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ABOUT THIS PART Use this guide as your roadmap to deliver high-quality instruction every semester. It outlines key responsibilities, recommended practices, and essential processes to help you prepare, teach, and support students effectively from the first day of class through the end of the term. |
WEEK BEFORE START
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What to Consider |
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Policy |
Task |
Component |
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Learn expectations, updates, and course delivery guidance. This link will take you to a tutorial on how to schedule a meeting using Microsoft Outlook. Be sure to check your availability before scheduling and select a time when you are available to meet. |
Administration |
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Familiarize Yourself with Policy Review applicable policies and procedures to ensure compliance with college requirements. This link will take you to the college policy page, where you can review current policies and procedures shared within your syllabus. |
Administration |
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Review Student Behavioral Plan Understand your department’s established procedures for addressing student conduct and behavioral concerns. Check with your Chair or department leadership to review the appropriate process and expectations for responding to student behavior concerns. |
Administration |
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Familiarize Yourself with the Curriculum Review the course curriculum, including content, pacing, and assessment expectations. If possible, take the course or review it from the student perspective to better understand the intended delivery and student experience. |
Administration |
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Understand Your New Role Transitioning into a new faculty role involves more than learning the course curriculum. Take time to understand your responsibilities, expectations, and the day-to-day experience of your new role. You may benefit from observing an experienced faculty member during your first semester to gain insight into effective practices and the student experience. Throughout the Mentor Program, use your experiences, observations, and reflections to identify additional professional development (PD) areas where you may need further support, guidance, or resources. |
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Use the approved course template from your chair for base content. Label all modules by week/module number in logical sequence. Start Here module must contain the course syllabus, welcome video with captions, netiquette guidelines, FAQ, accessibility statement, and navigation tour. This link will take you to a tutorial on how to email your request for the approved course template. |
Course Set-Up |
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Plan how you will deliver the course, including instructional activities, pacing, student engagement, and assessment. This link will take you to an example Faculty Instructional Plan to guide you as you develop your own. |
Administration |
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Review and update course dates to ensure they align with the course schedule. Verify assignment due dates, content availability dates, and adaptive release settings. This link will take you to a Blackboard tutorial on using Batch Edit to update course dates and settings. |
Course Set-Up |
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Configure the Gradebook to ensure the Overall Grade, categories, weights, and calculations are accurate. All graded items must be visible to students from the day they become active, and the Overall Grade must remain visible at all times. Verify that all Blackboard due dates match the syllabus exactly; any discrepancy is a compliance failure. This link will take you to Blackboard guidance on managing Gradebook settings. |
Course Set-Up |
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Ensure that you have Honorlock enabled at least on the OCCMA. Every online course must include at least two authenticated assessment experiences, identified in the course schedule within the syllabus and configured in Blackboard before the course opens. This link will take you to a tutorial on setting up Honorlock for assessments. |
Course Set-Up |
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Dual credit instructors: Please leave the Enhanced Desktop feature disabled in the Honorlock Instructor Dashboard. Our regional IT partners do not allow students to download applications onto school-issued computers. Keeping this feature disabled helps ensure a smoother testing experience and prevents potential technical issues for dual credit students. |
Course Set-Up |
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Enable SafeAssign for appropriate writing assignments to help identify potential overlap between student submissions and existing sources. This link will take you to a tutorial on how to enable and use SafeAssign in Blackboard. The following resources provide guidance on using formative and summative assessments effectively to monitor student learning, provide meaningful feedback, and support academic integrity: SafeAssign Best Practices (Practice) and SafeAssign Best Practices (Final). |
Course Set-Up |
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Review the Blackboard Ally accessibility report and achieve an accessibility score of 90% or better before the course goes live. All videos must have accurate captions or transcripts. Auto-generated captions must be reviewed and corrected for accuracy before the course opens. This link will take you to guidance on accessing and reviewing your course accessibility report. |
Course Set-Up |
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Plan Synchronous Sessions (Web) Plan and schedule two live synchronous sessions to engage and support online learners. Use Class for Zoom to schedule, host, and record each session. This link will take you to a tutorial on navigating the Class for Zoom classroom. |
Course Set-Up |
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Post Student Support Hours Post your student support hours in the syllabus and on your office door or designated online space. Full-time faculty must provide a minimum of 10 hours per week, offered in person, virtually, or by phone. Part-time/adjunct faculty must provide a minimum of 5 hours per week through a virtual platform. Hours listed as “by appointment only” require written approval from the department Chair. |
Course Set-Up |
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Include AI Use Policy in Syllabus Every syllabus must clearly state what AI use is permitted, what is prohibited, and the academic integrity consequences for violations. Enter the AI use policy in the designated syllabus component in Simple Syllabus. This link will take you to a Simple Syllabus tutorial on how to edit existing syllabus sections. |
Student Support |
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Include Credit Hour Disclosure in Syllabus All Fall 2026 syllabi must include estimated out-of-class hours for each major assignment, in addition to active instructional hours. Use the updated syllabus template distributed by July 1, 2026, to ensure the required credit hour disclosure is included. |
Integrity |
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Review the course quality standards and complete the required 30-Point Faculty QC2 Checklist each semester by the designated deadline. This link will take you to the Simple Prep Dashboard, where you can access and complete your checklist. For additional information about Simple Prep and how it supports course readiness, learn more about Simple Prep. |
Course Set-Up |
FIRST WEEK
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What to Consider |
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Policy |
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Component |
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Verify that your course has the minimum number of enrolled students required to start. This link will take you to Argos, where you can access the Class Enrollment Report to review the students currently enrolled in your course and see which students are enrolled through Dual Credit. |
Course Set-Up |
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Open Your Course in Blackboard Make your course available to students in Blackboard. You may open your course up to two days before the official course start date. This link will take you to a tutorial on how to make your course available to students in Blackboard. |
Course Set-Up |
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Ensure that students have access to the published syllabus before the course begins. This link will take you to the Simple Syllabus Instructor Editing Guide for guidance on reviewing and publishing your syllabus. |
Course Set-Up |
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Create and publish a welcome video that includes all required components. This link will take you to a sample welcome video script outlining the required content. To learn how to record and insert your welcome video in Blackboard, click here. |
Engagement |
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Welcome students to the course and provide clear guidance on how to get started. This link will take you to a tutorial on how to create and post an announcement in Blackboard. |
Engagement |
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Introduce yourself and the course, provide textbook information, and encourage students to log in and get started. This link will take you to a tutorial on how to send a Blackboard message with the option to send a copy to students’ email. |
Engagement |
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Learn Student Names Begin building rapport and meaningful connections with students by learning and using their names during the first week of class. This is one of the Four Commitments and a foundational practice of the DRIP model, not simply a formality. |
Engagement |
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Establish clear expectations for communication, participation, and respectful interaction in your course. This link will take you to an example classroom contract that can help you develop and implement classroom agreements with your students. |
Engagement |
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Share Permissions for Material Use Clearly identify and share the appropriate permissions for copyrighted or externally sourced materials used in your course. This may include copyright permission, fair use documentation, OER Commons licensing, multimedia permissions, and other applicable use permissions. |
Administration |
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Administer the First Week Attendance Reporting Assignment Verify student participation during the first week of class using the syllabus quiz as your First Week Attendance Reporting Assignment. Students who do not complete the assignment must be reported as Never Attended. Your course template should already include the syllabus quiz, so verify that it is visible and available to students before the course begins. This link will take you to a tutorial on creating tests in Blackboard if you need additional guidance. |
Attendance |
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Grade the First Week Attendance Reporting Assignment Review and grade student submissions promptly to verify participation during the first week of class. This link will take you to a Blackboard tutorial on grading submissions and setting up grading options to streamline your workflow while providing meaningful feedback. |
Attendance |
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Record student attendance in Blackboard by the designated Census Day. Roster certification must be completed by the census date to ensure accurate enrollment reporting. Census attendance impacts state funding and student financial aid eligibility. This link will take you to a Blackboard tutorial on managing and recording attendance. |
Attendance |
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Submit first-week attendance through the Self-Service Portal by the Census Date. Do not delay reporting while waiting for students to respond or participate. This link will take you to a guide on how to report first-week attendance through Self-Service. Attendance must be reported by the required class day:
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Attendance |
DURING THE TERM
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What to Consider |
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Policy |
Task |
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Connect with Students Build meaningful relationships with students throughout the course. Be intentional about learning who your students are, showing genuine interest in their progress, and creating opportunities for interaction that help students feel seen, supported, and connected to their instructor. |
Engagement |
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Encourage Early Participation Create opportunities for students to actively participate early in the course. Encourage students to engage with course content, activities, and their peers from the beginning to establish habits that support continued participation throughout the semester. |
Engagement |
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Keep students informed and connected throughout the course. Use weekly announcements to highlight upcoming priorities, important dates, reminders, and other information that helps students stay on track. This link will take you to a Blackboard tutorial on creating and managing announcements. |
Engagement |
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Remind students of upcoming due dates to help them stay on track with coursework and assessments. Use Blackboard’s reminder tools to provide timely prompts for upcoming or missed deadlines. |
Engagement |
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Respond to student messages promptly and professionally across all course modalities. Reply within 24 hours on weekdays and within 48 hours on weekends. Timely communication is an essential part of the engagement standard that supports the DRIP model. |
Engagement |
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Hold Virtual or In-Person Office Hours Provide accessible opportunities for students to ask questions, seek clarification, and receive individual support. Be available during your posted office hours and create a welcoming environment where students feel comfortable reaching out for assistance. |
Student Support |
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Conduct Synchronous Sessions (Web) Hold and record at least two synchronous sessions during the course to demonstrate active faculty engagement. Acceptable formats include live Q&A sessions, guest speaker webinars, virtual office hours, study groups, or course recaps. Be sure to enable recording when setting up each Class for Zoom session. Document each session in Blackboard and make the recordings available to students. This link will take you to a Class for Zoom tutorial on how to record your sessions. |
Student Support |
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Deliver Quality Instruction Facilitate engaging, well-organized learning experiences that support student understanding, participation, and success. This link will take you to the Instructional Quality Policy and Procedure for guidance on instructional expectations. |
Instruction |
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Share Guidance and Expectations Clearly communicate assignment expectations, instructions, and grading criteria so students understand what is expected before they begin their work. Use rubrics when appropriate to provide transparent criteria for evaluating student performance. This link will take you to Blackboard guidance on creating and using rubrics. |
Instruction |
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Provide Exemplary Examples Share examples of high-quality work to help students understand what successful performance looks like and how assignment expectations can be met. When appropriate, use annotated examples or models to highlight key elements of quality work. |
Instruction |
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Use assessments to measure student learning and determine whether students are meeting course expectations and learning outcomes. Grade student work consistently and provide timely, meaningful feedback that helps students understand their progress and areas for improvement. This link will take you to Blackboard guidance on grading assessments and providing feedback. |
Assessment |
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Use appropriate strategies and Blackboard tools to verify that student work represents the student’s own learning and performance. Authentication methods may include SafeAssign, Honorlock, and intentional assessment design. This link will take you to a tutorial on Blackboard Analytics and related tools that can support monitoring and verification of student activity. |
Assessment |
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Remind students of upcoming deadlines to encourage on-time submission and help them stay on track with coursework. Use Blackboard announcements to provide timely reminders about assignments, assessments, and other important due dates. This link will take you to a tutorial on using announcements to support student productivity and engagement. |
Engagement |
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Return grades and substantive feedback promptly, with grades and feedback posted in Blackboard within 7 days of submission. Feedback should help students understand what they did well and identify specific areas for improvement. Verbal-only notification of grades is not acceptable; grades must be posted in Blackboard. This link will take you to Blackboard guidance on posting grades and providing feedback. |
Assessment |
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Review attendance and Gradebook activity regularly to identify students who may be struggling, disengaging, or at risk of falling behind. Use this information to determine when follow-up, outreach, or additional student support may be needed. This link will take you to guidance on monitoring attendance and identifying student concerns. |
Attendance |
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Review the Gradebook and student engagement data regularly to monitor progress and identify concerns early. Use this information to follow up with students who may be struggling, disengaging, or falling behind and connect them with appropriate support. This link will take you to Blackboard guidance on using analytics to monitor student engagement. |
Student Support |
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Document outreach to students regarding attendance, academic progress, concerns, or needed support. Maintain clear records of communications and follow-up actions to support consistent student outreach and intervention. This link will take you to an example of outreach documentation. |
Student Support |
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Identify and report students who may be at risk of falling behind or becoming disengaged. Any student who has not submitted work or accessed the course for 7 or more consecutive days must receive an Early Alert through Navigate within 24 hours of identification. Submit the Early Alert promptly to connect students with appropriate support and resources. |
Student Support |
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Connect students with campus resources and services that can support their academic, personal, and college success. When a student needs additional assistance, provide a timely referral to the appropriate support service. This link will take you to the Student Services page to explore available resources. |
Student Support |
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Provide students with a clear update on their progress and performance at mid-term. Highlight strengths, areas for improvement, and specific steps students can take to stay on track or improve their course performance. This link will take you to Blackboard guidance on student progress reports. |
Assessment |
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Monitor student progress and adjust instructional pacing as needed to support learning and course completion. When students need additional time or are ready to move forward, adjust the sequence, timing, or release of course content while maintaining alignment with course outcomes and expectations. This link will take you to Blackboard guidance on controlling content release and sequencing. |
Instruction |
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Reteach as Needed Identify difficult or misunderstood concepts and provide additional instruction, examples, practice, or clarification to support student understanding. Adjust your teaching approach as needed to address learning gaps and reinforce key course concepts. |
Instruction |
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Address barriers that may interfere with student learning and success. When a student presents a Notice of Accommodations, implement the documented accommodations as provided; do not re-evaluate or question the student’s documented need. Contact the Office of Student Accommodations if you need clarification about how to implement an accommodation. This link will take you to information about student services and support resources. |
Student Support |
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Create opportunities for students to actively participate, collaborate, and engage in meaningful discussion and learning activities. Use discussions and other interactive strategies to encourage students to contribute, respond to one another, and deepen their understanding of course content. This link will take you to Blackboard guidance on managing discussions. |
Engagement |
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Identify students who are inactive or no longer participating and follow the appropriate college process for addressing their enrollment status. Coordinate with Registration and Records before taking action to ensure student records are updated accurately. This link will take you to the Odessa College Catalog for related enrollment and registration information. |
Administration |
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Address grade concerns promptly and professionally, following established college and departmental procedures. When a grade dispute requires additional review or cannot be resolved directly with the student, notify your department Chair and follow the appropriate escalation process. This link will take you to guidance related to grade procedures. |
Administration |
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Resolve Grade Concerns Address student questions or concerns about grades promptly, professionally, and respectfully. Review the relevant assignment, grading criteria, and feedback with the student and provide clear explanations when clarification is needed. |
Administration |
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Report suspected or observed student misconduct, concerning behavior, or other situations that may require intervention. Submit the appropriate Behavioral Intervention Team (BIT) or conduct report promptly and follow established college procedures. This link will take you to information on how to report a concern. |
Administration |
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Report Instructor Absences Notify your department Chair of an absence before the scheduled class time whenever possible. Arrange appropriate coverage or equivalent instructional activities so students can continue their coursework. Submit the required written documentation within 24 hours of the absence. Posting “class cancelled” in Blackboard alone does not fulfill the absence notification requirement. |
Administration |
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Expect A Classroom Observation Expect classroom observations throughout the school year as an opportunity to receive feedback, reflect on your teaching practice, and identify areas for continued growth and professional development. |
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Complete the required professional learning credits each academic year or long semester. Full-time faculty: 16 hours per academic year—9 Career Enhancement, 4 Technology Training, and 3 Personal Enrichment. Adjunct/Part-time faculty: 4 hours per long semester—2 Career Enhancement and 2 Technology Training. Contact the PLC for guidance on available professional learning opportunities and requirements. |
Development |
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Full-time faculty must participate in the 1-3-5 Faculty Development Program and maintain a professional portfolio throughout Years 1, 3, and 5. Complete the required program activities and document your professional growth and development in the portfolio at each stage. This link will take you to the Faculty Development Program guide for portfolio and program requirements. |
Development |
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LAST TWO WEEKS
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What to Consider |
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Policy |
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Administer the required OCCMA assessment using the department-approved, team-developed assessment format provided in the master shell. The assessment must be labeled “OCCMA” in Blackboard. OCCMA is mandatory with no exceptions. A missed OCCMA creates a permanent gap in institutional assessment data; there is no retroactive collection. |
Assessment |
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Evaluate and record student scores for the OCCMA promptly and accurately. Do not modify, replace, or update the OCCMA assessment unless directed by your department Chair with approval from the Instructional Dean. This link will take you to Blackboard guidance on grading assessments. |
Assessment |
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After grading the OCCMA in Blackboard, review the results in the OCCMA Dashboard to monitor student performance and identify trends or areas for instructional improvement. Use the results to inform future instruction and support ongoing course and program improvement. This link will take you to the OCCMA Dashboard. |
Assessment |
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Verify that the OCCMA weighting in the Blackboard Gradebook matches the course syllabus and current institutional requirements. The required OCCMA weight must be reflected accurately in both Blackboard and the course syllabus. This link will take you to Blackboard guidance on setting up a weighted Overall Grade calculation.
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Administration |
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Encourage students to complete course evaluations and provide meaningful feedback about their learning experience. Promote participation through appropriate strategies, such as adding the evaluation to the Gradebook, offering extra credit, or providing DTS points, when permitted. This link will take you to the course evaluation system. |
Engagement |
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Submit necessary grade corrections promptly and accurately when an error or approved change is identified. Follow the college’s established grade-change process and provide the required documentation. This link will take you to the Grade Change form. |
Administration |
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LAST WEEK
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What to Consider |
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Enter final grades in Self-Service by the designated deadline. Final grades must match the Blackboard Gradebook exactly. Late submission is a performance concern. Faculty must remain reachable throughout the final grade submission window; unavailability requires prior approval. This guide will take you through the process for entering final grades in Self-Service. |
Assessment |
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Verify that final grades in Blackboard match the grades submitted in Self-Service. Any discrepancy must be documented and explained to the department Chair. Do not change grades after final submission without completing a formal Grade Change Request. This tutorial will take you through the process for reviewing, entering, and approving final grades. |
Assessment |
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Process Incomplete Grade Records Process an Incomplete Grade only when the student has completed the majority of the course and is passing the work submitted. Complete the Incomplete Grade Agreement before posting the incomplete grade and follow the documented requirements for completing the remaining coursework. An Incomplete is not a default extension and should not be used in place of a student completing required coursework within the established course timeframe. |
Administration |
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Finalize the course and preserve course records after the term ends. Mark the Blackboard course as complete to prevent further access by course roles while preserving the course and its records. This tutorial will show you how to mark a Blackboard course as complete. |
Administration |
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Document Glows & Grows Reflect on the course by identifying what worked well (Glows) and areas that could be improved (Grows). Document key successes, challenges, and opportunities for improvement to inform future instruction and course planning. |
Development |
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