{"id":4021,"date":"2017-07-10T09:22:43","date_gmt":"2017-07-10T13:22:43","guid":{"rendered":"https:\/\/machias.edu\/academics\/?page_id=4021"},"modified":"2020-01-08T11:05:13","modified_gmt":"2020-01-08T16:05:13","slug":"prof-studies-peer-eval","status":"publish","type":"page","link":"https:\/\/machias.edu\/academics\/faculty-handbook\/section-iii-faculty-policies\/prof-studies-peer-eval\/","title":{"rendered":"Professional Studies Peer Evaluations"},"content":{"rendered":"

University\u00a0of\u00a0Maine\u00a0at Machias
\nPolicy & Procedures Manual
\nSUBJECT: FACULTY PERSONNEL POLICIES SECTION\u00a0III
\nPAGE: 307
\nDATE: 05\/95, 02\/01, 03\/03
\nSECTION: Professional Studies Division \u2013 Peer Evaluations
\nI. EVALUATION<\/strong><\/p>\n

A. Areas of Evaluation<\/p>\n

1) Primary\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0–\u00a0\u00a0\u00a0Instruction (see criteria sheet titled \u201cSome Appropriate<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Items Which May Be Considered by the Peer
\nCommittee\u201d: Teaching Materials and Classroom
\nExpectations sections)<\/p>\n

2) Secondary<\/p>\n

–\u00a0\u00a0\u00a0Active participation and commitment to program<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0assessment and development including Program Faculty
\nmeetings<\/p>\n

– Course and curricular development<\/p>\n

– Student Advising<\/p>\n

– Departmental, college, campus, and university\/system<\/p>\n

\u00a0 assignments and service (see criteria sheet titled \u201cSome<\/p>\n

\u00a0 Appropriate Items Which May Be Considered by the<\/p>\n

\u00a0 Peer Committee\u201d: Faculty Service section)<\/p>\n

– Public Service (related to discipline only)<\/p>\n

3) Tertiary<\/p>\n

– Staying current in field<\/p>\n

– Research<\/p>\n

– Scholarly writing<\/p>\n

– Publications, papers, conference presentations<\/p>\n

– Creative works\/activity in discipline<\/p>\n

– Professional activities<\/p>\n

 <\/p>\n

B. Recognizing there are different models for successful professors, we do insist on:<\/p>\n

1) Excellence in instruction as indicated by criteria above<\/p>\n

2) Accessibility and commitment to student academic advising<\/p>\n

3) A continuing commitment to professional growth and pursuit of<\/p>\n

\u00a0 \u00a0increased excellence within the evaluation criteria<\/p>\n

4) Meaningful, substantial contributions and\/or active participation within<\/p>\n

\u00a0 \u00a0the area of secondary criteria<\/p>\n

5) Some contribution and\/or participation within the area of tertiary criteria.<\/p>\n

\u00a0 \u00a0 \u00a0Level of expectation may be determined by conditions of hire<\/p>\n

 <\/p>\n

C. Faculty Review Report Format (Prepared by member being evaluated)<\/p>\n

1) Narrative which addresses above criteria<\/p>\n

2) Portfolio (include the following)<\/p>\n

3) Course syllabi<\/p>\n

4) Student evaluations (include summary sheets)<\/p>\n

5) Tests<\/p>\n

6) Other appropriate materials<\/p>\n

7) Self-evaluation (strengths, accomplishments, areas for improvement,<\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0assessment of previous goals)<\/p>\n

8) Future Goals<\/p>\n

a. Long-term (maximum 4 years)<\/p>\n

b. Annual<\/p>\n

 
\nII. PEER COMMITTEE<\/strong><\/p>\n

A. Composition – a minimum of two UMM faculty members, at least one of whom is from the Professional Studies Division. At least one member must be tenured<\/p>\n

1) One member selected by the division member to be evaluated<\/p>\n

2) Other member selected by the Chair of the Division from a list of<\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 suggested peers from the candidate<\/p>\n

3) The two members of the Peer Committee will agree upon a chair<\/p>\n

 <\/p>\n

B. Resources (for review by the committee)<\/p>\n

1) Classroom visitations by each committee member in consultation with<\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 the instructor. Some classroom visitations may occur during the fall<\/p>\n

\u00a0 \u00a0 semester<\/p>\n

2) Student evaluation or summaries for the evaluation period<\/p>\n

3) Written narrative by the member being evaluated<\/p>\n

4) Exhibits (See Section IA for examples)<\/p>\n

5) Personnel file of faculty being evaluated<\/p>\n

6) Participation in and responsiveness to Program Reviews<\/p>\n

7) The division member being evaluated or the Peer Evaluation Committee<\/p>\n

\u00a0 \u00a0 may request a meeting to discuss any of the above resources<\/p>\n

 <\/p>\n

C. The Peer Committee will meet in person with the person being evaluated prior to the writing of the committee\u2019s written report. This meeting is to review the findings of the Committee and solicit any additional information or explanation.<\/p>\n

 <\/p>\n

D. Written Report (by Peer Committee)<\/p>\n

1) Should include:<\/p>\n

a. Commendations<\/p>\n

b. Recommendations related to evaluation criteria<\/p>\n

c. Recommendations related to job action (continuing contract,<\/p>\n

\u00a0 \u00a0 promotion, tenure) when appropriate<\/p>\n

 <\/p>\n

2) Will be submitted to Division Chair according to the Reappointment and Non-Reappointment Time Table as printed in the Faculty Handbook \u2013 Latest Edition<\/p>\n

3) A copy will be provided to division member being evaluated<\/p>\n

4) The member being evaluated may respond to the report in writing to the Committee or to the Division Chair within one week of the completion of the report and such responses must be copied to the committee and Division Chair<\/p>\n

 
\nIII. DIVISION CHAIR<\/strong><\/p>\n

A. Writes a written evaluation and makes recommendations to be passed on to the Vice President for Academic Affairs in accordance with the dates listed in the Faculty Handbook<\/p>\n

 <\/p>\n

B. Resources available for review<\/p>\n

1) Personnel file of division member<\/p>\n

2) Classroom visitations<\/p>\n

3) Student evaluations<\/p>\n

4) Faculty Review Report<\/p>\n

5) Peer Committee\u2019s written report<\/p>\n

 
\nIV. PROMOTION\u00a0AND\u00a0TENURE<\/strong><\/p>\n

A. A division member applying for promotion or tenure shall:<\/p>\n

1) Make application in writing to the Division Chair no later than September 15<\/p>\n

2) Select a Peer Committee in accordance with the guidelines stated in Section II A of the Peer Evaluation Policy of the Professional Studies Division no later than September 30<\/p>\n

3) Follow guidelines contained in the AFUM Contract and Faculty Handbook<\/p>\n

4) The division member may consult with the Division Chair in regard to assembling his\/her tenure presentation<\/p>\n

 <\/p>\n

B. The Peer Committee shall make its recommendation no later than November 1, giving it to the Division Chair for study and transmittal according to the guidelines listed in the AFUM Contract.<\/p>\n

 
\n 
\n 
\nSOME APPROPRIATE ITEMS WHICH\u00a0<\/strong>MAY<\/strong>\u00a0BE CONSIDERED BY THE<\/strong>
\nPEER COMMITTEES<\/strong>
\n 
\nTeaching Materials<\/strong>
\nThe syllabus adequately outlines the sequence of topics to be covered
\nThe stated course objectives are clear
\nThe difficulty level is appropriate for the enrolled students
\nThe course is an adequate prerequisite for other courses
\nThe course objectives are congruent with the department curricula
\nThe written assignments and projects are carefully chosen to reflect course goals
\nA variety of assignments is available to meet individual student needs
\nThe assignments are intellectually challenging to the students
\nThe exam content is representative of the course content and objectives
\nThe standards used for grading are communicated to the students
\n 
\nClassroom Expectations<\/strong>
\nDefines objectives for the class presentation
\nEffectively organizes learning situations to meet the objectives of the class presentation
\nUses instructional methods encouraging relevant student participation in the learning process
\nUses class time effectively
\nDemonstrates enthusiasm for the subject matter
\nCommunicates clearly and effectively to the level of the students
\nExplains important ideas simply and clearly
\nDemonstrates command of subject matter
\nResponds appropriately to student questions and comments
\nEncourages critical thinking and analysis
\n 
\nFaculty Service<\/strong>
\nAttends committee and faculty meetings regularly
\nDoes an appropriate share of institutional service assignments
\nAccepts service assignments willingly
\nMakes a positive contribution to assigned committees
\nServes effectively as a committee chairperson
\nMaintains a professional and cooperative attitude in dealing with colleagues
\nActively participates in establishing and supporting division goals
\nIs prompt and accurate with reports, grades, and so on
\nIs genuinely interested in assisting colleagues<\/p>\n","protected":false},"excerpt":{"rendered":"

University\u00a0of\u00a0Maine\u00a0at Machias Policy & Procedures Manual SUBJECT: FACULTY PERSONNEL POLICIES SECTION\u00a0III PAGE: 307 DATE: 05\/95, 02\/01, 03\/03 SECTION: Professional Studies Division \u2013 Peer Evaluations I. EVALUATION A. Areas of Evaluation 1) Primary\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0–\u00a0\u00a0\u00a0Instruction (see criteria sheet titled \u201cSome Appropriate \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Items Which May Be Considered by the Peer Committee\u201d: Teaching Materials and Classroom Expectations sections) 2) Secondary […]<\/p>\n","protected":false},"author":29,"featured_media":0,"parent":3916,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"templates\/page-withsidebar.php","meta":{"_seopress_robots_primary_cat":"0","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-4021","page","type-page","status-publish","hentry"],"taxonomy_info":[],"featured_image_src_large":false,"author_info":{"display_name":"","author_link":"https:\/\/machias.edu\/academics\/author\/"},"comment_info":"","_links":{"self":[{"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/pages\/4021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/users\/29"}],"replies":[{"embeddable":true,"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/comments?post=4021"}],"version-history":[{"count":1,"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/pages\/4021\/revisions"}],"predecessor-version":[{"id":7081,"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/pages\/4021\/revisions\/7081"}],"up":[{"embeddable":true,"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/pages\/3916"}],"wp:attachment":[{"href":"https:\/\/machias.edu\/academics\/wp-json\/wp\/v2\/media?parent=4021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}