Division

A review is designed to help the faculty member grow in the position and set new goals for the coming year. However, reviews may be used to support a decision to terminate the faculty member if, in the best judgment of supervisors, there is a justifiable reason for dismissal. There are three possible outcomes of a faculty review:

1. Commendation of good service;

2. A recommendation for an evocative coach and remediation plan;

3. An unsatisfactory review.

The School Dean or FRC will examine all submitted review documentation for evidence pertaining to the following areas:

Teaching
The FRC will evaluate teaching by considering the degree to which faculty members demonstrate competency in instructional planning, classroom management, pedagogy, faith integration, evaluation of students, and out-of-class interaction with students. These broad areas will always be evaluated when considering teaching. Examples of factors that may be considered when evaluating each of these areas are listed below.

Instructional Planning
Articulation of instructional objectives, which relate to departmental, program, and institutional objectives.

• Integration of appropriate resources.
• Effective sequencing of learning experiences.
• Creation of clear and meaningful assignments.
• Effort to constantly improve teaching.
• Plans for a variety of instructional techniques and style.
• Appropriate integration of Bloom’s Taxonomy of Educational Objectives.

Classroom Management

• Timely distribution and adherence to the syllabus.
• Regular meeting of class and optimal use of classroom time.
• Effective maintenance of classroom discipline.
• Clarity of direction.

Pedagogy

• Demonstrates subject matter expertise.
• Creation of a learning environment that engages students and encourages participation and interaction.
• Adaptation of teaching to take into account the maturity, abilities, and learning styles of students.
• Clarity and sufficiency in explaining concepts.
• Effective effort to understand whether students have learned the material.
• Effective effort to identify reasons for student misconceptions or confusion.
• Use of evaluation results to improve planning, instruction, and evaluation.
• Patience, compassion, and receptivity.
• Enthusiasm and energy.
• Volume and clarity when speaking.
• Creativity and innovation.

Faith Integration

• Development and presentation of Faith & Learning documents appropriate to the faculty status and rank in the Faculty Review process.
• Effective integration of Christian worldview and perspective with topics raised in the course.
• Relation of course content to institutional mission, goals and objectives.

Evaluation of Students

• Development of adequate assessment procedures and instruments.
• Sufficient and meaningful feedback so students can judge their progress.
• Promptness when returning evaluation results to students

Out-of-Class Interactions

• Regularity in keeping posted office hours.
• Efforts to help individual students outside of class.
• Attempts to meet with advisees at least once a semester.
• Appropriateness and effectiveness of advice to advisees.
• Pedagogy and Faith Integration are valued more than the other areas—pedagogy is weighted as three times more important, and Faith Integration as twice as important.