Faculty Performance Review

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Faculty Performance Review

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

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