Teaching Programs

Succeed as a faculty member here at Tallahassee Community College. 

Faculty Assessment and Portfolio Resources

Tools and resources are provided by CPE for the Faculty Assessment and Portfolio process. Supervisors are the primary contact for the process and can provide feedback and direction for faculty members.

Timelines for Faculty Assessment and Portfolios


  • Faculty member develops goals
  • Faculty member and the supervisor meet and agree on goals


At the end of the semester, the faculty member will complete the following:

  • Provide a brief summary of the results of each goal for each of the four areas listed on the Talent Management System
  • Under fundamental competencies, list accomplishments and areas for development
  • Write one goal for each of the essential job functions for the next evaluation period
  • Update outside employment section
  • The supervisor rates and comments on goals and activities
  • The faculty member and the supervisor meet to review

Portfolio Elements

Faculty members are encouraged to develop and modify the required documents each year to discuss in the annual review as preparation for the five-year review.

The TCC District Board of Trustees Policy 05-03 Assessment and Evaluation outlines the expectations and requirements for portfolios.  Faculty on annual contract and post award-review are expected to complete portfolios.

Required Elements

The required elements of the portfolio align with the supporting documents for the Talent Management System with the exception of two items: Teaching Philosophy and Instructional Innovations. Resources are available in the Online Modules and Workshops section of this website to provide information, inventories, and examples for developing or revising a teaching philosophy.  Instructional innovations may be included in the Talent Management System in the instructional goals section or under the fundamental competencies.  These may be reflected upon in the portfolio. 

Optional Elements

In the optional components of the portfolio, curricular revisions are included in the Talent Management System, making it easy to include this information in the portfolio.  All of the other optional items may be included.

Portfolio Materials Provided by Others

Classroom observations, student course evaluations, and student success data are included in the Talent Management System.  Faculty members completing a portfolio will ask a peer to review the required items of the portfolio and provide feedback to be included in the portfolio. The peer should be someone who teaches in the same field because of the nature of the items the peer is reviewing. If there isn’t another full time faculty member who teaches in the same field, then another faculty member in the same division may serve as the peer reviewer. 

In most cases, results of employer surveys are not available. If applicable, the supervisor will provide them. Typically, employer surveys are conducted in healthcare professions

Talent Management System

The Talent Management System contains the employee’s position description, as well as performance planning and evaluation. The objectives are to establish clear performance expectations and provide systematic feedback to assist the employee in achieving optimal expectation standards and goals.

The Talent Management System for faculty is based on TCC District Board of Trustees Policy 05-07 and is an annual evaluation process that is aligned with the evaluation process for all employees at TCC.  

Under the instruction job function of the Talent Management System, faculty members are required to include syllabi.  Faculty should ensure syllabi are in compliance with TCC District Board of Trustees Policy 05-12 and Procedure 05-12AP.

Classroom Observation Assessment

Supervisors complete classroom observations using the Classroom Observation form.  The form is included as a supporting document of the Talent Management System. View the Class Observation Worksheet.

Student Course Evaluations

Student Course Evaluations which are now known as IDEA Student Ratings of Instruction provide a system of feedback that naturally lead to goals for the following year.  The opportunity to select essential and important objectives adjusts the results in a manner that accounts for extenuating factors. Find more information about IDEA Students Rating of Instruction. Access your reports here.

Student Success Data

Student Success Data is provided in the Faculty and Staff Portal with directions and a link at the bottom of the page. The information takes a few minutes to load. Make sure to click to page two for comparisons to other instructors’ success rates in your division. Access the student success data

Board of Trustees Policy on Portfolios

Portfolio Template (Updated Nov 2017)

Workshop Tracking Form


Adjunct Programs

Several professional development programs are offered through CPE to support adjuncts.

The Academy of Teaching, Learning, and Success (ATLAS)

ATLAS is an opportunity for you to connect with other colleagues, learn more about TCC's resources to support faculty and students, and ultimately support and expand your knowledge, skills, and abilities related to teaching and learning at TCC. ATLAS is designed to be an interactive, discussion-based open forum allowing for opportunities to share experiences and ideas.
The guiding question for these seminars is, "What can I do to enhance learning for my students?" The process for answering the question is based on extensive interaction and sharing with colleagues across disciplines. Exposure to TCC faculty resources including the Center for Professional Enrichment and the Center for Distance Learning, along with information about TCC's student resources such as the learning centers and the STAR lab, will connect you with the tools and resources for successful teaching and learning.
Deadline to apply is Thursday, January 10, 2019.


Candidates must have taught at least one course at TCC prior to enrolling in ATLAS and must be teaching a class at TCC while participating in ATLAS.


Meetings for the Spring 2019 ATLAS schedule will be Tuesday nights from 6 - 8 p.m. in FPAC 216:

  • Seminar 1: Tuesday, January 22
  • Seminar 2: Tuesday, January 29
  • Seminar 3: Tuesday, February 5
  • Seminar 4: Tuesday, February 12
  • Seminar 5: Tuesday, February 19
  • Seminar 6: Tuesday, February 26
  • Seminar 7: Tuesday, March 5
  • Seminar 8: Tuesday, March 12


ATLAS participants will demonstrate enhancement of teaching and learning through the following tasks:

  • Reflection of course topics via Canvas discussion board postings
  • Reflection on learning outcome alignment activity and assessment
  • Plan for active, collaborative, or experiential learning
  • Reflection on the use of a classroom assessment technique
  • Reflection on the integration of technology
  • Teaching philosophy statement


ATLAS graduates will receive a $500 stipend after successful completion of the program. The program includes attendance to all seminars, as well as completion of all assignments outlined on Canvas. These components will be assigned each session.


Please apply using this application

ATLAS Facilitator

Dr. Kelly Thayer, English assistant professor


Adjunct Faculty Advancement Program (AFAP)

AFAP is truly a promotion program for adjuncts. Deans may nominate those who have completed ATLAS and taught at TCC for more than 12 credit hours. Only six adjuncts may participate each fall and spring semester.


  • To integrate adjunct faculty into the TCC educational community
  • To promote the professional growth of adjunct faculty
  • To develop institutional practices that foster a commitment to student learning
  • To impact student learning outcomes through effective teaching practices

Enabling Activities

  • Project and support a learning-centered teaching philosophy
  • Provide assistance in designing professional growth plans
  • Provide opportunities for adjunct faculty to develop professional relationships with full-time faculty
  • Provide assistance with instructional design, integrating technology, active learning, student engagement strategies, assessment, and classroom management
  • Provide a tied of financial rewards to adjunct faculty who develop, implement, evaluate, and revise professional growth plans


Meetings for the Spring 2019 AFAP schedule will be Monday nights from 6 - 8 p.m. in FPAC 216:

  • Meeting 1: Monday, January 14
  • Meeting 2: Monday, February 18
  • Meeting 3: Monday, April 22

Additionally, assignments will be facilitated and submitted online via Canvas.

Participation Incentive

Participants who have successfully completed the AFAP program, including all assignments and supplemental readings, attain the following benefits:

  • Improved connection to TCC faculty and campus culture
  • Enhanced preparation to meet the learning needs of students and enhance student success via increased knowledge of support services and utilization of effective teaching strategies
  • Access to research-based information on trends in higher education, with opportunities for discourse with colleagues on strategies that impact student learning
  • Provision of teaching and learning resources to use as a guide through AFAP
  • Induction into the Academy of Adjunct Professors (see below tab)


Please apply using this application.


Academy of Adjunct Professors

Adjunct Faculty who have been inducted into the Academy of Adjunct Professors demonstrate a high level of commitment to constantly enhancing and enriching student learning.


Successful completion of ATLAS and AFAP.


  • Certificate of Induction into the Academy of Adjunct Professors
  • Promotion to Adjunct Professor
  • Renewable 2-year salary increase of $100 per credit hour in subsequent semesters



First, Second and Third-Year Faculty Profiles

The First and Second Year Seminars bring together the new faculty members from all areas of the College to learn from each other and share their professional expertise.


Tallahassee Early Alert Management System (TEAMS) aims to identify, reach out and provide support to students who are experiencing challenges or having difficulty with their coursework.