The document outlines competencies and professional expectations for faculty members across four key areas: leadership, adaptability, communication, and technical expertise/professional development. It describes desired behaviors for instructors in areas such as time management, meeting student needs through various instructional methodologies, developing rapport, and demonstrating subject mastery. Consistently exhibiting the outlined competencies and meeting expectations is emphasized for evaluation in areas like course delivery, supervision, and advising.

1. Competencies Professional Expectations Course Evaluation Supervisory
Observations
Advisory
Observations
• Consistently reflects the Harrison • Consistently expects • Consistently acts as • Consistently
The ability to make things happen by encouraging and channeling
College Mission and Core Values students to do their role model for manages time
important issues; acting as a catalyst for change and continuous
improvement; developing viable partnerships and networks of
the contributions of others; taking a stand on and addressing
people; and interacting with others in a way that gives them
confidence in one’s intentions and those of the organization
• Consistently fosters trusting best work students entering the effectively
professional relationships with • Consistently prompt professional
coworkers and students workforce
• Consistently ensures students • Consistently exhibits
learning and well-being by positive attitude
participating in decision making and
LEADERSHIP
initiating innovations for school
change
• Consistently meets timelines and
demonstrates an appropriate sense
of urgency
• Consistently serves as role model
for peers
• Consistently welcomes newcomers
and promotes a team atmosphere
• Consistently demonstrates
knowledge of Harrison College
Policies and Procedures
• Consistently and actively
participates in faculty, department,
campus and college meetings

2. Competencies Professional Expectations Course Evaluation Supervisory
Observations
Advisory
Observations
• Consistently exhibits flexibility to • Consistently shows • Consistently enables
Maintaining effectiveness when experiencing major changes
meet the changing needs of reasonable flexibility learners to direct their
effectively to work within new work structures, processes,
in work tasks and/or the work environment; adjusting
Harrison College with students’ personal own learning
• Consistently approaches change or situations
newness with positivity • Consistently brings
ADAPTABILITY
• Consistently maintains appropriate
effectiveness when experiencing supplemental materials
major change and resources into the
requirements or cultures
• Consistently uses qualitative and class environment
quantitative data/feedback from
Course Evaluations, Advisory
Observations and Supervisory
Observations to plan, teach, assess,
and drive instructional decisions
intended to better meet the needs
of students
• Consistently able to transmit
knowledge in imaginative ways
including incorporating new
technologies when appropriate
• Consistently offers choice to
students as a motivator

3. Competencies Professional Expectations Course Evaluation Supervisory
Observations
Advisory
Observations
• Timely and accurate submission of • Consistently explains • Consistently
aids) ti individuals or groups when given time to prepare; delivering
Clearly conveying information and ideas through a variety of media
to individuals or groups in a manner that engages the audience and
grade and attendance records course concepts clearly communicates
effectively (including nonverbal communication and use of visual
helps them understand and retain the message; presenting ideas
• Consistently communicates • Consistently /demonstrates
presentations suited to the characteristics and needs of the
information/ideas effectively and demonstrates relevance for new
COMMUNICATION
succinctly through all forms of enthusiasm for the learning
communication including nonverbal subject matter
communication • Consistently provides
• Consistently maintains appropriate timely feedback on
confidentiality when working with coursework and/or
students and coworkers. assignments
• Consistently adheres to Harrison • Consistently
College’s Acceptable Use Policy encourages active
• Consistently proactive in reaching participation,
audience
out to students to engage them and discussion and
drive success questions

4. Competencies Professional Expectations Course Evaluation Supervisory
Observations
Advisory
Observations
• Consistently strives to meet • Consistently measures • Consistently • Consistently
knowledge and/or skill in position-related areas, keeping up with
retention, attendance and what was taught in encourages critical employs best
TECHNICAL EXPERTISE
Having achieved a satisfactory level of professional/technical
graduation goals established by the class thinking instructional
current developments and trends in areas of expertise
College • Consistently shows • Consistently designs methodology
PROFESSIONAL &
• Consistently completes and reports knowledge of the lessons that
on professional development subject matter content incorporate
activities in a timely fashion and professional field instructional best
• Consistently applies concepts from • Consistently relates practice
faculty development activities to course materials and • Consistently
classroom exercises to skills demonstrates mastery
• Consistently uses approved course needed toward success in the field
materials and creates or prepares in professional field • Consistently
effective supplementary course encourages learners
resources to link new content to
• Consistently demonstrates existing knowledge or
command of their field and stays experience
current with trends and
advancements in the profession
• Consistently demonstrates skill in
challenging students of various
abilities and backgrounds
• Consistently able to direct students
in applying problem-solving
techniques
• Consistently models life-long
learning

5. Competencies Professional Expectations Course Evaluation Supervisory
Observations
Advisory
Observations
• Consistently actively participation • Consistently is available • Consistently is prompt • Consistently
relationships; taking responsibility for customer satisfaction and
SERVICE ORIENTATION
in curriculum development to provide assistance • Consistently acts develops student-
Making customers and their needs a primary focus of one’s
activities outside class hours proactively instructor rapport
actions; developing and sustaining productive customer
• Consistently actively participates in • Consistently is fair in • Consistently is • Consistently meets
college governance activities grading methods prepared the needs of
& CLIENT FOCUS
• Provide academic advising to • Consistently treats students
students students equally
• Consistently helps students use • Consistently treats
appropriate strategies and direct students with respect
them to appropriate resources to
remove obstacles to their success
• Consistently participates in non-
loyalty
instructional projects as business
conditions may require
• Consistently demonstrates
sensitivity to and accommodates
diverse learning styles, abilities,
cultures, and experiences, including
learners who have disabilities and
other special needs.
• Consistently assists students
through the adjustment to college,
course expectations

6. Critical Friend Observation Reference Sheet (Ground Class)
Use the following list to help you identify desired behaviors observed during your visit.
Instructor Promptness can look like:
Instructor present in classroom prior to scheduled start time
Instructor begins and ends class on time (including breaks if appropriate)
Instructor Preparation- can look like:
Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be incorporated into lesson
Lesson plan for class has been submitted or is on file
Instructor brings answers/resources to address pending student questions from prior classes
Instructor balances activities with content coverage
Instructor Initiative- can look like:
Instructor previews upcoming assignments and projects
Instructor provides rubrics for upcoming assignments and projects
Instructor provides realistic but flexible time frames for all components of the lesson and for completion of tasks
Instructor provides update on availability for extra help
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Instructor Enables Learners to Direct their Own Learning- can look like:
Instructor stimulates discussion
Instructor encourages all students to actively engage in discussions related to content
Instructor provides opportunities for students to work in groups or with peers
Instructor provides choice to students whenever possible and appropriate
Instructor Encourages Learners to Link New Content to Existing Knowledge or Experience – can look like:
Instructor assesses student level of knowledge prior to the learning experience
Instructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to lessons and new
content
Instructor Communicates/Demonstrates Relevance for New Learning- can look like:
Instructor helps students connect new knowledge and skills to career and educational goals
Instructor connects agenda items to lesson objectives
Instructor relates new concepts to larger course and/or program goals
Instructor demonstrates mastery in field- can look like:
Instructor references current events or research related to profession or field
Instructor utilizes subject-matter expertise to answer student questions
Instructor acts as role model for students entering professional workforce- can look like:
Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code expectations for
professional fields
Instructor handles crucial/difficult conversations with tact and empathy
Instructor respectfully encourages divergent thinking and expression of alternate opinions
Instructor manages class behavior to ensure all students have the opportunity to meet learning objectives
Instructor adheres to copyright guidelines
Instructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another
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(Continued on next page)

7. Critical Friend Observation Reference Sheet (Ground Class)
Instructor Encourages Critical Thinking- can look like:
Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s Taxonomy and to
engage multiple students
Instructor allows opportunities for students to answer each other’s questions
Instructor encourages creation and use of graphic organizers
Instructor asks students to compare new content to experiences and prior knowledge
Instructor embeds opportunities for processing, application and evaluation of new concepts immediately following introduction of
new content
Instructor uses real world scenarios or case studies whenever possible to help students see practical application of lesson
Instructor encourages problem solving exercises for students
Instructor Designs Lessons that Incorporate Instructional Best Practices- can look like:
Instructor posts an agenda and lesson objectives
Instructor begins class with a “hook”
Instructor’s voice is audible
Instructor balances direct teaching with student-driven learning activities
Instructor varies teaching strategies to allow students to exercise various learning styles
Lesson is logically organized and chunked into intervals not longer than 20 minutes
Lesson moves forward at comfortable pace for learners
Instructor allows ample time for student questions and commentary
Instructor uses technology to enhance learning
Instructor uses visual or instructional aids when possible to promote student understanding of ambiguous concepts
Instructor presents/explains complex concepts in an alternate way when/if students are confused
Instructor uses both formative and summative assessment techniques to assess progress toward meeting lesson objectives
Instructor uses objectives at the end of class to assess progress toward meeting goals
Instructor closes class with a cliff hanger or preview of upcoming lesson(s)
Instructor Attitude- can look like:
Instructor demonstrates enthusiasm/passion for topics and teaching
Instructor allows learning to occur through mistakes
Instructor exercises appropriate humor
Instructor shows concern for student success
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Builds Relationships with Students- can look like:
Instructor regularly uses students names to personalize learning and engage students
Instructor makes eye contact with all students regularly
Instructor employs and encourages active listening techniques
Instructor moves about the room
Instructor values and respects individual differences
Instructor recognizes and validates student contributions to learning
Instructor respectfully addresses code of conduct issues
Instructor is flexible and accommodating to individual student needs
Instructor maintains professional boundaries with students

8. Advisory Observation Form – Classroom Observation
Instructor Name: 0T Course Name: 0T
Observed By:
Date/Time of Observation:
Rating Scale:
Y- Observed desired behaviors
S- Observed some desired behaviors
N– Did not observe desired behaviors though there was opportunity to implement them
N/A = No opportunity for observation of desired behaviors
Time Management:
Desired Behaviors Observed?
Instructor Promptness looks like:
Instructor present in classroom prior to scheduled start time
Instructor begins and ends class on time (including breaks if appropriate)
Observer Comments About Promptness
0T
Instructor Preparation- looks like:
Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be
incorporated into lesson
Lesson plan for class has been submitted or is on file
Instructor brings answers/resources to address pending student questions from prior classes
Instructor balances activities with content coverage
Observer Comments About Preparation
0T
Instructor Initiative- looks like:
Instructor previews upcoming assignments and projects
Instructor provides rubrics for upcoming assignments and projects
Instructor provides realistic but flexible time frames for all components of the lesson and for completion of tasks
Instructor provides update on availability for extra help
Observer Comments About Initiative
0T
Recognition:
0T
Ideas or Advice:
0T
Meets Student Needs
Desired Behaviors Observed?
Instructor Enables Learners to Direct their Own Learning- looks like:
Instructor stimulates discussion

9. Instructor encourages all students to actively engage in discussions related to content
Instructor provides opportunities for students to work in groups or with peers
Instructor provides choice to students whenever possible and appropriate
Observer Comments About Student-Directed Learning:
0T
Instructor Encourages Learners to Link New Content to Existing Knowledge or Experience- looks like:
Instructor assesses student level of knowledge prior to the learning experience
Instructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to
lessons and new content
Observer Comments About Connecting New Concepts to Existing Knowledge and Experience:
0T
Instructor Communicates/Demonstrates Relevance for New Learning
Instructor helps students connect new knowledge and skills to career and educational goals
Instructor connects agenda items to lesson objectives
Instructor relates new concepts to larger course and/or program goals
Observer Comments about Relevance of New Learning:
0T
Instructor demonstrates mastery in field
Instructor references current events or research related to profession or field
Instructor utilizes subject-matter expertise to answer student questions
Observer Comments about Mastery In Field:
0T
Instructor acts as role model for students entering professional workforce
Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code
expectations for professional fields
Instructor handles crucial/difficult conversations with tact and empathy
Instructor respectfully encourages divergent thinking and expression of alternate opinions
Instructor manages class behavior to ensure all students have the opportunity to meet learning objectives
Instructor adheres to copyright guidelines
Instructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another
Observer Comments about Role Modeling:
Recognition:
0T
Ideas or Advice:
0T
Instructional Methodology
Desired Behaviors Observed?
Instructor Encourages Critical Thinking
Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s
Taxonomy and to engage multiple students
Instructor allows opportunities for students to answer each other’s questions
Instructor encourages creation and use of graphic organizers
Instructor asks students to compare new content to experiences and prior knowledge
Instructor embeds opportunities for processing, application and evaluation of new concepts immediately following
introduction of new content
Instructor uses real world scenarios or case studies whenever possible to help students see practical application of
lesson
Instructor encourages problem solving exercises for students
Observer Comments about Critical Thinking:
0T
Instructor Designs Lessons that Incorporate Instructional Best Practices

10. Instructor posts an agenda and lesson objectives
Instructor begins class with a “hook”
Instructor’s voice is audible
Instructor balances direct teaching with student-driven learning activities
Instructor varies teaching strategies to allow students to exercise various learning styles
Lesson is logically organized and chunked into intervals not longer than 20 minutes
Lesson moves forward at comfortable pace for learners
Instructor allows ample time for student questions and commentary
Instructor uses technology to enhance learning
Instructor uses visual or instructional aids when possible to promote student understanding of ambiguous
concepts
instructor presents/explains complex concepts in an alternate way when/if students are confused
Instructor uses both formative and summative assessment techniques to assess progress toward meeting lesson
objectives
Instructor uses objectives at the end of class to assess progress toward meeting goals
Instructor closes class with a cliff hanger or preview of upcoming lesson(s)
Observer Comments About Use of Best Practices:
0T
Instructor Attitude
Instructor demonstrates enthusiasm/passion for topics and teaching
Instructor allows learning to occur through mistakes
Instructor exercises appropriate humor
Instructor shows concern for student success
Observer Comments About Instructor Attitude:
0T
Recognition:
0T
Ideas or Advice:
0T
Student-Instructor Rapport
Desired Behaviors Observed?
Builds Relationships with Students- looks like:
Instructor regularly uses students names to personalize learning and engage students
Instructor makes eye contact with all students regularly
Instructor employs and encourages active listening techniques
Instructor moves about the room
Instructor values and respects individual differences
Instructor recognizes and validates student contributions to learning
Instructor respectfully addresses code of conduct issues
Instructor is flexible and accommodating to individual student needs
Instructor maintains professional boundaries with students
Observer Comments About Classroom Relationships:
0T
Recognition:
0T
Ideas or Advice:
0T
Instructor signature 0T Date: 0T

11. Critical Friend (Faculty for Faculty) Observation Form – Classroom Observation
Instructor Name:0TCourse Name: 0T Date and Time of Observation:0T
Desired Instructor Behavior Observer Comments
Promptness When…
0T
Time Management
Idea(s) to Try…
0T
Preparation When…
0T
Idea(s) to Try…
0T
Initiative When…
0T
Idea(s) to Try…
0T
Enables adults to direct their own When…
learning 0T
Idea(s) to Try…
Meets Student Needs
0T
Encourages adults to link new When…
content to existing knowledge or 0T
experience Idea(s) to Try…
0T
Communicates/Demonstrates When…
Relevance for New Learning 0T
Idea(s) to Try…
0T
Role Model When…

12. Desired Instructor Behavior Observer Comments
0T
Idea(s) to Try…
0T
Encourages Critical Thinking When…
0T
Instructional Methodology
Idea(s) to Try…
0T
Incorporates Instructional Best When…
Practices 0T
Idea(s) to Try…
0T
Maintains Positive Attitude When…
0T
Idea(s) to Try…
0T
Builds Relationships with When…
Rapport
Students 0T
Idea(s) to Try…
0T
Observer Name:0T
Additional Comments/Feedback:0T

13. Supervisory Observation Form – Classroom Observation
Instructor Name: 0T Course Name: 0T
Date/Time of Observation:
Observed by:
Rating Scale:
3 = Additional Desired Behaviors Observed (Exceeds Expectations)
2 = Desired Behaviors Observed (Meets Expectations)
1 = Some Desired Behaviors Observed (Coaching Encouraged – follow up activities defined in Development Plan)
0 = Desired Behaviors not Observed - though there was opportunity to implement them(Concentrated Coaching Required- Follow up
activities defined in development plan)
N/A = No opportunity for observation of desired behaviors
Time Management:
Desired Behaviors Rated
Instructor Promptness looks like: N/A
Instructor present in classroom prior to scheduled start time
Instructor begins and ends class on time (including breaks if appropriate)
Observer Comments About Promptness
0T
Instructor Preparation- looks like: N/A
Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be
incorporated into lesson
Lesson plan for class has been submitted or is on file
Instructor brings answers/resources to address pending student questions from prior classes
Instructor balances activities with content coverage
Observer Comments About Preparation
0T
Instructor Initiative- looks like: N/A
Instructor previews upcoming assignments and projects
Instructor provides rubrics for upcoming assignments and projects
Instructor provides realistic but flexible time frames for all components of the lesson and for completion of tasks
Instructor provides update on availability for extra help
Observer Comments About Initiative
0T
Recognition:
0T
Goal(s) and Action Item(S):
0T
1

14. Meets Student Needs
Desired Behaviors Rated
Instructor Enables Learners to Direct their Own Learning – looks like: N/A
Instructor stimulates discussion
Instructor encourages all students to actively engage in discussions related to content
Instructor provides opportunities for students to work in groups or with peers
Instructor provides choice to students whenever possible and appropriate
Observer Comments About Student-Directed Learning:
0T
Instructor Encourages Learners to Link New Content to Existing Knowledge or Experience N/A
Instructor assesses student level of knowledge prior to the learning experience
Instructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to
lessons and new content
Observer Comments About Connecting New Concepts to Existing Knowledge and Experience:
0T
Instructor Communicates/Demonstrates Relevance for New Learning N/A
Instructor helps students connect new knowledge and skills to career and educational goals
Instructor connects agenda items to lesson objectives
Instructor relates new concepts to larger course and/or program goals
Observer Comments about Relevance of New Learning:
0T
Instructor demonstrates mastery in field N/A
Instructor references current events or research related to profession or field
Instructor utilizes subject-matter expertise to answer student questions
Observer Comments about Mastery In Field:
0T
Instructor acts as role model for students entering professional workforce N/A
Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code
expectations for professional fields
Instructor handles crucial/difficult conversations with tact and empathy
Instructor respectfully encourages divergent thinking and expression of alternate opinions
Instructor manages class behavior to ensure all students have the opportunity to meet learning objectives
Instructor adheres to copyright guidelines
Instructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another
Observer Comments about Role Modeling:
0T
Recognition:
0T
Goal(s) and Action Item(s):
0T
Instructional Methodology
Desired Behaviors Rated
Instructor Encourages Critical Thinking N/A
Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s
Taxonomy and to engage multiple students
Instructor allows opportunities for students to answer each other’s questions
Instructor encourages creation and use of graphic organizers
2

15. Instructor asks students to compare new content to experiences and prior knowledge
Instructor embeds opportunities for processing, application and evaluation of new concepts immediately
following introduction of new content
Instructor uses real world scenarios or case studies whenever possible to help students see practical application
of lesson
Instructor encourages problem solving exercises for students
Observer Comments about Critical Thinking:
0T
Instructor Designs Lessons that Incorporate Instructional Best Practices N/A
Instructor posts an agenda and lesson objectives
Instructor begins class with a “hook”
Instructor’s voice is audible
Instructor balances direct teaching with student-driven learning activities
Instructor varies teaching strategies to allow students to exercise various learning styles
Lesson is logically organized and chunked into intervals not longer than 20 minutes
Lesson moves forward at comfortable pace for learners
Instructor allows ample time for student questions and commentary
Instructor uses technology to enhance learning
Instructor uses visual or instructional aids when possible to promote student understanding of ambiguous
concepts
instructor presents/explains complex concepts in an alternate way when/if students are confused
Instructor uses both formative and summative assessment techniques to assess progress toward meeting lesson
objectives
Instructor uses objectives at the end of class to assess progress toward meeting goals
Instructor closes class with a cliff hanger or preview of upcoming lesson(s)
Observer Comments About Use of Best Practices:
0T
Instructor Attitude N/A
Instructor demonstrates enthusiasm/passion for topics and teaching
Instructor allows learning to occur through mistakes
Instructor exercises appropriate humor
Instructor shows concern for student success
Observer Comments About Instructor Attitude:
0T
Recognition:
Goal(s) and Action Item(s):
0T
Student-Instructor Rapport
Desired Behaviors Rated
Builds Relationships with Students N/A
Instructor regularly uses students names to personalize learning and engage students
Instructor makes eye contact with all students regularly
Instructor employs and encourages active listening techniques
Instructor moves about the room
Instructor values and respects individual differences
Instructor recognizes and validates student contributions to learning
Instructor respectfully addresses code of conduct issues
Instructor is flexible and accommodating to individual student needs
Instructor maintains professional boundaries with students
3

16. Observer Comments About Classroom Relationships:
0T
Recognition:
0T
Goal(s) and Action Item(s):
0T
Rating Scale:
3= Exceeds Expectations
2= Meets Expectations
1= Developing - Additional Coaching Encouraged
0 =Focused Coaching/Support Required
Overall Rating: Time Management N/A
Overall Rating: Meets Student Needs N/A
Overall Rating: Instructional Best Practices N/A
Overall Rating: Student-Instructor Rapport N/A
Average Rating – Overall Assessment RATING COMMENTS:
N/A 0T
Instructor Signature:0T Date:0T
4