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End-of-Year Faculty Evaluation Form

Department of Teaching and Learning

Academic Year: 2006-2007 

Faculty Member: 

Categories upon which the evaluation is based and the percentages of the total score are:

•           Teaching/Job Effectiveness     45%                   •  Flexible Distribution  10%

•           Professional Activities     35%                       

•           Service   10%                                                              

 The distribution of flexible points are determined by each faculty member.

The criteria listed in each category are identified by letters (A-D-E-I) designating the level of achievement.  Points for each category are assigned by the evaluator according to the range of possible points for each level.  The total evaluation score is the sum of percentages of the scaled weights of each category. 

Levels of Achievement & Corresponding Points

                        I   = Inadequate    (0-29%)

                        A = Adequate      (30-69%)

                        D = Distinctive    (70-89 %)

                        E = Excellent        (90-100 %) 

Indicators of achievement will be determined by the evaluator and the faculty member being evaluated at the initial Performance Plan meeting and may be modified during the year.  A copy of the Tenure and Promotion Guidelines is attached.  Examples provided for each criterion in the document serve to clarify the kind of activities for which points may be awarded. 

I.  Teaching/Job Effectiveness

Teaching/job effectiveness may include but is not limited to:

•           scholarship in teaching that integrates what is known about the content field, teaching and learning in one’s own instructional practice

•           scholarship in teaching that exhibits a thorough understanding of the content responsible for teaching

•           scholarship in teaching that reflects research, theories, and current developments in one’s field and teaching

•           intellectual vitality, exhibiting sensitivity to critical issues

•           ability to reflect the units’ conceptual framework, incorporates appropriate performance assessments, and integrates diversity and technology throughout coursework, field experiences, and clinical practices

•           teaching that encourages candidates’ development of reflection, critical thinking, problem-solving, and professional dispositions

•           ability to infuse technology into one’s instruction and requires candidates to infuse in their teaching and learning experiences

•           ability to address issues of diversity and requires candidates to address in their teaching and learning experiences

•           ability to integrate diversity and technology throughout one’s teaching

•           ability to adjust instruction appropriately to enhance candidate learning as candidate learning is valued

•           teaching values candidates’ learning and assesses candidate performance

•           ability to use a variety of instructional strategies that reflect an understanding of different learning styles

•           collaboration with faculty in other college/university units

•           collaboration with school colleagues and adequate supervision of field

•           understanding of assessment being important in one’s own reflective practice, uses multiple forms of assessments in determining own effectiveness, and uses the data to improve one’s own practice

•           ability to assess own effectiveness as a teacher, including the positive effects one has on candidates’ learning and performance

•           recognition as an outstanding teacher by candidates and by peers across campus

•           active engagement in a community of learners regarding the conceptual framework and scholarship of the classroom

•           ability to develop relationships, programs, and projects with colleagues in PK-12 schools to develop and refine knowledge bases, conducts research, and makes presentations, publishes materials, and improves the quality of education for all students

•           other ___________________________________________________________________


Teaching/Job Effectiveness 

        (0          1          2          3  ) (       4        5          6        ) (     7          8         ) ( 9          10)

                Inadequate                               Adequate                   Distinctive          Excellent   

 II.  Professional Activities 35%

Professional activity may include but is not limited to:

•          scholarly work related to teaching, learning, and his/her field(s) of specialization 

•          active engagement in inquiry that ranges from knowledge generation to exploration and questioning of the field to evaluating the effectiveness of a teaching approach

•          collaboration with colleagues within and across university departments on innovations in teaching and learning 

•          engagement in different types of scholarly work, based in part on the mission of the university

•           active engagement in scholarly outreach through dialogues about the design and delivery of instructional programs in both professional education and P-12 schools

•           leadership in the profession and professional associations

•           involvement in professional associations

•           leadership on state department committees and/or task forces

•           education-related service at local, state, and/or national levels

•           other ___________________________________________________________________


Professional Activities

(0          1          2          3  ) (       4        5          6        ) (     7          8         ) ( 9          10)

                Inadequate                               Adequate                   Distinctive          Excellent   


 III.  Service 10%

A.  University/College Service

Service to the university or college may include but is not limited to:

•               exceptional service as chair of a university or college committee

•               notable service to university, college, or departmental committees

•               some service activities for the department, college, or university

•               leadership for projects or innovations that advance the mission of the college or university

•               service to the college and/or university that is consistent with the institution and unit’s mission

•               compliance with all practices stated in departmental policy documents

•               service as an advisor to student organizations such as SLUEA, KDP, or SCEC

•               provides responsible advising to students

•               other _________________________________________________________________________________

B.  Community Service

Services to the community may include but are not limited to:

•           requiring students to participate in service-learning and work in schools as part of field experiences

•           service that contributes to the economic or cultural development of the region

•           developing assignments which encourage graduate students to become change agents in their own school districts

•           service as a professional leader in community, civic, or church organizations

•           involvement in community, civic, and church organizations

•           service as a professional leader for community outreach programs

•           involvement in community outreach programs

•           other__________________________________________________________________

 C. Professional Service

Professional services may include but are not limited to:

•          cooperation with colleagues and staff

•          collegiality with regard to professional courtesy, respect, and collaboration

•          other _________________________________________________________________



(0          1          2          3  ) (       4        5          6        ) (     7          8         ) ( 9          10)

                Inadequate                               Adequate                   Distinctive          Excellent   




Points for Teaching/Job Effectiveness         =____________


Points for Professional Activities                  =____________


Points for Service                                           =____________ 




Flex points

Total weight

% of weight

Teaching/Job Effectiveness






Professional Activities


















 Annual Evaluation Ranking:___________________ 



If a pattern of deficiency in the performance of a tenured faculty member is documented through annual evaluations that indicate the faculty member’s overall performance is inadequate for a period of at least two consecutive years, or for three of any five consecutive years, a mandatory plan of remediation will result. 


Failure to achieve significant progress toward meeting the outcomes identified in the remediation plan within the agreed-upon timetable may subject the faculty member to administrative sanctions up to and including academic dismissal. 


The faculty member evaluated herein acknowledges that he/she has received a copy of his/her annual evaluation and reserves the right to respond in writing concerning any disputed items.  Such response shall become a permanent part of this evaluation.

Signature Page 

________________________                              ________

Signature of Faculty Member                                   Date 

________ Check here if written comments are attached 

________________________                               ________       

Signature of Department Head                                 Date 

________ Check here if written comments are attached




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