Balanced Faculty Evaluation Workshops 

One of our most frequent requests for assistance, IDEA provides several ways to help campuses improve methods of faculty evaluation that lead to more effective evaluation and a process that faculty can support. From short, one-time webinars to longer term guidance, IDEA consultants are ready to help with this important campus issue.


Overview

A broad look at best practices in comprehensive faculty evaluation and how they may be implemented on your campus.

Constructive Faculty Evaluation
Helping campuses create a balanced, clear and motivational system of evaluating faculty

Many campuses rely on the simplest measures of faculty performance to conduct evaluations like student rating scores and number of publications. While these approaches are indeed the easiest way to create a standardized system of evaluation, the approach usually overlooks important information about faculty performance--leaving some faculty under appreciated and others over-rewarded. It also frequently does not encourage the kind of improvement that is most desired such as improving instruction. Rather, it encourages faculty to do those things that get them evaluated positively regardless of the benefit to them or the institution. 

In this learning experience, faculty and administrators will think-through best practices in comprehensive faculty evaluation and how they might apply to their campus. 

This experience is available as a:

Evaluating instruction

Institutions can create a system of faculty evaluation that considers multiple sources of evidence such as classroom observation, self-evaluation, review of curriculum materials, student feedback and more, to create a holistic view of how effective faculty are as well as providing resources for improving instruction.

Evaluating instruction
Helping leaders create a balanced evaluation of instruction

Evaluating instruction requires the triangulation of multiples sources of evidence in order to arrive at the most accurate assessment of instruction possible. Over-reliance on single sources of data, such as student feedback, results in a system that does not encourage improvement of instruction, and instead, one that creates resentment and resistance from faculty. A balanced system of evaluating instruction gathers evidence from multiple sources to create the clearest and most accurate view possible of faculty instructional efforts, and then, the most valid evaluation possible. 

This learning experience for dean, chairs, and/or faculty evaluation committees reviews best practices in the evaluation of instruction and provides tools for creating a customized system of evaluation. 

This experience is available as a:

  • Webinar
  • On-campus workshop

Instructional self-assessment for faculty
Helping faculty implement reflective practice

Reflective practice is the scholarly, thoughtful consideration by an instructor of whatever insight is available to understand the effectiveness of their teaching. It involves reviewing evidence, researching solutions, and testing methods. The IDEA model of reflective practice guides faculty through this process with the goal of summarizing instructional strengths and weaknesses along with specific plans for improvement in a single document. 

The process yields recognition of strengths and weaknesses in instructional practices, course content, and student learning based on: 

  • Perception of students via SRI, other surveys, or informal feedback (e.g., “they don’t like my lectures much, and I think the reason is I lecture too often” or “they seem very enthusiastic about this course, and I think it is because I make it very relevant for them” ). Quantitative over time; analysis of qualitative feedback; 
  • Peer feedback via observation, formal feedback on course design or assignments, or informal feedback. 
  •  Other data sources as appropriate including student grades, assessment of program outcomes, student performance on professional assessments, and instructor perception of instruction, etc. The outcome is not evaluative. Rather, those in a position to evaluate faculty use the product of self-reflection, along with other sources, to conduct an evaluation of an instructor’s teaching. 
  • This learning experience for faculty and those who support faculty guides participants through the process of self reflection and the creation of a summative document for periodic reflection. The web-based group over time guides participants through the actual process and creation of the summative document and ends with its creation. 

     

    This experience is available as a:

  • Webinar
  • On-Campus workshop
  • Web-based group over time

Peer observation of instruction
Helping faculty and administrators create a supportive peer observation process

One component of supporting faculty in their instruction is the provision of peer observation. Such in-class observations can provide faculty with insight into their strengths and weaknesses as well as concrete ideas for how to improve. 

This learning experience is for anyone who wants to learn how to conduct peer observations. Outcomes include setting up a peer review program, conducting pre and post class interviews with the instructor being observed, conducting observations, and providing useful feedback. Additionally, for those interested in using peer observation as part of faculty evaluation, methods of including observation, and the limitations of doing so, are explored.

This experience is available as a:

  • Webinar
  • On-campus workshop


improving instruction

Student voice should be considered, and contribute to faculty evaluation, but it is just one component.  Let IDEA specialists show you how to use your student feedback in a fair manner which promotes a continuous cycle of improvement on campus.

Using student feedback to improve instruction
Guiding faculty through using their actual student feedback to improve instruction

While most institutions expect faculty to use student feedback to improve their instruction, few give specific guidance and assistance in doing so in any systematic manner. Faculty can over react to negative student feedback rather than thoughtfully considering its implications. Likewise, faculty with mostly positive feedback can smile and move on without considering what they can learn to make instruction even better. 

This learning experience is helps faculty recognize the types of things they can learn from feedback, to make some preliminary conclusions about their recent student feedback, and make plans for continual reflection on feedback in the future.

This experience is available as a:


 

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