Faculty Name:
Franciscan University
Faculty Appraisal
Process 2010
Note: Each faculty member is to enter their name in the header at the top of this page and
save to desktop when completing this appraisal package (To get to header, you can doubleclick where it says “Faculty Name” at the top of this page or go to view on the menu bar.
For help, call Jason Aspinall x5453).
FACULTY APPRAISAL PACKET
Appraisal Packet Emailed to Faculty and Chairs:
Packet including quantified worksheet and qualitative
faculty self evaluation narrative due from faculty to department chair by:
Feb 1 2010
Chairs begin scheduling Self-Evaluation meetings with
Their individual department members:
Feb 1 2010
Packet including all data from the faculty and adjustments/approvals
and evaluation by Chair with merit recommendation to BJ by:
Feb 26 20
Please send only an electronic copy (preferably) or hard copy.
A hard copy of the signature page may be turned into the Academic Affairs office.
Chairs begin meeting with the Vice President for Academic Affairs:
Leave three weeks time between turning them in and the meeting.
March 29 2010
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Faculty Name:
Faculty Self-Appraisal Instruction Sheet
Purpose:
Faculty evaluation attempts to create a formative process through which faculty work as members of a discipline,
department, and university to responsibly develop their teaching effectiveness, scholarship, and internal and external
service. Faculty evaluation should document evidence of distinctive service in each area, which could be judged
meritorious. In that process, the Chairs, working with the VPAA, make the evaluation of merit and suggestions for
improvement. Ideally, faculty will be self-reflective and self-directing in articulating their own plans for growth and
development through this process. Each faculty member should articulate goals in each area for the coming year (See
sample goals next page)
Self-Appraisal Instructions:
Individual Faculty members are to complete the quantitative worksheet first, before the qualitative narrative. The
quantitative worksheet asks for items with specific operational definitions. There is a set of operational definitions
available email jaspinall@franciscan.edu. Not all of the items will apply to your specific discipline and so should be left
blank. For example a philosopher is not likely to supervise a nursing practicum under teaching. Non-applicable items left
blank therefore, carry no negative implications.
There is no algorithm or mathematical formula used to assess your performance in teaching, scholarship, or service.
However there are some potentially evidentiary qualitative projects on the worksheet, which have been in this
documentation since 2007 but which could be used more to have influence in the appraisal process. For example, a
faculty member could turn in a portfolio of graded work to show a direct measure on teaching effectiveness related to
grading and feedback. Faculty can see some of these efforts in action in our CTLL presentations to get ideas.
Listing and following up on your own purposeful intentional goals in each area is a way to help yourself in tangible ways.
This gives you more control for setting your agenda for the coming year.
1) Please be specific in listing accomplishments done and completed in the performance year. For example, do not
write “7 consultations” but list them out with specific information on each.
2) Try to complete the worksheet by reading the item requested in each number.
2) As needed, check the operational definition for clarifications. (Contact Jason Aspinall if needed)
3) If what you want to express is better expressed qualitatively, then write it up in your narrative.
4) Use the operational definitions as opposed to “adapting them”.
5) As needed, add to the form in the “other” category or the notes.
6) If you wish more information on this procedure, contact the assessment officer.
After you, the faculty member, have completed the quantified worksheet, then, complete the qualitative narrative selfevaluation. There is a narrative column for your Chairperson’s comments next to the faculty member’s self-appraisal
narrative. This format was adopted in response to input from Chairs. You are asked to begin each narrative or
qualitative section of your self-evaluation with a review of the goals from last year, which you set for yourself (or the goals
your chair or the VPAA set for you) in that area of appraisal (Teaching, Scholarship, Internal Service, External Service).
In your self-evaluation narrative, recount how it was that you achieved the goals from last year’s evaluation, or why they
may not have been met. What is being sought here is realistic, prudential planning and self-direction (self-governance)
that is articulated and documented in a coherent way, demonstrating faculty intention and performance.
The self-appraisal packet, which consists of the quantified worksheet and the qualitative narrative self-evaluation, is to be
completed by you, the faculty member, and returned electronically to your Chair by 2/1/10 The Chair will then complete
his or her comments, appraisal summary, and merit recommendations. This appraisal process consists of the chair
evaluation, consultation with you, the faculty member, then forwarding to the office of the VPAA. After analysis and
reflection in that office (and sometimes requests for information / clarification), the VPAA and chair meet on merit
evaluation. Any goals for the future from the chair or Office of VPAA, as well as those articulated by the faculty member,
are finalized and feedback given to the each faculty member.
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Faculty Name:
Example Goals for Faculty
Purpose:
The following goals are samples that may be helpful in determining your own goals in the following year. Keep in mind
that individual faculty goals should be informed by departmental goals and the mission/ strategic direction of the
University. You may wish to refer to the attached Long-Range Academic Plan initiatives when making goals. Making
and following up on goals is 100% in the locus of control of the faculty and transforms intuitive and ongoing activity or
behaviors into clarified, observable outcomes (performance). Often the faculty who ask for more “ownership” in their
evaluation are the same ones who do not take advantage of this opportunity to shape, direct, and prioritize the context
of their performance in the coming year. Each faculty member is specifically directed by the VPAA to complete all
aspects of this evaluation, including the goals in each section. The samples below will be divided by each major
heading of job performance (Teaching, Scholarship, Internal and External Service)
Teaching Effectiveness:
 Like our faculty speaker from the fall meeting of 2008, though I think I am an excellent teacher, I have always
had this issue in course ___ (m) which is the thing that I find is my (relatively speaking) weakest point or most
aggravating experience. Next year I plan to address this issue through ___ (n) teaching strategy, change or
pilot and I expect or hope that it will address issue M in the following way ____. I will report next year in my
experience implementing this goal for improvement. (Documented efforts like this one “count” for NCA/HLC
course level assessment.)
 Based upon the Course Information Sheets audit and reviewing our department’s program goals, I plan to
examine how to better demonstrate student mastery of Z program goal in my section Y course; a course that I
find to be integral to developing student learning in Program Goal Z. ____. I will report next year in my
experience implementing this goal for improvement. (Documented efforts like this one “count” for NCA/HLC
Program level assessment.)
 Based upon the Course Information Sheets audit and reviewing our current CORE learning goals for
students, I plan to examine how to better demonstrate student mastery of Z CORE goal in my section Y
course; a course that I find to be integral to developing student learning in CORE Goal Z. ____. I will report
next year in my experience implementing this goal for improvement. (Documented efforts like this one “count”
for NCA/HLC CORE assessment.)
 Using information gained from student feedback, I plan to initiate X teaching strategy to examine if feedback
improves in Q sections of my courses next semester (next year). ____. I will report next year in my
experience implementing this goal for improvement. (Documented efforts like this one “count” for NCA/HLC
course level assessment.)
 I plan to participate in a faculty development workshop sponsored by the assessment office and the new FUS
Center for Teaching and Learning in the coming year and then make a detailed plan for improving teaching
upon which I will report next year.
 I plan to read one of the books on the Scholarship of Teaching and Learning and do a write up on it for the
assessment office / the FUS center for teaching and learning for publication in an FUS newsletter.
 Note: the assessment office will help you write goals as you wish, please call 284-5370.
Scholarship:
 It is my plan to publish a journal article based upon an area of interest/expertise in my discipline next year. I
have what I need to accomplish this publication and it is just a mater of time management. My work to date
has been _____ and plan to take these next steps ____ to reach my publication date next year.
 Next year I plan to write a reflection article based upon an attempted teaching strategy in X course to examine
if it improved student attainment of course goals (student learning) which can be published in an assessment
or teaching/learning journal. I want the assessment office / center for teaching and learning to help me by
___. (List specific help you would need if this were a goal you actually want to achieve and the office of the
VPAA will help you within reason).
 I plan to present a “Course Portfolio” at conference about teaching and learning in two years. To achieve this
goal I will read a SoTL book on portfolios from the assessment office / center for teaching and learning and
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Faculty Name:
have written an article for an FUS newsletter on the book and my plan.
o This SoTL project will be done in the fall of 200X for a course I expect to teach in both the Spring and
the Fall of 20XX.
o In the spring term of next year (200X) I will document the first part of the “course portfolio” according
to the guidelines in the book and with the help of the assessment office. Noting the evidence and
experience of the Spring section of the course as described in the procedure for this kind of research.
o I want the assessment office / center for teaching and learning at FUS to help me with reviewing my
project and aid me conforming my presentation to best practices in this field.
o Over the summer of 200X I want them to contact a center for teaching and learning at a different
university to ‘audit’ my project and give me formative feedback by August 1 of 200X. I will then use
that feedback to implement in teaching the same course in the fall of next year and revise my course
portfolio scholarship project in the fall of 200X.
o I then want the assessment office to find a cooperating center at a different university and send them
the revision of my portfolio in January 20XX (revised and submitted to the assessment office before
1/1/0X). I want an outside evaluator for summative feedback which goes to the VPAA by March of
20XX. I want the VPAA to consider this effort (and the blind to me summative evaluation) for
scholarship merit.
o Then I want the assessment office / center for teaching and learning to help me find a conference at
which to present this portfolio in the subsequent year (20XX). If I am successful, and am selected to
present the portfolio, then I want the VPAA to consider that conference presentation for merit
awarding in the 20XX performance year.
o Note: the assessment office will help you write goals as you wish, please call 284-5370.
Internal Service:
 It is my plan for the following year to be actively involved within my academic department to examine student
obtainment or demonstration of learning our program goals. To do this I plan to do any of the following:
o Lead the drafting of a comprehensive official course syllabus in which the relevant faculty agree to
common course learning objectives.
o Lead the department in creating a measure (or improving a measure) of student mastery of a
program learning goal such as a portfolio, a survey, a rubric a pre and post test etc.
o Given that my department goals include developing on line teaching and learning, I plan to offer a
special topics course which builds our capacity to do that in the future.
o Given that my department wants to offer remotes students certification courses in teaching or
catechetics or nursing (or any other program) I plan to do ____ (P) next year which will build our
capacity to achieve that longer term goal.
o Given that our department or the university has long range goal (G) I plan strategy (H) for next year
which will help us achieve these goals.
o Note: the assessment office will help you write goals as you wish, please call 284-5370.
External Service:
 In the coming year, I plan to work with area educators (Private Schools, Church groups, Home Schools,
Public schools, On-Line Schools, etc.) to improve teaching and learning in my discipline. To accomplish this I
plan each of the following activities:
o A by these dates
o B by these dates
o C by these dates
o Note: the assessment office will help you write goals as you wish, please call 284-5370.
Chair Goal:

I plan to work with the VPAA and Assessment Officer on a ‘portfolio’ of work including direct measures of
faculty performance to help my faculty have more self direction and internal locus of control in evaluation.
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Faculty Name:
Worksheet and Quantitative Summary Report for Faculty Evaluation
Demographic Information
Name:
Department*
I.
Rank:
*If you are a member of multiple departments,
please complete separate forms for each
department with separate info for each
department.
Activities Related to Effective Teaching and Learning
A.
1.
2.
3.
4.
5.
6.
B.
1.
2.
3.
4.
C.
1.
2.
3.
4.
5.
Preparation for Teaching Effectiveness
Faculty
Reported
Number
Total number of separate course preparations done for the review year.
Number of existing courses where the faculty member has redesigned the
pedagogy or curriculum under the auspices of a grant (internal or external) or
course release time over the review period.
Number of existing courses where the faculty member has redesigned the
pedagogy or curriculum with an assessment office approved process. (Can
count in all the above as well as in #4.)
Number of new courses which faculty have created and have been approved for
delivery.
Number of instances of the piloting of Assessment at the course level. (Can
count in all the above and here.)
Other
Effective Delivery of Instruction
Faculty
Reported
Number
Notes
Chair Reported
Specify:
Notes
Chair Reported
Number of classroom observations done by the chair or peer evaluators during
the review period
Instances in teaching innovations (integrating the LMS, experimenting with new
pedagogy)
Demonstrated attempts to use feedback from the previous review period to
improve teaching in the classroom.
Other
Analysis of IDEA results (if any this year)
Specify:
Discuss
/Dean
Relative ranking of IDEA outcomes for courses taught. (Range of adjusted
scores)
Special factors – If Raw scores are 4.5 or more use raw vs. adjusted –
Assessment office will help.
Special Factors – Are any sample sizes less than the number recommended by
IDEA for inclusion in a faculty review process?
Evidence that the faculty member is planning to work on improving areas
warranted by IDEA outcomes over the coming year.
Other
5
Faculty Name:
Grading and Feedback to Students
D.
1.
2.
3.
E.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
II.
1.
2.
3.
4.
5.
Faculty
Reported
Number
Notes
Chair Reported
Faculty
Reported
Number
Notes
Chair Reported
Number of sections of courses taught during the review period in which graded
student work was compared to the work of students in other sections for
assessment purposes
Have I reviewed graded work with my chair as part of my evaluation process
(1=yes, 0=no)
OPTIONAL#- Number of Courses/Sections Taught in 2009 that you Consider
Grading Intensive (If yes, please continue to Table D after this Quantitative
Worksheet)
Activities Related to Students or Effective Teaching
and Learning
Unduplicated headcount of undergraduate academic advisees formally
assigned to faculty.
Unduplicated headcount of graduate academic advisees formally assigned to
faculty.
Number of Graduate thesis committees where faculty served as chairperson.
Number of Undergraduate thesis committees where faculty served as
chairperson.
Number of Graduate thesis committees where faculty served in a non-chairing
role.
Number of undergraduate thesis committees where faculty served in a nonchairing role.
Number of undergraduate senior projects (e.g., senior portfolio project, recital, art
show, other capstone experience) that faculty have supervised.
Total number of students taught individually in independent or directed studies
(e.g., one-on-one student-faculty interaction for credit toward satisfying a degree
requirement).
Number of undergraduate students formally engaged in research with a faculty
mentor.
Number of graduate students formally engaged in research with a faculty
mentor.
Number of clinical students (e.g., student nurses), practicum students (e.g.,
student teachers), internship students, and students in cooperative and service
learning education programs who are formally assigned to faculty.
Number of assessment projects or separate assignments for purpose of program
evaluation (as distinct from individual courses) faculty has undertaken.
Number of assessment projects specifying course level objectives with input from
relevant program faculty colleagues the faculty member has completed this year.
Number of institution-sanctioned professional development activities related to
teaching efforts (e.g., attending conferences on general education, participating
in workshops on undergraduate research, participating in workshops on teaching
effectiveness).
Number of faculty initiated professional development activities not sponsored by
FUS but which facilitate effective teaching and learning.
Number of initiatives related to teaching and learning in the classroom or in
preparation for the classroom evidently informed by the FUS mission.
Do you have a written teaching philosophy? (1=yes, 0=no)
Other
Activities Related to Scholarship
Specify:
Faculty
Reported
Number
Notes
Chair Reported
Number of print or electronic refereed journal articles, book chapters, reviews,
and creative works published by faculty.
Number of print or electronic non-refereed journal articles, book chapters,
reviews, and creative works published by faculty.
Number of single-author or joint-author books or monographs written by faculty
and published by an academic or commercial press.
Number of manuscripts (e.g. journal articles, books) submitted to publishers.
Number of books, collections, and monographs edited by faculty.
6
Faculty Name:
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
III.
1.
2.
3.
4.
IV.
1.
2.
3.
4.
5.
6.
Number of pre-publication books, journal articles, and manuscripts reviewed by
faculty.
Number of outside grant proposals reviewed by faculty related to field of
expertise.
Number of editorial positions held by faculty.
Number of juried shows, commissioned performances, creative readings, and
competitive exhibitions by faculty.
Number of non-juried shows, commissioned performances, creative readings,
and exhibitions by faculty.
Number of digital programs or applications (e.g., software development, webbased learning modules) designed by faculty related to field of expertise.
Number of provisional or issued patents based on faculty products.
Number of faculty works in progress (e.g., journal articles, paintings, musical
compositions).
Number of formal presentations made by faculty at state, regional, national, and
international professional meetings.
Number of external and internal grant, contract, and scholarly fellowship
proposals submitted by faculty.
Number of new external grants, contracts, and scholarly fellowships formally
awarded to faculty or to the institution on behalf of faculty.
Total dollar value of the new externally funded grants, contracts, and scholarly
fellowships reported in item above.
Number of new internal grants and contracts formally awarded to faculty.
Total dollar value of the new internal grants and contracts reported in item above
Number of continuing external and internal grants, contracts, and scholarly
fellowships.
Number of institution-sanctioned professional development activities related to
scholarship (e.g., participating in a grant writing workshop, attending a training
session to learn a new research tool or software application, enrolling in a
statistics course).
Number of faculty initiated, non-FUS funded, research activities.
Number of contributions to research or scholarship which actively integrate faith
and reason in support of our mission.
Do you have a scholarship plan? (1=yes, 0=no)
Number of research assignments aimed at institutional effectiveness at FUS as
well as being published. See assessment office for details
Other
Activities related to Internal Service
Specify:
Faculty
Reported
Number
Number of faculty activities related to institutional service (e.g., faculty
governance, faculty committees, peer mentoring, academic programs in
residences, recruiting efforts, student activity advisor, other student activity
involvement).
Number of activities related specifically to our mission and institutional service
(such as mission trips, household support, etc.)
Number of reference letters written for students to get into graduate school or to
get a job
Other
Activities related to external service
Number of faculty extension and outreach activities related to field of expertise
(e.g., civic service, K-12 service, community workshops, invited talks to
community groups, seminars, lectures, demonstrations).
Number of leadership positions in a professional association held by faculty (e.g.,
elected officer, committee chairperson, conference chair).
Number of faculty activities related to recognized or visible service to profession
(e.g., service on a regional or national committee, service on a self-study
visitation team for another institution, serving as an invited or volunteer juror for a
show, performance, or exhibition).
Number of activities related to both the faculty member’s field of expertise and
expressly supporting the FUS mission outside the University.
External mission related service not directly related to discipline.
Other
Notes
Chair Reported
Specify:
Faculty
Reported
Number
Notes
Chair Reported
Specify:
7
Faculty Name:
Additional Comments
Evaluation Table D- Grading and Feedback to students (OPTIONAL)
1. Number of Courses/Sections Taught in 2009 that you Consider Grading Intensive
For each course/section that you consider grading intensive, please complete the following information:
Semester
Course
Section
Number of formal
papers/formal written
assignments on
which you provided
extensive feedback
via detailed
comments and
rubrics (List assigned
rewrites of the same
assignment as
separate assignments
if you provided
extensive feedback
via separate
comments and
rubrics)
Average
length
of each
paper
Number of
other paperbased
assignments
on which you
provided
extensive
feedback via
detailed
comments,
etc
Average
length of
each
assignment
Number of
non-paperbased
assignments
on which you
provided
extensive
feedback via
detailed
comments
and/or rubrics
Number of
exams with
“objective’
”components
only
Number of
exams with a
mix of objective
and short
answer/ essay
components on
which you
provided
detailed
feedback via
comments, etc.
Number of all
essay/ short
answer exams
on which you
provided
feedback via
detailed
comments, etc
Total
Average
8
Faculty Name:
FACULTY SELF-APPRAISAL PERFORMANCE SUMMARY CALENDAR 2009
Area _____Teaching Effectiveness _____________________________________________________
Describe your teaching effectiveness. Review items under this heading in the quantified worksheet. Be sure to
include your key accomplishments; things that make your performance in this area in 2009 distinctive. Also, be
sure to project forward what you aspire to in this area for the coming year. Be ready to discuss these items
during your performance appraisal meeting with your chair. The form will expand as you type. You can refer
to the IDEA website (see IDEA Paper 36—Appendix A ) as well as two books by Peter Seldin have chapters that
are very useful: Changing Practices in Evaluating Teaching, 1999) (Chapter 5.—Self Evaluation: What works?
What Doesn’t?, also see Appendices 12.6 and 12.7) and Evaluating Faculty Performance, 2006 (Chapter 7—
Composing an Academic Life Narrative, also see Appendix I)
Faculty Narrative with Distinctive Contributions / Key
Accomplishments

Chair Comments
Please discuss how you achieved your self-generated
goals from last year in this area or how they were
adjusted based on new information.
----------------------------------------------------------------------------------------- Preparation for Teaching Effectiveness: Discuss ways
in which you prepare for the courses you teach.
Consider showing sample syllabi and assignments.
---------------------------------------------------------------------------------------- Effective Delivery and Instruction: Discuss ways in
which you implement your plan and improve your
teaching.
---------------------------------------------------------------------------------------- Analysis of IDEA results this year: Discuss your
student ratings.
---------------------------------------------------------------------------------------- Grading and Feedback to Students: Consider sharing
samples of graded work on the same assignment
lowest A, lowest B, lowest C, lowest D, etc. and your
feedback to students.
---------------------------------------------------------------------------------------- Activities Related to Students or Effective Teaching and
Learning: Describe these activities.
9
Faculty Name:
---------------------------------------------------------------------------------------- List your further key contributions in this area.
-----------------------------------------------------------------------------------------Faculty-Generated Plans and Goals for next year
Fully effective performance and deserving of
highest merit
Fully effective and highly meritorious
performance
Fully effective and meritorious performance
Fully effective performance
Needs improvement, but is self-directed
Needs improvement, but is not demonstrating
self-direction
Other
10
Faculty Name:
FACULTY SELF-APPRAISAL PERFORMANCE SUMMARY CALENDAR 2009
Area _____Scholarship _____________________________________________________
Describe your scholarship. Review items under this heading in the quantified worksheet. Be sure to include
your key accomplishments; things that make your performance in this area in 2009 distinctive. Also, be sure to
project forward what you aspire to in this area for the coming year. Be ready to discuss these items during
your performance appraisal meeting with your chair. The form will expand as you type. You can refer to the
IDEA website (see IDEA Paper 36—Appendix A ) as well as two books by Peter Seldin have chapters that are
very useful: Changing Practices in Evaluating Teaching, 1999) (Chapter 5.—Self Evaluation: What works? What
Doesn’t?, also see Appendices 12.6 and 12.7) and Evaluating Faculty Performance, 2006 (Chapter 7—
Composing an Academic Life Narrative, also see Appendix I)
Faculty Narrative with Distinctive Contributions / Key
Accomplishments ** Be sure to only list scholarship from the
2009 calendar year

Chair Comments
Please discuss how you achieved your self-generated
goals from last year in this area or how they were
adjusted based on new information.
----------------------------------------------------------------------------------------- List separately a bibliography, in this section, the dates,
audiences and topics of scholarship contributions (Be
sure to separate and label papers, conferences, etc in
their own headings).
---------------------------------------------------------------------------------------- List your further key contributions in this area.
-----------------------------------------------------------------------------------------Faculty-Generated Plans and Goals for next year
Fully effective performance and deserving of
highest merit
Fully effective and highly meritorious
performance
Fully effective and meritorious performance
Fully effective performance
Needs improvement, but is self-directed
Needs improvement, but is not demonstrating
self-direction
Other
11
Faculty Name:
FACULTY SELF-APPRAISAL PERFORMANCE SUMMARY CALENDAR 2009
Area _____Internal Service _____________________________________________________
Describe your internal service. Review items under this heading in the quantified worksheet. Be sure to
include your key accomplishments; things that make your performance in this area in 2009 distinctive. Also, be
sure to project forward what you aspire to in this area for the coming year. Be ready to discuss these items
during your performance appraisal meeting with your chair. The form will expand as you type. You can refer
to the IDEA website (see IDEA Paper 36—Appendix A ) as well as two books by Peter Seldin have chapters that
are very useful: Changing Practices in Evaluating Teaching, 1999) (Chapter 5.—Self Evaluation: What works?
What Doesn’t?, also see Appendices 12.6 and 12.7) and Evaluating Faculty Performance, 2006 (Chapter 7—
Composing an Academic Life Narrative, also see Appendix I)
Faculty Narrative with Distinctive Contributions / Key
Accomplishments

Chair Comments
Please discuss how you achieved your self-generated
goals from last year in this area or how they were
adjusted based on new information.
----------------------------------------------------------------------------------------- List your further key contributions in this area.
-----------------------------------------------------------------------------------------
Faculty-Generated Plans and Goals for next year
Fully effective performance and deserving of
highest merit
Fully effective and highly meritorious
performance
Fully effective and meritorious performance
Fully effective performance
Needs improvement, but is self-directed
Needs improvement, but is not demonstrating
self-direction
Other
12
Faculty Name:
FACULTY SELF-APPRAISAL PERFORMANCE SUMMARY CALENDAR 2009
Area _____External Service _____________________________________________________
Describe your external service. Review items under this heading in the quantified worksheet. Be sure to
include your key accomplishments; things that make your performance in this area in 2009 distinctive. Also, be
sure to project forward what you aspire to in this area for the coming year. Be ready to discuss these items
during your performance appraisal meeting with your chair. The form will expand as you type. You can refer
to the IDEA website (see IDEA Paper 36—Appendix A ) as well as two books by Peter Seldin have chapters that
are very useful: Changing Practices in Evaluating Teaching, 1999) (Chapter 5.—Self Evaluation: What works?
What Doesn’t?, also see Appendices 12.6 and 12.7) and Evaluating Faculty Performance, 2006 (Chapter 7—
Composing an Academic Life Narrative, also see Appendix I)
Faculty Narrative with Distinctive Contributions / Key
Accomplishments

Chair Comments
Please discuss how you achieved your self-generated
goals from last year in this area or how they were
adjusted based on new information.
----------------------------------------------------------------------------------------- List your further key contributions in this area.
-----------------------------------------------------------------------------------------
Faculty-Generated Plans and Goals for next year
Fully effective performance and deserving of
highest merit
Fully effective and highly meritorious
performance
Fully effective and meritorious performance
Fully effective performance
Needs improvement, but is self-directed
Needs improvement, but is not demonstrating
self-direction
Other
13
Faculty Name:
APPRAISAL PERFORMANCE SUMMARY CALENDAR 2009
Signature Page
(If the chair has commented sufficiently above, then he/she may skip parts on this page. However, any “areas which will
benefit improvement with suggestions” and “goals for the coming year” should be listed and the printed form signed.)
FACULTY MEMBER
DEPARTMENT
DEPARTMENT CHAIR
KEY ACCOMPLISHMENTS FOR THE PAST YEAR
EFFECTIVE TEACHING AND LEARNING
SCHOLARSHIP
INTERNAL SERVICE
EXTERNAL SERVICE
AREAS WHICH WILL BENEFIT FROM IMPROVEMENT
WITH SUGGESTIONS
GOALS FOR THE COMING YEAR
FACULTY SIGNATURE
CHAIR SIGNATURE
CHAIR MERIT
FINAL MERIT
14
Faculty Name:
15