This study researched the effective practices that should be utilized when evaluating faculty. In addition to how faculty are evaluated, the study looked at how faculty evaluations are connected to faculty development for improvement opportunities. This study focused on the 15 Iowa community colleges. Each community college was asked to provide their current evaluation practices along with any instruments they were currently using to evaluate faculty. All 15 of the Iowa community colleges provided their documentation. The research indicated that there are five effective practices that should be utilized to evaluate faculty. When analyzed, all of the Iowa community colleges are utilizing at least one of the effective practices. The majority of the colleges are utilizing at two or three effective practices. None of the Iowa community colleges are utilizing all five effective practices. The most commonly utilized practices are administrator evaluations and student evaluations. As indicated in the research, these are the most common evaluations practices utilized by most colleges. These two practices are typically easy to implement. While faculty do not always think that student evaluations are valid, most of the research supports that they are. The least utilized effective practices in the Iowa community colleges were peer evaluations and portfolios. Peer evaluations are utilized in three and portfolios are utilized in two of the Iowa community colleges. Peer evaluations typically are done by a subject matter expert and at least one other peer. Rater bias when utilizing faculty from the same department is one reason peer evaluations are not utilized. Another reason is that the evaluators need to be trained in how to evaluate. Qualitative findings support the use of multiple tools in evaluation of faculty. Self-Evaluation, Student Evaluations, Administrator Evaluation, Peer Evaluation, and Portfolios are the effective practices recommended in the research. The Iowa community colleges should be using all of these evaluation tools to improve faculty performance. These practices can be utilized as formative and/or summative in nature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]