Faculty Evaluations of Colleagues

Evaluations you have written of your colleagues and evaluations your colleagues have written of you are required elements of your portfolio (6.1.6 of the CBA), so it is important to write these at the end of your program. A best practice is to share your self evaluations prior to meeting to discuss your evaluations of each other. Meeting to discuss collegial evaluations has been a practice from the early days of the college, and it is meant to be an opportunity for learning from each other. Reflecting on our teaching and our colleagues’ teaching is crucial because our teaching is the center of our work.

The most important reason for sharing self evaluations is to see if your colleague understands the value of their practices and any problems with their practices that you noted. Their perspectives will guide you in explaining your perspective.

When writing the evaluation of your colleague, most of us choose to write first about what was impressive or most useful in the work of our colleagues: contributing key elements to the design of the program, dynamic or brilliant lectures, and useful teaching practices.

After addressing what is good about our colleague’s teaching, you should address the requirements in 6.2 of the CBA, copied below. (Note 6.2.2 (c) )

CBA Requirements

6.2.1 Teaching Well. A faculty member is expected to teach well as judged by peers, students, the deans, and the Provost. Teaching well includes:

(a) Demonstrating command of the curricular material and the means for helping students learn it.

(b) When teaching in teams, meeting team teaching requirements: co-planning the program curriculum, weekly participation in a faculty seminar on the intellectual content of the program (or an alternative plan approved by the deans), and attendance at all program activities required by the teaching team.

(c) Contributing to the learning environment: designing and executing parts of a program's curriculum, demonstrating subject matter expertise, offering interdisciplinary approaches to material, counseling and advising students, facilitating a stimulating and challenging atmosphere, offering innovative work in seminars, lectures, labs, workshops and field work, and sponsoring individual contracts and internships effectively.

(d) Fostering students' intellectual and cognitive development.

(e) Fostering students' abilities to communicate well.

(f) Displaying intellectual vitality.

(e) Fostering students' abilities to communicate well.

(f) Displaying intellectual vitality.

6.2.2 Meeting Commitments. A faculty member is expected to meet commitments to students, colleagues, staff, and the College, as judged by peers, students, the deans, and the Provost. These commitments include:

(a) Developing catalog copy, a syllabus/covenant for each offering in a timely manner and submitting these materials to the deans' area by stated deadlines.

(b) When teaching in teams, providing information needed for student evaluations to teaching partners in time to enable timely submission.

(c) When teaching in teams, writing an evaluation of teaching colleagues at the end of each program. Collegial evaluations must address how well a colleague has met his/her responsibilities as outlined in this Article and must be exchanged with each team member before the beginning of the next academic year or sooner if needed for a faculty review.

(d) Attending the Academic Fair for each quarter in which a faculty member is teaching (unless he/she is on leave).

(e) Meeting student evaluation responsibilities and timelines. Faculty members teaching alone are responsible for the evaluation of each student registered in each of his or her offerings. Faculty members who team-teach must designate which registered students each member of the team is responsible to evaluate quarterly. For each student, the faculty member must complete one of the following actions: (1) an official evaluation that complies with college policy and includes award of credit, (2) an official report of no credit, or (3) an official report of incomplete status. If none of these options has been completed within two (2) weeks following the end of the last quarter in which a student is registered, the evaluation is considered overdue.

Other relevant sections:

6.1.4 Service. All faculty members are expected to uphold the value of shared governance (see Article 2) by participating in College affairs. Examples of service to the College include completing governance assignments deemed important by the Faculty Agenda Committee and College administration, and contributing to the College community and the wider community in ways that advance or positively enhance the mission of the College.

6.1.5 Professional Development. All faculty members are expected to demonstrate continued professional development such as new learning gained through teaching, conferences, workshops, or other activities including independent creative or scholarly work.

6.3 Additional Responsibilities of Regular Faculty Members. In addition to those responsibilities described in Sections 6.1 and 6.2, all regular faculty members are responsible for:

6.3.1 Participating actively in the development, implementation, and assessment of the College-wide curriculum through planning groups established for this purpose (planning units, graduate programs, Tacoma, reservation-based and other branch programs, or others that may form in the future).

6.3.2 Contributing to the processes for hiring and evaluating other faculty members by serving on faculty hiring committees and subcommittees as well as on faculty review panels as described in Article 9 and Article 11.