge my processes to evaluate student performance.

2. My assessment and grading philosophy is developed to improve student learning

and inform me of learning issues.

8 Revised 9.9.15

SELF-REFLECTIVE QUESTIONS 1 Need Significant

Improvement

2 Developing

3 Meet the

Standard

4 Exceed the

Standard

3. I test like I teach and teach like I test.

C. Rubrics

1. I am familiar with rubrics and how to use them to enhance student learning.

2. I frequently use rubrics in assessment.

D. Validity

1. I ensure my assessment tools and strategies are valid and reliable.

E. Response to Assessments

1. I build “second” chances into my assessment process to ensure that students have

every opportunity to succeed.

2. The results of program assessments impact the planning and pace of subsequent

instruction.

F. Program Learning (SOA)

1. My course expectations support the learning outcomes of my

program/department. 2. I evaluate my course expectations in terms of the learning outcomes of my

program/department.

VI. CONTENT MASTERY AND CURRENCY

A. Content

1. I remain current in my academic/technical field.

2. I produce evidence to demonstrate greater competence in my subject area.

B. Delivery

1. I communicate and apply the most current content and practices in my field.

2. I take courses to enhance my teaching skills.

3. I teach differently today than I did in the past.

VII. PROFESSIONAL CONTRIBUTIONS

A. MATC Community

1. I take required steps to remain certified as a WTCS instructor.

2. I make contributions to our institution (e.g., serve on committees, participate on

collaborative initiatives.)

3. Outside of classroom instruction, I contribute to the betterment of MATC students.

4. I am a resource to my colleagues.

5. I contribute to my department, program and /or school.

6. As an advisor, I contribute to the success of MATC students.

B. Milwaukee & Professional Community

1. I contribute to the promotion of MATC to the general community.

2. I belong to organizations which make me a better professional.

3. I contribute to my own professional community.

4. I help my students interact with either the Milwaukee community or my

professional community.

C. Communication with Communities

1. I am comfortable using Infonline.

2. I use the MATC email and phone mail systems as an interactive member of the

MATC community.

9 Revised 9.9.15

Classroom Observation Rubric

This form should be used by the Administrative Coach when conducting a classroom observation. During the class, the Coach should take

notes based on the six Teaching Standards so as to provide specific, constructive feedback to the Faculty during the post-observation

meeting. The form itself can be found online, and should be completed after the classroom observation.

Respond to the following statements using the following scale:

1=Needs Significant Improvement; 2=Developing; 3=Meets the Standard; 4=Exceeds the Standard; 5=Not Observable

Teaching Standard 1: Understanding Students & Fostering Student Success Criteria:

1) Respectful of all students

2) Listens to students

3) Creates a learning atmosphere

4) Answers questions respectfully

5) All students have syllabi and know how to contact instructor

6) All students know where to find academic support (e.g., Writing Center, Math lab)

Rating

1 2 3 4 5

Evidence:

Faculty's Response:

II. Classroom Management Criteria

1) Begins class on time

2) Ends class on time

3) Gives enough time for activities (pacing of class)

4) Creates a positive learning experience

5) Responds to inappropriate behavior in a fair and equitable way

6) Includes time for questions

7) Includes time for review of next assignment (homework)

1 2 3 4 5

Evidence:

Faculty's Response:

III. Planning / Organization

1) Updated syllabus available on Blackboard

2) Weekly or unit calendar available and followed

3) Realistic lesson plans for the time available

4) Materials are current

5) Strategies for diversity to enhance learning experience

6) Organizes space effectively

7) Organizes materials effectively

8) Presents materials logically

1 2 3 4 5

10 Revised 9.9.15

III. Planning / Organization (continued)

Evidence:

Faculty's Response:

IV: Teaching Methodology

1) Allows students opportunities to participate, engage, and/or ask questions

2) Provides opportunities for group work

3) Uses technology

4) Demonstrates an awareness of various learning styles in delivery of materials

1 2 3 4 5

Evidence:

Faculty's Response:

V. Assessment of Student Learning

1) Activities are consistent with course outcomes

2) Informal and formal assessments are used

3) A variety of assessments are used throughout the semester

4) Feedback on student progress is provided frequently

1 2 3 4 5

Evidence:

Faculty's Response:

VI. Content Mastery & Currency

1) Course content is updated and accurate

2) Communicates current content and practices in the field

1 2 3 4

Evidence:

Faculty's Response:

Class Observed

Date of Observation

Date of Follow-up Meeting

Faculty's Signature

Administrative Coach's Signature

Please note if you are requesting a Peer Mediator or a new Administrative Coach be assigned, complete the

Request for Peer Mediator/Change of Administrative Coach on page 15.

11 Revised 9.9.15

Teaching Action Plan

After participating in the coaching cycle for one semester, Faculty should complete this form to articulate a specific improvement plan for

the next two semesters. Progress should be noted on this form and a final summary provided at the end of the plan.

Today's Date:

Faculty's Name: Date of Hire:

Campus: M O D AY Y R School of: Full-time

Department: Part-time

AC

In

form

atio

n Administrative Coach's Name:

Title:

Campus:

School of:

Department:

Cer

tifi

cati

on

Prior Class Observation Date:

Certification Status Next Expiration Date

Prior Student Evaluation Date: Provisional MO DAY YR 5-year MO DAY YR

Goal/Growth Objective:

Reason for this goal:

Supported by Teaching Standard (choose one): Understanding Students and Fostering Student Success

Classroom Management

Planning/Organization

Teaching Methodology

Assessment of Student

Content Mastery and Currency

Professional Contributions

Actions to Achieve this Goal

Timeline Resources Needed/

Possible Barriers Begin End

Faculty's Signature

Administrative Coach's Comments:

Administrative Coach's Signature

Date Date

Fac

ult

y In

form

atio

n

12 Revised 9.9.15

Teaching Action Plan Updates

Results/Expectations

Next Steps

Date

Initials

Final Summary:

Working with your Administrative Coach, please reflect on your accomplishments regarding this year's plan and how these

accomplishments have enhanced your teaching.

Faculty's Initials: Administrative Coach's Initials: Date:

13 Revised 9.9.15

Semester/End of Year Report

All Supervisors should complete this form for all their Faculty. For Probationary Faculty, this should be completed every

semester. For Tenured Faculty, this should be completed annually. If a response is marked “no,” the Supervisor must

include specific examples or explanation for that response.

Employee Information

Name of Employee:

Name of Supervisor:

DATE:

REVIEW PERIOD:

I. INSTRUCTIONAL RESPONSIBILITIES: Yes No Comments (a “no” must include a comment of explanation)

1. Holds classes as scheduled 2. Posts and holds office hours 3. Syllabi posted and submitted 4. Timesheets submitted 5. Student forms (add/drop, overloads, grade change, etc.) 6. On-campus schedule submitted 7. Grade(s) Submission (midterm/final on time) 8. Uses MATC Communication Systems (Gmail, phone) 9. Contacts Advisees 10. Textbook updates/changes 11. Student evaluation(s) used 12. Classroom/lab maintenance 13. Supplies ordered

II. PROGRAM/DEPARTMENTAL/DIVISIONAL RESPONSIBILITIES: Participates and/or attends meetings for: Yes No Comments:

(a “no” must include a comment of explanation) 1. Advisory Committees 2. Department 3. Program 4. Divisional/School 5. Grants/Program Improvement or external partnerships 6. Other Committees

III. PROFESSIONAL GROWTH AND CURRENCY: Is involved in/or current with regard to: Yes No Comments:

(a “no” must include a comment of explanation) 1. Probationary Teaching Evaluation 2. Peer Coaching/ TAP (Teaching Action Plan) 3. Faculty Development 4. Certification 5. Occupational Currency

Faculty’s Signature Date

Supervisor’s Signature Date

Please forward a copy of completed form to the Dean of your School and Human Resources via e-mail

14 Revised 9.9.15

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COURSE EVALUATION

Respond to the following statements using the following scale:

1‐Strongly Disagree 2‐Disagree 3‐Neither agree or Disagree 4‐Agree 5‐Strongly Agree 6‐Not Applicable

AS A STUDENT, I…

1) attended class on a regular basis.

2) participated in classroom discussions and activities.

3) completed classroom and homework assignments.

4) used academic support services (tutoring, academic support center, writing center).

5) expect to earn a passing grade in this course.

MY INSTRUCTOR…

6) was approachable.

7) held office hours at published times.

8) established clear standards for behavior from the beginning of class.

9) enforced classroom expectations consistently and fairly.

10) responded to inappropriate behavior in a fair, equitable way.

11) posted the course syllabus on Blackboard.

12) provided his or her MATC contact information.

13) communicated changes in timelines or due dates.

14) established a classroom environment where diverse people and opinions are respected.

15) included time for student questions about the course content.

16) provided timely feedback on my work.

17) provided feedback that helped me to improve my work on future assignments.

18) shared the grading criteria with students before we submitted an assignment.

19) knew the course content well.

ONLINE/BLENDED COURSE (if applicable). MY INSTRUCTOR…

20) consistently posted instructions and announcements.

21) encouraged me to actively participate online using discussion boards, chat rooms, and other online tools.

22) provided timely and regular feedback on my progress toward the online learning goals and objectives.

23) provided online and in‐person office hours and was available during the posted times.

24) provided online materials (textbooks, articles, videos, and other instructional materials) that supported my learning.

THIS COURSE… 25) included a syllabus stating classroom policies (attendance, punctuality, submission of assignments,

plagiarism, student responsibilities).

26) provided calendars with due dates and other important dates.

27) employed a variety of teaching methods to engage students.

28) followed a clear schedule for each class with timelines for activities.

29) included additional learning activities to supplement lectures.

30) provided current information and practices related to the course content.

31) included homework to enhance my learning.

32) included an appropriate amount of homework.

33) met my expectations based on the course description.

ADDITIONAL COMMENTS:

15 Revised 9.9.15

Request for Peer Mediator/ Change of Administrative Coach

In the event of an unsatisfactory evaluation and/or End of Year Report, the Administrative Coach and/or the Faculty may formally request a Peer Mediator be used for the next evaluation cycle.

Employee Information

FACULTY:

ADMINISTRATIVE COACH:

DATE:

EVALUATION PERIOD:

REQUEST: Peer Mediator Change of Administrative Coach

REASON FOR REQUEST: In this space, please provide the background that has led to this request. Be very specific with evidence and dates, including the use of Peer Mediation. Attach all supporting documentation to this form.

APPROVED BY:

PEER MEDIATOR ASSIGNED: (if applicable)

NEW ADMINISTRATIVE COACH ASSIGNED:

The Administrative Coach must forward copies of this form to the Dean of his or her School and Human Resources via e-mail.

16 Revised 9.9.15

Probationary Faculty Improvement Plan

The purpose of this action plan is to help Probationary Faculty overcome deficiencies identified through

classroom observations and/or course evaluations in compliance to duties and/or assignments. This is a

form of documentation which may be used in any warranted personnel action. All actions taken will be in

compliance with the Milwaukee Area Technical College’s Handbook for Probationary Faculty.

Faculty: School of:

Administrative Coach: Date:

I. As evidenced by or in (please mark all that apply):

☐ Course Evaluation ☐ Student Complaint(s)

☐ Class Observation ☐ Teaching Action Plan

☐ Lack of School/Department Meeting Participation

Documentation Provided/Source:

II. The following improvement(s) are needed:

III. Action Plan - The following strategies and resources should be used to achieve the needed improvement(s):

IV. Verification - Specify how the improvements will be measured, and the timeframe required for the improvement(s). Also agree on dates and purposes for follow-up conferences.

Administrative Coach’s Signature Date

Faculty’s Signature Date

Dean’s/Campus Dean’s Signature Date

Signatures confirm only that each party has participated in evaluation. They do not affirm that all parts of the evaluation cycle are agreeable to both or either party.

17 Revised 9.9.15

EQUAL OPPORTUNITY AND

AFFIRMATIVE ACTION COMMITMENT

MATC’s commitment to equal opportunity in admissions, educational

programs, and employment policies assures that all individuals are

included in the diversity that makes the college an exciting institution.

MATC does not discriminate against qualified individuals in employment or

access to courses, programs, or extracurricular activities on the basis of

race, color, national origin, ancestry, religion, creed, sex, sexual orientation,

age, disability, pregnancy, marital status, parental status, or other protected

class status. The lack of English skills shall not be a barrier to admission or

participation in any MATC program or service.

MATC will comply fully with state and federal Equal Opportunity and

Affirmative Action laws, executive orders, and regulations. Direct questions

concerning application of this policy to the Affirmative Action office, 700

West State Street, Milwaukee, Wisconsin 53233-1443, telephone

(414) 297-7307.

MATC also complies with all Americans With Disabilities Act provisions and

makes reasonable accommodations upon request.