Group II Faculty Evaluation Responsibilities

Faculty Evaluation Responsibilities

Progress Towards Promotion

On or before the end of spring semester, a letter of intent must be submitted to the PGII Committee Chair indicating the candidate's intention to submit materials seeking promotion. Each candidate should be evaluated on an individual basis, based on contractual assignments.

The criteria in these guidelines (described below) will be used for the promotion evaluation. The Chairperson of the PGII Committee and the School Director will meet with the Group II Instructional Faculty member to review the Committee's written assessment. Each candidate will also be provided with this assessment in writing via a letter written by the PGII Committee by February 1st.

Pre-Promotion Review Criteria

Each pre-promoted Group II Instructional faculty member pursuing promotion may request a pre-promotion review. The candidate must have served as a Group II Instructional faculty for a minimum of three years to evaluate his/her progress toward promotion. The faculty member will submit a promotion dossier to the School PGII Chair by the second Monday of September. The dossier will contain:

• Narrative statement discussing the two areas of teaching and service and the candidate's strengths and areas of growth in each area. Original letter of appointment
• Current curriculum vitae.
• Teaching portfolio.

The School PGII Committee Chair and School Director will review the materials by the end of the first week of spring semester. The School PGII Committee Chair and School Director will meet with the Dean to provide him/her with an overview of the candidate's progress toward promotion and/or tenure. This meeting will occur by the end of the third week of the spring term. The candidate will receive a letter from the School Director that integrates all feedback about his/her progress toward promotion. The letter will include suggestions regarding which area(s) the candidate may need to strengthen and improve. The School Director will issue the letter no later than February 15.

Teaching Criteria

Faculty members promoted within the College of Health Sciences and Professions will demonstrate high quality teaching effectiveness. Instruction of students is critical to the School's overall mission. Teaching effectiveness is viewed as a measure of instructor performance in and outside of the classroom. An excellent teacher maintains a high level of knowledge and expertise in his/her respective discipline. An excellent teacher exhibits the knowledge, skills, and commitment necessary to assist students as they develop a growing understanding of the subject matter, the practices, and the competencies pertinent to their disciplines.

An excellent teacher demonstrates a continuing concern for instructional effectiveness through the collection and utilization of feedback from students, colleagues, and others regarding presentation strategies and evaluation of learning. It is expected that faculty members will provide substantive evidence about their skill and effectiveness in teaching. The following information is provided as a guide to specific items that are included in the description of an individual who demonstrates high quality and effective teaching skills. Documentation should be sufficient to support the narrative and to establish a pattern of teaching that fits within these parameters (whether that teaching is in a traditional classroom setting or through other formats, e.g., distance learning, seminars).

SAHSW Group II Instructional faculty must demonstrate high quality teaching effectiveness as evidenced by the following characteristics:

1. a commitment to students;
2. an ongoing interest in the art of teaching; and
3. recognition that advising is an important aspect of the faculty-student relationship.

Candidates seeking promotion will strive to balance time and effort in addressing these three areas so that professional growth is demonstrated over time.

Teaching Benchmark

• Shows commitment to students.
  • A. Meets classes regularly
  • B. Returns graded/evaluated material promptly
  • C. Holds office hours to promote student learning
  • D. Provides syllabi which furnishes students with: instructor's name, call number, descriptive title, catalog number, basis for grading in the course, attendance policy, penalty for academic dishonesty, and explanation of policy relative to absences consistent with the policy as described in the Faculty Handbook (IV.A.3.).
  • E. Practices good teaching methods through the performance of activities such as:
    • Delivering course content in a clear and organized way
    • Demonstrating respect for students in the learning environment and fosters open communication with students around the subject matter
    • Demonstrating flexibility in one's approach to course material and the methods used in presenting material
    • Developing original teaching materials (assignments, handouts, slides, videotapes) to stimulate student enthusiasm and interest/engagement in subject matter
    • Emphasizing ways of solving problems rather than providing solutions.
    • Directing successful individual student work (e.g., independent studies, or research projects)
• Shows evidence of strong interest in the teaching process
  • Prepares for teaching through activities such as:
    • Remaining up-to-date with one's discipline through journals, professional conferences, and collegial interaction;
    • Maintaining professional competency in area of expertise or specialization;
    • Presenting evidence of a sense of responsibility to teaching by demonstrating an ever increasing knowledge of the content area being taught;
    • Participating in faculty/collegial activities that strengthen teaching abilities.
  • Promotes improved teaching by:
    • Seeking advice from others about the courses being taught
    • Providing documentation of actions taken to improve teaching;
    • Discussing teaching in general with colleagues;
    • Developing, disseminating, analyzing, and acting upon data collected on one's own teaching effectiveness;
    • Developing innovative courses, teaching materials, or instructional techniques;
    • Demonstrating currency in pedagogical techniques (e.g., use of technology in design and/or delivery of teaching).
• Recognizes that advising is a less formal aspect of teaching; consequently, an excellent teacher/advisor:
  • Remains current in information regarding University policies regarding graduation requirements, general education requirements, and requirements of the student's chosen major.
  • Seeks information from the Assistant Dean for Student Services in the College of Health Sciences and Professions when in need of clarification.
  • Is accessible to students.
  • Follows University, College, and School/Department policy for advising availability.
  • Collects evaluation of advising according to School/Department procedures and acts on that feedback when appropriate.
  • Gives accurate information when advising.

Teaching portfolios are a substantial way for faculty to document self-reflection of instruction and mentorship (see Appendix A). To be considered for promotion, the following are expectations to be achieved. These items are required in the teaching portfolio:

• Evidence of effective instruction; and
• Evidence of quality service

The weight given to teaching must be considered in light of other demands made on the faculty member by hiring agreements or activities necessary to fulfill the School's mission. For example, a candidate may have been hired with the understanding that workload would include administrative responsibilities that include a reduced teaching workload. Likewise, a candidate may have a higher teaching load due to laboratory sections which increase contact hours. Specific teaching responsibilities will include dialogue between the faculty member, School Director, and the Division Coordinator, and will reflect the goals and needs of the School. The School Director shall provide a written record of agreements reflecting decisions concerning workload assignments that may later affect promotion decisions to the faculty member and copies retained in the candidate's permanent file. These documents may be used in the evaluative materials submitted by the candidate at the time of review.

Service Criteria

The candidate must have actively served as chair (preferred) or member of at least one School, College, or University committee in each of the five years immediately preceding the request for promotion. It is expected that all faculty will be engaged in service within the university that extends beyond our College. It is also expected that the candidate will engage in appropriate professional service beyond the University. This may include active participation in a professional organization, community service, etc.