INSTRUCTIONAL FACULTY PERFORMANCE REVIEW
Confidential
Updated August 2018
1
To Vice President/Provost:
From Dean:
For:
Name of Faculty Member
Current type of
appointment:
Campus
G R
TP/SS
Discipline
PEER REVIEWERS
Department Chair: ________________________________
Peer Reviewer(s): _________________________________
Contract Type
Contract Year
1 Year Term
Year 1
Year 3
3 Year Term
Year 1 (optional)
Year 2
6 Year Term *
Year 3
Rolling Term**
Every 5 years
Tenured Term
Every 5 years
Recommendation
Term Appointments
Tenured
Reappoint
Satisfactory
Do not Reappoint
Unsatisfactory
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Overview
The elements of the instructional faculty performance review include a self-evaluation, student
evaluations, peer reviews and observations, and an administrative evaluation.
The purposes of performance review are to
• promote the highest quality instruction (teaching/learning)
• encourage the highest quality performance by faculty
• encourage professional growth and development of faculty
• assess strengths and weaknesses in faculty performance
• assess service to the College community (beginning with the 2
nd
year evaluation)
FOCUS AREAS OF THE REVIEW
Faculty members will be evaluated with consideration of the following elements:
Instructional Faculty:
• Teaching materials, including syllabi, and mastery of subject matter
• Teaching techniques
• Instructor’s knowledge of subject matter
• Instructor’s availability to students
All Faculty:
• Individual and unit responsibilities
• Academic and/or activity responsibilities
• Other responsibilities and activities, such as curriculum development, textbook review and
selection, and program accreditation
• Interpersonal relations
• Professional growth and development
• Professional contributions and achievement
• Service to the College community
• Progress on individual annual objectives
• Submission of non-instructional assessment data (CAR and OA) in accordance with
established deadlines
• Timely submission of student grades and participation in assessment practices
Over the first 3 years, the expectations increase for the faculty member, based on the following:
Year 1 Performance Review is based on documentation that the faculty member has attended to
the focus areas listed above with the exception of service, which is not a requirement in the 1
st
year
Year 2 Performance Review is based on documentation that the faculty member has continued to
attend to the focus areas listed above.
Year 3 Performance Review is based on documentation that the faculty member has continued to
attend to the focus areas listed above.
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After the first 3 years, Performance Reviews are based on documentation that the faculty member
has continued to attend to the focus areas listed above and on projects selected in consultation with
the Dean
Occasionally, a faculty member is selected to work on an alternate assignment that replaces 50%
or more of his/her regular duties. If a faculty member is to be evaluated during this time, s/he will
be evaluated on the same criteria as Instructional/Counseling faculty, except that the focus will be
on the current assignment, as opposed to classroom teaching. For this evaluation period, faculty
should disregard any parts of the evaluation process that are not relevant. An evaluative memo
from the faculty member’s immediate supervisor in the alternate assignment should be included
with the performance review packet.
Forms to be included in the performance review packet
• Form A: Self Evaluation
• Form B.1: Classroom Observation or
• Alternate B.1: Distance Learning Course Observation
• Form C: Peer Review
• Form D: Department Chair Review
• Form E: Dean Evaluation
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Performance Review Process – Self-Evaluation Form A
In concise and specific paragraphs, indicate your own evaluation of your performance since your
last review. Include the following in the self-evaluation:
Teaching:
• Reflect on your teaching, noting how you have grown professionally and changed as a teacher.
• Identify what teaching skills or discipline knowledge you would like to develop further.
• Evaluate your success in performing activities and obligations related to teaching.
• Include a copy of your course syllabi.
Professional Development:
• List the professional development and/or workshops in which you have participated since your
last review (for year 1 faculty: in this year).
• Identify how the professional development activities supported your work as a faculty member.
• Identify leadership roles you have assumed.
Service:
• Identify your service to the College community. Examples of service include, but are not limited
to, the following: workshops conducted, committee membership, leadership roles, clubs
sponsored, special assignments or projects, etc.
(Year 1 faculty are not evaluated on contributions to the College Community).
Previous Goals:
• Restate goals from last evaluation.
• Reflect on the outcome of these goals.
Goals for next Performance Review Period:
• State your goals and objectives related to teaching during the next review period.
• Identify what contributions you will make to the College community during the next review
period. Contributions may be formal or informal.
• Discuss your plans to develop yourself professionally during the next review period.
Alternate Assignment (if applicable)
On a separate page:
• Briefly and concisely describe your assignment
• Reflect on your assignment. What projects have you undertaken? What is the status and
expected outcomes of the project(s)? Which new skills have you developed while working
in this alternate assignment?
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Classroom Observation
(Form B or Alternate Form B for Distance Education)
Classroom observations (minimum of three) are conducted in accordance with a predetermined
schedule. Two discipline/department faculty members of the Peer Review Team and the Dean (or
Associate Dean) will serve as Classroom Observers. The 2 discipline/department faculty Peer
Review Team members will each complete the Classroom Observation Form (Form B.1) and
discuss his/her individual observations with the faculty member and provide copies to the faculty
member and to the Dean. The Dean (or Associate Dean) will also complete a Classroom
Observation Form (Form B.1) and discuss his/her observations with the faculty member during the
evaluation meeting. If there is a concern about the observation, the faculty member has the right to
confer with his or her Dean.
Student evaluations are also included in the performance review and are disseminated according to
the campus/dean’s guidelines.
For Alternate Form B.1 (Distance Education Course Observation) refers to procedures at end of this
document.
Peer Review (Form C)
All members of the Peer Review Team, including those completing Classroom Observations, must
complete Peer Review Forms.
Department Chair Review (Form D)
The department chair will complete the chair’s review (Form D), discuss the results with the faculty
member, and provide a copy to the faculty member and to the Dean. When the department chair is
being evaluated, the Dean, in consultation with the department chair, shall designate someone else
to complete Form D (Chair’s Review).
Dean Evaluation (Form E)
After the Dean receives the performance review packet, the Dean considers all of the
documentation, and his/her own observations, documentations, etc., and gives a written evaluation,
judging the faculty member’s work to be satisfactory or unsatisfactory, and recommends
reappointment or non-reappointment. After the Dean has had a conference with the faculty
member to discuss the review, s/he sends a memo to the Vice President/Provost recommending
reappointment or non-reappointment.
Submission Process
The faculty member being reviewed is responsible for ensuring that all components of the
performance review packet are completed and submitted to the appropriate individual per their
Dean’s instructions.
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Activities and Timeline
Activity
Description
Suggested Timeline
(Exact due dates will
depend on type of
contract)
Faculty Member
Check-list
Date completed
PRE-
CONF
Pre-review conference with Dean
Performance review process reviewed, dates,
determine composition of peer review team.
September/October
FEEDBACK COLLECTION
Student evaluations are administered
Student evaluations are administered, preferably in
two different courses or sections, using standard
College form.
October/November
Classroom observations
Two peer reviewers and the Dean (or Associate
Dean) complete either Form B.1 or Alternate Form
B.1 and discuss the results with the faculty
member.
October - December
Peer Review feedback
Completes Form C.
November/December
Department Chair review
Completes Form D
December
REFLECTION
Self-evaluation
Completes Form A
October – March
EVALUATION
CONFERENCE
Dean’s summary and conference with
faculty
Dean completes Form E
Discuss performance review, including the Dean’s
recommendation and formalize plans for the next
evaluation cycle with the Dean.
December - March
Determination of reappointment
or non-reappointment
Dean submits review documentation to Vice
President/Provost and notice of reappointment or
non-reappointment status to Human Resources.
Date as noted in
AAUP Contract
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FORM A: Self-Evaluation
The self-evaluation process is designed to provide an opportunity for self-reflection. In concise
and specific paragraphs, indicate your own evaluation of your performance since your last
review (for year 1 faculty, during the past semester), using the following guidelines and
headings, and be sure to include your name:
Teaching
• Reflect on your teaching. Discuss how have you grown professionally and changed as a
teacher.
• Identify what teaching skills or discipline knowledge you would like to develop further.
• Evaluate your success in performing activities and obligations related to teaching.
• Include a copy of your current course syllabi.
Professional Development
• List the professional development activities and/or workshops in which you have participated
since your last review (for year 1 faculty: in this year).
• Identify how these professional development activities supported your work as a faculty
member.
• Identify leadership roles you have assumed.
Service
• Identify your service to the College Community. Examples of service include but are not
limited to the following: workshops conducted, committee membership, leadership roles,
clubs sponsored, special assignments or projects.
(Year 1 faculty are not evaluated on contributions to the College Community).
Previous Goals
• Restate goals from last evaluation.
• Reflect on outcome of these goals.
Goals for next Performance Review Period
• State your goals and objectives related to teaching during the next review period.
• Identify what contributions you will make to the College community during the next review
period. Contributions may be formal or informal.
• Discuss your plans to develop yourself professionally during the next review period.
INSTRUCTIONAL FACULTY PERFORMANCE REVIEW, Cont
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FORM B.1: Classroom Observation
Name of Faculty Member: Name of Observer:
Course/CRN: Number of Students in Attendance: Number enrolled:
Length of Time of Observation: Date:
Materials Provided for Observer (as appropriate) a. Syllabus b. Handouts c. Other _________________
Observer Lists Instructor Activities
Observer Lists Student Activities
Instructional Delivery
A. Evidence of Planning (For example, is there evidence that the
instructor has planned objectives with learner outcomes; planned
instruction to achieve objectives; is prepared with appropriate
materials?)
Observations
B. Implementation (For example, does the instructor implement the
planned procedure in logical sequence; foster higher level thinking
skills; vary teaching strategies and materials to address learner
needs; motivate and involve students; evaluate learner progress
and provide feedback; provide closure and preparation for next
session?)
Observations
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FORM B.1: Classroom Observation (Continued)
C. Classroom Management and Climate (For example, does the
instructor organize instructional learning time and use appropriate
pacing; organize and utilize space, equipment and materials
effectively; manage student behavior to enhance learning; create a
positive learning climate, communicate enthusiasm and respect;
use effective communication skills to enhance learning?)
Observations
D. Mastery of Subject Matter/Discipline (For example, does the
instructor present accurate and current information on concepts and
skills; provide meaningful definitions, examples and applications
related to the content; answer questions correctly or direct learner
to appropriate sources?)
Observations
Additional comments (if any):
Meeting to discuss the observation was held on
________________________________________
________________________________________ ________________________________________
Signature of Dean/Faculty Colleagues Signature of Faculty Member*
*Signifies only that the faculty member has read the report and does not necessarily imply concurrence with judgments made.
INSTRUCTIONAL FACULTY PERFORMANCE REVIEW, Cont
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ALTERNATE FORM B.1: Distance Education Course Observation
Please refer to Online Course Evaluation Procedure (Addendum A) before completing this form.
Name of Faculty Member: Name of Observer:
Course/CRN: Number of Students Enrolled: Length of Time of Observation: Date:
Materials Provided for Observer (as appropriate) a. Syllabus b. Handouts c. Other _______________________
Observer Lists Instructor Activities (these may include activities that are
not completed in real time. See Online Course Evaluation procedures
document for examples)
Complete with faculty member.
Observer Lists Student Activities
Complete with faculty member.
Instructional Delivery
A. Evidence of Planning (For example, is there evidence that the
instructor has planned objectives with learner outcomes; planned
instruction to achieve objectives; is prepared with appropriate
materials; designed the site to facilitate student navigation; has
provided information about appropriate student support services?)
Observations
.
B. Implementation (For example, does the instructor implement the
planned procedure in timely and logical sequence; foster higher
level thinking skills; vary teaching strategies and materials to
address learner needs; motivate and involve students; evaluate
learner progress and provide feedback; provide closure and
preparation for next unit/module?)
Observations
INSTRUCTIONAL FACULTY PERFORMANCE REVIEW, Cont
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ALTERNATE FORM B.1: Distance Education Course Observation (continued)
C. Classroom Management and Climate (For example, does the
instructor organize instructional learning time and use appropriate
pacing; organize and utilize technological tools [for example email,
discussion boards, Web pages, slide presentations, graphics, etc]
and materials effectively; manage student behavior to enhance
learning; create a positive learning climate, communicate
enthusiasm and respect; use effective communication skills to
enhance learning and respond to students in a timely fashion?)
Observations
D. Mastery of Subject Matter/Discipline (For example, does the
instructor present accurate and current information on concepts and
skills; provide meaningful definitions, examples and applications
related to the content; answer questions correctly or direct learner
to appropriate sources; demonstrate the ability to use the platform
and tools?)
Observations
Additional comments (if any):
Meeting to discuss the observation was held on
________________________________________ ________________________________________
Signature of Dean/Faculty Colleagues Signature of Faculty Member*
*Signifies only that the faculty member has read the report and does not necessarily imply concurrence with judgments made.
INSTRUCTIONAL FACULTY PERFORMANCE REVIEW, Cont
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FORM C: Peer Review
Name of Faculty Member: Peer Reviewer(s): Date:
Focus Area
Feedback
Professional Responsibilities
• Teaching
• Service to the College community
• Other
Professional Development
General Comments
Meeting to discuss the observation was held on
________________________________________
Signature of Peer Signature of Faculty Member*
*Signifies only that the faculty member has read the report and does not necessarily imply concurrence with judgments made
INSTRUCTIONAL FACULTY PERFORMANCE REVIEW, Cont
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FORM D: Department Chair Review
Name of Faculty Member: Date:
This form addresses instructional faculty responsibilities and is to be completed by the Department Chair. The Dean will review this form as part of the evaluation
process during the conference with the faculty member. Use the following prompts to generate feedback for the instructional faculty being evaluated. Additional
comments may be included.
Focus Area
Feedback
Teaching Performance
• Distributes complete and updated syllabi that conform to
the College template to each class section being taught.
(See Guidelines for Syllabi)
• Conducts assigned classes in accordance with catalog
description and academic and other regulations of the
College (drop policy, attendance, etc.)
• Holds scheduled classes and fulfills the scheduled
number of minutes for each course as assigned.
• Submits mid-term and final grade reports in accordance
with established procedures and deadlines.
• Submits, as required, to the Instructional Dean the
following items:
- A copy of the course syllabi, grading policies,
assignment schedule, and other materials, such as
reading lists or assignment sheets
- A copy of the final examination or record of
culminating activity if no final is given
• Conducts official student evaluations
Professional Responsibilities
• Posts and maintains a minimum of five office hours
per week for student consultation
• Available for student advising
• Attends department, discipline, and other
professional meetings
• Responds in a timely manner to emails, voice mail,
phone calls, etc.
• Contributes to College Area Review, Outcomes
Assessment and other assessment processes
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• Treats colleagues with respect and fosters positive
relationships with peers and the College
community
• Provides service to the College community
Professional Development
• Attends professional development activities, such as
Banner training, CTL, and other instructional workshops;
keeps a record of activities attended.
Summary and Overall Performance
Meeting to discuss the review was held on
________________________________________ ________________________________________
Signature of Department Chair Signature of Faculty Member*
*Signifies only that the faculty member has read the report and does not necessarily imply concurrence with judgments made.
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FORM E: Dean Evaluation
Name of Faculty Member: Campus: Date:
Contract Type
Contract Year
1 Year Term
Year 1
Year 2
Year 3
3 Year Term
Year 1 (optional)
Year 2
6 Year Term *
Year 3
Rolling Term**
Every 5 years
Tenured Term
Every 5 years
Dean’s Comments:
Place checkmark where appropriate:
Meets expectations (Satisfactory)
Does not meet expectations*
(Unsatisfactory)
* “Does not meet expectations:”
• The reasons why the expectations have not been met must be clearly indicated either on this form or in an attachment.
• A plan worked out with the faculty member showing a timeline and process for expectations to be met is to be attached or
submitted within a specific time period.
Faculty Member’s Comments (optional):
Recommendation:
For Term Faculty: Reappoint Do Not Reappoint
Signature of Dean
Date
Signature of Faculty Member *
Date
Name of Dean (type or print)
Name of Faculty Member (type or print)
*Signifies only that the faculty member has read the report and does not necessarily imply concurrence with judgments mad
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Addendum A
ONLINE COURSE EVALUATION PROCEDURE
The procedure is designed to follow the current on-campus observation procedures as closely as possible in
the online environment so that deans, chairs, and peers can observe courses. Faculty who are interested in
observation of their courses by online teaching experts specifically for improving the online aspects of their
courses may contact the Office of Distance Education for more information about Quality Matters.
1. Selection of observers for the online course should follow normal departmental procedures for the
selection of classroom observations.
2. Online course observations are done in two parts:
a. First, the observer should initially enter the class on his/her own to observe the course and
materials.
b. Then the observer and instructor should review the course together.
3. When the instructor uses WebCT as the course management system, if the observer is unfamiliar with
WebCT, he/she should complete the WebCT tutorial provided at
http://www.montgomerycollege.edu/distance/lessons/students/student_tutorials.html
If the instructor uses a different delivery method, he/she should provide the observer with appropriate
orientation materials.
4. The observer should review the Standards for Online Courses at Montgomery College.
(http://www.montgomerycollge.edu/distance/handbook/DL%20standards%20only.pdf)
5. The observer and the instructor mutually agree on a specific learning unit to observe and window of
time for the observation. Observation forms can be found at the ODE website
(http://www.montgomerycollege.edu/distance/handbook/)
6. As with any observation, ahead of time, the instructor provides the observer with any essential
materials (see checklist) or a list of areas on which he/she would specifically like feedback.
7. The instructor e-mails Ms. Jeana Beaulieu from the Office of Distance Education, copying the observer,
requesting that the observer be given guest student access to the course for the purpose of
observation.
8. The instructor notifies students that an observer will be in the course site during the selected
observation period.
9. The observer observes the selected learning unit and materials provided by the instructor during the
agreed upon time period.
10. There is a follow-up meeting between instructor and observer to discuss details about the about the
instructor’s pedagogical techniques that might not be observable (instructions sent through private e-
mail, etc)
11. Once the agreed upon window for the observation has passed, the instructor e-mails the ODE, copying
the observers, requesting that the guest access be deleted from the course.
CHECKLIST OF MATERIAL INSTRUCTORS MAY WANT TO PROVIDE OBSERVERS
(Items on this list are not required, but may be distributed at the discretion of the instructor)
• Copy of course syllabus, orientation and/or navigation instructions
• Sample e-mails between instructor and student (with students’ names blanked out)
• Rubrics used to evaluate discussion boards or other assignments
• Sample feedback on student work (comments on an essay assignment or discussion board topic
with students’ names blanked out)
• Outside resources provided to students (list of websites, private tutorials, distributed CDs)