Section 1. Purpose and Rationale

Florida National University recognizes the essential contribution of its faculty members to the quality of students’ education and learning experiences and supports faculty development in all aspects of instruction. An effective tool for faculty development is formative and summative observation of teaching, which involves a systematic review of teaching for the sole purpose of fostering improvement. This policy provides recommendations and minimum requirements for evaluating Faculty performance.

The goal of the faculty evaluation process is to observe and evaluate faculty performance consistent with the Institutional Strategic Master Plan that specifies goals and objectives to achieve a quality education, while enhancing the art of teaching. The faculty evaluation process is designed to improve teaching and student learning, enhance retention and engagement, develop faculty, and promote professional growth. The faculty evaluation process should foster a culture of teaching excellence through collegial dialogue, coaching, and mentoring in the art of teaching.

The faculty observation process is the first component in the faculty evaluation process. Thus, the outcome of the faculty observation process should be a reflective summary describing any steps taken or changes made towards the enhancement of teaching and improvement of student learning.

The second component is the summative assessment provided by the students. Student feedback is integral to faculty development and growth. Student feedback will serve to inform and guide faculty in tangible ways that the faculty member has impacted the learning outcomes of their students.

The third component is the annual faculty performance review. This process will begin in January 2021 with a self-assessment and goals analysis provided by the faculty member, in consultation with their Division or Department Head. This is a process to establish key areas for the faculty member to focus on during the upcoming year, and include areas such as professional development, educational aspirations, research interests, and other activities to enhance faculty performance while enriching the classroom, university, and community. This component includes a mid-point review to assess progress and recalibrate efforts with the faculty towards a successful year of performance.