Teaching Observation/Evaluation

Online course

August 2015

Teaching Observations and syllabus review provide valuable feedback to faculty and are required as part of the evaluation process outlined in the PSU Faculty Handbook (provided below). A review of the syllabus and teaching observation are intended to give an indication of a faculty member’s teaching effectiveness that is repeated over time. The Chair/Director will consider other evidence of effectiveness during the annual review process. The faculty handbook provides the criteria and indicators of effective teaching in the appendix that forms the basis for observation/evaluation and expectations (attached to this document).

The Department Chair/Director and/or designee shall annually observe/evaluate teaching of all Tenure track faculty who have not received tenure and shall observe at least once within two years of application all those tenured faculty who are eligible for promotion. All other non-tenure track faculty will be reviewed annually during their first two years of appointment and every three years thereafter.

Additionally, the Department Chair/Director and/or designee may observe the teaching of any faculty member in the department as determined either by the Chair/Director or by invitation of the faculty member. Library faculty members are frequently observed by the Dean of Library andAcademic Support Services satisfying this requirement for library faculty.

Typically, observations/evaluations of teaching will be arranged in advance. If a particular day is not appropriate, the instructor has the right to request and receive a visit on a different day. The instructor shall provide class materials,such assyllabus and examples of course assignments,tothe observer and/or explain any unusual aspects of the course. Written reports of the teaching observation shall be shared with the faculty member and the Dean and become part of the faculty member’s personnel file. The Dean shall observe all fulltime faculty members within the first two years of hire and within two years of promotion and/or tenure. The Dean, Provost,and/or the President have the right to observe teaching. Results of such observations shall be communicated to the faculty member and the Department Chair and become part of the faculty member’s personnel file (PSU Faculty Handbook, 2.5.c.2).

Instructions:

The faculty member being observed will be asked to add the Chair/designee to the course Moodle site at least 2 weeks prior to the observation. The Chair/designee conducts a Syllabus Review (part A) prior to the observation. The teaching observation is scheduled with the instructor. The Teaching Observation will entail the Faculty member and Chair/designee scheduling a time to meet (either in person or virtually) to review the course content. The Chair/designee completes the Teaching Observation Form (part B), and schedules a meeting to complete the Discussion of Review and Observation (part C) with the instructor.

Following receipt of feedback from the Chair/designee, the instructor writes a reflection (part D). Completed forms should be sent to the Chair and the Dean who sends them to Human Resources.

Name of Instructor being observed: Click here to enter text.

Name of Course: Click here to enter text.

Date of teaching observation: Click here to enter text.

Observer: Click here to enter text.

  1. Syllabus Review:
  1. Is the course syllabus available on Moodle?

YES☐NO ☐

Comments: Click here to enter text.

  1. Is it clear that the faculty member is available to students outside of class? Are office hours and contact information easily accessible?

YES☐NO ☐

Comments: Click here to enter text.

  1. The course syllabus and/or Moodle site includes required University elements and clearly communicates expectations and learning outcomes.

Not at all☐Partially☐Fully ☐

Comments: Click here to enter text.

  1. To what extent does the syllabus provide a variety of assessment activities?

Not at all☐Partially☐Fully☐

Comments: Click here to enter text.

  1. To what extent does the syllabus and/or Moodle site provide a clear description of how a student’s course grade will be determined?

Not at all☐Partially☐Fully☐

Comments: Click here to enter text.

  1. To what extent does the course syllabus align with the catalog description?

Not at all☐Partially☐Fully☐

Comments: Click here to enter text.

  1. To what extent are the assessments of student learning tied to the student learning objectives?

Not at all☐Partially☐Fully☐

Comments: Click here to enter text.

  1. Additional Comments: Click here to enter text.
  1. Teaching Observation for online courses:
  1. Instructor demonstrates disciplinary knowledge and skills. Possible areas for review: unit content, instructor introduction, discussion forum posts, assignment feedback, and course announcements.

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Instructor’s communication style is effective and appropriate to class/course objectives. Instructor’s feedback is productive. Possible areas for review: assignment feedback, discussion forum posts, course announcements, and Moodle mail.

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Activities are well organized and the relationship of these activities to course objectives is made clear to students.

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Students appear to be engaged in the learning process. Students have multiple opportunities to interact with the instructor and other students. Possible areas for review: group projects, discussion forums, and course activities.

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Instructor demonstrates enthusiasm for course material. Possible areas for review: instructor’s introduction, unit introductions, discussion forums, course announcements and assignment feedback.

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Instructor establishes a learning environment that welcomes, respects, challenges and supports all students. The learning environment is accessible to all students. Possible areas for review: variety of activities offered, quantity and quality of communication with students (assignment feedback, discussion forums, and Moodle mail).

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Instructor uses a variety of effective strategies and methods to support student learning. Possible areas for review: activities offered and student products (written, tactile, audio, and video).

Does Not Meet Expectations ☐ Meets Expectations ☐

Comments: Click here to enter text.

  1. Additional Comments: Click here to enter text.
  1. Summary, recommendations, and/or additional information: Click here to enter text.
  1. Discussion of Review and Observation; (Every faculty member regardless of appointment status should be offered an opportunity to discuss the observation. Discussions are a required step for full-time faculty and an optional step for part-time faculty): Click here to enter text.
  1. Instructor’s reflection on feedback(Please provide any response within 2 weeks): Click here to enter text.

Appendix (from the Faculty Handbook)

Criteria and Indicators of Effective Teaching

Engages in Scholarly Teaching

  • Reflects on, experiments with, and evaluates pedagogy to develop one’s teaching and to enhance learning for both students and faculty
  • Collaborates with other faculty members for mutual development of teaching/learning
  • Participates in and/or leads professional development activities in teaching (workshops/conferences, etc.)
  • Demonstrates disciplinary knowledge and skills
  • Integrates relevant and current research, including one’s own, into course material
  • Investigates new domains of knowledge for teaching or curricular development

Uses Effective Instructional Design

  • Constructs a syllabus that includes required University elements and clearly communicates expectations and learning outcomes
  • Develops learning outcomes that are consistent with program learning outcomes
  • Designs well-paced, well-presented, and appropriately sequenced instruction
  • Plans a variety of learning, assessment, and teaching activities designed to achieve learning outcomes
  • Creates effective learning activities/assignments
  • Helps students learn how to learn
  • Represents student centeredness in the approach to courses
  • Creates opportunities for students to be active and effective participants in their learning communities

Utilizes Appropriate Instructional Delivery

  • Presents well-organized and well-prepared lessons
  • Communicates effectively with students and demonstrates enthusiasm for subject
  • Respects students and cares about their learning
  • Responds to students’ questions in a timely manner
  • Provides effective feedback on student work
  • Employs active and cooperative learning
  • Uses technologies to enhance student learning outcomes
  • Makes him/herself available to students outside of class (office hours and appointments)
  • Leads by example (provides an effective clinical/professional role model)
  • Provides sufficient information about course management and logistics
  • Manages class materials effectively (e.g., efficient student access to class materials, such as notes, readings, assignments, quizzes, etc.)
  • Facilitates student learning through effective use of online course management systems and communication tools
  • Creates learning environments that welcome, challenge, and support all students
  • Recognizes and manages in-class civility

Employs Instructional Assessment

  • Articulates a philosophy of assessment that provides a rationale for, and links assessment to, learning outcomes
  • Implements assessments that correspond to learning outcomes
  • Sets and provides clear expectations/criteria for assessing student work
  • Implements grading schemes that are fair and comprehensive
  • Gathers formative feedback on teaching
  • Gathers formative feedback on learning and gives feedback to students
  • Assists students in developing ability to self-regulate and self-assess their own behavior and learning
  • Results in students demonstrating successful achievement of goals/objectives/outcomes from courses

Mentors and Supports Students

  • Understands curriculum and provides effective and accurate curriculum advising
  • Assists students with academic progress and time to degree
  • Provides mentoring that assists students in meeting career aspirations and/or graduate education
  • Makes him/herself accessible to students (advisees and students in courses)
  • Promotes students for awards and scholarships
  • Promotes student orientation and involvement in profession or discipline
  • Engages students in scholarly and professional activities
  • Monitors and supports advisees’ academic progress
  • Participates in and supports student activities (orientation, convocation, Commencement, award ceremonies, honorary societies, etc.)