Annual Faculty Performance Review July 31, 2003 Arthur Centonze, David Cohen, Harriet Feldman, Janet McDonald, Susan Merritt, Michael Roberts Marilyn Jaffe-Ruiz, Joseph Morreale, Yvonne Ramirez Consultant: Anne Saunier, Sibson Consulting
Jan 13, 2016
Annual Faculty Performance Review July 31, 2003
Arthur Centonze, David Cohen, Harriet Feldman, Janet McDonald, Susan Merritt, Michael Roberts
Marilyn Jaffe-Ruiz, Joseph Morreale, Yvonne Ramirez
Consultant: Anne Saunier, Sibson Consulting
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Goals for the new faculty evaluation are intended to beaspirational and set appropriately high standards
1. Adopt a University-wide faculty evaluation model which is clear, allows appropriate flexibility for varying endeavors, and achieves comparable rigor across Schools/College. The model: Enables the deans with the faculty to tailor elements of the standards to the needs of the
School or College, including professional accreditation requirements. Is based on models currently used at Pace complemented by the work of Dr. Ernest L.
Boyer. Provides for review and calibrates standards in order to ensure a comparable level of rigor
across Pace.
2. Require demonstrable outcomes in the faculty evaluation process to assure the fullest possible review of teaching, scholarship, and service. Implement a University-wide instrument for student evaluations of teaching. Require self-evaluation to encourage reflection and development. Require peer and/or chair/associate dean evaluations.
3. Implement a University-wide rating system with specific definitions to be used in the annual faculty evaluation and merit increase process. Allow flexibility in weighting of the criteria based on the needs of the Schools or College.
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Collaborative process will ensure faculty input withineach School/College
The Deans collectively review and calibrate School standards,
agreeing on comparable rigor
The Provost reviews, with input from
University-wide Faculty Committee composed of representatives from
each School, and approves
Each School’s standards framework is
distributed within the School
Step 2 Step 3 Step 4
Each School (Faculty and Dean) determines how the elements of
the standards framework will be
demonstrated (refer to page 5)
Step 1
Standard
The following process will help ensure that School-specific standards are held to comparable rigor:
Standards Framework and Criteria
Evaluation Inputs
Ratings and Weightings
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The standards framework includes fiveelements
STANDARDS FRAMEWORK
AREASAREAS DEFINITIONDEFINITION
The areas to be evaluated
DEMONSTRATIONDEMONSTRATION EVIDENCEEVIDENCE PERFORMANCERATINGS
PERFORMANCERATINGS
The definition of each criterion
How the criterion can be
demonstrated
Specific outcomes
demonstrating that the criterion
is met
A rating rubric delineating what
is required to demonstrate
performance in each area at each rating
level
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The framework is set at the University level, while the Schools determine specific elements
SCHOOL SPECIFIC DEANS AND SCHOOLS
UNIVERSITY-WIDE
AREASAREAS DEFINITIONDEFINITION
TEACHING
SCHOLARSHIP
SERVICE
DEMONSTRATIONDEMONSTRATION EVIDENCEEVIDENCE PERFORMANCERATINGS
PERFORMANCERATINGS
See page 6
See page 8
See page 10
Schools refine how criteria will be demonstrated
The deans calibrate School-specific outcomes that determine each rating, subject to approval by the Provost
Provost approves the entire standards framework to ensure there is comparable rigor across Schools and College.
Provost approves the entire standards framework to ensure there is comparable rigor across Schools and College.
Schools provide specific examples of outcomes
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The teaching criteria reflects Pace’s commitment to student learning
AREAAREA
Teaching
DEFINITIONDEFINITION
TEACHING
Teaching excellence is the core of the faculty role, the commitment to student learning, development and achievement, and includes for example:
Engaged student learning
Mastery and continuous growth in subject matter knowledge
Reflective practice
Ability to organize and communicate class material
Competence and creativity in instructional design, delivery and evaluation
Integration of scholarship in teaching
Demonstrated effective course management
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Each School identifies School-specific evidence that demonstrates excellence in teaching
DEMONSTRATIONDEMONSTRATION EVIDENCEEVIDENCE
Introduces tutorial web page for course topicsStudents report receiving timely and constructive feedbackTimely grade submission in accordance with University policyMeets all classes and effectively utilizes full class periods
Methods
Presents subject matter logically, accurately, and with appropriate level of difficultyUses technology to enhance teaching and student learning Applies fairness and sound judgment in the treatment and grading of students
Revises and improves courseReflective Critique Receives input and revises course or improves pedagogy
Creates clear course objectives
Demonstrates currency in fieldPrepares comprehensive course syllabusStudents report instructor was well prepared
Students learn as documented by students, the faculty member, and others
Class is interesting and stimulating as reported by the faculty member, students, chair, and faculty peers
Goals
Preparation
Results
Presentation
Develops and communicates learning objectives for each course
Prepares current classroom material
Provides effective course and classroom management
Students learnStudents are interested and engaged
Presents course material in a clear, well-structured, interesting, and involving manner
Criteria (Illustrative)Areas of Excellence (Illustrative)
TEACHING
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Scholarship reflects original and integrative contributions to the field
AREAAREA
Scholarship
DEFINITIONDEFINITION
Scholarship is original research, i.e. discovery, and/or serious disciplined work that interprets, brings new insight, and/or illuminates original research, the profession, or pedagogy, i.e. integration & application
SCHOLARSHIP
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Each School identifies School-specific evidence that demonstrates excellence in scholarship
DEMONSTRATIONDEMONSTRATION EVIDENCEEVIDENCE
Is able to place own work in context of the field.Reflective Critique
Reflects on research outcomes and their significanceCritiques strengths and weaknesses of research methodology and results
Writes clear and achievable goals on proposals for scholarly publication or for professional presentation
Receives research grants
Executes a field study
Publishes article in the Harvard Law Review
Presents peer-reviewed paper at a scholarly academic meeting
Goals
Preparation
Methods
Results
Presentation
Sets research goals
Organizes resources for efficient and effective research execution
Uses appropriate scholarly research methodologies
Publishes scholarly work
Writes in clear and interesting manner; presents results in a clear and compelling fashion
Criteria (Illustrative) (Illustrative)Areas of Excellence
SCHOLARSHIP
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Service furthers the institution or discipline
AREAAREA
Service
DEFINITIONDEFINITION
Service is using scholarship and/or knowledge to further individuals, institutions, the profession, and disciplines by contributing to the University, School, students, department, and academic community.
SERVICE
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Each School identifies School-specific evidence that demonstrates excellence in service
DEMONSTRATIONDEMONSTRATION EVIDENCEEVIDENCE
Participates in curriculum committee meetings and makes a contribution, carries share of the workload
Methods Engages in the endeavor
Reflects on one’s role and contributions to a committee assignment and seeks to improve itReflective Critique Reflects on participation in service and critiques
method and results as well as own contribution
Prepares a clear goal statement for a faculty affairs committee.
Uses research in an area of service (e.g., curriculum development) and is prepared to make a contribution
Curriculum committee completes proposal for changes in curriculum
Selected to present committee findings to faculty
Goals
Preparation
Results
Presentation
Sets clear goals for outcomes of service and for personal contribution
Approaches problems with purpose, sufficient background knowledge, and with appropriate skills to achieve the desired outcome
Assures appropriate outcomes
Writes in clear and interesting manner; presents results in clear and compelling fashion
Criteria (Illustrative) (Illustrative)Areas of Excellence
SERVICE
Standards Framework and Criteria
Evaluation Inputs
Ratings and Weightings
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Student evaluation instruments need to be consistent across the University
Set of common questions used across Pace.
Allow additional questions to be determined by the School. Text response questions are determined by the School, department, or faculty member.
Centralize the administration of the questionnaire by School.
Publish results of the common questions on a Web site. Keep the results of other questions and text responses confidential.
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Student evaluations will have a common set of core questions that address University-wide standards for teaching excellence
Areas of Excellence Common Questions Currently Found Across Schools
Goal 1. The instructor made the objectives of the course clear.
Preparation
2. The instructor was well-prepared.
3. The instructor was knowledgeable in the subject.
Methods
4. The instructor made effective use of technology.
5. The instructor was available to help outside of class time.
6. The instructor showed respect for students.
7. The instructor gave constructive and helpful feedback.
8. Assignments and exams were educational, fair and reflected course content.
Presentation 9. The instructor was a clear and effective communicator.
10. The instructor made effective use of class time.
Results
11. My learning increased in this course.
12. The instructor was able to stimulate my interest in the subject area.
13. The instructor helped me to think independently about the subject matter.
14. The instructor actively involved me in what I was learning.
ILLUSTRATION
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Implement a University-wide system of studentevaluations of faculty teaching
Implementation
A. University-wide Faculty Committee representing all Schools recommends a set of common questions and scale to the deans and Provost.
Schools design additional questions to supplement the common questions.
Schools distribute evaluations at the end of the semester in class or electronically, preserving anonymity.
OPARAS coordinates the evaluation process with Schools including scoring, analyzing and disseminating the results of the questionnaires. Scores are electronically posted for the Pace University community.
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Peer and Chair/Associate Dean evaluations provideobservations of faculty teaching performance
Peer Review
Peers of the same or different department and of same academic rank or higher, observe teaching annually for untenured, tenure-track faculty, and at least once every three years for tenured faculty, and write faculty teaching evaluations using a University-wide peer review instrument.
Peers use the teaching definition to gather observations and evaluate.
Each School determines its process for peer reviewer selection.
Chair/Associate Dean Review
Chair and/or associate dean observes teaching annually for untenured, tenure-track faculty, and at least once every five years for tenured faculty.
Annual review for all faculty includes review of syllabi, assessment instruments, peer reviews, and other evidence of performance.
Chair and/or associate dean comments on the faculty member’s self-reflection on teaching performance.
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Faculty members complete reflective critique of their own performance in teaching, scholarship,and service
Faculty submit annual self evaluations that include:
1. Evidence of how all criteria in teaching, scholarship, and service were met. The self-reflection must be supported by this evidence. The quality of self-reflection will be part of each faculty member’s final assessment.
2. Self reflection also includes individual goals set in prior year.
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Final assessment of performance in teaching, scholarship,and service is completed
1. The chair and/or associate dean, in consultation with the faculty member and the dean, completes a formal evaluation statement summarizing the faculty member’s performance in the areas of teaching, scholarship, and service. The final assessment is based on the following:
Student evaluation results
Peer and chair/associate dean observations of faculty teaching performance
Faculty member’s self evaluation including all supporting evidence
2. The chair and/or associate dean reviews the formal evaluation statement with the faculty member. The faculty member may provide written comment on the formal evaluation statement. A copy of the statement is provided to the faculty member.
Standards Framework and Criteria
Evaluation Inputs
Ratings and Weightings
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Performance categories
4. Exceeds established standards with distinction
3. Exceeds established standards
2. Meets established standards
1. Does not meet established standards
4. Exceeds established standards with distinction
3. Exceeds established standards
2. Meets established standards
1. Does not meet established standards
Deans in consultation with chairs and/or associate deans evaluate faculty performance in the areas of teaching, scholarship and service using the following categories:
Deans in consultation with chairs and/or associate deans evaluate faculty performance in the areas of teaching, scholarship and service using the following categories:
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Performance categories need to be uniform across Pace
Teaching
Exceeds Established
Standards with Distinction
Faculty member is consistently evaluated by students and peers, as appropriate, at or above the predetermined standard for most areas: goals, preparation, methods, course management, results, presentation and reflective critique. Takes leadership role in student academic development with demonstrated student success. Integrates scholarship with teaching. Peers, chair, and associate deans concur that teaching materials and/or performance exceeds the criteria for appropriate teaching behaviors with distinction. Faculty member is a teaching role model for others.
Exceeds Established Standards
Faculty member is consistently evaluated by students and peers, as appropriate, at or above the predetermined standard for most areas: goals, preparation, methods, course management, results, presentation and reflective critique. Provides accurate and timely advisement to students and engages them in their own academic development with demonstrated student success. Integrates scholarship with teaching. Peers, chair, and associate deans concur that teaching materials and/or performance exceeds the criteria for appropriate teaching behaviors.
Meets Established Standards
Faculty member is consistently evaluated by students and peers, as appropriate, at or above the pre-determined standard for most areas: goals, preparation, methods, course management, results, presentation and reflective critique. Provides accurate and timely advisement to students and engages them in their own academic development. Integrates scholarship with teaching. Peers, chair, and associate deans concur that teaching materials and/or performance meet the criteria for appropriate teaching behaviors.
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Performance categories need to be uniform across Pace
Scholarship
Exceeds Established
Standards with Distinction
Faculty member provides evidence of at least two of the following: Publication in a refereed journal (academic or equivalent in the field); publication in a refereed professional journal; authorship of a book, a new textbook, or results from research grant success; a body of creative and original work reflective of a faculty member’s discipline; or award of a substantial competitive grant.
Exceeds Established Standards
Faculty member provides evidence of the following: Refereed proceeding (not abstract) from a scholarly or professional meeting; substantive re-write of an existing textbook or book chapter; or editing a book; AND Material published as part of textbook; publication in a non-refereed or trade journal; a research monograph; published case study with teaching notes; creation of generally available instructional software; submission of a competitive grant proposal reflective of the faculty member’s discipline; or academic citations or critical reviews of previous work.
Meets Established Standards
Faculty member provides evidence of the following: Unpublished paper presented at an academic or professional conference; published book review; published abstract or nonrefereed proceeding from a scholarly and professional meeting; or annual updates of existing publications; AND Presentation at an internal colloquium; internal publication or working paper; paper under review by an academic or professional journal; other evidence consistent with on-going research and scholarship program within the faculty members discipline; or academic citations or critical reviews of previous work.
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Performance categories need to be uniform across Pace
Service
Exceeds Established
Standards with Distinction
Faculty member regularly assumes leadership role at department and School or University level; and assumes leadership through external contributions and service in the professional field or the larger community.
Exceeds Established Standards
Faculty member regularly demonstrates significant contribution at department and School or University level; makes recognized contributions to a successful University endeavor with results; and is also recognized for providing external contributions and service in the professional field or the larger community.
Meets Established Standards
Faculty member regularly contributes to student development activities, committees at the department and School or University level and attends most University events including commencement, convocation, recruitment events, i.e., open houses, conversion activities, scholarship and orientation weekends; and is also recognized for providing external contributions and service in the professional field or the larger community.
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The weighting of the criteria are banded to allow for some flexibility
The dean, in consultation with the chair and/or associate dean, sets the weighting for each faculty member within the ranges established above, balancing the needs of the School and the faculty member.
Each criterion (teaching, scholarship, service) is evaluated separately and is multiplied by the weighting for that criterion. The three performance outcomes are then added in order to convert performance to an overall faculty rating that will be used solely for determination of annual merit increase.
ServiceServiceScholarshipScholarshipTeachingTeaching
40-50% 30-40% 20%
ServiceServiceScholarshipScholarshipTeachingTeaching
50-70% 0-20% 30-40%
Tenured and Tenure-Track Faculty
Non-Tenure Track Faculty
Appendix
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Appendix A: Pace Key Findings from School Material
Similarities
Use traditional criteria outlined in faculty handbook
Do not provide overall definition of performance criteria
Provide a description of how criteria can be demonstrated by performance level (application)
Do not provide a description of how criteria can be demonstrated by performance level by rank (except Nursing)
Provide examples of demonstration that meet criteria
Differences
Provide varying amounts of detail in description of how criteria can be demonstrated by performance level
Provide varying amounts of detail and examples for demonstrating criteria
PROCESSCRITERIA
FACULTY EVALUATION SYSTEMFACULTY EVALUATION SYSTEM
PACE