Full–time Faculty

It is our goal to promote student success by supporting your success as a teacher

Orientation

In addition to learning about the features that make George Brown College a unique place to work, the orientation session will introduce you to important rules and policies that will affect your life as part of the college community. You will also find out about supports, resources and services that are available to all staff.

Faculty Performance Reviews

Introduction of a New Faculty Performance Review Model and Process

The College has developed, piloted and is now rolling out a new model for faculty performance review. The model is based on best practices, a piloted project, and extensive consultation with faculty and academic leaders who participated in the faculty performance review pilot project last year. The final model also reflects and has responded to considerable input received from the Faculty Union over the past two years.

Click Here to learn more about the George Brown College Faculty Performance Review.

Performance Review Guide for Chairs

Faculty Performance Review - Sign Off

Faculty Performance Review - PD Plan

Introduction of a New Faculty Performance Review Model and Process

The College has developed, piloted and is now rolling out a new model for faculty performance review. The model is based on best practices, a piloted project, and extensive consultation with faculty and academic leaders who participated in the faculty performance review pilot project last year. The final model also reflects and has responded to considerable input received from the Faculty Union over the past two years.

Faculty Review Process Responds to 2005-08 Academic Strategy Recommendation

One of the nine key recommendations of the Academic Strategy was to, “Implement a performance management program that involves all teachers and classroom staff and that supports their development as “dual professionals”. The implementation of this recommendation is seen as key to the College’s achievement of its overarching academic priority, “making excellence in teaching and learning the distinguishing hallmark of a George Brown College education”. The performance review process will provide faculty with an opportunity to discuss their knowledge and skills and to identify new knowledge or skills they may wish to develop, both as a teacher and in their field of expertise.

Key Features of the new Faculty Performance Review

  • The model has been based on research and best practices. A literature review of faculty performance review is posted on Insite on the Academic Strategy page.
  • The model includes four key components:
  • The development of a portfolio. The portfolio will have mandatory and optional components.
  • A choice between participating in Learning Squares or Peer Review/Observation.
  • A class observation by your academic leader
  • A meeting between the faculty and chair to review the portfolio and discuss a professional development plan. A summary memo will be developed out of this discussion, indicating that the performance review process has been completed and a professional development action plan established. This memo will be placed in the faculty member’s file and used for planning staff development activities.
  • The process is developmental. The goal is to focus on our teaching and learning practices at George Brown College, enhance our learning community and continuously strive towards teaching and learning excellence.
  • This faculty performance review program is a professional development process and as such will not be used to determine faculty salary increments.
  • The process will apply to full-time post-probationary teaching faculty at first and will be adapted later for counsellors, librarians and other non-teaching faculty roles.
  • In most cases faculty will participate in the process once every three years.
  • Faculty will be provided with the equivalent of three teaching contact hours on a S.W.F. for the equivalent of 14 weeks to provide faculty with adequate time to fulfill the requirements of the performance review the first time they participate.
  • Training, support and feedback opportunities for both academic leaders and faculty are inherent in the program.

Probationary Development Cycles For: