Form B, Faculty Teaching Observation
The following criteria and performance elements are designed to inform teaching faculty, ILS,
and Deans what the performance expectations are for faculty. The indicated performance
expectations are based on research that has identified the characteristics of an effective instructor
and the performance indicators are examples of behaviors associated with the indicated criterion.
The purpose of this evaluation tool is to give faculty and administrators an instrument to describe
and differentiate expectations for faculty competence for annual evaluation. Hopefully, this tool
will accomplish the following:
 Provide faculty with professional language to talk about and build evidence for what they
know and do that impacts student learning.
 Encourage faculty to evaluate what they do that makes a difference for their students.
 Encourage administrators to assess faculties’ strengths and weaknesses using evidence –
based assessment.
 Help faculty and administrators build professional development plans to improve and
strengthen best teaching practices.
Performance Expectations
1. Preparation for Instruction
2. Presentation of Instruction
3. Communication of Lesson
4. Classroom Learning Climate
5. Knowledge of Subject Matter
6. Expectations for
Student Achievement
7. Assessment of Student
Performance
8. Materials and Methodology
9. Interaction with Students
10. Classroom Management
Performance Indicators/ Comments
Form B, Faculty Teaching Observation
Explanation of Criteria. The following
performance indicators are included as guidelines to illustrate and provide examples of each criterion.
The indicators are not all-inclusive, but they are only intended to help faculty and administrators develop a
common understanding about the expectations and provide a common language for discussing teaching
performance as it pertains to the following criteria:
Performance Expectations
1. Preparation for Instruction
2. Presentation of Instruction
Performance Indicators/ Comments
-Uses available materials and resources.
-Chooses activities relevant to the curriculum.
-Chooses instructional strategies and activities appropriate to
student abilities.
-Demonstrates flexibility in planning.
-Develops long-range and daily lessons.
-Demonstrates knowledge of subject matter & pedagogy.
-Orients students to the lesson.
-Informs students of learning objectives
-Relates the lesson to previous and future lessons.
-Presents new material clearly & logically.
-Models, demonstrate and provide examples.
-Provides feedback & re-teaches when necessary.
-Provides opportunities for students to practice independently.
-Conducts smooth transition from one activity to another.
3. Communication
-Speaks clearly, correctly and coherently.
-Puts ideas across logically.
-Writes clearly, correctly and coherently.
-Demonstrates enthusiasm, vigor, involvement and interest.
4. Positive Learning Climate
-Establishes a level of difficulty that encourages success
beyond the knowledge level.
-Uses student interest and background to engage students.
-Communicates high expectation for all students.
-Creates a climate in which students display initiative and
assume a personal responsibility for learning.
5. Knowledge of Subject
Matter
-Teaches accurate and up-to-date information.
-Coordinates learning content with instructional objectives.
-Uses effective examples and illustrations.
-Presents learning content in a logical sequential order.
6. Expectations for
Student Achievement
-Communicates expectations of performance to students.
-Uses evaluative feedback to determine level of skill
acquisition.
-Encourages participation from all students.
-Uses higher order questioning techniques to promote critical
thinking.
7. Assessment of Student
Performance
-Makes methods of evaluation clear & purposeful.
-Monitors student progress through appropriate formative and
summative methods.
-Provides feedback about student performance.
-Prepares assignments that reflect the material that has been
taught.
8. Materials and Methodology
-Demonstrates ability to conduct lessons using a variety of
methods.
-Organizes materials, supplies, & equipment prior to the lesson.
-Integrates materials and resources smoothly into a lesson.
-Identifies available supplemental resources.
9. Interaction with Students
-Gives constructive criticism and praise.
-Makes an effort to know each student by name.
-Provides opportunities for each student to meet success.
10. Classroom Management
-Establishes & clearly communicates parameters for student
classroom behavior.
-Promotes self-discipline.
-Demonstrates fairness and consistency.
-Starts class promptly.
-Minimizes management time.
-Manages discipline problems in accordance with College’s
policies.