Exhibit 5.4.c Policies and Practices to Assure Clinical Faculty Meet Unit Expectations

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American University – School of Education, Teaching, and Health Exhibit 5.4.c Policies and Practices to Assure Clinical Faculty Meet Unit Expectations…
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American University – School of Education, Teaching, and Health Exhibit 5.4.c Policies and Practices to Assure Clinical Faculty Meet Unit Expectations Resources and Locations 1. Guidelines for selecting clinical faculty can be found in Exhibit 3.4.d 2. AU guidelines for Clinical Faculty Guidelines can be found in this below under the document “Clinical Faculty Evaluation Guidelines”. 3. The EPP’s GoEd system collects all Clinical Faculty Evaluations. An example of this in found below in the “Example Clinical Faculty Evaluation” document. Clinical Faculty Evaluation Guidelines Dear Professor name : As you know, adjunct appointments at American University last for three years, after which they must be renewed for an adjunct to remain on the faculty. Your contract expires at the end of this semester, so we are contacting you regarding the renewal process. The Collective Bargaining Agreement (CBA) between American University and the Service Employees International Union (SEIU) Local 500 mandates that adjunct faculty undergo a formal performance review at least once every three years (Article 7), and that adjunct faculty have an opportunity to provide input to the review. These performance reviews will be conducted as part of the normal three-year contract renewal process. Each teaching unit establishes guidelines for evaluating teaching by members of that unit and evaluation metrics extend beyond SETs scores. Faculty may demonstrate effective teaching in a variety of ways, including course design, development of new curriculum, up-to-date course content, student engagement and achievement outside the classroom, and adherence to evaluation procedures that accurately reflect student accomplishments. Teaching units or academic units may also view publication and presentation of teaching materials and methodologies as a contribution to teaching. As part of the review and contract renewal process, your department chair, program director, or relevant teaching unit administrator will produce a written evaluation in the form of a brief memo to the academic unit dean and Dean of Academic Affairs. Upon conclusion of the review and renewal process, you will be provided with a copy of this written evaluation. In order to facilitate the review process, we ask you to please submit to your department chair, program director, or relevant teaching unit administrator a brief report on your teaching and service at AU over the past three years. This report should include: (1) A list of the courses you taught and the semesters you taught them during the past three years. (2) A copy of the Standard Evaluations of Teaching (SETs) for each of these courses. (3) A copy of the syllabi for each of these courses. (4) A list of any other teaching responsibilities you had during the previous contract period (i.e., supervision of independent study, Honors capstones or supplements, Masters Theses, etc.). (5) Any additional comments or observations you would like to include regarding your teaching. (6) A description of any other service to the AU community that you provided during the previous contract period, such as serving on university committees. (7) Notable recent professional publications or accomplishments relevant to your qualifications as an adjunct faculty member. (8) A copy of your current curriculum vitae or resume. A template for this report is attached. Adjunct Faculty Triennial Review Report Name: ______________________________________ AU ID: _______________________ Teaching Unit: ________________________________ Email: ________________________ Courses taught: Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Other teaching responsibilities: Additional comments regarding teaching: Service to the AU community: Relevant professional accomplishments: Please remember to attach syllabi and SETs for each of your courses and recent curriculum vitae or resume. goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 Example Clinical Faculty Evaluation goEd 45 minutes until session expires Logout Dashboard Faculty Evaluations: Back Help VIEWS Accounts Evaluation of (Spring 2014) Announcements Cooperating Teachers Pre-Approved Exemplars This evaluation was pre-approved by Sarah Bradley on 2014-06-10 13:01:04 and Faculty is now ready for a full review. undo pre-approval Faculty Checklist Faculty Dashboard Faculty Evaluations Choose Recommended or Not Recommended Important Documents Not Recommended Lesson Plans Recommended Logs Messages My Evaluation Classroom Observation Report My Forms My Portfolio Observer(s): My Snapshot Number of students present: Prospectives Reports Course: Scheduling Observation Date: Search Security Student Utilities Instructions Student Viewer Prior to the classroom visit, the instructor should provide the observer(s) with a Supervisor Central copy of the course syllabus containing course objectives, content, and organization. Supervisors Surveys Procedure Syllabi The observer(s) should meet with the instructor in advance of the visit to learn the Syllabi Checklist instructor's classroom objectives as well as the teaching methods to be used. System Documents After the visit, the observer(s) should meet with the instructor to discuss observations and conclusions. System Settings myau.american.edu It is recommended that you write this evaluation in a word processing program, then copy/paste it here so that you do not lose any information if your session SEARCH expires. 1. Describe the instructor's facilitation of content knowledge as appropriate for this particular lesson. 2. Describe the method(s) of instruction. 1 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 3. How clear and well organized is the instruction? 4. Describe the form and extent of student participation at its alignment with content and pedagogical goals/purposes. 5. What specific comments would you make to assist the instructor's growth as a teacher? Save Observation Report Teaching Instructions Evaluate the adjunct faculty member's teaching, discussing (as applicable): SETs for the courses taught over the review period; Pedagogical techniques, teaching materials, use of technology and the like as they enhance (or not) the students' classroom experience; Guidance and mentorship of students beyond the classroom; Course and curriculum development. Your Evaluation It is recommended that you write this evaluation in a word processing program, then copy/paste it here so that you do not lose any information if your session expires. Save Teaching Comment 2 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 Faculty Teaching Responsibilities Response Faculty member has provided the following list of any other teaching responsibilities during the previous contract period (i.e., supervision of independent study, Honors capstones or supplements, Masters theses, etc.). Honors supplements: Each year in EDU 371, Foundations of Reading Instruction, one student (I wish more would do this!) chooses to take this course as an honors supplement.The student is required to select a topic not included in the syllabus that relates to teaching reading.The student is required to research the topic and present information to the class along with submitting a short research paper. I meet with the student several times prior to their presentation and paper in addition to a final evaluation meeting.As part of the ten to fifteen minute presentation to the class, the student is also required to prepare a brief information sheet related to their topic to distribute to the class.Upon conclusion of the presentation, the class is required to complete an evaluation of the presentation focusing on how the content was presented , the value of the content, and related questions. The student is also required to submit a short research paper (approximately five pages) with specific criterion related to the number and type of sources.As part of the evaluation I meet with each student to review their presentation and paper. Topics that have been selected in the past three years include:Interventions for Teaching Reading in the Upper Elementary Grades;Family Literacy Programs, and Technology and the Common Core. Independent study: During the spring, 2012 semester, I created an independent study course for a SETH undergraduate focusing on Teaching Art in Elementary Education (EDU 490, Spring 2012).The student visited several area public and private schools to observe the teaching of art.The final project required was a research paper discussing and analyzing observations related to the theory and application of teaching art. Capstone project: During Spring, 2012, along with Julie Sara Boyd, I was a faculty mentor for a capstone project to be completed by one of our undergraduate students while she was student teaching. On-going supervision, guidance, and support were provided as the student crafted and implemented a six week cultural study with second grade students. As part of this project, the student designed and administered a pre and post assessment; taught one lesson each week focusing on a specific country; posted weekly blogs, and a final culminating showcase presentation for parents in the classroom. Faculty Observations Response Faculty member has provided these additional comments or observations regarding their teaching. Teaching several courses to our undergraduates in SETH provides me with the unique opportunity to know my students very well.Students enrolled in EDU 371 (Foundations of Reading Instruction) are typically sophomores and juniors, many of whom have not yet officially applied or have been accepted to SETH.I schedule individual conferences with each student to try 3 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 to gain a stronger sense and understanding of their experiences and goals.The students are very receptive and responsive; each meeting typically ending with the opinion that the time spent was meaningful and of value. For the past three years SETH has allowed me to organize a gathering for our seniors and the methods instructors early in the fall at Cactus Cantina. Again, the opportunity to interact outside the classroom environmenthas proven highly beneficial for creating and nurturing positive connections between and amongst students and instructors. As seniors, student are enrolled in EDU 555 (Teaching Reading in Elementary Education) as part of the methods block.While the overall objectives of this course remain fairly constant,the specific content and methodologies offered are re-designed each year. Each spring I visit several schools in the greater DC area (DC, Maryland , and Virginia) to meet with classroom teachers and reading specialists.These meetings offer me the opportunity to get an up-close and much more meaningful sense of current practices in the classroom.In lieu of a text, for each topic on the syllabus I select approximately three - five articles (all peer reviewed from scholarly journals) to be used as required reading each week. Additionallypodcasts (typically from the International Reading Association) are also included. While there are many classic articles included, approximately 40 to 60 percent of the articles offered have been published within the previous year of the course.Particularly in this era of rapid change related to Common Core, I believe it imperative to offer our students the most relevant and current information. A number of years ago I introduced an assignment, Observation of a Reader, to parallel the requirements of the Impact on Student Learning component of the portfolio.I consider the elements of this artifact to represent the essence of effective teaching in all subject areas.The feedback that I have received from students throughout the years has stated that this assignment, and others required in the course, to provide them with very meaningful and real life opportunities to connect theory to practical application of content and practices. Courses Faculty member has verified this list of the courses and semesters taught during the past three years. Semester Courses Fall 2014 EDU-555-001 EDU-601-001 EDU-601-901 Summer 2014 Spring 2014 EDU-371-001 Fall 2013 EDU-555-001 Summer 2013 Spring 2013 EDU-601-001 EDU-601-901 EDU-371-001 Fall 2012 EDU-555-001 Summer 2012 EDU-490-I02 4 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 Spring 2012 EDU-371-001 EDU-490-004 EDU-490-005 Fall 2011 EDU-555-001 SETs Faculty member has verified these Standard Evaluations of Teaching (SETs) for each course. Semester Courses SET Fall 2013 EDU-555-001 1. The instructor used 6.43 class time productively. 2. The instuctor was 7 open to questions and comments. 3. The instructor 7 provided useful feedback on tests, papers, etc. 4. The instructor 6.71 returned work in a timely manner. 5. The instructor 6.71 required high levels of perfomance. 6. On a scale of one to 6.85 seven, overall the instructor was... 12. The learning 6.57 objectives for this course were clear. 13. 6.79 Activities/assignments required for the class contributed to meeting the learning objectives of this course. 14. Materials required 6.64 for this course contributed to meeting the learning objectives. 15. I am satisfied with 6.86 what I learned in this course. 16. On a scale of one 6.71 to seven, overall this course was... Semester Courses SET 5 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 Spring 2013 EDU-601-001 1. The instructor used 6.33 class time productively. 2. The instuctor was 7 open to questions and comments. 3. The instructor 6.89 provided useful feedback on tests, papers, etc. 4. The instructor 6.57 returned work in a timely manner. 5. The instructor 6.89 required high levels of perfomance. 6. On a scale of one to 6.89 seven, overall the instructor was... 12. The learning 6.7 objectives for this course were clear. 13. 6.7 Activities/assignments required for the class contributed to meeting the learning objectives of this course. 14. Materials required 6.57 for this course contributed to meeting the learning objectives. 15. I am satisfied with 6.5 what I learned in this course. 16. On a scale of one 6.57 to seven, overall this course was... Semester Courses SET Spring 2013 EDU-371-001 1. The instructor used 6.86 class time productively. 2. The instuctor was 7 open to questions and comments. 3. The instructor 7 provided useful feedback on tests, papers, etc. 4. The instructor 6.57 returned work in a timely manner. 6 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 5. The instructor 6.71 required high levels of perfomance. 6. On a scale of one to 7 seven, overall the instructor was... 12. The learning 6.29 objectives for this course were clear. 13. 6.71 Activities/assignments required for the class contributed to meeting the learning objectives of this course. 14. Materials required 6.43 for this course contributed to meeting the learning objectives. 15. I am satisfied with 6.86 what I learned in this course. 16. On a scale of one 6.86 to seven, overall this course was... Semester Courses SET Fall 2012 EDU-555-001 1. The instructor used 6.73 class time productively. 2. The instuctor was 7 open to questions and comments. 3. The instructor 6.9 provided useful feedback on tests, papers, etc. 4. The instructor 6.82 returned work in a timely manner. 5. The instructor 6.91 required high levels of perfomance. 6. On a scale of one to 6.91 seven, overall the instructor was... 12. The learning 6.73 objectives for this course were clear. 13. 6.73 Activities/assignments required for the class contributed to 7 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 meeting the learning objectives of this course. 14. Materials required 6.82 for this course contributed to meeting the learning objectives. 15. I am satisfied with 6.91 what I learned in this course. 16. On a scale of one 6.91 to seven, overall this course was... Semester Courses SET Spring 2012 EDU-371-001 1. The instructor used 6.17 class time productively. 2. The instuctor was 6.92 open to questions and comments. 3. The instructor 6.92 provided useful feedback on tests, papers, etc. 4. The instructor 6.25 returned work in a timely manner. 5. The instructor 6.58 required high levels of perfomance. 6. On a scale of one to 6.17 seven, overall the instructor was... 12. The learning 6.58 objectives for this course were clear. 13. 6.42 Activities/assignments required for the class contributed to meeting the learning objectives of this course. 14. Materials required 6.5 for this course contributed to meeting the learning objectives. 15. I am satisfied with 6.25 what I learned in this course. 8 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 16. On a scale of one 6.17 to seven, overall this course was... Semester Courses SET Fall 2011 EDU-555-001 1. The instructor used 6.88 class time productively. 2. The instuctor was 7 open to questions and comments. 3. The instructor 7 provided useful feedback on tests, papers, etc. 4. The instructor 6.88 returned work in a timely manner. 5. The instructor 6.65 required high levels of perfomance. 6. On a scale of one to 7 seven, overall the instructor was... 12. The learning 7 objectives for this course were clear. 13. 7 Activities/assignments required for the class contributed to meeting the learning objectives of this course. 14. Materials required 7 for this course contributed to meeting the learning objectives. 15. I am satisfied with 6.94 what I learned in this course. 16. On a scale of one 6.94 to seven, overall this course was... Syllabi Faculty member has verified an uploaded syllabus for each course. Semester Course Syllabus 9 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 2014S EDU-371-001 EDU 371.001.Jaffe.S14 2013F EDU-555-001 Syllabus 2013S EDU-371-001 Foundations of Reading Instruction 2013S EDU-601-901 EDU 601- TEaching Reading in the Elementary School 2013S EDU-601-001 Teaching Reading in Elementary School - EDU 601 2012F EDU-555-001 Teaching Reading in Elementary Education 2012X EDU-490-I02 No syllabus / Independent Study 2012S EDU-371-001 EDU 371 - Foundations of Reading Instruction 2012S EDU-490-004 No syllabus / Independent Study 2012S EDU-490-005 No syllabus / Independent Study 2011F EDU-555-001 2011F - EDU-555-001- Teaching Reading in Elementary Education EDU 555_Fall 2011 Service to the AU community Instructions Evaluate the adjunct faculty member's service to the department, college and university, discussing (as applicable): Participation in departmental governance; Participation in University events; Service on University committees. Your Evaluation It is recommended that you write this evaluation in a word processing program, then copy/paste it here so that you do not lose any information if your session expires. Save Service Comment Faculty Service Response Faculty member has provided this description of other services to the AU community provided during the previous contract period, such as servicing on university committees. I have been connected with DC Reads since November, 2008. Since that time, 10 of 13 6/19/14 3:20 PM goEd - Faculty Evaluations https://goed.american.edu/facultyevaluations/review/16 approximately once each semester, I offer training to the tutors related to teaching reading.The topics at these sessions focus on specific areas of reading instruction, as per the request of DC Reads team leaders.Specific strategies and materials are provided for the tutors to use in their work.Most recently, I was asked to speak a
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