Abstract
After extensive internal consultation and external research, George Brown College in Toronto, Canada, embarked on a new Academic Strategy (2004) to guide the college from 2005–2008. The key strategic priority identified in this initiative is “To make excellence in teaching and learning the hallmark of a George Brown College education.” As more detailed projects to carry out the recommendations within this new academic strategy were being planned, it was immediately evident that one of the barriers to achieving “excellence in teaching and learning” was the lack of a mechanism for comprehensive feedback and development for faculty who were past the probationary period. The implementation of a new faculty performance review process could create an opportunity for engagement, reflection, and renewal for community college faculty.
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© 2009 Andrea M.A. Mattos
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Quartaro, G., Cox, B. (2009). Enhancing Faculty Commitment, Hope, and Renewal through Developmental Performance Review. In: Mattos, A.M.A. (eds) Narratives on Teaching and Teacher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230622913_10
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DOI: https://doi.org/10.1057/9780230622913_10
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-37715-2
Online ISBN: 978-0-230-62291-3
eBook Packages: Palgrave Social & Cultural Studies CollectionSocial Sciences (R0)