Midterm Review Form

College Now Midterm Review Form

As a rural Hispanic Serving Institution with open enrollment, CGCC serves a diverse community of students, including many who have been historically marginalized. In support of these and all students, CGCC's Strategic Plan and Vision calls for instruction that "innovates and excels, champions equity and inclusion, and nurtures belonging among our students." Please keep in mind these qualities as you complete your observation form. Feel free to refer to the "Applying Inclusive Teaching Practices Form" for more information on inclusive teaching.
Faculty Name*

First NameLast Name
Faculty Email*
example@example.com
Teacher Name*

First NameLast Name
Teacher Email*
example@example.com
High School Principal Email *
example@example.com
Course Code *
Term *
Review Format *
Date*

MonthDayYear
Date

In Person, Zoom, or Recorded Review
Instructor Presence

From your observation please evaluate how the Instructor works within the classroom to establish a presence that is welcoming, inclusive and supportive of all students' learning.

You may want to consider some of the following questions:

How does the Instructor welcome students into the classom, giving them a
sense of belonging?
Does the Instructor use the students' preferred names and correct pronouns?
Does the Instructor have regular and sustained interaction with all students?
What innovative strategies does the Instructor utilize in the classroom to acknowledge the lived experiences of diverse and historically marginalized students?
Give examples of how the Instructor uses language that is inclusive, affirming and equitable?
What does the instructor do to create a learning environment that is welcoming, inclusive, and supportive of all student learning?*
What could the instructor do to foster a more inclusive, welcoming environment that empowers students?*
Delivery: Universal Design/Culturally Responsive Pedogogy/Antiracist Pedagogy

How does the Instructor design and employ pedagogy that is culturally responsive, inclusive and accommodating of diverse learning realities and identities? What innovative strategies does the Instructor do to provide excellent instruction that aligns closely to Course and Institutional Outcomes?

You may want to consider some of the following questions:
Is the Syllabus welcoming, easy to use and inclusive of diverse curricular materials?
Does it articulate the CLOs and ILOS, as well as the processes and policies needed to achieve them?

How does the Instructor address and fullfill learning outcomes in a way that honors all students' lived experiences, learning abilities, and multiple identities (including but not limited to race, ethnicity, gender, age, and socio-economic class)? What innovative best practices do they utilize?

Do the course materials reflect and engage the diverse identities of the CGCC student body? Do the materials represent up-to-date, excellence in the academic field or specialty?

Does the online course design employ best practices, including Universal Design for
Learning (UDL) principles, including multiple means of representation and expression?

How does the Instructor humanize the classroom, making it an inclusive, supportive and effective learning environment for all students?
What strategies does the Instructor effectively employ to support any of the following: culturally responsive, inclusive, innovative and/or antiracist pedagogy?*
What strategies (including culturally responsive, inclusive, innovative and/or antiracist pedagogy) could the Instructor employ to better achieve course outcomes for all learners?*
Assessment of Student Learning

Please describe how the Instructor employs innovative, effective assessments, aligned to Course Outcomes and Instructional Learning Outcomes (ILO), that accurately assess learning for our diverse student body.

You may want to consider some of the following questions:
In keeping with UDL, does the Instructor offer multiple points of assessment, rather
than one large final assessment?

Does Instructor offer multiple assessment strategies to accommodate diverse student needs and methods of knowing?

How does the Instructor use both formative and summative assessments that
encourage student growth and development?

Does the Instructor offer timely and/or real time feedback, on assignments or in class, that allow students to learn from their mistakes?

What innovative strategies does the Instructor bring to assessment of student learning aligned with CLOs and ILOs?
What inclusive and/or innovative assessment strategies does the Instructor employ to better assess course outcomes for all learners?*
What did you see the Instructor do to support effective, equitable, and inclusive assessment that could be developed or refined?*

Student Work Samples
In order to complete this type of review your assigned teacher will need to send you a student work sample of each of the following: an activity, an assignment, a formative assessment, and a summative assessment. All student work samples should have a completed rubric with teacher feedback.

Please assess the student work sample with the provided rubric and compare your results with the teacher's.
Upload Work Samples Here *

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Provide feedback and reflection on grading alignment and or misalignment:*
Instructor Presence
What innovative strategies does the Instructor utilize to acknowledge the lived experiences of diverse and historically marginalized students?*
Give examples of how the Instructor uses language that is inclusive, affirming and equitable:*
Delivery: Universal Design/Culturally Responsive Pedagogy/Antiracist Pedagogy
Is the syllabus welcoming, easy to use, and inclusive of diverse curricular materials?*
Does the syllabus articulate the CLOs and ILOs, as well as the processes and policies needed to achieve them?*
How does the Instructor address and fulfill learning outcomes in a way that honors all students' lived experiences, learning abilities, and multiple identities (including but not limited to race, ethnicity, gender, age, and socio-economic class)? What innovative best practices do they utilize? *
How does the Instructor employ Universal Design Principles?*
Assessment of Student Learning
Does the Instructor offer multiple points of assessment, rather than one large final assessment?*
Does the Instructor offer multiple assessment strategies to accommodate diverse student needs and methods of knowing?*
How does the Instructor use both formative and summative assessments that encourage student growth and development?*
What innovative strategies does the Instructor bring to assessment of student learning aligned with CLOs and ILOs?*

CGCC Policies and Requirements

College Now teachers must adhere
- CGCC's Vision, Mission, Priorities, and Guiding Principles while teacher College Now content
- Departmental expectations
- College Now Teacher & Faculty Handbook
What did you observe about the Instructor's alignment with CGCC and/or Department policies and requirements?*
Please confirm the following:*

Teacher has reviewed the College Now syllabus at the beginning of the course with studentsTeacher has made CN Student Handbook, CN syllabus, and CN Orientation material available on their course shellDetails outlined in Step 1 and 2 paperwork are reflective of classroom practice
Is the course in question sufficiently similar to its CGCC counterpart?*
Would you like to begin the content grievance process?*
Please outline specific items that need to be changed in order to achieve alignment:*
If no changes are needed, type 'N/A'
Outlined changes should be in place by:*
Please share any overall feedback below:
I affirm that the above made statements are true to the best of my knowledge and belief*

Clear
Should be Empty:

In Person, Zoom, or Recorded Review

Student Work Samples

Instructor Presence

Delivery: Universal Design/Culturally Responsive Pedagogy/Antiracist Pedagogy

Assessment of Student Learning