5e. Unit Evaluation of Professional Education Faculty Performance
1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as for graduate teaching assistants?
The School of Education participates in the faculty evaluation process as outlined in Policy and Procedures: Faculty. Faculty complete self-evaluations each calendar year, and they are due the first day of classes in the spring semester. Unit faculty are evaluated by the Director of the School of Education and the Dean of the College of Professional Studies in the areas of teaching, scholarship/artistic achievement, and university service, and faculty may elect to be evaluated on service to the profession and professional service to the community as well. Faculty determine (in consultation with the Director and Dean) how much weight each of the areas counts toward the evaluation. The weights must sum to 100% and must be within the chosen limits [teaching (55%−70%), scholarship/artistic achievement (20%−35%), university service (10%−25%), service to the profession (0%−15%) and professional service to the community (0%−15%)].
Evaluation of teaching at Millikin includes the areas: instructor’s knowledge of the material, the rigor of his or her teaching, course organization, clarity of presentation, and attention to individual academic needs of students (which includes academic advising). Evidence may include course syllabi, assignments, self-evaluations, interviews of students, and student opinion survey scales.
Scholarship/artistic achievement at Millikin may vary among specific areas, so examples are identified in college/division’s unit plans. The School of Education Unit Plan identifies the following as possible evidence: peer reviewed poster session, paper, presentation or workshop at a professional meeting, peer reviewed articles in journals, editor of book, or author of book.
University service is crucial to the mission of the university, and “faculty have a responsibility for contributing to the overall operation of the institution and to the activities, formal and informal, through which the faculty as a whole participate in and shape the life of the academic community" (Policy and Procedures: Faculty). Evidence may include university assessment work, advising of student organizations, membership on search committees, organizing and coordinating internships, and media appearances.
Service to the profession is not required of faculty, but when the level achieved is excellent, it is rewarded. Service to the profession may vary among specific areas, so examples are identified by college/division’s unit plans. The School of Education Unit Plan identifies the following as possible evidence: office in professional association, book review for publishers, session organizer or discussant at a professional meeting, or consultant to professional organization.
Faculty may elect to have their evaluation include professional service to the community but it is not required of faculty. Professional service to the community may vary among specific areas, so examples are identified by college/division’s unit plans. The School of Education Unit Plan identifies the following as possible evidence: radio/television interviews, board positions, or serving as an advisor to community organizations that are related to professional expertise.
Non-tenured faculty on the tenure track develop an initial growth plan that coincides with their pre-tenure review (usually 3 years). Another plan is developed for the remaining time leading up to the tenure review. Tenured faculty develop growth plans every five years. At the end of a growth plan, faculty members meet with the Director of the School of Education and Dean of the College of Professional Studies to review the extent in which the goals were met. “This review carries special weight in tenure and promotion decisions, and, for tenured faculty, constitutes a post-tenure review.” (Policy and Procedures: Faculty)
For faculty members who are full-time but not on the tenure track, their evaluation focuses primarily on teaching and is evaluated according to the methods identified in Policy and Procedures: Faculty. These faculty members may request to have scholarship/artistic achievement, service to the profession, professional service to the community, and university service be a part of their evaluation when appropriate.
2. How well do faculty perform on the unit’s evaluations?
All teacher candidates have an opportunity to evaluate faculty in each course. The unit faculty perform as well as and in some areas better than the faculty in the College of Professional Studies and the entire university faculty. The overall ratings for the course evaluations for faculty are in line with other areas, and the faculty performance on their annual evaluations is in line with other areas in the College of Professional Studies.
3. How are faculty evaluations used to improve teaching, scholarship, and service?
Growth plans were initiated to help faculty keep a clear focus of their work and to ensure professional development. Growth plans are created by all tenured and tenure-track faculty in consultation with the chair/director and approval of the appropriate dean. Growth plans should address “(1) a description of goals in each of the areas of faculty responsibility; (2) a description of how the plan will contribute to the mission and effectiveness of the faculty member’s department, college, and university; (3) a statement of how the plan is intended to meet any of the criteria for the faculty member’s goals with regard to promotion or tenure; (4) a description of institutional and non-institutional support to be provided or sought; (5) multiple means of assessing the success of the proposed growth plan.” (Policy and Procedures: Faculty)
At the beginning of each academic year, the unit head and the faculty member review the faculty’s growth plan and the previous year’s evaluation. Course evaluation results are discussed in terms of how the faculty member will improve instruction or build upon successes. The growth plan is reviewed to outline specific goals by semester.
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