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Instructor Evaluation Process
Boston Reed College is committed to the success of every student who enrolls. Central to student
    success is effective teaching. Boston Reed seeks to support its instructors as they continuously
    improve their teaching skills. Boston Reed evaluates instructors to ensure that all students are
    guaranteed to receive at least a minimum level of instructional quality.

Effective evaluation applies professional judgment to teaching performance data in view of explicit
    performance criteria. Because of the complexity of teaching, Boston Reed engages its most
    expert education professionals in making these judgments of instructor performance as
    Satisfactory, Needs Improvement, or Unsatisfactory. Judgments are based on data collected
    during observation of teaching (live or video recorded), artifacts of teacher planning or materials
    development, records of submission of required documents, student surveys, and so on. Multiple
    data sources are required to ensure a balanced view and to inform judgments related to various
    criteria. Criteria used are a subset of elements specified in Boston Reed’s Teaching Framework
    and Rubric. A judgment of Satisfactory corresponds to a rating of Basic or higher in the Teaching
    Framework and Rubric.

All first-time instructors in Boston Reed are formally evaluated during the first course taught. Any
     instructor who has received a rating lower than Satisfactory and is assigned to teach for Boston
     Reed again is formally evaluated during the second course assignment. All active instructors are
     formally evaluated every three years, or more frequently at the discretion of management.

All instructors are expected to set a goal for improving one or more specific teaching skills as a focus
     of professional development during each course they teach. The activities associated with that
     skill development effort fall outside of the evaluation process unless the instructor opts to
     include artifacts from such activities as evidence in the evaluation process.


Evaluation Questions and Examples of Evidence
Like an attorney in court, the instructor in formal evaluation assembles evidence from various
    sources to demonstrate that their skills meet or exceed Boston Reed standards. Here we provide
    Boston Reed’s standards and examples of the kinds of evidence (data sources) an instructor may
    compile.


I. Planning and Preparation
Standard: Teacher’s plans reflect solid understanding of the content and the students. Instructional outcomes represent
    important learning suitable to most students. Elements of the instructional design are aligned to the goals.
Question 1: In what ways does the evidence demonstrate that the instructor plans class meetings
that are appropriate to students and consistent with the supplied learning outcomes (Objectives)?

Sample Data Sources:
    Class planning notes (lesson plans) with reflective explanation
    Student Mid-Term surveys

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         Reflective writing: What factors do you consider when planning activities for a particular class
          meeting?


2. Classroom Environment
Standard: Classroom environment functions smoothly, with little or no loss of instructional time to routine management.
    Expectations for student learning are high, and interactions among individuals are respectful. Standards for student
    conduct are clear.
Question 2: In what ways does the evidence demonstrate that the instructor creates a positive
classroom environment that is well organized and conducive to student learning?

Sample Data Sources:
    Student Classroom Environment surveys
    Class observation/video
    Copy or description of any instructor-developed tool, process, or structure that contributes
       significantly to creating a positive classroom environment.
    Reflective writing: What actions contributed to positive learning environment? What forces
       worked against good environment? What strategies could overcome those forces?


3. Instruction
Standard: All students are engaged in learning as a result of clear communication and successful use of questioning and
    discussion techniques and hands-on activities. Activities and assignments are of high quality, and instructor and
    students make productive use of assessment. The instructor demonstrates flexibility in contributing to the success of
    each lesson and of each student.
Question 3A: In what ways does the evidence demonstrate that the instructor uses a wide variety of
   instructional strategies to engage students in learning?

Sample Data Sources:
    Class planning notes (lesson plan)
    Sample handouts or other materials created
    Class observation/video
    Student scores, pass rates (stronger evidence when a history longer than once class is
       available)

Question 3B: In what ways does the evidence demonstrate that the instructor assesses student
   understanding frequently, provides feedback to students, and adjusts instruction in response to
   assessment?

Sample Data Sources:
    Class planning notes (lesson plan)
    Sample handouts or other materials created
    Class observation/video
    Reflective writing: Describe one or more incidents in which you gained new information
       about student(s) and adjusted instruction accordingly.




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4. Professional Responsibility
Standard: The instructor demonstrates high ethical standards and a genuine sense of professionalism by engaging in
    accurate reflection on instruction, maintaining accurate records, communicating regularly with colleagues, seeking out
    activities for professional growth, and promoting the broader goals of the organization.
Question 4A: In what ways does the evidence demonstrate that the instructor takes opportunities to
reflect on instructional practice and improve instructional skills?

Sample Data Sources:
    Artifacts from Online Instructor Support
    Records of peer coaching or mentor interaction
    Instructor-initiated student surveys
    Reflective writing: During the course you are now teaching, what have you been learning?
       What information, resources, experiences helped you learn this? How will this learning shape
       your teaching practice going forward?

Question 4B: In what ways does the evidence demonstrate that the instructor responsibly performs
required data collection and other administrative tasks and promotes Boston Reed’s broader goals?

Sample Data Sources:
    Records documenting receipt of records in BR central office
    Records of student recruitment efforts
    Records of interactions with partner school personnel



Procedures
Planning Conference
Evaluator and instructor meet to create the evaluation plan. The plan specifies the information to be
    collected and how, and gives a due date by which all information will be received by the
    evaluator.

Data Collection
Instructor and evaluator collect the information agreed upon in the Planning Conference. Instructor
    and evaluator communicate as needed to ensure data collection proceeds smoothly and on
    schedule.

Evaluation of Data
Evaluator reviews the assembled information. Evaluator renders a judgment of Instructor
    performance, Satisfactory, Needs Improvement, or Unsatisfactory. If assembled information is
    not adequate to make a sound judgment, evaluator may consult with instructor and request
    additional evidence. Evaluator prepares a narrative review explaining judgment of performance
    and providing recommendations for improvement.

Review Conference
Evaluator delivers judgment to instructor. Instructor acknowledges receipt.




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About Data Collection
Instructor, students, Faculty Mentors, Boston Reed central office staff, as well as the evaluator can
    each contribute to the data collection process.

Students – Students report their experience as participants in the instructor’s class.
Faculty Mentors – Mentors can make videos of teaching. They can perform observations that collect
    information about classroom activity. (The information Mentors collect is factual and non-
    judgmental. This information can inform the evaluator, but Mentors do not make official
    judgments of instructor ability. Mentors function primarily to support instructors in their goals
    for teaching improvement.)
Central Office Staff – Staff summarize student surveys they initiate and report on matters such as
    timeliness and accuracy of paperwork instructors submit.
Evaluator – The evaluator may be able to perform some in-person observations or instructor
    interviews
Instructor – The instructor assembles any other information that can inform the evaluator’s
    judgment. To this end, an instructor may
     Select handouts or teaching tools they have created.
     Initiate additional student feedback surveys.
     Arrange for peers or others to observe their class and provide factual records of the teaching
         sample. (Discuss this with evaluator, as getting others to collect information that is
         sufficiently objective can be a challenge.)
     Make videos of own teaching performance. (Evaluator should have access to at least two
         samples of teaching either by direct observation or video.)
     Select lesson planning notes. (These need not be polished, finished-product showcase pieces,
         but actual planning documents, as long as they are legible.)
     Reflective writing justifying the inclusion of each in the evaluation process.
     Reflective writing describing the instructor’s customary habits and thought processes
         regarding teaching. These writings can reveal what an observation cannot – the important
         cognitive work going on before, during, and after class.



Outcomes for the Evaluation Process
An instructor judged Unsatisfactory is will not be assigned as lead instructor for another class unless
    at a future time the instructor provides extraordinary evidence of instructional skill
    improvement.
A judgment of Needs Improvement will trigger an improvement plan process. Assignment as lead
    instructor in future Boston Reed classes is contingent upon cooperation in the improvement plan
    process.
An instructor judged Satisfactory is likely to be offered opportunity to teach other Boston Reed
    classes in the future.




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Instructor Evaluation Worksheet
Evaluator:            Instructor:

PLAN
Date of Planning Conference:
Date of Review Conference:
Data Collection Plan
   I. Planning and Preparation
   Item                                                           Responsible    Target Date
   Class planning notes (lesson plan) with explanation of how you
   arrived this plan
   Student Mid-Term survey


    2. Classroom Environment
    Item                                                           Responsible   Target Date
    Student Classroom Environment survey
    Class observation/video
    Reflective writing: What actions contributed to positive
    learning environment? What forces worked against good
    environment? What strategies could overcome those forces?


    3A. Instruction – Strategies
    Item                                                           Responsible   Target Date
    Class planning notes (lesson plan)
    Sample handouts or other materials created or description of
    specific learning activity, with reflective statement
    Class observation/video
    Student scores, pass rates (stronger evidence when a history
    longer than one class is available)


    3B. Instruction – Assessment & Feedback
    Item                                                           Responsible   Target Date
    Class planning notes (lesson plan)
    Sample handouts or other materials created
    Class observation/video
    Reflective writing: Describe one ore more incidents in which
    you gained new information about student(s) and adjusted
    instruction accordingly.



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    4A. Professional Responsibility – Self-Improvement
    Item                                                          Responsible   Target Date
    Artifacts from Online Instructor Support
    Records of peer coaching or mentor interaction
    Instructor-initiated student surveys
    Reflective writing: During the course you are now teaching,
    what have you been learning? What information, resources,
    experiences helped you learn this? How will this learning
    shape your teaching practice going forward?


    4B. Professional Responsibility – Organizational Goals
    Item                                                   Responsible          Target Date
    Records documenting receipt of documents in BR central
    office
    Records of student recruitment efforts
    Records of interactions with partner school personnel



REVIEW
Evaluator writes narrative review of data collected.

I. Planning and Preparation
In what ways does the evidence demonstrate that the instructor plans class meetings that are
appropriate to students and consistent with the supplied learning outcomes (Objectives)?

Evaluator’s remarks:




2. Classroom Environment
In what ways does the evidence demonstrate that the instructor creates a positive classroom
environment that is well organized and conducive to student learning?

Evaluator’s remarks:




3. Instruction
3A. In what ways does the evidence demonstrate that the instructor uses a wide variety of
instructional strategies to engage students in learning?

Evaluator’s remarks:




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3B. In what ways does the evidence demonstrate that the instructor assesses student understanding
frequently, provides feedback to students, and adjusts instruction in response to assessment?

Evaluator’s remarks:




4. Professional Responsibility
4A. In what ways does the evidence demonstrate that the instructor takes opportunities to reflect on
instructional practice and improve instructional skills?

Evaluator’s remarks:




4B. In what ways does the evidence demonstrate that the instructor responsibly performs required
data collection and other administrative tasks and promotes Boston Reed’s broader goals?

Evaluator’s remarks:




OUTCOME
___Unsatisfactory ___Needs Improvement             ___Satisfactory

Date presented to instructor:
Evaluator Signature

Instructor Response (optional):




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