Module 3.4
WRITING THE EVALUATION SUMMARY
When complete data are obtained from the student ratings reports, the classroom observation, and the self-appraisal form it is time to schedule and convene the evaluation summary conference. On pages 6/7 of the plan and in Appendix F, the purposes and guidelines for conducting the evaluation summary conference are detailed.
The plan states that the evaluator will write narratives on the faculty member's areas of strength and areas that need improvement in instruction and professional responsibilities. The narratives will address the four categories of the standards of instructional excellence and provide a framework for the evaluation summary conference. The overall performance form can be found in Appendix F, along with an example of a satisfactory overall performance report.
The conference should be approached in a positive manner and focus on the impact of the instructor's teaching and learning and contributions to the department and college. It is expected that the evaluation conference will happen at the end of the semester in which the evaluation took place or, no later than the beginning of the following semester.
The overall performance report must reflect evidence drawn from the student ratings, the classroom observation, and the self-appraisal. This report will be concluded as "satisfactory," or "adequate -- but needs improvement," or "unsatisfactory." The descriptions of these categories can be found in Appendix F.
1. Collect and synthesize data from the classroom observations, the self-appraisal form and the student ratings since the last evaluation.
2. Correlate data from these documents with the four categories of the Standards for Instructional Excellence (Motivation, Interpersonal skills, Knowledge base, and the application of the knowledge base). Each one of these categories must be addressed in the overall performance report.
3. Write the narratives for the strength and areas that need improvement sections of the overall summary report.
4. In the report reference the standards, the performance indicators, the source of the data, and specific examples.
5. Make the case in the narratives for the overall rating (satisfactory, adequate, but needs improvement, or unsatisfactory).
6. Write in a reasonable style supporting all conclusions with actual data from the evaluation process.
7. There should be no surprises for the faculty member. He/she should not be told something that has not been discussed before.
8. Prepare for the actual face to face conference.
9. When possible, provide the narratives to the faculty member prior to the conference and ask that they come with ideas about their new professional development plan.
10. At the conference discuss the narratives and be willing to make appropriate modifications to the report based on feedback and input from the faculty member.
11. Reach agreement on future goals that may be included in the next professional development plan.
For faculty members receiving a overall performance rating other than satisfactory, a post review, consisting of a partial evaluation will take place within a time frame of one year. The findings of the overall performance summary will become the basis for designing a new professional development plan for all faculty members.
The example below is presented for you to examine the level of specificity needed to document a rating of adequate, but needs improvement. Notice how information from all data sources are used to identify strengths and areas for improvement. Notice how the information is also guided by the four categories of the standards of instructional excellence. As you review this example, consider how you would present such an evaluation to a faculty member. How would the conference differ for a non-tenured versus tenured faculty member?
OVERALL PERFORMANCE FORM
EXAMPLE: ADEQUATE BUT NEEDS IMPROVEMENT
Faculty Member_____________________________________Department/Division____________
Evaluator/ Title__________________________________________________________________
Term of Evaluation_____________________________________
Please describe succinctly the strengths of the faculty member's performance as related to the Standards in Appendix B.
Professor X sets and pursues challenging professional goals for himself in his discipline and related knowledge areas. He maintains currency in his discipline by working collaboratively with college, community, and business colleagues in finance, budgeting, and planning arenas.
His course lessons are logically organized and presented. He clearly articulates major concepts and ideas in his discipline to his students. He is readily available to his students, returns tests and graded materials promptly, and frequently provides feedback to students as to how well they are doing in the course.
If observed, please describe succinctly the areas of the faculty member's performance needing improvement as related to the Standards in Appendix B.
Professor X needs to pay more attention to the process of student learning by engaging students in his subject matter. Forty percent of the students indicate that the instructor does not encourage them to think about the subject and 55 percent believe that the instructor does not encourage class participation. Specially, during class time more attention needs to be devoted to encourage students to question and discuss the subject matter. In addition, a variety of deliveries besides lecturing should be used to engage as many students as possible in learning the subject. Forty percent of the students find the material is not clearly presented and the classroom observation indicated a low level of student engagement. Half of the students responding to the survey on instruction did not detect an enthusiasm for the student. The self appraisal indicates more out of classroom time could be devoted to developing curriculum appropriate for first-year community college students in economics.
Overall Rating
Adequate, but needs improvement
_______________________________________ __________________________ signature of faculty member signature of evaluator________________________________________ __________________________ date date
Below is the information from the student ratings, the classroom observation and the self-appraisal reports for Dr. Mixed. Formulate your ideas about the areas of strength and those that need improvement for Dr. Mixed. Use the overall performance form and write the report for this faculty member, then share your response with your supervisor and/or Academic Learning Dean.
EXAMPLE 2: Dr. Mixed (N=40) S. Agree Agree Disagree S.Disagree 1. The instructor presents course objectives in a clear and understandable way. 70% 10% 5% 5% 2. The instructor conducts a well-organized class. 60% 30% 10% 0% 3. The instructor encourages me to think about the subject matter 30% 30% 20% 20% 4. The instructor encourages students to participate in class discussions and to ask questions. 5% 40% 55% 0% 5. The instructor creates an atmosphere in class which promotes learning. 10% 55% 35% 0% 6. The instructor provides assignments which help me to learn the subject matter of this course. 30% 30% 20% 20% 7. The instructor presents the subject clearly. 10% 50% 20% 20% 8. The instructor demonstrates enthusiasm for and interest in the subject. 5% 45% 50% 0% 9. The instructor uses class time effectively. 40% 50% 5% 5% 10.The instructor provides clearly defined grading procedures and standards. 60% 40% 0% 0% 11.The instructor returns tests and graded materials promptly. 50% 40% 10% 0% 12.The instructor provides feedback as to how well I am doing in the course. 55% 45% 0% 0% 13.The instructor is available for office hours and/or individual conferences. 60% 40% 0% 0% 14.The instructor treats students with courtesy and respect. 65% 35% 0% 0%
CLASSROOM OBSERVATION FORM
Instructor Observed___________________________________________ Date______________
Course and Section____________________________________________
Number of Students Present____________ Observer__________________________________
EXAMPLE 2: Dr. Mixed
1. Was the lesson organized and clearly presented? (goals, objectives, sequencing of information, etc.)
The instructor introduced the major objectives of the lesson and followed a lesson plan. Major ideas, identified, developed, and summarized during the class session were delivered with a consistent flow. The class session was well organized. Major concepts were written on the board, no other aids were used to supplement the lecture.
2. Describe the level of student interest and participation. (motivation, evidence of learning, etc.)
The instructor did not encourage the students to question the information being delivered, and he rarely checked to see if the students understood the concepts being presented. The instructor's standard instructional strategy was lecturing but occasionally he would write or illustrate on the board. The instructor showed enthusiasm for the subject, but failed to communicate that enthusiasm in a manner that students could share as evident in the lack of excitement in the students.
3. Describe the quality of interpersonal relations between the instructor and students? (rapport, respect, etc.)
Student participation, such as note taking and listening, was appropriate; but verbal exchanges pertaining to the subject matter were very limited. The instructor demonstrated respect toward the students as evidence by speaking directly to them. Very few of the students asked for further clarification, and none offered opposing view points. There was no demonstration of students trying to help each other understand the concepts.
FINAL SUMMARY.........WHAT WOULD YOU WRITE ABOUT THE PRECEDING OBSERVATIONS?
4. What was particularly effective about the instruction? AND What specific suggestions would you make concerning how instruction could be improved?
Try to write to the four categories of standards: motivation, interaction with students, knowledge base, knowledge base applied.
EXAMPLE 2: Dr. Mixed
1. List your professional goals relative to teaching and learning, and state how you have achieved them in the past three years.
Expand my knowledge base in banking economics its application in third-world countries. Worked with the World's Bank's Department of Research for three summers. During these summers, I lived and worked in Central and South America. In particular, my team studied the feasibility of financing community groups to establish factories for shoe and hat making. I will be able to use my experiences in the new graduate course I am teaching for ABD University.
2. List the professional, community, and college activities (consistent with the mission of the college) that you have been involved in the past three years.
Addressing the College's Mission relative to partnering with community entities. I have served and continue to serve on the College's finance committee, the board of the America Right-Handed Bank, and the taxpayers board of Earnington. Recently, I was nominated by the Academic Dean to serve on a systemwide committee for planning and budgeting. All of these experiences help me in preparing better lectures for my classes.
3. List your professional goals (institutional, community, and instructional) for the next three years and state how you plan to achieve them.
Institutional Goals: Increase awareness for tying planning and budgeting together. Community Goals: Maintain contacts with finance interest groups and the World's Bank Department of Research. Instructional Goals: Create more lectures on economic models.
WHAT WOULD THE PRECEDING FACULTY MEMBER WRITE FOR THIS QUESTION?
4. What have you done to create a challenging and stimulating teaching/learning environment for your students?
How have you used new instructional approaches?/ How have you individualized instructional techniques and approaches to meet the diverse needs and abilities of students?/ How have you developed and/or revised course materials?