Assessing Job Performance/Teaching
A candidate for promotion in UL shall compile a strong record in job performance/teaching. For UL, teaching is the sharing of professional expertise and specialized knowledge, primarily with students, in individual or group settings. Consideration shall be given to the varying emphases on teaching responsibilities among UL faculty positions when assessing this area.
In addition to opportunities to engage in teaching that come with one's position within UL, job performance, pedagogical practice, and professional awareness may be enriched by adjunct teaching for other departments. For the purposes of this document, adjunct teaching is defined as that done under a separate contract for additional compensation. In such cases, a candidate may choose to describe the connection between the adjunct teaching and the teaching that is part of job responsibilities, but student evaluations of instruction for an adjunct appointment will not be considered.
To be successful for promotion to Associate Professor, a candidate should have achieved an "excellent" assessment rating in either the category of job performance/teaching or the category of scholarship. The rating in the other category should be at least "very good." Promotion to the rank of Professor requires an assessment of "excellent."
The rubric for job performance/teaching follows. The rubric for scholarship will be found in Section 7 below.
|
Assessment |
Definition |
Accomplishments Corresponding to the Assessment |
|
Excellent |
Exemplary job performance: innovative, exemplary problem solver, possesses a strong sphere of influence, actively engaged |
Demonstration of creativity, leadership, and innovation, and of problem solving. Significant impact on the department, UL, and the University. Thoroughly addresses any improvements needed based on yearly performance evaluations. Significant evidence of sharing new insights and approaches within the profession and on campus through publications and presentations. |
|
Very Good |
Good job performance, engaged |
Evidence of innovation and contributions toward problem solving. Positive impact on the department, UL, and the University. Significant effort demonstrated to make improvements based on yearly performance evaluations. Evidence of sharing new insights and approaches within the profession or on campus through publications or presentations. |
|
Good |
Satisfactory job performance; moderately engaged |
Some evidence of innovation. Maintains a positive yet modest impact on the department, UL, and the University. Modest effort to make improvements based on yearly performance evaluations. Some evidence of sharing new insights and approaches within the profession or campus through publications or presentations. |
|
Fair |
Marginal job performance: little engagement |
Little evidence of innovation or impact on the department, UL, or University. Minimal effort to make improvements based on yearly performance evaluations. Little evidence of engagement within the profession. |
|
Poor |
Unsatisfactory job performance: no engagement |
Lack of initiative. Documented negative impact on patrons or colleagues. No effort to make improvements based on yearly performance evaluations. No evidence of sharing new insights and approaches within the profession or campus through publications or presentations. |