George Brown CollegeFaculty Performance Review

Orientation

Organizational & Staff DevelopmentFaculty Facilitator: Lazaros Simeon

lsimeon@georgebrown.ca416-415-5000 ext. 3741

College’s Academic Strategy –

“To make excellence in teaching and learning the hallmark of a George Brown College education”.

Faculty Performance Review: Mandate

Performance Review ProcessStep 1: Teaching PortfolioStep 2: Peer Observation and ReflectionStep 3: Chair Pre-Observation Meeting &

ObservationStep 4: Summary Meeting & Professional

Development Plan

“Portfolio Profile”

Faculty Performance Review: Overview

• Summarizes major teaching accomplishments and strengths

• Best practices• Descriptive and qualitative • Collection and presentation of materials

in a concise manner • Reflection is a key component

I. The Teaching Portfolio: Outline

It serves a variety of purposes:• a process for self-development• a tool to foster reflection on teaching• an aid in curriculum planning

It is the process of development itself that helps to improve teaching.

I. The Teaching Portfolio: Rationale

“Once faculty begin thinking about the how and why of their teaching…, they will become more aware of their own effectiveness.”

-- Devanas, 2006

I. The Teaching Portfolio

Components may differ but will always include:

• Statement of Teaching Philosophy (STP)• Current resume• Summary of teaching and related work• Documentation of teaching effectiveness--

recent teaching evaluations, peer review, student successes

I. Teaching Portfolio: Components

“Dual Professionalism”: a teacher with expertise in a particular industry or field

• Unique to the Teaching Portfolio at GBC• Activities you’ve engaged in to maintain

or enhance your industry currency

I. Teaching Portfolio: Components

Dual Professionalism:

“Highlights the connection between what you teach, the needs of and practices in industry or

community, and how this benefits student learning about and preparation for the world of work.”

I. Teaching Portfolio: Components

Both options provide Evidence for “Statement of Teaching Effectiveness”

Option 1: “Learning Squares” • Directed, in-class peer observation• Reflect on your own teaching• Share observations about your teaching

II. Peer Observation: Options

Option 2: Peer Visits

• Observation by peers• Specific guidelines• “Strength-based” feedback• Conversations about teaching

Building a community of teachers that parallels the community of learners

II. Peer Observation: Options

Question the “lenses” through which we see our own teaching:

• Motivation• Content• Diversity• Instructional strategies• Classroom climate

What can we learn about our own values?

II. Peer Observation: Guidelines

How it works:

• Moderate structure• Combination of online interaction, portfolio

studios, individual meetings by appointment• Work at your own pace• Commit about 3-4 hours per week• Schedule aimed at completing elements of

teaching portfolio

III. The Process

Wiki website (pbworks.com):

• Communicate to other participants, (i.e. arrange peer observation)

• Post comments, upload items of interest• Download readings • Access to online resources• Syllabus, schedule of events• Teaching Portfolio Template• Sign-off forms, PD plan

III. The Process

Staff Development’s Role:

• Guide and facilitate• Provide timely & supportive feedback• Set goals• Clarify expectations

This is a collaborative process.

IV. Support

Any questions can be directed toward

Lazaros Simeon