{"id":504,"date":"2021-03-13T23:19:20","date_gmt":"2021-03-13T23:19:20","guid":{"rendered":"https:\/\/blogs.rollins.edu\/facultyevaluation\/?page_id=504"},"modified":"2023-04-21T14:57:28","modified_gmt":"2023-04-21T14:57:28","slug":"peer-evaluation-of-teaching","status":"publish","type":"page","link":"https:\/\/blogs.rollins.edu\/facultyevaluation\/peer-evaluation-of-teaching\/","title":{"rendered":"Peer Evaluation of Teaching"},"content":{"rendered":"\n<div class=\"wp-block-columns has-neve-link-color-color has-text-color has-background is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\" style=\"background:linear-gradient(135deg,rgb(255,245,203) 0%,rgb(182,227,212) 45%,rgb(51,167,181) 100%)\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\">\n<h2 class=\"wp-block-heading\" id=\"seeing-teaching-through-a-peer-s-lens\" style=\"font-size:50px\"><strong>Step 1: Defining Effective Teaching<\/strong><\/h2>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<div style=\"height:31px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-drop-cap has-normal-font-size\"><strong>Before doing any evaluation, pause and consider what you mean by &#8220;effective teaching,&#8221; the standard by which you&#8217;ll be evaluating your peers.&nbsp;<\/strong><\/p>\n\n\n\n<p style=\"font-size:14px\">Explore&nbsp;the&nbsp;selected frameworks to the right for examples and inspiration:<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:80%\">\n<ul class=\"wp-block-list\" style=\"font-size:14px\">\n<li><strong>\u200b\u200b\u200b&#8221;Critical Teaching Behaviors&#8221;\u00a0<\/strong>(Ba<mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\">rbeau &amp; Happel) &#8212; <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Barbeau-Happel-Critical-Teaching-Behaviors.pdf\" target=\"_blank\">an instrument<\/a>\u00a0for comprehensive evaluation based on &#8220;six categories of evidence-based instructor behaviors proven effective in increasing student learning gains and retention&#8221;; includes how and where these behaviors can be documented (See their 2023 book <em><a href=\"https:\/\/styluspub.presswarehouse.com\/browse\/book\/9781642673692\/Critical-Teaching-Behaviors\" target=\"_blank\" rel=\"noreferrer noopener\">Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching<\/a><\/em>\u00a0for details.)\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/mark><\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><strong>USC&#8217;s Definition of Excellence in Teaching\u00a0<\/strong>(USC) &#8212; <a rel=\"noreferrer noopener\" href=\"http:\/\/cet.usc.edu\/about\/usc-definition-of-excellence-in-teaching\/\" target=\"_blank\">The University of Southern California&#8217;s definition<\/a>\u00a0was also used to make a detailed rubric (linked in &#8220;<a href=\"#ready-instruments\" data-type=\"URL\">Ready-to-Use Instruments for Peer Observation<\/a>&#8221; below).<\/mark><\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><strong>Teaching Quality\u00a0<\/strong>\u00a0(TEval.net)  &#8212; The\u00a0<a rel=\"noreferrer noopener\" href=\"http:\/\/teval.net\/index.html\" target=\"_blank\">TEval.net<\/a>\u00a0Project&#8217;s 7 dimensions of quality teaching are listed at\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.colorado.edu\/teaching-quality-framework\/sites\/default\/files\/attached-files\/tqf_rubric_oct_2020_v07_2.pdf\" target=\"_blank\">the top of this rubric<\/a>, and are mapped in slightly different ways by the participating institutions.  See TEval&#8217;s various resources <a rel=\"noreferrer noopener\" href=\"https:\/\/teval.net\/resources.html\" target=\"_blank\">here<\/a>.  <\/mark><\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><strong>The\u00a0&#8220;Developmental Framework for Teaching Expertise&#8221;\u00a0<\/strong>(Kenny, et al) &#8212; a <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Teaching-Expertise-DevFramework.pdf\" target=\"_blank\">detailed framework<\/a>\u00a0that maps the growth of teaching expertise across all career stages\u00a0(the tool starts on p5; see\u00a0<a rel=\"noreferrer noopener\" href=\"http:\/\/connections.ucalgaryblogs.ca\/2017\/11\/04\/developing-a-learning-culture-a-framework-for-the-growth-of-teaching-expertise\/\" target=\"_blank\">brief intro\/explanation<\/a>\u00a0[Chick, et al])\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/mark><\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns has-neve-link-color-color has-text-color has-background is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\" style=\"background:linear-gradient(135deg,rgb(255,245,203) 0%,rgb(182,227,212) 45%,rgb(51,167,181) 100%)\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\">\n<h2 class=\"wp-block-heading\" id=\"seeing-teaching-through-a-peer-s-lens\" style=\"font-size:50px\"><strong>Step 2: Understanding Your Lens<\/strong><\/h2>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns has-neve-link-color-color has-nv-site-bg-background-color has-text-color has-background is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\">\n<p class=\"has-text-align-left\" id=\"seeing-teaching-through-a-peer-s-lens\" style=\"font-size:14px\"> <\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><a href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2022\/09\/multiple_measures.png\"><img loading=\"lazy\" decoding=\"async\" width=\"722\" height=\"529\" src=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2022\/09\/multiple_measures.png\" alt=\"\" class=\"wp-image-1371\" srcset=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2022\/09\/multiple_measures.png 722w, https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2022\/09\/multiple_measures-300x220.png 300w\" sizes=\"auto, (max-width: 722px) 100vw, 722px\" \/><\/a><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:30%\">\n<p style=\"font-size:14px\">As outlined on the &#8220;<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/how-to-document-effective-teaching\/\" target=\"_blank\">How to Document Effective Teaching<\/a>&#8221; site, Stephen Brookfield presents a framework of<strong> <strong>four lenses for more fully examining teaching<\/strong>:<\/strong> 1) one&#8217;s own, 2) one&#8217;s students&#8217;, 3) one&#8217;s peers&#8217;, and 4) the literature on teaching and learning in higher education, which is engaged by the other perspectives.&nbsp;<\/p>\n\n\n\n<p style=\"font-size:14px\">This framework&nbsp;can also be used to ensure <strong><strong>systematic documentation and evaluation of&nbsp;teaching, by using <em>multiple kinds of evidence<\/em> from <em>multiple points of vie<\/em>w, especially in summative evaluations<\/strong> <\/strong>&#8212; which can help mitigate some of the limitations and biases in evaluating teaching.<\/p>\n\n\n\n<p style=\"font-size:14px\">This site focuses on the &#8220;peer&#8221; lens by offering multiple ways to evaluate a colleague&#8217;s teaching:&nbsp;a) class observation, b) teaching narratives, c) teaching artifacts, d) external letters, and of course e) students&#8217; perspectives.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\">\n<p style=\"font-size:14px\">As you evaluate a colleague&#8217;s teaching <em>directly<\/em> (via classroom observation) and <em>indirectly<\/em> (by seeing through others&#8217; perspectives), keep in mind that <strong>all of your evaluations are still filtered through your perspective &#8212; your experiences, your assumptions, and your biases.<\/strong><\/p>\n\n\n\n<p style=\"font-size:14px\"><strong>Monitoring the influence of these experiences, assumptions, and biases is thus necessary to a fair evaluation of teaching.<\/strong><\/p>\n\n\n\n<p class=\"has-background\" style=\"background-color:#fcf5d0;font-size:14px\"><strong>Monitor Your Lens<\/strong><br>See these t<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Implicit-Bias.pdf\" target=\"_blank\">wo short pieces on recognizing, monitoring, and reducing your biases during evaluations<\/a>. (<em><strong>Coming soon<\/strong><\/em>: new &amp; improved resources on bias!)<\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns has-neve-link-color-color has-text-color has-background is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\" style=\"background:linear-gradient(135deg,rgb(255,245,203) 0%,rgb(182,227,212) 45%,rgb(51,167,181) 100%)\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\">\n<h2 class=\"wp-block-heading\" id=\"seeing-teaching-through-a-peer-s-lens\" style=\"font-size:50px\"><strong>Step 3: Using Tools to Guide Your Evaluation<\/strong><\/h2>\n<\/div>\n<\/div>\n\n\n\n<p style=\"font-size:15px\">One way to monitor the influence of your experiences, assumptions, and biases in evaluating a peer&#8217;s teaching is to <strong>use tools that focus and guide your observation <em>according to your definition of effective teaching<\/em><\/strong>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading has-text-align-left has-neve-link-hover-color-color has-text-color\" id=\"classroom-observation\" style=\"font-size:32px\"><strong>Classroom Observation<\/strong><\/h3>\n\n\n\n<p class=\"has-text-align-center\" id=\"ready-instruments\" style=\"font-size:23px\"><strong>The Classroom Observation <em>Process<\/em><\/strong><\/p>\n\n\n\n<p class=\"has-text-align-left\" id=\"ready-instruments\" style=\"font-size:14px\">Peer observations of teaching for review, tenure, and promotion processes typically follow a standard set of good practices divided into three stages: <em>before<\/em> the observation, <em>during<\/em> the observation, and <em>after<\/em> the observation.  <strong>A key part of that process is considering and mitigating the observer&#8217;s potential biases.&nbsp;<\/strong><span class=\"has-inline-color has-neve-link-color-color\">&nbsp;<\/span> <\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\">\n<p class=\"has-text-align-center has-neve-link-hover-color-color has-text-color has-background\" id=\"ready-instruments\" style=\"background-color:#fcf5d0;font-size:14px\"><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><strong><a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1LAw3w0AfmorKg3sd6FQwUm7cqDrej0y0MpJcJIU6cr0\/edit?usp=sharing\" target=\"_blank\">See that peer observation process outlined here<\/a>.<\/strong><\/mark><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\"><\/div>\n<\/div>\n\n\n\n<p class=\"has-text-align-center\" id=\"ready-instruments\" style=\"font-size:23px\"><strong>Classroom Observation <em>Instruments<\/em><\/strong><\/p>\n\n\n\n<p style=\"font-size:14px\">During the observation, the observer can <strong>either use an existing, ready-to-use instrument, <\/strong>or<strong> customize an observation protocol to match specific aspects of &#8220;effective teaching&#8221; and types of classes<\/strong>. Resources for both options are below.<\/p>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:40%\">\n<p class=\"has-normal-font-size\"><strong>Option 1: Use Ready-to-Use Instruments <\/strong><\/p>\n\n\n\n<p style=\"font-size:14px\">Below is a selection of existing instruments, ranging from simple to complex, but all effective:<\/p>\n\n\n\n<ul class=\"wp-block-list\" style=\"font-size:14px\">\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1NM4qSUE7ArDMqd1k8L8EZ4dLkC0ZYn-PNHV9M_2AVaQ\/edit?usp=sharing\" target=\"_blank\">A simple observation tool<\/a>\u00a0focusing on instructor&#8217;s goals, alignment of activities, student engagement, &amp; instructor awareness of student learning\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/mark><\/li>\n\n\n\n<li>\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/USC-Rubric-Based-on-Their-Def-of-Teaching-Excellence.pdf\" target=\"_blank\">A rubric<\/a>&nbsp;based on USC&#8217;s&nbsp;<a rel=\"noreferrer noopener\" href=\"http:\/\/cet.usc.edu\/about\/usc-definition-of-excellence-in-teaching\/#:~:text=The%20University%20of%20Southern%20California%2cin%20a%20rapidly%20changing%20world\" target=\"_blank\">detailed definition<\/a>&nbsp;of excellence in teaching<\/li>\n\n\n\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Barbeau-Happel-CTB-FULL.pdf\" target=\"_blank\">A detailed rubric and documentation tools<\/a> based on Barbeau &amp; Happel&#8217;s 6 categories of &#8220;Critical Teaching Behaviors,&#8221; &#8220;evidence-based instructor behaviors proven effective in increasing student learning gains and retention&#8221;; includes how and where these behaviors can be documented <\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Taylor-Garbrick-Mahan-Penn-State.pdf\" target=\"_blank\">\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200b\u200bAn instrument based on\u00a0Chickering &amp; Gamson&#8217;s &#8220;7 Principles of Good Practice in Undergraduate Education<\/a>&#8221;\u00a0with indicators for evidence for each principle and where it can be observed in\u00a0F2F\u00a0<em>or<\/em>\u00a0hybrid\/virtual courses<\/mark><\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Smith-et-al-COPUS.pdf\" target=\"_blank\">COPUS (&#8220;Classroom Observation Protocol for Undergraduate STEM&#8221;<\/a>): systematic log of specific activities, designed for STEM but adaptable across disciplines; includes training guide (also see LOPUS for Lab Observations, in &#8220;lab\/fieldwork&#8221; class type to the right)<\/mark><\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/RTOP-Reformed-Math-Science-Observ-Protocol-FULL.pdf\" target=\"_blank\">RTOP (&#8220;Reformed Teaching Observation Protocol&#8221;<\/a>): tool developed for reformed K-20 science and math courses, but the tool itself is useful\u00a0across disciplines; includes training guide<\/mark><\/li>\n\n\n\n<li><mark style=\"background-color:rgba(0, 0, 0, 0)\" class=\"has-inline-color has-neve-link-color-color\"><a rel=\"noreferrer noopener\" href=\"https:\/\/drive.google.com\/file\/d\/1kk1VNu08os49EJKg-IIy9KIjCKXUqdyZ\/view?usp=sharing\" target=\"_blank\">Physics Observation Protocol<\/a>:\u00a0\u200b\u200b\u200b\u200b\u200b\u200b\u200bvery detailed form developed for Physics but parts could be adapted across disciplines\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/mark><\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:52%\">\n<p class=\"has-normal-font-size\"><strong>&nbsp;\u200b\u200b\u200b\u200b\u200b\u200bOption 2: Customize a Class Observation Protocol<\/strong><\/p>\n\n\n\n<p style=\"font-size:14px\">Fair and effective peer observations are guided by decisions about what aspects of teaching will be evaluated, what behaviors will demonstrate those elements, and how to document the observation.  Rather than using an existing instrument, you can make your own following the 2 steps below:&nbsp;\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>\n\n\n\n<p style=\"font-size:14px\"><strong> 1. WHAT do you want&nbsp;to evaluate through classroom observation?<\/strong>\u200b\u200b\u200b\u200b\u200b\u200b\u200b&nbsp;  Explore these collections of observable teaching behaviors for different aspects of teaching, compiled from existing instruments:<\/p>\n\n\n\n<div class=\"wp-block-columns are-vertically-aligned-top is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33%\">\n<p style=\"font-size:14px\"><strong>Aspect of Teaching<\/strong><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1KyVYG3tz5rwWtHBWpevnwVHSyDTmvhPLVSOTcY1W08E\/edit?usp=sharing\" target=\"_blank\">engagement &amp; interaction<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/10l7NAZzaVB2liRNLB1hwD9GR7GlbvMHvBWVpMYAJ3B4\/edit?usp=sharing\" target=\"_blank\">classroom environment<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1UVd0wIiizfMSZhuQOh-n-N98Cpwbho3nJ5IaI-GHD58\/edit?usp=sharing\" target=\"_blank\">organization &amp; structure<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1ARYwGKgwTUpiBBAqItJR0v8la7t8AGcluBBp6mupyBo\/edit?usp=sharing\" target=\"_blank\">support for student learning<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1YvgkBKoDHisylOt4R43T86RkPQZH4BoaVi98WChRgUc\/edit?usp=sharing\" target=\"_blank\">equity &amp; inclusion<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33%\">\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style=\"font-size:14px\">* <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1pAi7NqnyOGfFfqFhx4VLo7NYdvBDamRBgpFTqbkI1FQ\/edit?usp=sharing\" target=\"_blank\">rapport with students<\/a><br> * <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1Rn4_rH6CHPFPJGX7T3oW0Is42ubybKf_fB3F0svhjD8\/edit?usp=sharing\" target=\"_blank\">content knowledge<\/a><br> * <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/19BuLaee5GA1FgibuJIbcNiDhdOtPIP0oU6andlWkPAU\/edit?usp=sharing\" target=\"_blank\">presentation &amp; communication<\/a><br> * <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1lUWpUXDhyZUG6gkUPyaGYGukp6xB2gqRRFnekzdSSvw\/edit?usp=sharing\" target=\"_blank\">integrating technology<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33%\">\n<p style=\"font-size:14px\"><strong>Context\/Type of Class<\/strong><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Virtual-Observation.pdf\" target=\"_blank\">virtual class<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Course-Website.pdf\" target=\"_blank\">course website<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Lab-Fieldwork-Observation.pdf\" target=\"_blank\">lab\/fieldwork<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Lecture-Observation.pdf\" target=\"_blank\">lecture<\/a><br>* <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Clinical-Observation.pdf\" target=\"_blank\">clinical session<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n<p style=\"font-size:14px\"><strong>2. HOW will you focus and document your observation as it happens?<\/strong>\u200b\u200b\u200b\u200b\u200b\u200b\u200b&nbsp;Below are two ways to provide structure and help&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Implicit-Bias.pdf\" target=\"_blank\">prevent&nbsp;bias<\/a>&nbsp;during your observation by guiding how you record examples of learning or engagement, and how you note analysis and&nbsp;recommendations (<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/NUS-Manual.pdf\" target=\"_blank\">Gleason &amp; Sanger<\/a>):<\/p>\n\n\n\n<ul class=\"wp-block-list\" id=\"block-6f9b7e37-3872-40af-96c6-ee67fadd5ab4\" style=\"font-size:14px\">\n<li><em>Documentary: <\/em> chronological log of class activities&nbsp;[<a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1egZBVxqR_KV09R0kEwsJDEZ1ubqXx7l3kXxfCgEQTUE\/edit?usp=sharing\" target=\"_blank\">samples\/templates<\/a>]<\/li>\n\n\n\n<li><em>Thematic: <\/em> pre-identified areas to focus on  [<a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1T8i-kdCY5vnZryAVM9hV1kGM8hUHvJ-ufiIHlbr9P8A\/edit?usp=sharinghttps:\/\/docs.google.com\/document\/d\/1T8i-kdCY5vnZryAVM9hV1kGM8hUHvJ-ufiIHlbr9P8A\/edit?usp=sharing\" target=\"_blank\">samples\/templates<\/a>]<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading has-text-align-left has-neve-link-hover-color-color has-text-color\" style=\"font-size:32px\"><strong>Assessment of Teaching Narratives<\/strong><\/h3>\n\n\n\n<p style=\"font-size:14px\">The teaching narrative or statement is not an intuitive piece of writing.  It&#8217;s typically written directly in response to the institution&#8217;s instructions and expectations.  Before you evaluate this document, review this explicit guidance that has been communicated to the candidate.  <strong>This guidance for the candidate should also be the guidance &#8212; the tools &#8212; for your evaluation. <\/strong><\/p>\n\n\n\n<p style=\"font-size:14px\">Often, candidates are expected to &#8220;reflect on their teaching&#8221; within this narrative.  This typically means the following: <\/p>\n\n\n\n<figure class=\"wp-block-table alignright is-style-regular\"><table><tbody><tr><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\"><strong>Component of Reflection<\/strong><\/font><\/td><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\"><strong>How to Assess<\/strong><\/font><\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\">Self-awareness of their own strengths and weaknesses<\/font><\/td><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\">How does their self-assessment of their strengths and weaknesses align with the other evidence provided? With your definition of effective teaching?<\/font><\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\">Responsiveness to feedback from students and peers<\/font><\/td><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\">In their discussions of student evaluations, classroom observations, and previous review letters, does the narrative address specific concerns and recommendations with comprehension, and with EITHER acknowledgement and a plan for improvement OR an effective counter-perspective?<\/font><\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\">Demonstration of growth over time<\/font><\/td><td class=\"has-text-align-left\" data-align=\"left\"><font style=\"font-size:14px\">How does the narrative illustrate the candidate has learned something about their teaching? See <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1V2fS4EaALvVhUNFmp-Nou4EtONC0CfQVv4MnzRed6Kg\/edit?usp=sharing\" target=\"_blank\">sample tools for assessing growth or development here<\/a>.<\/font><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<div class=\"wp-block-columns are-vertically-aligned-top is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\"><\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading has-text-align-left has-neve-link-hover-color-color has-text-color\" style=\"font-size:32px\"><strong>Evaluation of Teaching Artifacts<\/strong><\/h3>\n\n\n\n<p style=\"font-size:14px\"><strong>Request artifacts that <em>will provide evidence of specific aspects of your definition of effective teaching<\/em> <\/strong>(Step 1 above).   Especially when annotated, these artifacts&nbsp;can document key issues like course design, illustrations of student learning expectations, compliance with department\/institution guidelines, constructive alignment (learning outcomes-assessments-activities), disciplinarity, varied assessments, approach to student feedback, patterns in student performance, rigor, attention to diversity-equity-inclusion, and more.<\/p>\n\n\n\n<p style=\"font-size:14px\">Some examples of these materials, along with sample tools for evaluation, are below.  As you review any artifacts, ask <em><strong>What does this particular material provide evidence of?<\/strong><\/em>  (And what does it <em>not<\/em> provide evidence of?)<\/p>\n\n\n\n<div class=\"wp-block-columns are-vertically-aligned-top is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:36%\">\n<p style=\"font-size:14px\"><strong>Artifacts of Teaching Performance<\/strong><br><strong>* <\/strong> syllabi from previous, new, or redesigned courses (<a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1w1TbljFzbd11vpbUhk21TKjTXjGeLFsjGiPI_mu8AhU\/edit?usp=sharing\" target=\"_blank\">sample evaluation tools<\/a>)<br><strong>*<\/strong>  assignments&nbsp;and accompanying rubrics (<a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1ci3adm-aN9B2TFMwK31ZWQ9nwbpEhNL0GJwue0RfTcI\/edit?usp=sharing\" target=\"_blank\">sample evaluation tool\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/a>)<br><strong>*  <\/strong>instructor&#8217;s feedback to students&nbsp;on anonymized samples of student work<br>*  evidence of reasonable time to return graded work<br><strong>*<\/strong>  plans for a class session, lecture notes<br><strong>* <\/strong> \u200b\u200b\u200b\u200b\u200b\u200b\u200binstructor&#8217;s curated highlights of student evaluations for a particular course, a course type, or a single question on the evaluations across time&#8211;with brief annotation about strengths, growth, and\/or continued challenges<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\">\n<p style=\"font-size:14px\"><strong>Artifacts<\/strong> <strong>of Student Performance<\/strong><br><strong>*<\/strong>  anonymized samples of above average, average, &amp; below average student work, possibly with grade distribution of assignment&nbsp;(<a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1pkLGiyJr6g9FyvpndRNVUptyBnc1ypRYrOSBcgZ7zvg\/edit?usp=sharing\" target=\"_blank\">sample evaluation tool<\/a>)<br><strong>* <\/strong> anonymized samples of work from the same student(s) to show evidence of growth&nbsp;(<a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1pkLGiyJr6g9FyvpndRNVUptyBnc1ypRYrOSBcgZ7zvg\/edit?usp=sharing\" target=\"_blank\">sample evaluation tool<\/a>)<br><strong>*<\/strong>  grade distribution of all courses taught, or specific course types&nbsp;<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:39%\">\n<p style=\"font-size:14px\">What else? Think about what traits you&#8217;re looking for, and where you&#8217;d find them.<\/p>\n\n\n\n<p style=\"font-size:14px\">&#8211;&gt; The &#8220;<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/Barbeau-Happel-Critical-Teaching-Behaviors.pdf\" target=\"_blank\">Critical Teaching Behaviors<\/a>&#8221;&nbsp;(Barbeau &amp; Happel) instrument has a column indicating<strong> where different teaching traits and behaviors are documented.<\/strong><\/p>\n\n\n\n<div style=\"height:5px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-background\" style=\"background-color:#fcf5d0;font-size:14px\"><strong>If you&#8217;re looking for tools to focus on evidence of the instructor&#8217;s attention to diversity, equity, and inclusion (DEI) <em>across materials<\/em>, <\/strong><a rel=\"noreferrer noopener\" href=\"https:\/\/docs.google.com\/document\/d\/1cJ49KDRByQnCAcNIOtGf5V7KOg-9QaQAH8sJlopLWAQ\/edit?usp=sharing\" target=\"_blank\">see this collection of DEI evaluation tools<\/a>. (They&#8217;re also included in the relevant samples throughout this document.)<\/p>\n<\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading has-text-align-left has-neve-link-hover-color-color has-text-color\" style=\"font-size:32px\"><strong>Reviewing External Peer Evaluation Letters<\/strong><\/h3>\n\n\n\n<p style=\"font-size:14px\">Some institutions invite relevant experts from outside the institution to provide letters of evaluation.  <\/p>\n\n\n\n<p style=\"font-size:14px\">In <em>An Inclusive Academy<\/em>, Abigail Stewart and Virginia Valian recommend &#8220;a high degree of skepticism about the weight [these letters] should have in the evaluation process&#8221; (p. 356) and provide guidance on how to request and evaluate them effectively (pp. 355-360; [<a rel=\"noreferrer noopener\" href=\"https:\/\/ebookcentral.proquest.com\/lib\/rollins-ebooks\/reader.action?docID=5439462&amp;ppg=388\" target=\"_blank\">direct link to pages in Olin Library&#8217;s electronic copy<\/a>]).<\/p>\n\n\n\n<div style=\"height:18px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h3 class=\"wp-block-heading has-neve-link-hover-color-color has-text-color\" style=\"font-size:32px\"><strong>Considering More Examples of Students&#8217; Perspectives<\/strong><\/h3>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\" id=\"student-perspectives\">\n<p style=\"font-size:14px\">In addition to formal end-of-semester student evaluations of teaching administered by the institution, you may consider multiple ways of capturing different moments of students&#8217; experiences and perspectives.&nbsp; For instance, what would each of the following tell you?&nbsp; And while some by themselves are certainly insufficient, <strong><em>what do they contribute to a more holistic picture of teaching effectiveness<\/em><\/strong>?<\/p>\n\n\n\n<ul class=\"wp-block-list\" style=\"font-size:14px\">\n<li>responses to <em>anonymous<\/em> mid-semester or end-of-semester surveys tailored to the course (if truly anonymous, can be administered by the colleague or by a third party)<\/li>\n\n\n\n<li>notes from current&nbsp;students (solicited or unsolicited)<\/li>\n\n\n\n<li>letters from former students about longer-term impact, solicited and collected by a third party<\/li>\n\n\n\n<li>teaching awards adjudicated by students<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<div class=\"wp-block-group has-background\" style=\"background-color:#fcf5d0\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<p style=\"font-size:14px\"><strong><em>A Caution<\/em><\/strong><br>There is plenty of evidence challenging the practice of relying too heavily on students&#8217; assessments of teaching quality (e.g., the &#8220;<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/asa_statement_on_student_evaluations_of_teaching_sept52019-1.pdf\" target=\"_blank\">Statement on Student Evaluations of Teaching<\/a>&#8221; from the American Sociological Association, <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/06\/CIE-White-Paper-Final-Report-03-06-2021.pdf\" target=\"_blank\">Rollins&#8217;s white paper on student evaluations<\/a>, or&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-content\/uploads\/2021\/03\/TEC-Report-on-SETs-Final.pdf\" target=\"_blank\">this review&nbsp;<\/a>from Auburn University&#8217;s Teaching Effectiveness Committee). <\/p>\n\n\n\n<p style=\"font-size:14px\">While these statements focus on&nbsp;<em>formal<\/em> student evaluations, the biases that affect students&#8217; perspectives influence <em>informal<\/em> assessments as well. This is one of the reasons why using multiple measures to evaluate teaching is essential.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n<p class=\"has-text-align-center has-small-font-size\"><meta charset=\"utf-8\">This site is licensed under a CC-BY-NC (<a href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial) 4.0 International License<\/a>.<br>Nancy Chick, Endeavor Foundation Center for Faculty Development at Rollins College, 2021<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Step 1: Defining Effective Teaching Before doing any evaluation, pause and consider what you mean by &#8220;effective teaching,&#8221; the standard by which you&#8217;ll be evaluating your peers.&nbsp; Explore&nbsp;the&nbsp;selected frameworks to the right for examples and inspiration: Step 2: Understanding Your Lens As outlined on the &#8220;How to Document Effective Teaching&#8221; site, Stephen Brookfield presents a&hellip;&nbsp;<a href=\"https:\/\/blogs.rollins.edu\/facultyevaluation\/peer-evaluation-of-teaching\/\" rel=\"bookmark\">Read More &raquo;<span class=\"screen-reader-text\">Peer Evaluation of Teaching<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"neve_meta_sidebar":"full-width","neve_meta_container":"","neve_meta_enable_content_width":"on","neve_meta_content_width":100,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-504","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/pages\/504","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/comments?post=504"}],"version-history":[{"count":342,"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/pages\/504\/revisions"}],"predecessor-version":[{"id":1404,"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/pages\/504\/revisions\/1404"}],"wp:attachment":[{"href":"https:\/\/blogs.rollins.edu\/facultyevaluation\/wp-json\/wp\/v2\/media?parent=504"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}