| Knowledge of Subject | |
|---|---|
| Description – A member of the faculty possesses knowledge of one’s subject field that is characterized by both depth and breadth with special emphasis on awareness of new developments and related issues. | Criteria – Each of the following must be evident for tenure or promotion to the next academic rank. |
| TA.1 – Demonstrates current and comprehensive understanding of the appropriate topic(s) that reflect scope and depth of knowledge. |
Samples of syllabi or appropriate sections of syllabi required. Colleague and/or student references may be included if specifically appropriate.
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| TA.2 – Develops course activities that reflect scope and depth of knowledge. |
Samples of appropriate activities are required. Colleague and/or student references may be included if specifically appropriate.
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| TA.3 – Keeps current with trends and knowledge in field through memberships in professional organizations, events and/or activities sponsored by a university/college, school/district, regional/state agency, professional association or private enterprise; audits or takes a class; completes a degree, or obtains additional certification related to the field and attendance at national/regional or state conferences(s) at least once per year on average. |
Written list of names of professional organizations in which membership is held, location(s) and date(s) of conference(s) attended, and titles of professional publication(s) received by personal subscription, etc. Copies of program(s) related to participation in events with dates, certificate(s) of attendance/achievement, transcripts, or other evidence, with a brief statement from candidate about purpose/benefit. Examples include certificates or statements of participation in professional development programs sponsored by Information Technology, Green River Regional Education Cooperative (GRREC), etc.
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| Effectiveness of Presentation | |
|---|---|
| Description – Faculty member follows clearly stated course objectives and uses appropriate teaching methods and instructional materials. | Criteria – Each of the following must be evident for tenure or promotion to the next academic rank. |
| TB.1 – Conducts annual self-evaluation of teaching skills. |
Use of peer partner for assessment of instruction with written statement form peer indicating date(s) and activities involved in peer assessment. Additional documentation may include data on student achievement on critical performances, evaluations of teacher work samples, achievement on capstone projects, etc. |
| TB.2 – Objectives, requirements, and expectations are clearly stated at the beginning of each course and a variety of instructional strategies, including differentiation, are utilized in teaching. |
Additional documentation may include syllabi, data on student achievement on critical performances, evaluations of teacher work samples, achievement on capstone projects, etc.
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| TB.3 – Demonstrates sufficient preparation for class sessions |
Colleague/student references, student evaluations, observations.
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| TB.4 – Requires students to explore, apply content, and be actively engaged and contribute to the community/society. |
Colleague/student references, student evaluations, student work samples, activities, assignments. Additional documentation may include data on student achievement on critical performances, evaluations of teacher work samples, achievement on capstone projects, etc.
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| TB.5 – Uses electronic media/technology in course delivery. |
Examples of electronic media that support presentation such as online discussion boards, web pages, social networks, etc. May include screen shots or URLs. |
| TB.6 – Demonstrates collaboration and support of members of faculty in development of courses and course components. |
Dates and statements from the faculty member(s), minutes or summaries of task forces or workgroups, etc.
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| Effectiveness of Evaluation | |
|---|---|
| Description – The candidate uses a variety of effective assessment techniques to measure students’ growth and achievement according to a comprehensive formative and summative evaluation plan, which is presented and explained to students. | Criteria – Each of the following must be evident for tenure or promotion to the next academic rank. |
| TC.1 – Formative and summative evaluation procedures are stated in outline/syllabus and explained at beginning of term. |
Syllabi/outlines, student evaluations, examples of student work, etc.
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| TC.2 – Evaluations measure unit/course content. |
Representative examples of evaluations. |
| TC.3 – A variety of assessment techniques are used which include formal writing, speaking, and other activities such as observations of teaching that may include technology. |
Sample of course objectives, assignments, evaluation criteria, student work, rubrics, screenshots from web video, etc. Syllabi/outlines/examples from assessments, rubrics, etc.
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| TC.4 – A variety of assessment techniques are used. |
Syllabi/outlines/examples from assessments, rubrics, etc.
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| TC.5 – Prompt and meaningful feedback is provided. |
Colleague/student references, samples of student evaluations.
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| TC.6 – Use of critical performances and/or teacher work samples (where appropriate) to measure student growth and achievement. |
Critical performances, scoring rubrics, feedback to students, student work samples, etc. |
| Supervision of Field Experiences | |
|---|---|
| Description – Faculty member plans and supervises field experiences. | Criteria – When appropriate, each of the following must by evident for tenure or promotion to the next academic rank. Appropriate if supervision of student teaching, field experiences, and/or practicums are part of regular faculty assignment. |
| TE.1 – Supervises student teaching, practicums, and/or field experiences. |
Examples of field placement documents for student teaching, practica, and/or field experiences.
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| TE.2 – Effectively coordinates communication among students and involved professionals. |
Examples of any type of written/oral communication or related documents.
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| TE.3 – Provides engagement opportunities related to a broader community and global perspective in and/or outside of the classroom. |
Examples of course syllabi, sample of projects, and documents related to engagement activities/opportunities shared with students. |