ATLE | Teaching Evaluation | USF

http://www.usf.edu/atle/teaching/teaching-evaluation.aspx

Academy for Teaching and Learning Excellence

Teaching
ATLE (/atle) > Teaching (/atle/teaching) > Teaching Evaluation

Teaching Evaluation
Consult the following topics related to evaluation of teaching at USF:
Tenure Guidelines (#tenure) | Student Evaluations (/atle/teaching/student-assessmentof-instruction.aspx) | Contextualized Student Evaluations (#context) | Teaching Portfolios (#portfolios) |
Adjunct / TA Evaluation (#adjuncts) | Chair Visitation and Evaluation Forms (#visits) | Additional
Resources (#resources)

Tenure Guidelines
The tenure section of the official 2014 University guidelines includes the following language:
In addition to course syllabi and student evaluations, a candidate may present the following kinds of
documentation of teaching effectiveness: instructional materials (such as case studies, labs, discussion
prompts, group projects), assessment activities and products (such as papers, tests, performances,
problem sets), and other material used in connection with courses; new course development, course
redesign, and adaptation to new formats and media through incorporation of emerging technologies;
professional development activities and efforts at improvement; peer observations and evaluations; student
performance on pre- and post-instruction measures; exemplary student work and outcomes; records of
advising and mentoring; supervision of teaching and research assistants; thesis direction; and teaching
awards. Approaches to teaching and concomitant sources of evidence of teaching effectiveness may vary
across fields, units, and candidates; consequently, variance in candidate portfolios may also be expected.
Evaluation of teaching must take into consideration an academic unit's instructional mission; an instructor's
assignment of duties within unit; class size, scope, and sequence within the curriculum; as well as format of
delivery and the types of instructional media utilized. Evaluation of teaching effectiveness should consider
the wide range of factors that impact student learning and success. Moreover, effective teaching and its
impact on learning can take place in a variety of contexts: in campus classrooms; team teaching; online; in
the field; in clinical settings; workshops; panels; through service learning activities, community engagement
and internships; in laboratories; within on- and off-campus communities, in organizations, in education
abroad settings, such as field schools, and through mentoring of students, including undergraduate and
graduate student research. Evaluation of teaching effectiveness in formats and settings outside the
classroom should include consideration of the impact of student learning on practice, application, and
policy.
Check with your individual academic unit to see if a local policy is in effect mandating how teaching is to be

1 von 6

19/12/15 15:46

ATLE | Teaching Evaluation | USF

http://www.usf.edu/atle/teaching/teaching-evaluation.aspx

evaluated.
If there is no local policy in effect, faculty are urged to consider seizing the initiative, and using the opportunity to
"market themselves" as effective classroom instructors. This could take the shape of presenting your teaching
documentation (including student evaluations) in a manner that best provides context and relevant detailssee
the sections below for samples and directions for creating such documents.

Contextualized Student Evaluations

Since many departments make use of summary data from student evaluations (/atle/teaching/studentassessment-of-instruction.aspx), individual faculty members may wish to voluntarily provide visual charts to
their chairs, so that their evaluations are seen in context (such as compared to the College or to the wider
university). In addition to providing a more-accessible visual reference, these charts can be fruitfully combined
with other data, such as relative class sizes or average GPA by class (or by department), which can shed light on
summary student evaluation numbers.
Our sample packet of contextualized student evaluations (/atle/documents/handout-contextualized-evalssample.pdf) shows one way of assembling relevant data visually.
Here are the directions (/atle/documents/handout-contextualized-evals-directions.pdf) for assembling the
charts of contextualized student evaluations, as seen in the sample packet.

Teaching Portfolios
It is useful for faculty at all stages to create and maintain a portfolio that shows your work, experience, and
growth as an educator. Such a living document can be used at times of tenure/promotion, renewing contracts,
and convincing a hiring committee to offer the job to you in the first place. We recommend using Google Sites
(http://sites.google.com) to house an electronic portfolio, which is easy to use and you can update at will.
The Peter Seldin model for organizing a teaching portfolio utilizes not only various forms of documentation, but
two mini-essays to guide the reader's eyes and provide an over-arching structure to the layout:
Teaching Philosophy. A statement of Teaching Philosophy is typically 400-600 words. There is no single
formula for writing an effective Teaching Philosophy statement, but at a minimum you should explain your
beliefs about what constitutes good teaching. A basic outline for a teaching statement would have a threeparagraph structure and be limited to one-page in length. The first paragraph provides readers with your
beliefs about teaching and forecasts what your classroom would be like if they visited. Would they see
students engaged in group work? Peer-sharing? Presenting their work in front of the class? Mini-lectures
followed by group discussions? You can also use this paragraph to outline your teaching experiences. In the
next paragraph you can offer further evidence of your teaching and provide examples of your beliefs in
action. Descriptions such as these allow readers to "see" your teaching in action as opposed to reading only
general statements about your teaching philosophy. In the final paragraph, you could sum up your thoughts
on education and the role that you have to play in developing students to be successful in their discipline,
career, and life. Sometimes philosophy statements can also connect teaching to research. Try not to speak
in generalities or platitudes; it can be helpful to think not only about "what" you believe about teaching, but
"why" you believe it (and provide some examples). In addition, it may be helpful to consult other faculty in
your discipline to gain a sense of the range of styles that exist. Here are a few resources that might help you
organize and maximize your statement: Chism 1998 Developing a Philosophy (/atle/documents

2 von 6

19/12/15 15:46

ATLE | Teaching Evaluation | USF

http://www.usf.edu/atle/teaching/teaching-evaluation.aspx

/handout-chism.pdf), Schonwetter et al 2010 Conceptual Model (/atle/documents/handoutschonwetter.pdf), and Medina & Draugalis 2013 Evidence-based Steps (/atle/documents/handoutmedina.pdf). You will find many examples of philosophy statements here (http://fctl.ucf.edu
/facultysuccess/awardwinners/)(select a year to see each listing).
Narrative. The narrative is an essay that offers detail about your specific teaching examples and choices. If
the teaching philosophy provides a glimpse at your THEORY of teaching, the narrative explains the
PRACTICE, as well as how the theory is transferred to practice. One of the main elements of a paper-based
teaching portfolio is the collection of documents typically held in an appendix (/atle/documents
/handout-possible-teaching-portfolio-components.pdf). These documents offer examples of the
teacher's practice, and typically include items created by the instructor (sample syllabi, lesson plans, test
questions, essay prompts, grading rubrics, etc.), items created by others (student evaluations, unsolicited
notes from students, observation forms, etc.), and evidence of student learning ("before and after" student
essays, pre-and post-tests, etc). Note that not EVERY item listed above needs to be present; this is simply a
list of possible inclusions. Since an electronic portfolio supports links and attachments, these documents
could come as attachments to the Narrative page. The narrative essay itself can make references to these
attachments throughout. Think of the narrative as an opportunity to "guide" the viewer's eye when looking at
those attached documentswhat elements need explanation or deserve to be pointed out as exemplary
practices? Such a narrative might be anywhere from 800-5,000 words long.

Peer Evaluation of Teaching Portfolios and Rubrics

Here are several examples of rubrics for teaching portfolios that you might consider adopting/adapting for your
own purposes:
1. University of West Indies (https://sta.uwi.edu/cetl/teaching/mhed/documents
/developingyourteachingportfolio.pdf)
2. Niagara University (https://www.niagara.edu/assets/uploads/student-teaching-portfolio-handbookoriginal-8-12.pdf)
3. Indiana University (http://medsci.indiana.edu/m620/sotl_08/teaching_portfolio_rubric.pdf)
4. University of New Haven (http://www.newhaven.edu/109259.doc)

Adjunct / TA Evaluation
Every instructor at USF, including adjuncts and graduate teaching assistants (who teach their own classes as
Instructor of Record), should be evaluated at least annually on their teaching performance for the specific
courses they are assigned. While some degree of standardization is preferable, there is flexibility in how adjunct
(and teaching assistant) teaching evaluations can be recorded in writing. Departments, Schools, and Colleges
may have individual forms already in place that they use for adjunct or TA teaching evaluation. This form (/atle
/documents/handout-evaluation-adjuncts-and-teaching-assistants.docx), which can be modified, is an
excellent resource for departments without an existing process or template for evaluating adjuncts and TAs.

Chair Visitation and Evaluation Forms

There is no required form for departmental observations. Chairs are invited to view this sample rubric (/atle
/documents/handout-chair-evaluation.doc)and customize it for their own needs.

3 von 6

19/12/15 15:46

ATLE | Teaching Evaluation | USF

http://www.usf.edu/atle/teaching/teaching-evaluation.aspx

Additional Resources
Characteristics of Strong Teaching
Ginsberg, S.M. (2007). "Shared Characteristics of College Faculty Who Are Effective Communicators
(http://uncw.edu/cte/et/articles/vol7_2/ginsberg.pdf)." The Journal of Effective Teaching7, no. 2, 3-20
this is a qualitative study of interviews and observations that concludes effective teaching includes good
communication and a humanistic view of students. It suggests that to improve faculty teaching, underlying
views and thoughts processes should be considered.
Meyers, B. (n.d.) "Distinguishing Factors of Highly Effective Teachers (http://coe.unomaha.edu
/moec/briefs/edad9550meyers.pdf)." this paper examines the measurable and intangible assets of
teaching. It is not specific to college or university teaching, but some of the information is still applicable.
Mohanan, K.P. (2005). Assessing Quality of Teaching in Higher Education: How do we Evaluate
Teaching? (http://www.cdtl.nus.edu.sg/publications/assess/how.htm) - provides a short discussion on
assessing teaching excellence.
Office of Faculty & Organizational Development at Michigan State University. "Evaluating Teaching
Effectiveness (http://fod.msu.edu/oir/evaluating-teaching-effectiveness)." This website includes links
to a variety of articles on topics that range from approaches to evaluating teaching, peer review of teaching,
and self-evaluation.
Orlango, M. (2013, January 14). "Nine Characteristics of a Great Teacher (http://www.facultyfocus.com
/articles/philosophy-of-teaching/nine-characteristics-of-a-great-teacher/)." Faculty Focus written by
an experienced administrator and professor, this article highlights some of the most important characteristics
good teachers share.
(2013, April 26). "8 Characteristics of a Great Teacher (http://www.teachthought.com/teaching
/8-characteristics-of-a-great-teacher/)." TeachThough.comt an article that discusses what differentiates
the best from the rest and attempts to answer the question "what makes a teacher strong?"
Top Ten Qualities of a Great Teacher (http://teaching.org/resources/top-10-qualities-of-a-greatteacher) from Teaching.org
What Makes a Good Teacher? (http://www.ame.pitt.edu/documents/johnston_goodteacher.pdf%20)
PowerPoint by Dr. Jamie Johnston School of Medicine at the University of Pittsburgh it provides
information on what makes a good teacher, goals of good teachers, and methods of good teaching.
Faculty Evaluation Systems
American Association of University Professors. "Statement on Teaching Evaluation (http://www.aaup.org
/report/statement-on-evaluation)." discusses evaluations from the view of faculty.
Arreola, R. (2004). Developing a Comprehensive Faculty Evaluations System
(http://www.academia.edu/2490217/developing_a_comprehensive_faculty_evaluation_system),
University of Tennessee - this is a PDF of slides from a CEDA workshop. It discusses the reasoning for
evaluations and provides steps to develop effective faculty evaluation systems. It includes information on the
types of skills to evaluate and varying models.
Canale, A.M., Herdklotz, C., & Wild, L. (2012). "Evaluation of Teaching Effectiveness: Benchmarks &
Recommendations (http://www.rit.edu/academicaffairs/facultydevelopment/sites
/rit.edu.academicaffairs.facultydevelopment/files/docs/evaluation_of_teaching_effectiveness.pdf)."
The Wallace Center at Rochester Institute of Technology Office of Faculty Career Development examines
the teaching evaluation practices of 30 colleges.
Center for Research on Learning and Teaching at the University of Michigan. (n.d.). "Guidelines for
Evaluating Teaching (http://www.crlt.umich.edu/tstrategies/guidelines)." discusses principles of

4 von 6

19/12/15 15:46

ATLE | Teaching Evaluation | USF

http://www.usf.edu/atle/teaching/teaching-evaluation.aspx

teaching evaluation and sources of data.

University of Puget Sound. (2013). "Faculty Evaluation Criteria & Procedures 2013-2014
(http://www.pugetsound.edu/files/resources/3102_faculty-evaluation-criteria-and-procedures.pdf)"
this serves as an explanation of the policies employed at the University of Puget Sound in regards to
evaluating their faculty members. It discusses what can/should be evaluated, what the faculty being
evaluated can expect and should provide, and the schedule for evaluations.
University of Tennessee, Knoxville. "Manual for Faculty Evaluation (http://provost.utk.edu
/docs/evaluation/2012-faculty_evaluation_manual.pdf)" the complete set of guidelines and policies for
the evaluation of faculty.
Faculty Evaluation Rubrics
Center for Educational Leadership at University of Washington. "5D+ Teacher Evaluation Rubric
(http://depts.washington.edu/uwcel/tpep/uw-cel_5d+teacherevalrubric_v2.0f_no_observables.pdf)"
provides examples of extensive rubrics.
Miami Dade College faculty evaluation rubric (http://www.mdc.edu/asa/documents
/faculty_performancereviewrubricclassroomfaculty.pdf)
Notre Dame University faculty evaluation rubric (http://www.ndu.edu.lb/administration/vp/tfse.pdf)
Office of Faculty & Organizational Development at Michigan State University. "Evaluating Online Courses
(http://fod.msu.edu/oir/evaluating-online-courses)." provides a list of links to sources and examples for
online teaching rubrics.
Rutgers University Academic Reappointments/Promotions (http://ruweb.rutgers.edu/oldqueens
/facpromotions.shtml)
University of California Irvine Council on Academic Personnel: FAQs (http://www.senate.uci.edu/councils
/cap/faq.pdf) and Academic Personnel Procedures (http://www.ap.uci.edu/app/3-60_meritdoc.html)
University of Tennessee Knoxville faculty evaluation rubric (http://elps.utk.edu
/appendix%20a_elps%20faculty%20evaluation%20guidelines.pdf)

Copyright 2015, University of South Florida. All rights reserved.

4202 E. Fowler Avenue, ALN 185,Tampa, FL 33620, USA 813-974-1841
This website is maintained by ATLE (mailto:atle@usf.edu).
About This Site (/about-usf/about-this-site.aspx) Contact USF (/about-usf/contact-usf.aspx)
USF Home (/)
About USF (/about-usf/index.aspx)
Academics (/academics/index.aspx)
Admissions (/admission/index.aspx)
Campus Life (/campus-life/index.aspx)
Research (/research/index.aspx)

5 von 6

19/12/15 15:46

ATLE | Teaching Evaluation | USF

http://www.usf.edu/atle/teaching/teaching-evaluation.aspx

USF System (http://system.usf.edu)

Administrative Units (/about-usf/administrative-units.aspx)
Regulations & Policies (http://regulationspolicies.usf.edu/regulations-and-policies/regulationspolicies-procedures.asp)
Human Resources (http://usfweb2.usf.edu/human-resources/index.asp)
Emergency & Safety (http://news.usf.edu/article/templates/?a=813&z=51)
Visit USF (/about-usf/visit-usf.aspx)
USF Health (http://health.usf.edu/)
USF Athletics (http://www.gousfbulls.com/)
USF Alumni (http://usfalumni.org)
Support USF (http://www.unstoppable.usf.edu)
USF Libraries (http://www.lib.usf.edu/)
USF World (/world/)

6 von 6

19/12/15 15:46