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

2. 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

3. 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"

4. 0 Does not meet expectations
2 Exceeds Expectations
1 Meets Expectations
0 Does not meet expectations

5. Stakeholder Assessment
"Meet student needs"
Stakeholder Assessment
Meet student needs

6. 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

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

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

9. 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

10. "Fulfill teaching commitments"
Internal Processes
"Fulfill teaching commitments"
Internal Processes
Fulfill teaching expectations

11. 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)

12. 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

13. 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

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

15. 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

16. 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