Assumptions

GUIDELINES

·∙Peerevaluationofteachingshouldprovide consultativefeedbackthatcontributestocontinuousimprovementofteaching,aswellastothetenurereviewprocess.

·∙Facultypairsshouldnotevaluateeachotherwithinthesameyear.

·∙Teaching is evaluatedthrough"snapshots"of class sessions, tobe combinedwithotherdata.

·∙Discussions andevaluationsduring peer evaluationsof teaching will beguidedbySectionIofSNL’sGuidelinesforPromotionandTenure,theQualitiesofAssessmentatSNL(clarity,integrity,flexibilityandempathy),and,the questionsincluded thisdocument.

Roles

·∙Itis anticipatedthatparticipatingfacultywill, ataminimum,serve asapeerevaluatortoonecolleagueeachyear.ThisworkwillbeoverseenbySNL’sPersonnelCommittee.

·∙Facultywillnegotiate withtheirpeerevaluatorthequarter inwhichtheirteachingisreviewed.

TasksandResponsibilities

·∙Thepeerevaluatorwillcontacttheteachingfacultymemberwho isbeingobservedinordertoarrangeoneor moreobservationsofteachingandtoreceivedocuments(e.g.,syllabus,handouts,assignments)fromtheteacherthatwillassistinpreparation for the classobservation(s).

·∙Thepeerevaluatorwillfullyfamiliarizethem self withthe documentsprovidedaspreparationfor the observation(s) and for usein preparingtheirreport.

·∙Thepeerevaluatorcanrequestanadditionaldiscussion withtheteachingfacultypriortotheobservations(s),ifdeemednecessary.

·∙Subsequent totheobservation(s), thepeer evaluatorwill discusswiththeteachingfacultytheprogress oftheircourseandanyparticular problems orincidentsthatwereobservedand/orreported.Feedbackofaconsultativenaturewillbeprovided totheteachingfaculty duringthismeetingandinformation willbesharedbythepeer evaluatoraboutthereportthatwillbewritten.

·∙ThepeerevaluatorwillcompletetheirReport(seeattached)andsubmitittotheteachingfacultymember,and,thePersonnelCommittee(throughitschair).

·∙Theteachingfacultymaychoosetosubmit acopyofthepeer evaluator’sreporttotheDeanfortheirannualreview.

·∙Theteachingfacultymaychoosetosubmitacopyofthe peerevaluator’sreporttotheTeaching,Learning,andAssessmentCommitteeaspartofcoursereview.

REPORT

Instructor:

Date(s)ofObservation(s):

Coursedesigner(ifnottheinstructor):

CourseTitle:

CompetencysOffered:

# ofStudentsEnrolled:

# ofStudentsAttending:

FacultyObserver:

Session(s)Observed-­‐-­‐pleaseindicatetheweeknumberinwhichobservationstookplace):

TOBECOMPLETEDBYTHETEACHINGFACULTY

Specifyareasofteachinginwhichparticularfeedbackisdesired;giveexplanatorynotesaboutthecourseorinstructionforwhichthepeerevaluatorshouldtakeintoconsideration(attachadditionalpageifnecessary):

TOBECOMPLETEDBYTHEPEEREVALUATOR

ThePeerEvaluationofTeachingreportshouldtaketheformofanarrativethatemphasizestheareasdetailedbelow.Asoftenaspossible,specificexamplesshouldbesupplied to support conclusionsdrawn.

1.Teaching/Learning

Pleaseindicatewhethertheinstructorhasdesigned theclassbeingobserved.Iftheinstructorwasnotthecoursedesigner,pleasedescribeanyissuesthatarise from thisbifurcation andbe carefultoaccountfor thisdistinctioninprovidingfeedbackinthisreport.

Pleasecommentonthemanagement/administrationofthecourseexpectations,activitiesandrequirements.Forexample,wasthecoursewellorganizedtohelp students learn?Didthe instructor clearlyindicate assignmentsandexpectations?Isworkpacedeffectivelytopromote learning?Isclasstimeusedeffectivelytopromotelearning?

Doestheinstructor makeeffectiveuseof theirchosenpedagogical method(s)?Does the instructor enhancelearning throughappropriateuseof technology?

Whatteachingmethodsaredrawn ontopromote learning?Dotheseeffectivelypromotestudents’engagementwithmaterial,experience,andthedevelopmentofcompetency?

Istheinstructor abletomakematerialunderstandable throughclarityofpresentation,organization,illustration,andexample?

Doesitappearthatstudentsaremeetingtheinstructor’slearning expectations?

Howismasteryofcontentpromoted?

Dothe readingsandassignmentscontributeto students’ learning?

Pleasecommentonthequalityandrigoroftheassessmentsprovidedtostudents,includingwhethertheinstructorgivesfeedbackaspartoftheongoing dynamicof thecourse.

2.Knowledgeofsubjectmatter

Doestheinstructor’swayofaddressingthematerialreflectknowledgeofthesubjectmatter?

Isthesubjectmatterpresentedwithclarity,consistencyandcoherenceinallelementsofthecourse,including thesyllabus,assignmentsandinputoftheinstructor?

Pleasecommentonthequalityandrigorofthematerialpresentedbytheinstructor.

3.Developmentofcompetency(s)/liberallearningskills

Whatimplicitandexplicitreferencesaremadetothecompetency(s)and/orliberallearningskills?

Arethecriteriaclearforassessingwhetherstudentshavedemonstratedcompetency?

Doesthesubjectmattersupportandrelatetothe development ofcompetency(s)and/orliberallearningskills?

Howismasteryofcompetencypromoted?

4.Communication

Interactions

Whattypes of interactiontake place(student/student;student/instructor) andhowdo these further learningobjectives andinstructionaldesigns?Isalearning communityestablishedfor the course?What indicatorsofsocialcohesivenesshaveyouobserved?

Doesthe instructor appeartobesufficiently accessibletostudents?

Isthe instructor considerate,respectfulandcourteoustostudents?Whatotheraffectivemeasurescontributeto,orinterferewith,studentlearning?

Doestheinstructor maintainstudentengagement?Howisthisdone?

Doestheinstructorcommunicateideasandinformation clearlyandeffectively?Isfeedback provided tostudentsthatis developmental, precise andactionable?Dothe instructor’sassessments/evaluationsofstudents seem tobe fair?

Doestheinstructorsolicitfeedbackontheirworkasanongoingpartofthecourse?

Mediums of communication

Whatmedium, inadditiontolecturing,are usedtopromotelearning(e.g., guestspeakers,movies,fieldtrips,e-­‐mail,conferencecalls,privatemeetings,webboards)?Dothese facilitate communicationandlearning?Arethesesufficientandeffective?

Howadeptis theinstructorin usingthismeansofcommunication?Iftherearedifficulties and/orspecialstrengths,pleaseelaborate.

5.Enthusiasm

Doestheinstructor demonstrateenthusiasmforthesubject?Forthestudent(s)?Forthe processof instruction? Oflearning?Offeedback?Ofcompetencydevelopment?

6.OtherComments/Observations

Rev.12/08/03Updated1/07