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Faculty Performance Review



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  • 1. George Brown CollegeFaculty Performance Review
    Organizational & Staff Development
    Faculty Facilitator: Lazaros Simeon
    416-415-5000 ext. 3741
  • 2. Faculty Performance Review: Mandate
    College’s Academic Strategy –
    “To make excellence in teaching and learning the hallmark of a George Brown College education”.
  • 3. Faculty Performance Review: Overview
    Performance Review Process
    Step 1: Teaching Portfolio
    Step 2: Peer Observation and Reflection
    Step 3: Chair Pre-Observation Meeting & Observation
    Step 4: Summary Meeting & Professional Development Plan
    “Portfolio Profile”
  • 4. I. The Teaching Portfolio: Outline
    • Summarizes major teaching accomplishments and strengths
    • 5. Best practices
    • 6. Descriptive and qualitative
    • 7. Collection and presentation of materials in a concise manner
    • 8. Reflection is a key component
  • I. The Teaching Portfolio: Rationale
    It serves a variety of purposes:
    • a process for self-development
    • 9. a tool to foster reflection on teaching
    • 10. an aid in curriculum planning
    It is the process of development itself that helps to improve teaching.
  • 11. I. The Teaching Portfolio
    “Once faculty begin thinking about the how and why of their teaching…, they will become more aware of their own effectiveness.”
    -- Devanas, 2006
  • 12. I. Teaching Portfolio: Components
    Components may differ but will always include:
    • Statement of Teaching Philosophy (STP)
    • 13. Current resume
    • 14. Summary of teaching and related work
    • 15. Documentation of teaching effectiveness-- recent teaching evaluations, peer review, student successes
  • I. Teaching Portfolio: Components
    “Dual Professionalism”: a teacher with expertise in a particular industry or field
    • Unique to the Teaching Portfolio at GBC
    • 16. Activities you’ve engaged in to maintain or enhance your industry currency
  • I. Teaching Portfolio: Components
    Dual Professionalism:
    “Highlights the connection between what you teach, the needs of and practices in industry or community, and how this benefits student learning about and preparation for the world of work.”
  • 17. II. Peer Observation: Options
    Both options provide Evidence for “Statement of Teaching Effectiveness”
    Option 1: “Learning Squares”
    • Directed, in-class peer observation
    • 18. Reflect on your own teaching
    • 19. Share observations about your teaching
  • II. Peer Observation: Options
    Option 2: Peer Visits
    • Observation by peers
    • 20. Specific guidelines
    • 21. “Strength-based” feedback
    • 22. Conversations about teaching
    Building a community of teachers that parallels the community of learners
  • 23. II. Peer Observation: Guidelines
    Question the “lenses” through which we see our own teaching:
    What can we learn about our own values?
  • 28. III. The Process
    How it works:
    • Moderate structure
    • 29. Combination of online interaction, portfolio studios, individual meetings by appointment
    • 30. Work at your own pace
    • 31. Commit about 3-4 hours per week
    • 32. Schedule aimed at completing elements of teaching portfolio
  • III. The Process
    Wiki website (pbworks.com):
    Communicate to other participants, (i.e. arrange peer observation)
    Post comments, upload items of interest
    Download readings
    Access to online resources
    Syllabus, schedule of events
    Teaching Portfolio Template
    Sign-off forms, PD plan
  • 33. IV. Support
    Staff Development’s Role:
    • Guide and facilitate
    • 34. Provide timely & supportive feedback
    • 35. Set goals
    • 36. Clarify expectations
    This is a collaborative process.
  • 37. Any questions can be directed toward
    Lazaros Simeon