This document provides guidance on participating in peer evaluations as both an evaluator and instructor being evaluated. It outlines the USU Extension peer evaluation form and process, which involves reviewing instructional materials, classroom instruction, and interactions with students. The document emphasizes that peer evaluations should provide constructive feedback to improve teaching and should not be seen as disruptive or critical experiences. It also notes that one-time evaluations may not capture the full picture of an instructor's abilities and that inherent instructional style differences exist.

1. Peer Evaluation … How to Join the USU Extension Witness Protection Program Dr Dallas L. Holmes Continuing Education ECEA Faculty Workshop, Roosevelt, Utah April 15, 2005

2. It’s all about Feeling Good and teaching excellence!

3. So Doc, What Have You Learned in Your 33 Years With Extension ? Sage Words of Advice or the possibilities of surviving in a T&P frenzy!

4. Nothing increases your golf score like a witness! SCORE CARD

5. You must learn from the mistakes of others. You cannot possibly live long enough to make them all yourself. - Sam Levenson

6. Instruction Can Be Improved Through Evaluative Feedback

7. The Very Thoughts of Colleagues as Peer Evaluators Arrive!

8. Peer Evaluation Should Not be a Disruptive Experience in the Classroom

9. Before you criticize someone, you should walk a mile in their shoes. That way, when you criticize them, you are a mile away from them and you have their shoes . Peer Evaluator Rule #1

10. Consistency and Comparability is Enhanced When the Peer Evaluator Uses the Approved Extension Evaluation Tool

11. USU Extension Peer Evaluation Form – “The Plan” Part I - PEER EVALUATION FORM FOR CONTINUING EDUCATION CREDIT COURSES Instructor Date of Visit Program Title Length of Time of Visit Peer Evaluator

12. USU Extension Peer Evaluation Form – “The Plan” Part II – REVIEW OF INSTRUCTIONAL MATERIALS (some of the following may not be used). Marketing Materials Instructional or Course Outline Instructional Materials Evaluation Procedures Probable Impacts

13. USU Extension Peer Evaluation Form – “The Plan” Part III - COMMENDATIONS: Suggestions for Improvement: Signature of Evaluator Build Your T&P File with the Evaluation

14. Consider the importance of instructional feedback by looking at life through the windshield, not the rear-view mirror. - Byrd Baggett

15. You’ve got to be willing to give up good to get great - Kenny Rogers

16. Consider Your Value in the Marketplace of Students/Peers

17. Review Instructional Materials

18. Organization of Subject Was the format appropriate? Were objectives shared with learners? Did the instructor get the attention of learners early? If so, how?

19. Did the Instructor Demonstrate Instructional Mastery?

20. Peer Evaluators and Those Evaluated Must Realize That One Time Evaluations, Although Seemingly Efficient May Not Tell the Whole Story

21. When Appropriate, Review the Marketing Materials for the Course Being Evaluated

22. Review the Instructional Course Outline… A Reality Check!

23. Evaluation Procedure… The Evaluator May Use an Analytic/Synthetic Approach

24. Did the Instructor… Discuss points of view other than their own . Contrast implications of various theories. Discuss recent developments in the field . Present origins of ideas and concepts . Give references for more interesting and involved points . Present facts and concepts and related fields . Emphasize conceptual understanding .

25. On Any Given Day Evaluators Must Realize that the Presentation May Not Go As Planned

26. Did the instructor… 8. Explain clearly . 9. Seem well prepared . 10. Give lectures that are easy to take notes in . 11. Show care and precision in answering questions. 12. Summarize major points . 13. State objectives for each class session . 14. Identify what they consider important .

27. Instructor-Group Interaction 15. Encourage class discussion 16. Invite students to share their knowledge and experiences 17. Clarify thinking by identifying reasons for questions 18. Invite criticism of their own ideas 19. Know if the class is understanding them or not 20. Know when students are bored or confused 21. Have interest and concern in the quality of their teaching 22. Have students apply concepts to demonstrate understanding

28. Good Instructors Pay Close Attention to the Needs of Their Students

29. Instructor-Individual Student Interaction 23. Have a genuine interest in students. 24. Are friendly toward students. 25. Relate to students as individuals. 26. Recognize and greet students out of class. 27. Are accessible to students out of class. 28. Are valued for advice not directly related to the course. 29. Respect students as persons.

30. Dynamism/Enthusiasm 30. Are dynamic and energetic persons. 31. Have an interesting style of presentation. 32. Seem to enjoy teaching. 33. Are enthusiastic about their subject. 34. Seem to have self-confidence. 35. Vary the speed and tone of their voice. Have a sense of humor. Milton Hildebrand, Robert C. Wilson, Evelyn R. Dienst (l971) Evaluating University Teaching , Center for Research and Development in Higher Education, University of California, Berkeley.

31. So What is the Probable Impact of This Course Upon the Lives of the Students Enrolled? The so what question …

32. Was relevance demonstrated? Did instructor link content with application? Did the instructor develop a conclusion? Were stated objectives met? Did instructor encourage student responsibility for further learning?

33. Comments and Instructor Dialogue

34. Evaluation can be Daunting to Those Being Evaluated Peer Evaluation Review

35. Evaluators Must Realize That There Are Inherent Instructional Style Differences

36. If It At First You Don’t Succeed, Redefine Success… Or At Least Consider Another Opinion

37. Faculty Response to the Evaluation… How Do I Document this Evaluation Experience?

38. Documentation & Citation Standards T&P Binder Use committee members for this process. Obtain 2-3 Peer review teaching evaluations annually. Use the format suggested in the teaching format from the T&P manual when being evaluated by a reviewer. Include the Peer Evaluation Visit forms for each evaluation. typed (not handwritten) and signed by the evaluator. Make sure the review is held when you are teaching your clientele, not when you are teaching one another. Place these in section F of the T&P binder A list of those who have conducted reviews should be included as part of this section. Prepare a list of peer evaluators.

39. Citation Standard Citation standard Holmes, D. L. (2001). Report of peer evaluation for Dr. (faculty) teaching Integrated Life Science 1350, an evening course taught at the Roosevelt Center. Bills, B. D. (2002). Report of peer evaluation for Dr. (faculty) teaching Integrated Life Science 1350, and evening course taught at the Roosevelt Center.

40. Well There You have it… Peer Evaluation 101 You can now pick up your “witness protection program ID card” from any CE Executive Director!