Employee Performace Review - Managerial
| | |Performance Review – Chair | |
| |Employee Name | | |
| |Job Title | | |
| |Department | | |
| |Review Date | | |
| |Last Review Date | | |
| |Reviewer Name | | |
| |Reviewer Title | | |
Performance Appraisal Elements
The purpose of the performance review is continuous improvement for all employees.
The supervisor will provide the faculty member with a copy of this instrument at least one week prior to the review meeting. The faculty member must complete the evidence areas and faculty comments for each area (including Teaching, Scholarship, and Service) in each section (including Required, Developing, and Exemplary). Please note that boxes in the Required sections should be checked for completed areas. To check boxes, please double-click on the box corresponding to your selected ranking, then select “checked” from the Form Fields menu, and click OK. The supervisor will also provide ratings and comments.
Ratings
1. Insufficient Evidence
2. Does not meet expectation
3. Meets expectations
4. Exceeds expectations
Organization Support
1 2 3 4
Demonstrates a commitment to Christian higher education
and the Lutheran identity of the university
Actively works to supports the University’s mission, vision, goals, and values
Benefits the University through on-campus and off-campus activities
Follows policies and procedures of the University
|Supervisor Comments: |
| |
|Faculty Comments: |
| |
Administration
Organizational Leadership and Planning 1 2 3 4
Exhibits strong team-building skills and an ability to work effectively and collegially with others
Demonstrates knowledge of and support for employee policies as articulated in the Employee Handbook
Demonstrates highly developed skills in creative problem solving
Exhibits a commitment to enrollment growth with integrity in the department
Leads the department in strategic planning
Works collaboratively with other academic and organizational units
Administration, Management and Finance 1 2 3 4
Oversees and manages the department budget
Works to resolve issues related to faculty or students, including due process issues at the departmental level
Leads the department in regular program review
Ensures that university policies are followed at the department level
Promotes department recruitment and retention of students
Coordinates the gathering of assessment data, the writing of reports and occasional self-studies related to this data, and planning based upon the data at the departmental level
Curriculum and Instruction 1 2 3 4
Coordinates department programs and curricula
Encourages continued program development and innovation in the fields of study offered in the department
Is aware of and receptive to diverse educational strategies
In consultation with the Dean, approves the development of all curricula in the department, updating the curricula as necessary
Maintains updated files of course syllabi for all courses offered in the department
Faculty and Staff Development 1 2 3 4
Assists in the recruitment, development, support, and supervision of faculty and staff in the department
Builds faculty and staff morale within the department
Conducts evaluation of faculty and staff in the department
Initiates requests for new faculty members and serves as chairpersons for search committees within the department
Recruits, supervises, an devaluates adjunct faculty in the department
Leads the faculty development process in the department including the collection of annual performance review
Overall Leadership and Administration
1 2 3 4
|Employee Comments: |
| |
|Supervisor Comments: |
Professionalism, Ethics, and Judgment
1 2 3 4
Demonstrates a professional and collegial demeanor
Treats peers, staff and students with respect
Keeps commitments
Works ethically and with integrity
Exhibits sound and accurate judgment
|Supervisor Comments: |
| |
|Faculty Comments: |
Teaching
Criteria for Teaching
*See Advancement in Rank Rubrics for definitions and examples of evidence (Policy 2.72).
|Required |
|Actively engages students in the learning process (evidenced by student reflection in each end-of- course reflection and the end-of-course survey) |
|Completes assessment responsibilities on time and uses assessment results to improve courses and curriculum |
|Consistently good teaching evaluations from students |
|Conveys value and respect for each student as evidenced in grading feedback and communication with students |
|Creates a respectful and supportive learning environment |
|Develops student skills in using current evidence through teaching |
|Develops syllabi for classes consistent with guidelines |
|Ensures the expectations for students with all coursework is clear |
|Grading of assignments is fair and consistent |
|Incorporates current knowledge into teaching content; updates regularly |
|Meets / contacts assigned advisees and documents as appropriate (advisee meetings, midterm calls) |
|Projects enthusiasm, professionalism, & compassion in the classroom |
|Understands, practices, and can describe the appropriate use of general teaching & learning strategies (i.e., lectures, |
|discussions, small group activities, problem solving, etc.) |
|Verbal and written communication is clear and effective |
| |
|Remarks about unfulfilled requirements: |
|Developing |
|(See attached tables and add categories completed.) |
| |
|Exemplary |
|(See attached tables and add categories completed.) |
| |
Teaching Summary Section
|Supervisor Comments: |
| |
|Faculty Comments: |
| |
|Evidence in Support of Checked Items (copy/paste in form field): |
Criteria for Scholarship
*See Advancement in Rank Rubrics for definitions and evidence examples (2.72).
|Required |
|Active membership in learned or professional societies |
|Demonstrate engagement in maintaining a current understanding of what is relevant in the field (content, industry standards, |
|social media following, journals) |
| |
|Remarks about unfulfilled requirements: |
|Developing |
|(See attached tables and add categories completed.) |
| |
|Exemplary |
|(See attached tables and add categories completed.) |
| |
Summary Section
|Supervisor Comments: |
| |
|Faculty Comments: |
| |
|Evidence in Support of Checked Items (copy/paste in form field): |
Service to the Life of the University, to the Church and the Community, and the Profession
Criteria for Service
*See Advancement in Rank Rubrics for definitions and evidence examples (2.72).
|Required |
|Assumes role in counseling or admissions for prospective students on campus (interview day, open house, other admissions |
|events) as required by the department |
|Attends and participates in program, college, and university committee meetings |
|Attends and participates in program, college, and university faculty meetings |
|Attends program and university graduation activities |
|Completes required assessment activities |
|Completes routine assignments on time as assigned within the program, school, and college |
|Holds membership in a Christian church |
|Member of professional organizations (APTA, MNPTA) |
|Reviews minutes of meetings unable to attend |
| |
|Remarks about unfulfilled requirements: |
|Developing |
|(See attached tables and add categories completed.) |
| |
|Exemplary |
|(See attached tables and add categories completed.) |
| |
Summary Section
|Supervisor Comments: |
| |
|Faculty Comments: |
| |
|Evidence in Support of Checked Items (copy/paste in form field): |
Overall Faculty Rating
Overall Rating (of the above seven areas: Organizational support, business ethics and judgment, administration, teaching, professional scholarship, service to the university, and Church and community):
1 2 3 4
Faculty Professional Development Section (2.72)
The faculty member and supervisor should discuss, update and complete the following goal sections including the results of the previous year’s goals and achievement and growth associated with those goals. Next year’s faculty development goals should build upon the previous year’s professional development goals. Faculty Curriculum Vitae should be attached to the submitted performance review form.
Previous Year’s Faculty Development Goals and Review
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Current Year’s Faculty Development Goals
| |
Employee Acknowledgment
I have reviewed this document and discussed the contents with my manager. My signature means that I have been advised of my performance status and does not necessarily imply that I agree with the evaluation.
__________________________________________________________________________________________
Employee Signature and Date
__________________________________________________________________________________________
Reviewer Signature and Date
Filing Instructions
Supervisors: please print two copies of the review. Send the original, signed copy to Human Resources in a sealed envelope.
Give one copy to the employee and should you choose to retain a copy for your own records, store it securely so as not accessible to others.
___________________________________________________________________________________________
Received by HR (name and date)
|Concordia St. Paul |
|Annual Evaluation Criteria-Teaching |
|Required |Developing |Exemplary |
|Actively engages students in the learning process (evidenced by |Can reference literature that supports teaching practices |Conducts formal research on classroom materials, assessment |
|student reflection in each end-of- course reflection and the |Consistently excellent teaching evaluations from students |results or teaching techniques* |
|end-of-course survey) |Contributions to the continuous improvement process for the |Course creation* |
|Completes assessment responsibilities on time and uses assessment |curriculum through critical analysis of course(s) taught supported|Development of a new or innovative teaching strategy or resource |
|results to improve courses and curriculum |by evidence and evaluation data to the Curriculum Committee (e.g. |(lab manual, CD-ROM, etc)* |
|Consistently good teaching evaluations from students |reflective feedback log) |Leads or significantly contributes to overall programmatic |
|Conveys value and respect for each student as evidenced in grading |Demonstrates changes in teaching based on student or peer |curriculum revision* |
|feedback and communication with students |evaluations, faculty development sessions, workshops, self-study, |Participates in activities to enhance teaching in other courses |
|Creates a respectful and supportive learning environment |etc. |outside of primary teaching load (clinical education discussion |
|Develops student skills in using current evidence through teaching |Develops and uses new instructional strategies based on the |board, open lab, guest lecture) |
|Develops syllabi for classes consistent with guidelines |literature, in one’s teaching |Participates in peer classroom visits and discussions outside |
|Ensures the expectations for students with all coursework is clear |Has experience through graduate coursework and/or teaching |department |
|Grading of assignments is fair and consistent |experience in the specific areas of the discipline that meets CSP |Presents an external teaching-related peer reviewed presentation* |
|Incorporates current knowledge into teaching content; updates |departmental needs |Public education presence (website, blog, video channel) with |
|regularly |Has teaching evaluated by peers |teaching strategies/materials posted |
|Meets / contacts assigned advisees and documents as appropriate |Participates in leading activities to develop teaching skills of |Receives a university or external teaching award |
|(advisee meetings, midterm calls) |others |Uses sabbatical to enhance teaching |
|Projects enthusiasm, professionalism, & compassion in the classroom|Participates in peer classroom visits and discussions within | |
|Understands, practices, and can describe the appropriate use of |department | |
|general teaching & learning strategies (i.e., lectures, |Preparation for teaching a course for the first time | |
|discussions, small group activities, problem solving, etc.) |Receives student nominations for a university or external teaching| |
|Verbal and written communication is clear and effective |award | |
| |Uses and responds to formative evaluation of teaching | |
| |Leadership in program review | |
|Teaching – revised and accepted by CSP Faculty insert date |
These criteria are intended to be exemplars only. The actual expectations for meeting expectations will be discussed and agreed upon by the supervisor and individual faculty.
*May be considered in either category, but not both. The decision will be based on conversation between the faculty member and their supervisor.
|Concordia St. Paul |
|Annual Evaluation Criteria-Scholarship |
|Required |Developing |Exemplary |
|Active membership in learned or professional societies |Actively pursuing scholarship agenda |Appointment to a government task force based on one’s disciplinary |
|Demonstrate engagement in maintaining a current understanding of |Attends workshops, seminars, lectures, professional conferences|expertise |
|what is relevant in the field (content, industry standards, |or continuing education related to area(s) of expertise |Conducts formal research on classroom materials, assessment results or |
|social media following, journals) |Creates new tools used in curriculum/course based on primary |teaching techniques* |
| |literature review (labs, videos, assessment tools, new course |Consultant for company or manufacturer (clinical, research) |
| |design)* |Course creation* |
| |Grant funding-internal (Quasi) |Design new program requiring extensive external input and resources* |
| |Mentorship to students and former students working in the |Development of a new or innovative teaching strategy or resource (lab |
| |discipline |manual, CD-ROM, etc)* |
| |Presentation on campus (Convocation, creative work, faculty |Develops commercial instructional materials products, patents, or |
| |retreat, performance seminars) |copyrights |
| |Supervises student research |Grant funding - external (funding, preparation, submission) |
| |Utilizes Evidence Based Practice methodology to enhance new |Participates in article/book reviews for publication (peer-reviewed or |
| |course development |other)* |
| | |Presents an external teaching-related peer reviewed presentation* |
| | |Presentation off campus (invited/keynote, invited guest instructor to other|
| | |institution, continuing education, creative work, performance, professional|
| | |meeting) |
| | |Poster presentation (peer-reviewed conference) |
| | |Publication (abstract, book chapter, book review, journal article, student |
| | |project) |
| | |Received award for scholarly contributions |
| | |Reviewer/referee (grants, professional conferences) |
| | |Serves (editorial board member for scholarly work of significance, junior |
| | |faculty’s research mentor) |
|Scholarship – revised and accepted by CSP Faculty insert date |
These criteria are intended to be exemplars only. The actual expectations for meeting expectations will be discussed and agreed upon by the supervisor and individual faculty.
* May be considered in either category, but not both. The decision will be based on conversation between the faculty member and their supervisor.
|Concordia St. Paul |
|Annual Evaluation Criteria-Service |
|Required |Developing |Exemplary |
|Assumes role in counseling or admissions for prospective students|Actively involved in student recruitment |Active involvement in professional organization (state, national, |
|on campus (interview day, open house, other admissions events) as|Actively participated in church/community committees, activities, and |and/or international) by regularly attending meetings and/or assuming|
|required by the department |events |committee responsibilities |
|Attends and participates in program, college, and university |Advises a student organization |Demonstrates political activism on behalf of the profession |
|committee meetings |Attends Lutheran Identity Seminar |Leads or significantly contributes to overall programmatic curriculum|
|Attends and participates in program, college, and university |Consistently meets with students for professional development and |revision* |
|faculty meetings |academic advising; completes necessary documentation and follows |Leads professional development activities |
|Attends program and university graduation activities |through with any advising issues that may occur |Serves as Department Chair |
|Completes required assessment activities |Contributes to departmental specific initiatives and improvement |Makes significant contribution to program, school, college and/or |
|Completes routine assignments on time as assigned within the |efforts |university during sabbatical |
|program, school, and college |Engages with general program initiatives |Serves in a leadership role in service opportunities in program, |
|Holds membership in a Christian church |Participates in curricular improvements with the Curriculum Committee |school, college, university and/or off campus |
|Member of professional organizations (APTA, MNPTA) |which includes providing course specific feedback |Participates in article/book reviews for publication (peer-reviewed |
|Reviews minutes of meetings unable to attend |Regularly participates in service opportunities in program, school, |or other)* |
| |college, university |Substantial service in a professional organization |
| |Substantial commitment to CSP functions |Holds elected office in state or national professional organization |
| |(athletic/music/theater/student club events) |for 6 or more months |
| |University service |Substantial university service |
| |Attends and participates in university committee meetings (Assessment,|Attends and participates in university committee meetings with |
| |FPC, FDC, FSC, HLC, UPC, etc), Faculty Senate, faculty search |substantial work/contribution outside of meeting times |
| |committees outside of your department |Serves as Chair of Faculty Senate or |
| |Department service |as Chair or Co-Chair of university committee |
| |Coordinates/ownership of alumni relations |Substantial department service |
| |Ownership of student retention (maintenance of photo board, social |Ownership of maintenance of physical space |
| |media account, seminar series, tutoring/study nights) |Coordinates/ownership of department event |
| | |Substantial church/community service |
| | |Serves in a leadership role for a community organization |
|Service – revised and accepted by CSP Faculty insert date |
These criteria are intended to be exemplars only. The actual expectations for meeting expectations will be discussed and agreed upon by the supervisor and individual faculty.
* May be considered in either category, but not both. The decision will be based on conversation between the faculty member and their supervisor.
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