DCB Annual Review of Teaching Performance

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Presentation transcript:

DCB Annual Review of Teaching Performance Proposal for New Metrics for Review of Teaching Performance

For the Annual Review Replaces the reliance on a single metric (SETs) with a broader range of measures Designed to be relatively easy to collect at the end of the academic year Based upon the Balanced Scorecard dimensions of performance

Teaching Performance Balance Scorecard Stakeholder Assessment "Meet student needs" Internal Processes "Fulfill teaching commitments" Innovation, Learning, and Growth "Engage in continuous improvement" Customer Satisfaction "Meet student expectations"

0 Does not meet expectations 2 Exceeds Expectations 1 Meets Expectations 0 Does not meet expectations

Stakeholder Assessment "Meet student needs" Stakeholder Assessment Meet student needs

Course quality assurance Stakeholder Assessment "Meet student needs" Course quality assurance Is appropriately rigorous Connects student learning objectives to curriculum Aligns activities & assessments to the student learning objectives Includes active learning strategies Promotes equity, diversity, and inclusivity Uses current and diverse course material Adheres to policies

Stakeholder Assessment "Meet student needs" Faculty member: Engages in Assurance of Learning

Customer Satisfaction "Meet student expectations" Customer Satisfaction Meet student expectations (SETs)

Student Evaluation of Teaching Customer Satisfaction "Meet student expectations" Student Evaluation of Teaching Primary consideration for SET scores for “Instructor Effectiveness” and “Course Excellence” Secondary consideration for written comments on SETs and letters from students

"Fulfill teaching commitments" Internal Processes "Fulfill teaching commitments" Internal Processes Fulfill teaching expectations

Fulfilling Teaching Commitments Internal Processes "Fulfill teaching commitments" Fulfilling Teaching Commitments A college-wide average for preps, courses, and students taught/course will be generated for tenure track faculty clinicians, and lecturers Scores are adjusted beyond or below the norm based on various factors (next)

Fulfilling Teaching Commitments Internal Processes "Fulfill teaching commitments" Fulfilling Teaching Commitments Number of preps, courses, and students taught/course Teaching breadth: teaching multiple or advanced programs, instead of only UG programs; engaging in evening, early morning, or weekend teaching; hybrid or online teaching; travel classes

Fulfilling Teaching Commitments Internal Processes "Fulfill teaching commitments" Fulfilling Teaching Commitments Participating in the core and/or integrated courses (e.g., Compass; Gateway; EVM) Good teaching citizenship: Overload teaching; covering a class for someone; guest lecturing Student engagement outside of classroom

Innovation, Learning & Growth Innovation, Learning, and Growth "Engage in continuous improvement" Innovation, Learning & Growth Engage in continuous improvement

Course and Curriculum Innovation Innovation, Learning, and Growth "Engage in continuous improvement" Course and Curriculum Innovation Internal Processes "Fulfill teaching commitments" Integration of new instructional methods Course redesign or development Leadership in department, college, or university curriculum development or redesign

Professional Development Innovation, Learning, and Growth "Engage in continuous improvement" Professional Development Internal Processes "Fulfill teaching commitments" Efforts made to improve one’s teaching skills Offering significant mentoring to help someone else improve teaching skills Leading professional workshops on teaching practices