DNP 830 Final Evaluation by Faculty
Faculty must evaluate the student. Students will review the evaluations and confer with faculty if needed.
Although the collective bargaining agent has the primary role in evaluation, the Senate has a
consultative role in the process. This document will provide some suggestions which a local senate
may wish to consider when consulting with the collective bargaining agent on this issue. Since the
style will vary from college to college, the models presented here are meant to encourage and
stimulate interest in evaluation on the individual campuses. Nothing in this document shall be
construed to impinge upon the due process rights of faculty, nor detract from any negotiated
agreements between collective bargaining agents and the districts. Faculty evaluation is both a
process and a result: a way to determine goals, to appraise the processes for reaching them and to
assess the extent to which they have been met.
The Academic Senate encourages faculty evaluation to be done in a non-punitive, collegial
atmosphere. Faculty evaluation is a complex process; no single source of data is adequate. The
evaluation process should begin with a written self evaluation. This encourages discussion and
goal setting, giving increased value to the process. The combined appraisals of students,
colleagues, administrators, and faculty member’s self assessment are required for reasonably
reliable and valid judgments.
Purposes Of Evaluation
* improvement of teaching and learning
* systematic and regular review
* staff development
* professional growth and development
As guidelines are developed, the purpose of the evaluation must remain clear. The information
obtained from the evaluation may be used for any of the above purposes. For some purposes, such
as tenure, the evaluation results are shared information; with others, such as professional growth or
improvement of instruction, the information should remain confidential.
Evaluation procedures should be developed beforehand. This will give, proper direction over the
use of the evaluation process and the use of information obtained from its completion.
* All evaluations of the instructor’s professional activities should be conducted openly with the
instructor’s full knowledge and awareness.
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* Evaluations should include some review of previous evaluations.
* Evaluation criteria should be determined prior to the start of the evaluation period.
* The results of the evaluation measures should be communicated and discussed with the faculty
member by the evaluator.
* The person evaluated should have adequate opportunity to discuss the results of the evaluation
measures with the evaluator.
* An evaluation which states the need for improvement should be supported by specific written
reasons for such comments and the written response of the evaluatee.
* With the evaluation, there should be an institutional commitment to help faculty improve with an
ongoing staff development program.
A good evaluation process begins with a written self evaluation. This should be based on previous
evaluations and reflect continuity and reexamination of the goals. The faculty member being
evaluated should examine the methods used for effective instruction, the strategies he or she uses
to remain current in the discipline, participation in extracurricular activities as well as required
activities and any other pertinent factors related to employment.
The purpose of a peer evaluation is to provide objective, professional assessment of the
performance of role responsibilities, professional growth and extracurricular activities. The peer
evaluator and evaluatee should meet to discuss the written self study and to decide how to conduct
the remaining portions of the evaluation process.
In order to assess how the faculty member is performing his or her responsibilities, the goals,
objectives, implementation strategies and follow-up activities need to be discussed beforehand.
One method of evaluating teaching effectiveness is classroom visitation. The following guidelines
should be considered when using this method of evaluation.
* The faculty member should be consulted before the evaluation to establish the appropriate times
* The faculty member should supply supportive material that will be helpful, i.e. course
outline or handouts.
* The evaluator stays for the instructional hour.
* The evaluator meets with the faculty member following the completion of the agreed upon
measures of evaluation.
* The faculty member receives a copy of the evaluation.
An alternative to a classroom visit is a videotaped classroom presentation. For counselors and
librarians, parallel activities would be the observation of a counseling activity or reference
interview. In addition, other activities should be examined including committee work, professional
articles, performances, leadership in professional organizations and volunteer community
Some suggestions for the peer evaluator include:
* Keep in mind that teaching styles may vary but remain very effective.
* Observe the total experience.
* Make criticism constructive by citing concrete examples of a behavior followed by a
rationale and specific suggestions for change.
* Use an observation format that is consistent within the department.
It is also suggested that these resources for evaluation be provided:
* Training for peer evaluators.
* Provision for continuance of the evaluator’s class.
Administrators offer a different perspective on the faculty member being evaluated. They should
be consulted for information that will contribute to the evaluation in the area of their expertise.
Usually quality of service in the discipline is best left to the faculty in the discipline.
Administrators are generally best equipped to evaluate the faculty member’s service to the broader
campus goals and off-campus professional activities.
To quote from Classroom Assessment Techniques: “The