SUPERVISORS/DEAN EVALUATION OF

TEACHING FACULTY NON-TEACHING FACULTY ADJUNCT FACULTY

Faculty Member

Virginia Capute

Position Information Literacy /Public Services Librarian

Department

Library

Supervisor Chandra Gigliotti-Guridi

Date of Employment January 2002

Period of Evaluation 2008 - 2012

This is a faculty performance appraisal form to be used in the evaluation of the faculty member above.
The performance appraisal form has two parts. Part I is to be completed for all teaching faculty. Part II
is to be completed for a faculty member who also has non-teaching assignments, either as part of the
hiring contract or the result of reassigned time. The Supervisor/Evaluator may use student evaluations,
classroom observations, review of course materials, as well as a review of annual goals, and other relevant
information to evaluate the faculty member. The narrative should address the overall job performance of
the faculty member and justify the responses indicated in the assessment of the performance criteria.
Enter the appropriate abbreviation (O C A N/I U) to indicate the faculty members performance in his/her
present assignment.
Performance Levels
Outstanding
Commendable
Acceptable
Needs Improvement
Unacceptable

Definitions
Performance is consistently excellent and superior.
Performance consistently exceeds the requirements of the position.
Performance meets the requirements of the position.
Performance is below the requirements of the position.
Performance is consistently unsatisfactory.

Part I: TEACHING FACULTY

Performance Criteria:
1. Encourages contact between students and faculty.

N/I

N/A

DEFINITION: Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement.
Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students'
intellectual commitment and encourages them to think about their own values and future plans.

COMMENT: Ginny makes an effort to get to know the students personally. She encourages them to come to her for
assistance with their research needs.

X

2. Develops reciprocity and cooperation among students.

DEFINITION: Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and
social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to
others' reactions sharpens thinking and deepens understanding.

COMMENT: In her information literacy sessions, Ginny has the class as a group work through the research process before
breaking out on their own using their individual topics. She uses the appropriate teaching methods to fit the assignment given.

3. Encourages active learning.

DEFINITION: Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and
apply it to their daily lives. They must make what they learn part of themselves.

COMMENT: Ginny models good practices in research then has the students engage in doing their own research.

X

4. Gives prompt feedback.

DEFINITION: Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit

from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent
opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to
reflect on what they have learned, what they still need to know, and how to assess themselves.

COMMENT: Working with students on their research assignments, Ginny engages in the dialogue that is necessary with any
resrarcher as he or she learns the process. She works to help guide students through the process aiding them in their selection
of resources.

X

5. Emphasizes time on task.

DEFINITION: Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for
students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means
effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty,
administrators, and other professional staff can establish the basis of high performance for all.

COMMENT: In her classes, Ginny emphasizes that time on task is necessary for the completion of any research project. She
budget time in class for students to get started on the process encouraging them to ask her questions. She challenges students
to leave the information literacy sessions with content resources in hand.

6. Communicates high expectations.

DEFINITION: Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those
unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy
when teachers and institutions hold high expectations for themselves and make extra efforts.

COMMENT: Ginny expects students to be responsible for their own research assisting them with the project but not
performing the research for them.

7. Respects diverse talents and ways of learning.

DEFINITION: There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the
seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need
the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so
easily

COMMENT: Ginny's method of modeling the research process for students then giving them time to practice the process with
her guidance addresses various learning techniques to reach all students.

x

8. Advises students in their academic/career programs.

DEFINITION: Participates in the Colleges mandatory advising process; serve as a student mentor; serves as a program director;
participates in program articulation efforts.

COMMENT:

9. Assists with recruiting/retention of students.

DEFINITION: A student-oriented approach includes those activities which encourage residents of the five-county service region to use the
services and to partake of the opportunities the College has to offer. Attracting students and fostering student success may be accomplished
through a variety of activities (i.e., open houses, high school visitation, participation in student organizations and activities, as well as student
referrals, providing follow-up services, and supplemental support).

COMMENT: Ginny encourages the students to continue with their education and is an advocate for the College with the
community at large.

10. Participates in College governance.

DEFINITION: Participation of faculty in governance is a long-term tradition in institutions of higher education. Activities can include
service to the Faculty Assembly, service on college-wide committees, participation in division activities, and participation in college-wide
initiatives such as accreditation, development of the Strategic Plan, etc.

COMMENT: Ginny's service on the General Education Committee is commendable. She willingly re-assumed her role on the
committee to permit the new librarians the time to learn about the College before they might transition to such an important
committee.

X

11. Maintains academic standards in keeping with the

policies of the College, as specified in the Faculty/Staff
Manual.
DEFINITION: No explanation needed.

COMMENT:

12. Maintains level of expertise in field or discipline.

DEFINITION: College faculty are professionals. The obligation of a professional includes maintaining expertise in his/her discipline

through self-study, participation in professional organizations, scholarship, and other such activities.

COMMENT: Ginny is especially active with the Foundation Center. She has given workshops at other institutions on the use
of the Foundation Center resources.

Part II: NON-TEACHING ASSIGNMENT(S)

Performance Criteria:
1. Produces the desired results in accordance with the
goals and duties of the assignment.

N/I

N/A

COMMENT: Ginny shines when she is working with the Information Literacy classes. She is engaged and does all she can
to assist the students with their assignements. Her involvement with the Foundations Center, which includes organizing on
campus meeitngs and presenting at off campus events, helps to keep Chesapeake a participating member.

X

2. Completes tasks in a timely manner with thoroughness

and accuracy.

COMMENT: Ginny is responsible to scheduleing the use of all the rooms in the LRC as well as scheduling and assigning all
the Information Literacy sessions. Overall there are only a few minor glitches in the process.

3. Demonstrates the ability to identify and develop

solutions appropriate for the assignment.

COMMENT: Ginny is unflappable and easily adjust and accommodates to whatever is going on around her. She is able to
find quick solutions to scheduling conflicts, unexpected absences, or last minute requests for instruction. Her solutions are
practical, efficient, and appropriate.

X

4. Works cooperatively with others for the good of the

department, division, and college.

COMMENT: Ginny always has the good of the College, the department, and the division formost in her thoughts. Sometimes
this can cause small skirmishes but they are generally easily smoothed over.

Narrative: A general overview of the faculty members performance specifically addressing the previous
twelve (12) items. It should also include, among other things, the particular strengths of the Faculty
member; highlighted contributions; teaching and scholarship activities; participation in College
governance; collegiality; activities which serve to further initiatives within the Colleges Strategic Plan;
community and student service; service to the College; and service to the profession.
The narrative should also address areas in need of improvement. In the event that promotion is denied, or
that the overall performance of the faculty member is deemed unsatisfactory, the narrative should clearly
address the shortcomings in the faculty members performance and provide recommendations on how
these areas can be improved. Documentation should be provided.
Narrative: Over the past two, Ginny has been challenged with the retirement of her supervisor, the acquisition of a new
supervisor, new librarian colleagues, and the restructure of work, schedules, and expectations. Often the old and new methods
worked in contradiction; however, once Ginny understand the benefits of the changes to the students and the institution, she
works to learn, adopt and accept the new methods. Her historical knowledge of the workings of the library has been
invaluable to her new supervisor and colleagues who often question her in regards to why or how a certain procedure was
implemented. Without this insight it would have taken her new colleagues much longer to fully enculturate and become useful
members of the library team.
Ginnys enthusiasm for the students and their successes keeps her a favorite among the students and the faculty who
acknowledge her genuine interest and caring for our students. Her outgoing, friendly personality aids her in her efforts for
collaboration with faculty and has helped to grow the information literacy program into the rich program it is. She has help
develop the information literacy program goals and assessment plan over the last year as well as participate in collecting the
data.

In light of her having two colleagues new both to Chesapeake College and to the library profession, she has worked to help
them develop their teaching styles, methods and comfort level in the classroom. Often she has had to take on a majority share
of the teaching load as she has given her colleagues the time to prepare for classes and become more comfortable in the
classroom. And, for those faculty who make last minute requests for instruction, Ginny has willingly stepped in to do the
instruction staying late or coming in early depending on the need.

EVALUATION SUMMARY SHEET

Directions: Use this form to summarize the results of the faculty members evaluation.
Faculty Member: Virginia Capute
Evaluation Type:

Date of Hire:

Current Rank: Assistant Professor

First Year
Change of Contract Status

Promotion
Assessment

Year: 3 year

Years in Rank: 6

1/2/2002

Instructional Area:
Highest Degree Earned: MLS

Date of Last Promotion:

Professional Certificates:
OVERALL JOB PERFORMANCE
This faculty members overall job performance for the period 2011-2012 has been
Outstanding
Commendable
Acceptable
In need of improvement
Recommendation:

3 year contract

Comments:

Dean

Date

I read and received a copy of this evaluation on:

Date:
Comments:

Signature

Date

Unacceptable