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Tools and Instruments of Program Evaluation 1
Running head: TOOLS AND INSTRUMENTS OF PROGRAM EVALUATION
Tools and Instruments of Program Evaluation: An Analysis
Richard Joffray
Argosy University
Advanced Supervision of Curriculum and Instruction
L. Warner
April 9, 2008
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Tools and Instruments of Program Evaluation 2
Abstract
Various tools and instruments are needed in a successful educational program evaluation. The
Seattle Art Institute (AIS) believes in and commit to principles of learner-centered (L-C)
instruction. The simple definition of L-C instruction has been that it focuses on what the
student learns and not what the instructor teaches. Evaluation in the information-centered
paradigm is most often used for assessment oflearning; in the learning-centered paradigm,
assessment isforlearning. In other words, assessment in the L-C paradigm is almost always
formative, not summative. To this end, various techniques of data collections, opinion surveys
and direct observations are used to evaluate and adjust the learning environment presented to
the students. Curriculum and class lessons are based on core competencies needed by
students in a real-world environment. Professional educators together with industry specialists
and potential employers decide the future of these needs and attempt to prepare their students
for the challenges of an ever-changing work place.
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Tools and Instruments of Program Evaluation 3
Table of Contents
Introduction ....................................................................................................................... 4
Sequence of Events ........................................................................................................... 4
Monthly ................................................................................................................. 4
Bi-Quarterly .......................................................................................................... 5
Quarterly ............................................................................................................... 5
Bi-Annually ........................................................................................................... 5
Annually ................................................................................................................ 5
Aspects and Procedures Of Evaluation ............................................................................. 6
Curriculum ............................................................................................................ 6
Instructional content .............................................................................................. 8
Teaching methods and strategies ........................................................................... 8
Evaluation process ................................................................................................ 9
School community ................................................................................................ 9
Tools and Instruments....................................................................................................... 10
Self Evaluation...................................................................................................... 10
Classroom Observation ........................................................................................ 10
Teaching Portfolio ................................................................................................ 11
Student Course Evaluation ....................................................................................11
Development Plan ................................................................................................ 12
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Tools and Instruments of Program Evaluation 5
Tools and Instruments of Program Evaluation: An Analysis
The Seattle Art Institute (AIS) believes in and commit to principles of learning-centered
(L-C) instruction. The simple definition of L-C instruction has been that it focuses on what the
student learns and not what the instructor teaches. In a learning-centered classroom, everyone
learns and everyone teaches. It is also a student outcomes-oriented organization. They strive for
the maximum graduates opportunities for entry into various professions as well as advancement
in the fields for which they prepared. Because the curricula and faculty focus on the
development of industry-specific exit competencies, students can achieve high levels of skills
appropriate to their fields.
The process of achieving this graduating student involves preparation, delivery and
evaluation of curriculum in such a way that students, faculty and administrators can continually
evolve in a learning environment that prepares students for a professional working world.
Sequence of Events
Monthly. Program director meetings take place either digitally or in person to discuss the
curriculum content between schools
Bi-Quarterly. Department faculty meets to discuss the interactions of respective classes
and how they might overlap. Evaluations are written down and department heads take them to
their national meetings.
Quarterly. IDEA Questionnaires, which are designed with curriculum outcome
statements to provide direct feedback from students, are given. Department faculty meet to
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Tools and Instruments of Program Evaluation 6
discuss curriculum overlapping, teaching styles and general collaboration. A survey is given to
students, exiting graduates and alumni to determine any shortcomings that they might have about
the curriculum, school operations or general feedback.
Potential employers are also surveyed to get information about the state of their industry and exit
competencies that may be required of graduates.
Bi-Annually. A Professional Appraisal Committee(PAC) meeting is setup to find out
from the professionals in their industry, things that may be included in the catalog, industry
standards expected of graduating students and general feedback regarding interviews that they
might have had with graduating students.
Annually. Performance Review (PPAR), Self Evaluation Form, Department Head
Evaluation Form, Department Head Recommendations, and IDEA outcomes are all a yearly
ongoing evaluation data source to be reviewed as part of the requirements for a faculty letter of
appointment.
Aspects and Procedures Of Evaluation
Curriculum. Each time a new program is being considered for The Art Institutes or an
existing program is going to be evaluated and revised, a Curriculum Task Force may be
convened. A Curriculum Task Force is generally composed of one Dean of Academic Affairs
(usually the Chairperson), faculty members in the specific program, and Academic Affairs Staff.
Representatives from Admissions, Instructional Technology, and Career Services may participate
in the Curriculum Task Force as well.
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Tools and Instruments of Program Evaluation 7
Once a Curriculum Task Force is convened, the Chair generally conducts conference calls to
discuss issues related to specific curriculum development and revision issues. The Curriculum
Task Force may complete preliminary work related to program mission, program need, potential
enrollment analysis, employment outcomes, and salary levels prior to the meeting. These
meetings generally last five days. During the meetings, program exit competencies are developed
or revised (depending on the nature of the development or revision), course competencies are
established, portfolio requirements and evaluation criteria are determined, and course
descriptions are developed. The Ai Curriculum Development Guide, which contains information
about The Art Institutes Curriculum Model and a step-by-step description of the curriculum
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Tools and Instruments of Program Evaluation 8
development process, is used by Curriculum Task Force Members in their work. The curriculum
development work is usually finished after the meeting when faculty return to their schools
(Figure 1) Conference calls generally are scheduled to provide updates until all work is
completed. The Art Institute faculties are encouraged to take part in the curriculum development
and revision processes (EDMC, 2008).
Figure 1. Curriculum Development Flowchart
Curriculum Development Flowchart
(During Task Force Meeting)
Develop Program Mission Statement
Develop Program Exit Competencies
Label Program Exit Competencies: Foundation/Work-Ready
Develop Course (Enabling) Competencies
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Tools and Instruments of Program Evaluation 9
Bundle Course (Enabling) Competencies
Label Bundles: Core/Related Studies/General Education
Name Courses and List Course Competencies
Develop Portfolio Standards
Develop Course Descriptions
Develop Course Outlines
Develop Syllabi
Develop Lesson Plans
Instructional content. The faculty themselves are largely responsible for all of the
instructional content presented in the classroom. Their department heads, peer faculty and the
professional community in the fields that they teach in developing this content aid them. The
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Tools and Instruments of Program Evaluation 10
department heads in each discipline basically does evaluation and recommendations. Procedures
used in this process include, classroom observation, faculty interviews and reviews of individual
faculty development plans.
Teaching methods and strategies. Through an ongoing faculty development process at
AIS, instructor methods and strategies of teaching are developed. Quarterly an all faculty
presentation is given on industry standards, techniques and philosophies used in current teaching.
Through individual breakout sessions, faculty members meet to discuss commonalities in
teaching styles and future methods that can be employed by faculty members.
Evaluation process. Faculty appraisal worksheets, classroom observation, a teaching
portfolio, student course evaluations and a faculty development plan are the five main methods
used in a faculty evaluation process. Curriculum and faculty evaluation culminates the
supervisory process by evaluating instructional techniques, student opinion and instructor
qualifications by evaluating opinions and data, which ultimately issues a letter of appointment to
each faculty member for a term of service.
School community. A schools culture is one of the most important elements in its success
or failure in educating its students. The culture and climate of a school can be affected by factors
from disciplinary problems and classroom rowdiness to educator pessimism or student apathy.
Culture and climate, however, can most nearly be described as the sum of all perceptions and
emotions attached to the school, both good and bad, held by students, faculty, administrators,
parents, and the community at large. Every school is perceived as different and every school has
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Tools and Instruments of Program Evaluation 11
its own atmosphere and mood. Each year the human resources department to gather basic school
climate data conducts a faculty candy-bar survey along with student surveys. This data is
tabulated against the national set of schools and each school is scored accordingly to get a picture
of the schools general culture and climate.
Tools and Instruments
The Faculty Performance Planning and Appraisal Review (PPAR) synthesizes
information from the five sources of input summarized below and documents each faculty
members performance. The PPAR form reflects faculty key job elements and performance
expectations (EDMC, 2008).
Self Evaluation. This can be one of the most important parts of the formative evaluation
process for teachers functioning at moderate or high levels of development, expertise, and
commitment (Glickman et al, 2007). Each faculty member is requested to submit a self-
evaluation prior to the annual performance review date. This self-evaluation provides an
opportunity to summarize activities undertaken during the past year, reflect on performance
difficulties, and establish development goals. This information, when used in conjunction with
the other performance input sources, provides an annual update on the faculty members
accomplishments and identifies future development needs (EDMC Manual, 2008).
Classroom Observation. A formative observation instrument to describe what is
occurring in a classroom is a means for professional growth and instructional improvement
(Glickman et al, 2007). Formative observation is usually conditioned on prior agreement as to
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Tools and Instruments of Program Evaluation 12
what is needed to be learned in the classroom while a summative observation is based on
externally imposed criteria used to measure teacher improvements against one another. Faculty
members at AIS are observed in the classroom for both summative and formative assessments of
classroom performance. Faculty members are generally observed at least once a year by the
faculty members instructional supervisor. The class observer generally schedules the observation
with input from the faculty members. The observer generally meets with the faculty member to
provide feedback from the class observation (EDMC, 2008). The instrument used is
Teaching Portfolio. Each faculty member creates and maintains a teaching portfolio.
Mandatory items include a curriculum vitae, a statement of teaching philosophy, sample syllabi,
and examples of student work for each class taught. Optional items include examples of
professional work, published articles, or other items that provide insight into an instructors
teaching capabilities (EDMC, 2008).
Student Course Evaluation. Student empowerment through course evaluation can be an
instrument that reduces student frustration, allows students to feel a part of the school and an
enhancement to the overall school climate. AIS uses the Student Reaction to Instruction and
Course system developed by the IDEA Center at Kansas State University. This instrument
focuses on student learning and provides comparative data from colleges and universities
throughout the country. Generally, each quarter, each full-time faculty is evaluated in at least one
course. The courses faculty members are evaluated in generally follow a rotation throughout the
year. Part-time faculty members generally are evaluated at least once a year (EDMC, 2008).
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Tools and Instruments of Program Evaluation 13
Development Plan. In this age of rapid changes in information, technology as well as
teaching strategies and methodologies, teachers are in constant need of additional information
and techniques. Faculty members work with their instructional supervisors to generate their
individual development plan for the coming year. The plan provides a tool to assess, evaluate, and
plan learning and growth for faculty.
This plan builds connections between faculty experiential credentials and academic
credentials, establishes a plan for assessing performance, and identifies areas for developmental
opportunities. In addition, this plan is also designed to provide a vehicle for faculty to establish a
path for acquiring additional credentials if appropriate, match individual goals with institutional
ones, and build a documented portfolio to showcase ongoing teaching and professional growth.
Included is the opportunity to document faculty development in-field and out-of-field, as well as
list courses taken that are designed to facilitate the collegiate role of teacher.
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Tools and Instruments of Program Evaluation 14
Figure 2. Faculty Development Process
The developmental plan is designed to support the philosophy that learning is a lifelong process
for everyone and should be measured in a consistent, ongoing manner. The faculty members and
their instructional supervisor create individual faculty plans (EDMC, 2008).
Conclusion
For this analysis of the evaluation system to be complete we must look at the goals and
beliefs of the school as a whole and compare it to the evaluation system that is in place to
determine its success or failure.
Instruction. The goals for instruction are teachers prepare students for a professional
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Tools and Instruments of Program Evaluation 15
environment through a predefined set of exit competencies in a learner-centered instructional
environment. The use of industry standards as an instructional guideline prepares students for
placement upon graduation and fulfills the stated school goals. The strong school belief system
toward learner-centered education is reflected in the instructional assessment system.
Assessment. Using outcomes-oriented formative assessments of faculty teaching and
student work, this school is addressing well-researched strategies through the use of teacher self-
evaluation and classroom observation. This coupled with the teacher presentation of a teaching
portfolio is well suited addressing reflective strategies in teacher-based assessments. Both the
school and the teacher are teaching desired student outcomes by example.
Staff development. Ongoing faculty development is on the forefront of concerns at this
school and adheres to an Association of Intervention Specialist Certification Board (AISCB)
rules standard to form a solid Faculty Performance Evaluation System. Through the use of self-
evaluation and exploration, the system in place addresses concerns that teacher empowerment
(Argosy,2008), industry standards as well as modern ideologies of educational staff development.
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Tools and Instruments of Program Evaluation 16
References
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2007). Supervision and instructional
leadership:A developmental approach (7th ed.). Boston, MA: Pearson.
The Art Institute of Seattle & Education Management Corporation, (2008).Art Institutes
Academic Manual, Pittsburgh, PA
Argosy University (2008). E6350:Advanced Supervision of Curriculum and Instruction:
Module 1-7: Resource Pack. Retrieved April 13, 2008, from
http://myeclassonline.com/
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Tools and Instruments of Program Evaluation 17
Appendix
JOB DESCRIPTIONS:Academic Affairs
Title: FACULTY, Full time (EDXXX50.FT)
Department: Academic Affairs
Position Summary:
Instruct and facilitate meaningful learning of the course competencies in the curriculum and
proactively support all facets of the learning environment. Provide education through learning-
centered instruction that will enable graduates to fulfill the evolving needs of the marketplace.
Encourage a culture of learning that values mutual responsibility and respect, life-long learning
and ethics as well as personal and professional development.
Key Job Elements:
Provides competency-based education
Designs/delivers class instruction
Enables student exit competencies
Delivers learning-centered instruction
Promotes student success
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Tools and Instruments of Program Evaluation 18
Manages the learning environment
Contributes to a culture of learning
Relates professional/life/industry experience to learning
Organizational Relationships:
Reports to: Dean of the School of, Department Chair/Academic Department Director
VP/Dean of Academic Affairs
Collaborates with: Academic Affairs Department
Other school/campus functional areas
Curriculum Task Forces and other school committees
Competencies and Expectations:
Key Job Element ACCOUNTABILITY PERFORMANCE EXPECTATION
Provides
Competency-
Based Education
Graduate Outcomes
Persistence Rate
Employment Rate
Starting Salaries
Provides instruction which creates the
opportunity for the student to achieve
outcomes
Aligns with the EDMC models for
curricula
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Tools and Instruments of Program Evaluation 19
Supports the EDMC style of system
delivery
Designs/Delivers
Class instruction
Syllabus/Lesson Plans
Classroom Assessment
Develops instructional plans to meet course
competencies
Develops activities which support lesson
objectives
Delivers online instruction as approved
(online instructors only)
Enables Exit
Competencies
Student Achievement
Evaluation of Learning
Provides instruction which fosters student
achievement of identified exit competencies
Establishes student performance criteria
and evaluation based on exit competencies
Delivers
Learning-
Centered
Instruction
Active Learning
Student-Oriented
Establishes a classroom environment
conducive to collaborative learning and
active student involvement
Prepares for classes to ensure student
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Tools and Instruments of Program Evaluation 20
success
Demonstrates effective planning and
preparation
Exhibits flexibility in style and work
schedule
Promotes Student
Success
Persistence
Student Satisfaction
Helps students solve problems that may
impede successful program completion
through advising, tutoring, mentoring,
and/or referring students on academic or
personal matters
Participates in student persistence activities
Exhibits passion for teaching and students
Engages students in the learning process
Meets students as individuals rather than a
group
Thinks outside traditional academic
processes to bring information to students
Champions student concerns as they relate
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Tools and Instruments of Program Evaluation 21
to student success
Participates in activities that build the
reputation of the school
Manages the
Learning
Environment
External/internal
Audits
(including
accreditation, Title IV
and other regulatory
compliance visits)
Keeps accurate records
Submits grade and other reports on time
Enforces school/campus academic and
attendance policies
Demonstrates management skills in the
classroom
Demonstrates lesson management in the
classroom
Maintains classroom in which all students
are treated in an equitable manner
Contributes to a
Culture of
Learning
Personal Development
Service
Participates on curriculum task forces as
needed
Participates on system task forces as needed
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Tools and Instruments of Program Evaluation 22
Supports local school/campus events such
as Open House, orientation, graduation, etc.
Participates in departmental meetings,
workshops, committee sessions, activities
and initiatives
Relates
Professional/Life/
Industry
Experience to
Learning
Experiential
Knowledge
Continues to develop professional/technical
skills
Introduces industry perspective into course
materials as appropriate
Maintains active awareness of
professional/industry trends and
opportunities
Position Requirements/Preferences
Appropriate Credential(s) Has sufficient credits in major area
Meets accreditation criteria for major area
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Tools and Instruments of Program Evaluation 23
(note: Faculty are required to seek higher credentials
when so instructed; ex. school changes accreditation
status)
Organizational Skills Handles and meets multiple deadlines
Develops projects without continuing direct
supervision
Reports necessary data and information timely and
accurately
Professional Criteria Demonstrates excellent written and oral
communications skills
Communicates in Standard English with correct
usage and a professional vocabulary
Is able to develop a professional rapport with diverse
school/campus constituents
Demonstrates good conflict resolution skills
Learning-Centered Demonstrates student-focused style
Exhibits willingness to learn from students
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Tools and Instruments of Program Evaluation 25
school and community
Possesses a high energy level
Is able to see beyond his/her courses to the vision of
the school as a whole
Considers him/herself a part of the Academic Affairs
team rather than a single faculty member
Personal Characteristics Enjoys learning
Exhibits professional behavior and ethics
Is fair and consistent in all matters
Is compassionate without being ineffectual
Teaching Experience (Preferred) Documents prior teaching experience, college-level
preferred
Presents syllabi from previous courses if possible
Industry Experience (Preferred) Documents current industry experience
Exhibits credible content knowledge
Holds continuing professional membership(s)
Documents ongoing professional development
Demonstrates knowledge of subject area and
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Tools and Instruments of Program Evaluation 26
applications
Relates industry experience to classroom
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Tools and Instruments of Program Evaluation 27
JOB DESCRIPTIONS:Academic Affairs
Title: FACULTY, Part time/Adjunct (term-to-term employees)
Department: Academic Affairs
Position Summary:
Instruct and facilitate meaningful learning of the course competencies in the curriculum and
proactively support all facets of the learning environment. Provide education through learning-
centered instruction that will enable graduates to fulfill the evolving needs of the marketplace.
Encourage a culture of learning that values mutual responsibility and respect, life-long learning
and ethics as well as personal and professional development.
Key Job Elements:
Provides competency-based education
Designs/delivers class instruction
Enables student exit competencies
Delivers learning-centered instruction
Promotes student success
Manages the learning environment
Contributes to a culture of learning
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Tools and Instruments of Program Evaluation 28
Relates professional/life/industry experience to learning
Organizational Relationships:
Reports to: Dean of the School of, Department Chair/Academic Department Director
VP/Dean of Academic Affairs
Collaborates with: Academic Affairs Department
Other school/campus functional areas
Curriculum Task Forces and other school committees
Competencies and Expectations:
Key Job Element ACCOUNTABILITY PERFORMANCE EXPECTATION
Provides
Competency-
Based Education
Graduate Outcomes
Persistence Rate
Employment Rate
Starting Salaries
Provides instruction which creates the
opportunity for the student to achieve
outcomes
Aligns with the EDMC models for
curricula
Supports the EDMC style of system
delivery
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Tools and Instruments of Program Evaluation 29
Designs/Delivers
Class instruction
Syllabus/Lesson Plans
Classroom Assessment
Develops instructional plans to meet course
competencies
Develops activities which support lesson
objectives
Delivers online instruction as approved
(online instructors only)
Enables Exit
Competencies
Student Achievement
Evaluation of Learning
Provides instruction which fosters student
achievement of identified exit competencies
Establishes/communicates student
performance criteria and evaluation based
on exit competencies
Delivers
Learning-
Centered
Instruction
Active Learning
Student-Oriented
Establishes a classroom environment
conducive to collaborative learning and
active student involvement
Prepares for classes to ensure student
success
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Tools and Instruments of Program Evaluation 30
Demonstrates effective planning and
preparation
Exhibits flexibility in style and work
schedule
Promotes Student
Success
Persistence
Student Satisfaction
Helps students solve problems that may
impede successful program completion
through advising, tutoring, mentoring,
and/or referring students on academic or
personal matters
Participates in student persistence activities
Exhibits passion for teaching and students
Engages students in the learning process
Meets students as individuals rather than a
group
Thinks outside traditional academic
processes to bring information to students
Champions student concerns as they relate
to student success
-
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Tools and Instruments of Program Evaluation 31
Participates in activities that build the
reputation of the school
Manages the
Learning
Environment
External/internal
Audits
(including
accreditation, Title IV
and other regulatory
compliance visits)
Keeps accurate records
Submits grade and other reports on time
Enforces school/campus academic and
attendance policies
Demonstrates management skills in the
classroom
Demonstrates lesson management in the
classroom
Maintains classroom in which all students
are treated in an equitable manner
Contributes to a
Culture of
Learning
Personal Development
Service
Supports local school/campus or online
events such as Open House, orientation,
graduation, etc. as appropriate
Participates in departmental meetings,
-
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Tools and Instruments of Program Evaluation 32
workshops, committee sessions, activities
and initiatives as appropriate
Relates
Professional/Life/
Industry
Experience to
Learning
Experiential
Knowledge
Continues to develop professional/technical
skills
Introduces industry perspective into course
materials as appropriate
Maintains active awareness of
professional/industry trends and
opportunities
Position Requirements/Preferences
Appropriate Credential(s) Has sufficient credits in major area
Meets accreditation criteria for major area
(note: Faculty are required to seek higher credentials
when so instructed; ex. school changes accreditation
status)
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Tools and Instruments of Program Evaluation 33
Organizational Skills Handles and meets multiple deadlines
Develops projects without continuing direct
supervision
Reports necessary data and information timely and
accurately
Professional Criteria Demonstrates excellent written and oral
communications skills
Communicates in Standard English with correct
usage and a professional vocabulary
Is able to develop a professional rapport with diverse
school/campus constituents
Demonstrates good conflict resolution skills
Learning-Centered Demonstrates student-focused style
Exhibits willingness to learn from students
participation
Learning Styles and Methodology Demonstrates awareness and sensitivity to student
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Tools and Instruments of Program Evaluation 34
needs and learning styles
Presents program content in multiple modalities to
enhance learning
Delivers subject material in ways that engage students
Maintains the quality of education while presenting
difficult concepts to learners
Customer-Orientation Responds to all constituents in a timely, civil, and
courteous manner
General Characteristics Relates to all functional areas within the school
Works collegially with staff and faculty
Has an attitude of service to the institution and its
constituents
Is self-motivated, articulate, and professional
Exhibits a positive, enthusiastic, and constructive
attitude while dealing with issues
Works well with other faculty and staff within the
school and community
Possesses a high energy level
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Tools and Instruments of Program Evaluation 35
Is able to see beyond his/her courses to the vision of
the school as a whole
Considers him/herself a part of the Academic Affairs
team rather than a single faculty member
Personal Characteristics Enjoys learning
Exhibits professional behavior and ethics
Is fair and consistent in all matters
Is compassionate without being ineffectual
Teaching Experience (Preferred) Documents prior teaching experience, college-level
preferred
Presents syllabi from previous courses if possible
Industry Experience (Preferred) Documents current industry experience
Exhibits credible content knowledge
Holds continuing professional membership(s)
Documents ongoing professional development
Demonstrates knowledge of subject area and
applications
Relates industry experience to classroom
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Tools and Instruments of Program Evaluation 36
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