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SUPERVISORS/DEAN EVALUATION OF

TEACHING FACULTY NON-TEACHING FACULTY ADJUNCT FACULTY


Faculty Member

Sarah Ross

Position Instructor

Department

Early Childhood Education

Supervisor Eleanor Welsh

Date of Employment Augsut 2014

Period of Evaluation Fall 2015

This is a faculty performance appraisal form to be used in the evaluation of the faculty member above.
The performance appraisal form has two parts. Part I is to be completed for all teaching faculty. Part II
is to be completed for a faculty member who also has non-teaching assignments, either as part of the
hiring contract or the result of reassigned time. The Supervisor/Evaluator may use student evaluations,
classroom observations, review of course materials, as well as a review of annual goals, and other relevant
information to evaluate the faculty member. The narrative should address the overall job performance of
the faculty member and justify the responses indicated in the assessment of the performance criteria.
Enter the appropriate abbreviation (O C A N/I U) to indicate the faculty members performance in his/her
present assignment.
Performance Levels
Outstanding
Commendable
Acceptable
Needs Improvement
Unacceptable

Definitions
Performance is consistently excellent and superior.
Performance consistently exceeds the requirements of the position.
Performance meets the requirements of the position.
Performance is below the requirements of the position.
Performance is consistently unsatisfactory.

Part I: TEACHING FACULTY


Performance Criteria:
1. Encourages contact between students and faculty.

N/I

N/A

DEFINITION: Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement.
Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students'
intellectual commitment and encourages them to think about their own values and future plans.

COMMENT: Sarah's students refer to her ready availabity to support them when they have questions.

2. Develops reciprocity and cooperation among students.

DEFINITION: Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and
social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to
others' reactions sharpens thinking and deepens understanding.

COMMENT: Sarah uses a variety of small group activities to keep her students engaged with one another. I might suggest
that she add a higher stakes group assignment to her syllabi as appropriate.
X

3. Encourages active learning.

DEFINITION: Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and
apply it to their daily lives. They must make what they learn part of themselves.

COMMENT: Sarah's teaching is grounded in real-life examples, engaging the students in role plays, informal debates, and
hands-on activities.

X

4. Gives prompt feedback.

DEFINITION: Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit

from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent
opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to
reflect on what they have learned, what they still need to know, and how to assess themselves.

COMMENT:

5. Emphasizes time on task.

DEFINITION: Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for
students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means
effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty,
administrators, and other professional staff can establish the basis of high performance for all.

COMMENT:

6. Communicates high expectations.

DEFINITION: Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those
unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy
when teachers and institutions hold high expectations for themselves and make extra efforts.

COMMENT: Sarah makes it clear that caring for small children is an important job, and therefore the work these students are
doing in class will translate to quality care for small children.

7. Respects diverse talents and ways of learning.

DEFINITION: There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the
seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need
the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so
easily

COMMENT: Sarah keeps students engaged with a variety of activities and presentations that should reach out to learners
with very different styles.

8. Advises students in their academic/career programs.

DEFINITION: Participates in the Colleges mandatory advising process; serve as a student mentor; serves as a program director;
participates in program articulation efforts.

COMMENT: As the only faculty member in this program, Sarah has to keep her students on track and taking the courses they
need when they are offered. She also needs to direct them toward completion of certificates that will help them keep their jobs,
and into transfer programs. She meets with the administrators from UMES and the Higher Education Center this fall to help
build articulation agreements with UMES (still in process). She took part in the Student Planning Module training this fall.

X

9. Assists with recruiting/retention of students.

DEFINITION: A student-oriented approach includes those activities which encourage residents of the five-county service region to use the
services and to partake of the opportunities the College has to offer. Attracting students and fostering student success may be accomplished
through a variety of activities (i.e., open houses, high school visitation, participation in student organizations and activities, as well as student
referrals, providing follow-up services, and supplemental support).

COMMENT: Sarah and I are working on brochures that can be distributed to child care centers in Spring 2016.

10. Participates in College governance.

DEFINITION: Participation of faculty in governance is a long-term tradition in institutions of higher education. Activities can include
service to the Faculty Assembly, service on college-wide committees, participation in division activities, and participation in college-wide
initiatives such as accreditation, development of the Strategic Plan, etc.

COMMENT:

11. Maintains academic standards in keeping with the


policies of the College, as specified in the Faculty/Staff
Manual.

DEFINITION: No explanation needed.

COMMENT:

12. Maintains level of expertise in field or discipline.

DEFINITION: College faculty are professionals. The obligation of a professional includes maintaining expertise in his/her discipline
through self-study, participation in professional organizations, scholarship, and other such activities.

COMMENT: Sarah maintains memberships in local early child care organizations. I encourage her to begin thinking of
pursuing an advanced degree or attending local conferences in her discipline.

Part II: NON-TEACHING ASSIGNMENT(S)


Performance Criteria:
1. Produces the desired results in accordance with the
goals and duties of the assignment.

N/I

N/A

COMMENT:

2. Completes tasks in a timely manner with thoroughness


and accuracy.
COMMENT:

3. Demonstrates the ability to identify and develop


solutions appropriate for the assignment.
COMMENT:

4. Works cooperatively with others for the good of the


department, division, and college.
COMMENT:

Narrative: A general overview of the faculty members performance specifically addressing the previous
twelve (12) items. It should also include, among other things, the particular strengths of the Faculty
member; highlighted contributions; teaching and scholarship activities; participation in College
governance; collegiality; activities which serve to further initiatives within the Colleges Strategic Plan;
community and student service; service to the College; and service to the profession.
The narrative should also address areas in need of improvement. In the event that promotion is denied, or
that the overall performance of the faculty member is deemed unsatisfactory, the narrative should clearly
address the shortcomings in the faculty members performance and provide recommendations on how
these areas can be improved. Documentation should be provided.
Narrative: see attached

EVALUATION SUMMARY SHEET


Directions: Use this form to summarize the results of the faculty members evaluation.
Faculty Member: Sarah Ross
Evaluation Type:

Date of Hire:

Current Rank: Instructor

First Year
Change of Contract Status

Promotion
Assessment

Year: 2015-2016

Years in Rank:

August2014

Instructional Area: EarlyChildhoodEducation


Highest Degree Earned: Master's

Date of Last Promotion:

Professional Certificates:
OVERALL JOB PERFORMANCE
This faculty members overall job performance for the period Fall 2015 has been
Outstanding
Commendable
Acceptable
In need of improvement
Recommendation:

Issue third one year contract.

Comments: Sarah is working hard to refresh a much needed program.

Dean

Date

I read and received a copy of this evaluation on:


Date:
Comments:

Signature

Date

Unacceptable

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