Performance Review Aerobics Exercises Which Systemize the Process [electronic resource] / Michael Dockery and Others.
Finding ways to accurately document and record faculty performance can be difficult and time-consuming for the department chair. However, if performance reviews are viewed as a system for improvement, they can provide constructive feedback to the faculty member and offer the opportunity for goal-set...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 100 | 1 | |a Dockery, Michael. | |
| 245 | 1 | 0 | |a Performance Review Aerobics Exercises Which Systemize the Process |h [electronic resource] / |c Michael Dockery and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 22 p. | ||
| 500 | |a ERIC Document Number: ED368443. | ||
| 500 | |a ERIC Note: Paper presented the International Conference for Community College Chairs, Deans, and Other Instructional Leaders (3rd, Phoenix, AZ, February 23-26, 1994). |5 ericd. | ||
| 520 | |a Finding ways to accurately document and record faculty performance can be difficult and time-consuming for the department chair. However, if performance reviews are viewed as a system for improvement, they can provide constructive feedback to the faculty member and offer the opportunity for goal-setting and mutually-supported professional growth. The teaching portfolio offers an excellent model for integrating formative and summative evaluations. To assure the reliability of the portfolio as an evaluation, it should be prepared with collaboration from peers and the chair. With the portfolio, the chair and instructor must identify the goals of the evaluation, and carefully delineate the expectations for acceptable performance in the job description. Once these materials are prepared, a clear time table and the expected outcomes must be established. Finally, for chairs to effectively evaluate faculty, the following eight guidelines should be kept in mind and meshed with their particular institutional culture: (1) summative and formative evaluation must be viewed as parts of a whole; (2) evaluation should be based on a standard, college-wide form and follow uniform procedures; (3) goals must be viewed as evolving and allowed to change; (4) evaluations must be ongoing; (5) evaluation must depend on multiple sources; (6) information acquired from sources must be analyzed with an eye toward limitations and shortcomings; (7) a faculty member's career status should be factored into the evaluation; and (8) evaluators should be conversant with current literature on the basics of teaching and instructional improvement. Contains 25 references. (KP) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Administrator Responsibility. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Role. |2 ericd. |
| 650 | 0 | 7 | |a Community Colleges. |2 ericd. |
| 650 | 1 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 0 | 7 | |a Formative Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Portfolios (Background Materials) |2 ericd. |
| 650 | 0 | 7 | |a Summative Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Administrator Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Two Year Colleges. |2 ericd. |
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