Unit Evaluation of Professional Education Faculty Performance
The evaluation of faculty performance is an important component of the institution’s ongoing commitment to accountability. Article 22 of the IFO Master Agreement outlines the systematic process of professional development and evaluation, whereby faculty place continuous emphasis on the development and improvement of their professional competence and productivity. The purpose of evaluation is to provide faculty with information that will contribute to their professional growth and academic excellence.
Faculty evaluations are systematic and comprehensive. The faculty evaluation process calls for an annual professional development plan (PDP) and subsequent progress reports (PDR), which are reviewed by departmental peers and college deans. Progress reports on actual achievement of goals must be documented and submitted for commentary and review. The performance criteria used for evaluation are:
• Demonstrated ability to teach effectively and/or perform effectively in other current assignments;
• Scholarly or creative achievements or research;
• Evidence of continuing preparation and study;
• Contribution to student growth and development; and
• Service to the university and community.
Members of the faculty are evaluated according to a schedule as referenced in the IFO Master Agreement and established by the President. Fixed-term and probationary faculty members are evaluated on an annual basis and required to submit a professional development plan (PDP) and progress report (PDR) every year. Tenured faculty below the rank of full professor are evaluated every four years and required to submit a four-year professional development plan and an annual progress report. Tenured full professors are evaluated every four years and submit a summary report in year two and a full report in year four. Adjunct faculty members are required to conduct course evaluations that are submitted to the department chair for review and discussion. Graduate assistants do not engage in teaching activities; therefore, they are not subject to this type of formal review.
Candidates have the opportunity to evaluate faculty through course evaluations and follow-up studies. Data from course evaluations on teaching abilities are required in promotion, retention, and tenure applications and are highly valued in the College of Education. Data from promotion, tenure, and retention documents indicate that faculty are highly qualified in their teaching and use data from course evaluations to improve their performance.
The faculty evaluation process provides an effective vehicle to improve teaching, scholarship, and service within the unit. The process is designed to support faculty and requires feedback from department colleagues, as well as administrators, as new faculty move through the probationary period. Because a professional development plan (PDP) and report (PDR) are required each year for probationary faculty, feedback and support are provided on an ongoing basis. Faculty members seeking tenure or promotion also receive feedback and support through the process, providing opportunities for continued improvement in teaching, scholarship, and service.
The Center for Teaching Excellence (CETL), an institutional initiative, supports and sustains a dynamic and energized teaching and learning community at St. Cloud State University. The CETL draws on the expertise of SCSU faculty and staff members to provide the university community with a variety of programs including the development of retention, promotion, and tenure documents.
Summary: The unit conducts systematic and comprehensive evaluations of faculty performance based on criteria (teaching, scholarship, service) consistent with the conceptual framework. Evaluations are used to drive decision-making in terms of the support and development of professional development initiatives.