Teaching | Kent State University

Teaching

Criteria for the evaluation of teaching are listed in Table 2. The threshold criteria for tenure are “Very Good” student and peer perceptions of teaching and evidence of ongoing professional development plus contributions to one or more of the related processes of curricular design, advising, instructional delivery, and the evaluation of student performance and learning outcomes. The following categories with examples indicate the range of activities that may be used as examples of teaching success. For tenure and promotion to Associate, there may be cases where a teaching record indicates lower levels of success in the earlier periods of review. In such cases the Committee will weigh more heavily evidence of successful teaching covering the three years just prior to the tenure review.

Instruction and Delivery:

  • Positive student evaluation scores that reflect high-quality teaching and are at or above College norms. The record must include all available student evaluations of sections taught during the review period, summarized by the candidate, as well as the summaries of narrative comment compiled by the department.
  • Peer evaluations conducted according to departmental policy, arranged by the Chair in consultation with the FAC.
  • Course portfolios, including such items as syllabi, tests and examinations, handouts.
  • Teaching awards or nominations.
  • Design of innovative instructional materials, including on-line materials
  • Design of new modes of instructional delivery, including on-line courses and distance learning
  • Reflective self-evaluation of course planning and classroom experiences

Curriculum Design and Review:

  • Significant and major involvement in creating and developing new curricula and/or new courses that meet the Department’s mission and address the expressed needs of departmental initiatives.
  • Curricular and program reviews conducted on behalf of other universities or colleges.

Advising, Mentoring and Supervision:

  • Direction to completion of honors theses, M.A. theses, Ph.D. dissertations, translation/pedagogy projects, or individual investigations, as well as other individual supervision of students, especially when such direction does not constitute a formal part of the faculty member’s workload.
  • Supervision or evaluation of the work of students at other universities
  • Advising of students, participation in the university freshman orientation program, and serving as faculty advisor to student organizations.

Professional Development:

  • Development and delivery of instructional workshops
  • Involvement (as organizer or participant) in internal or external workshops and programs that enhance teaching, curriculum or assessment in furtherance of the departmental mission, especially when such participation has demonstrable results.

Evaluation and Assessment:

  • Design and implementation of new methods of evaluation and assessment, including placement examinations, outcomes assessment instruments, and proficiency assessments.
  • Certification as an ACTFL Oral Proficiency Interview tester.

Documentation of student learning is one of the ways to achieve recognition as an “Excellent” or “Very Good” teacher. This criterion can be met in many ways, including but not limited to the following:

  • documentation of a successful student project (e.g., an individual investigation or a research project that went on to be presented at a conference or published);
  • documentation of learning using pre- and post-tests;
  • external recognition of student success through awards, placements, etc.;
  • use of outcomes-based teaching strategies with appropriate assessments

Table 2: Assessment of Teaching for Promotion and Tenure

Rating

Definition

Accomplishments

Excellent

Highly successful, innovative teacher; provides leadership in the areas of instruction, advising, curriculum and/or assessment

  • Excellent student and peer perceptions* AND
  • Seeks professional development opportunities**

Plus at least two of the following:

  • Involvement in curricular design/review and/or assessment;
  • Substantial advising or mentoring of students outside normal office hours;
  • Documentation of student learning;
  • Documented application of professional development experience(s) to candidate’s teaching;
  • Sharing of professional knowledge with colleagues through workshops or other methods

Very Good

Successful, innovative teacher; participates actively in improvement of instruction, advising, curriculum and/or assessment

  • Very good student and peer perceptions* AND
  • Seeks professional development opportunities**

Plus at least one of the following:

  • Involvement in curricular design/review and/or assessment;
  • Substantial advising or mentoring of students outside normal office hours;
  • Documentation of student learning;
  • Documented application of professional development experience(s) to candidate’s teaching;
  • Sharing of professional knowledge with colleagues through workshops or other methods

Good

Successful teacher; seeks professional development

  • Good student and peer perceptions* AND
  • Seeks professional development opportunities**

Plus at least one of the following:

  • Advising or mentoring of students outside normal office hours;
  • Other evidence of continuous improvement in instruction, advising, curriculum and/or assessment

Fair

Adequate teacher

  • Adequate student and peer perceptions* AND
  • Consistently maintains normal office hours

Poor

Poor teacher

  • Poor student and peer perceptions* AND
  • Fails to consistently maintain office hours or otherwise demonstrates failure to perform teaching duties satisfactorily

*Student perceptions are documented primarily through SSI scores and comments in relation to departmental norms; peer perceptions are documented primarily by departmental peer reviews; both student and peer perceptions may be documented through receipt of or nomination for a teaching award.

**This criterion is fulfilled when the candidate participates in a minimum of two professional development opportunities (as defined above) during the probationary period.