TEACHING 1 3 5 Does Not Meet 2 Meets 4 Exceeds Expectations Partially Meets Expectations Meets Expectations (Unsatisfactory) Expectations (Satisfactory) High Expectations (Exemplary) Meets any of the following Meets any of the following Fulfills three or more of the Fulfills criteria for Fulfills multiple criteria for criteria: criteria: following, or other Expectations,” plus High Expectations” “Meets benchmarks as defined earning student and one or more of the Fails to fulfill designated Fails to fulfill designated with Department chair: evaluations consistently following: instructional load by more instructional load by one above Curry averages, than one course* course* Fulfills teaching Consistently earns student plus one or more of the responsibilities at designated evaluations well above Curry following: Earns student evaluations in Earns student evaluations instructional load* means bottom third for Curry slightly below the mean for Fulfills teaching responsibilities averages for consecutive Curry student evaluations Leads or plays major role in above designated instructional years within Curry average ranges program or school-related load* at or above satisfactory Involved with occasional effort on curriculum revision, expectations Does not revise, update substantive student Provides evidence of course consolidation or courses as needed; content complaints about instruction designing and refining Earns student evaluations course renewal tied to is dated course materials regularly consistently above Curry means program development or Begins course improvement Makes significant course Involved with multiple, plan in consultation with Provides evidence of using improvement changes (e.g., infusion of substantive student or mentor to address formative assessment and Leads or plays major role in technology, co-teaching, complaints about instruction identified needs as reflected end-of-course evaluations to developing effective diversity-related content or in course evaluations revise course content and/or internationalization of courses) mentoring approaches for methods. doctoral students and/or Develops/teaches online course advising Participates in program for program initiative and/or school initiatives to Leads or plays major role in Effectively supervises doctoral assess student outcomes developing assessments of student(s) teaching courses and/or instructional impacts student outcomes and (using Waypoint or other Submits evidence of intensive instructional impacts (using preparation of a new course or systems) Waypoint or other systems) consolidated course Provides evidence for Engages in substantive support sustained intensive coaching of students with Curry teaching, and supervision for students clinical experience, or counseling responsibilities engaged in teaching, clinical experience, or counseling
TEACHING 1 Does Not Meet Expectations (Unsatisfactory) 2 Partially Meets Expectations 3 Meets Expectations (Satisfactory) 4 Meets High Expectations 5 Exceeds Expectations (Exemplary) Meets any of the following criteria: Fails to fulfill designated instructional load by more than one course* Earns student evaluations in bottom third for Curry averages for consecutive years Does not revise, update courses as needed; content is dated Involved with multiple, substantive student complaints about instruction Meets any of the following criteria: Fails to fulfill designated instructional load by one course* Earns student evaluations slightly below the mean for Curry Involved with occasional substantive student complaints about instruction Begins course improvement plan in consultation with or mentor to address identified needs as reflected in course evaluations Fulfills three or more of the following, or other benchmarks as defined with Department chair: Fulfills teaching responsibilities at designated instructional load* student evaluations within Curry average ranges Provides evidence of designing and refining course materials regularly Provides evidence of using formative assessment and end-of-course evaluations to revise course content and/or methods. Participates in program and/or school initiatives to assess student outcomes and/or instructional impacts (using Waypoint or other systems) Fulfills criteria for Expectations,” plus earning student evaluations consistently above Curry averages, plus one or more of the following: Fulfills teaching responsibilities above designated instructional load* at or above satisfactory expectations Earns student evaluations consistently above Curry means Makes significant course changes (e.g., infusion of technology, co-teaching, diversity-related content or internationalization of courses) Develops/teaches online course for program initiative Effectively supervises doctoral student(s) teaching courses Submits evidence of intensive preparation of a new course or consolidated course Engages in substantive support of students with Curry teaching, clinical experience, or counseling responsibilities Fulfills multiple criteria for “Meets High Expectations” and one or more of the following: Consistently earns student evaluations well above Curry means Leads or plays major role in program or school-related effort on curriculum revision, course consolidation or course renewal tied to program development or improvement Leads or plays major role in developing effective mentoring approaches for doctoral students and/or advising Leads or plays major role in developing assessments of student outcomes and instructional impacts (using Waypoint or other systems) Provides evidence for sustained intensive coaching and supervision for students engaged in teaching, clinical experience, or counseling