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PROTOCOL FOR PEER EVALUATIONS

The current Contract permits instructors to include one peer evaluation in each cycle.

  1. A peer evaluation must be entered into voluntarily by the instructor and the peer evaluator(s).
  2. It must include a pre-evaluation consultation in which the instructor provides the peer evaluator(s) with course materials. During this consultation, the parties must have an initial discussion about these materials, goals for the course, methods of instruction, and plans for the class session(s) to be observed. It is the responsibility of the instructor to arrange for this consultation.
  3. Peer evaluation must include observation of at least one class meeting and preferably more than one such meeting. It is the responsibility of the instructor to arrange for the observation(s).
  4. Peer evaluation must include a post-evaluation consultation, conducted no later than one week after the final observation by the peer evaluator(s). In this consultation, the evaluator(s) will present the instructor with at least a preliminary version of the report(s) that will be submitted. It is the responsibility of the evaluator(s), who agreed to participate in the peer evaluation, to set up this consultation.
  5. Peer evaluation must result in reports that use either the Peer Survey Form AND the Peer Questionnaire, or just the Peer Questionnaire. The instructor of record must decide whether the evaluators will use either the survey and questionnaire, or just the questionnaire. When there is more than one evaluator observing the class, they shall have the option of writing a joint report or separate reports. These reports must be submitted to the instructor for inclusion in his/her academic record file no later than two weeks after the conclusion of the course. It is the responsibility of the evaluator(s), who agreed to participate in the peer evaluation, to finish the reports on time; however, it is the responsibility of the instructor to submit the reports to his/her Principal Administrator for inclusion in his/her Academic Record File.
  6. The consultations before and after the classroom observation must occur in a face-to-face meeting, unless a special arrangement has been made to accommodate an off-campus evaluator.
  7. Normally visitors should be at a rank equal or senior to the instructor. Evaluations by off-campus faculty and by expert practitioners also are encouraged.

PEER SURVEY FORM

Instructor evaluated:
Course:
Date and time of pre-visit:
Date(s) and time(s) of class observation(s):
Visitor(s):

Number of Students Enrolled:
Number of Students in Attendance:

1. The instructor's strategy for interesting the students in the subject in the class session(s) was
          1   2   3   4   5   6  7  X        
2. The instructor's level of enthusiasm in teaching the subject was
          1   2   3   4   5   6  7  X        
3. The instructor's use of examples and illustrations in the class session(s) was
          1   2   3   4   5   6  7  X        
4. The explanations on the course outline and/or syllabus of what is expected from students was
          1   2   3   4   5   6  7  X        
5. The organization of the course outline or syllabus was
          1   2   3   4   5   6  7  X        
6. The instructor's clarification of material in the class session(s) was
          1   2   3   4   5   6  7  X        
7. As a speaker in the class session(s), the instructor was
          1   2   3   4   5   6  7  X        
8. The instructor's references to recent applications or developments in this area of study in the class session(s) were
          1   2   3   4   5   6  7  X        
9. The instructor's strategy for maintaining an atmosphere in the class that encouraged learning was
          1   2   3   4   5   6  7  X        
10. The instructor's way of relating to students in order to promote mutual respect was
          1   2   3   4   5   6  7  X        
11. The instructor's explanations of how student work was to be evaluated was
          1   2   3   4   5   6  7  X   
12. The pacing of assignments and work in the course was
          1   2   3   4   5   6  7  X        
13. The instructor's approach to giving students feedback on their performance was
          1   2   3   4   5   6  7  X        
14. Overall, the instructor's presentation of the subject matter in the class(es) that I visited was
          1   2   3   4   5   6  7  X        
15. Overall, the class (or classes) that I visited was (or were)
          1   2   3   4   5   6  7  X   
16. The course as whole was
          1   2   3   4   5   6  7  X   
FOR A LECTURE CLASS, INCLUDE:

17. The organization of the lecture (or lectures) was (or were)

          1   2   3   4   5   6  7  X        
18. The relation of the lecture(s) to the reading assignments was
          1   2   3   4   5   6  7  X        
19. The instructor's strategy for providing students with opportunities for asking questions was
          1   2   3   4   5   6  7  X        
20. In the class session(s) the instructor's summary of materials was
          1   2   3   4   5   6  7  X        
21. The instructor's strategy for distinguishing between major and minor topics in the class session(s) was
          1   2   3   4   5   6  7  X        
22. The instructor's strategy for broadening students' knowledge of the subject beyond the readings was
          1   2   3   4   5   6  7  X        
FOR A LECTURE/DISCUSSION CLASS, INCLUDE:

17. The instructor's plan(s) for in-class learning activities that engaged students with the subject matter was (or were)

          1   2   3   4   5   6  7  X        
18. The instructor's strategy for providing students with opportunities for asking questions was
          1   2   3   4   5   6  7  X        
19. The instructor's strategy for broadening students' knowledge of the subject beyond the readings was
          1   2   3   4   5   6  7  X        
20. In the class session(s) the instructor's summary of material was
          1   2   3   4   5   6  7  X        
21. The instructor's encouragement of students to participate in class discussions and/or activities was
          1   2   3   4   5   6  7  X        
22. The amount of work assigned to be completed outside of class was
          1   2   3   4   5   6  7  X        
FOR A SEMINAR, INCLUDE:

17. The instructor's strategy for broadening students' knowledge of the subject beyond the readings was

          1   2   3   4   5   6  7  X        
18. The instructor's strategy for developing students' capacity to conduct research was
          1   2   3   4   5   6  7  X        
19. The instructor's inclusion of student presentations was
          1   2   3   4   5   6  7  X        
20. The instructor's approach for getting students to participate in class discussions or activities was
          1   2   3   4   5   6  7  X        
21. The instructor's degree of openness to viewpoints that differed from his/her own was
          1   2   3   4   5   6  7  X        
22. The instructor's approach to facilitating discussion so that it focused on the subject matter was
          1   2   3   4   5   6  7  X        
FOR CLASSES THAT FOCUS ESPECIALLY ON DEVELOPMENTAL/PROBLEM-SOLVING SKILLS, INCLUDE:

17. The instructor's plan for in-class learning activities that engaged students with the subject matter was

          1   2   3   4   5   6  7  X        
18. The instructor's way of dealing with difficulties that students had with the subject matter was
          1   2   3   4   5   6  7  X        
19. The instructor's approach to facilitating discussion so that it focused on the subject matter was
          1   2   3   4   5   6  7  X        
20. The instructor's responsiveness to students' unanticipated solutions to problems was
          1   2   3   4   5   6  7  X        
21. The instructor's strategy for providing students with opportunities to ask questions was
          1   2   3   4   5   6  7  X        
FOR LABS, ETC., INCLUDE:

17. The plan in the course to increase students' competence in manipulating ideas and materials was

          1   2   3   4   5   6  7  X        
18. The instructor's assistance to students in the class setting was
          1   2   3   4   5   6  7  X        
19. The facilities for the course were
          1   2   3   4   5   6  7  X        
20. The instructor assigned problems/projects that were
          1   2   3   4   5   6  7  X        
21. The opportunities in the course for group discussion or critique were
          1   2   3   4   5   6  7  X        
22. (Answer X to this item if the course was not linked to a lecture.) The instructor's clarification and/or extension of topics that were covered in the lecture was
          1   2   3   4   5   6  7  X        
23. The instructor's encouragement and responses to students' questions were
          1   2   3   4   5   6  7  X        

PEER QUESTIONNAIRE FORM

Instructor evaluated:
Course:
Date and time of pre-visit:
Date(s) and time(s) of class observation(s):
Visitor(s):

Number of Students Enrolled:
Number of Students in Attendance:

Attach your responses on separate paper:

1. Based on your pre-visit with the instructor, describe and evaluate the appropriateness of the instructor's goals and outline/syllabus for this course and class session(s), given the level and size.

2. Based on your pre-visit and review of materials, describe and evaluate the organization of the entire course. Comment on at least these issues: a) sequencing and b) pacing.

3. Based on your pre-visit and review of materials, describe and evaluate the instructor's assignments (including readings, field trips, etc.), examinations/evaluations, and evaluation procedures.

4. Based on your pre-visit, review of materials, and observations of the teaching, describe and evaluate the instructor's performance in these areas: a) mastery of the subject, b) appropriate of breadth and depth for the level and size of the class, and c) enthusiasm about teaching the subject.

5. Based on your observation of the class session(s) that you visited, describe and evaluate the effectiveness of the instructor's presentation of material. Comment on at least these issues: a) method(s) of instruction, b) speaking ability, and c) responsiveness to students. Take into account both course level and class size.

6. What specific suggestions, if any, would you make to improve instruction?

7-8. Instructor-designed items.