ASSESSMENT OF A MEMBER'S PERFORMANCE. 1. When making an assessment, the assessing body shall take into account all relevant factors including: a) The nature and scope of past teaching/librarianship/professional staff activities; b) The nature and scope of administrative responsibilities of Members; c) The unique nature of the School at this time, that is, small size, remote location and demands of the first start up Medical School in three (3) decades.; d) When assessing Librarians/Professional Staff, the amount of available time for scholarly activity/professional development shall be taken into account; e) When assessing Lecturer IPE Members, the Lecturer IPE job description. 2. The assessment of a Member's teaching performance shall be based in the first instance on the Member's annual teaching dossier and learner statistical summary teaching evaluations contained in the teaching evaluation file which is confidential as per section 2 a (v) and which can be accessed by contacting the Evaluation Coordinator. The teaching evaluation file is an auxiliary personnel file. The Parties recognize that such statistical summaries can play a restricted role in the assessment of teaching. They will not be the exclusive basis of any such assessment. Members can provide supplementary comments to the learner evaluations statistical summaries as provided in Article 2.10 S. 10 (Personnel Files), and in Article 2.9 S.2 d). (Assessment of a Member’s Performance). a) Learner evaluation forms shall be agreed by the Parties. (i) In the case of Whole Group Session evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance. (ii) In the case of co-taught Whole Group Sessions, the following shall apply: there shall be separate evaluations for each professor. (iii) In the case of small group sessions evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance at the end of each module. (iv) Members are free to create learner evaluation instruments in consultation with the Associate Xxxx, Faculty Affairs, who shall give permission for them to be administered as appropriate. Requests for such assistance from the Associate Xxxx, Faculty Affairs shall not be unreasonably denied. Where approved, they can be a part of the Member's teaching dossier. (v) Learner evaluations of teaching (statistical summaries and written comments) shall be confidential material, to be examined only by the Member, the Member’s Division Head, and if the Member wishes it, an Associate Xxxx. Statistical summaries however shall be available to the Faculty Personnel Committee for tenure and promotion reviews. Division Heads are free to comment on peer and learner evaluations of teaching in general terms in their letters of reference. Teaching evaluations shall not be made available to learners or the public. (vi) Peer reviews of teaching may only be conducted on the request of Members, who are free to invite faculty colleagues into their classrooms to conduct peer reviews of their teaching. These peer reviews shall be confidential material, to be examined only by the Member, Members are free to include these peer reviews in their teaching dossier and/or request their inclusion in their teaching evaluation auxiliary personnel file. b) It is the responsibility of Members to maintain on an annual basis their teaching dossiers. The annual dossier must contain at least the following material: (i) material to inform an evaluation of their teaching; (ii) any other material that the Member deems relevant to the Member’s teaching role. c) Should a Member feel that a teaching assignment should be exempt from learner evaluation, reasons for exemption should be addressed to the Associate Xxxx Faculty Affairs at least four (4) weeks prior to the teaching assignment date(s). The Associate Xxxx Faculty Affairs shall communicate their decision on the request within two (2) weeks, which shall not be unreasonably denied. In the event that the request is accepted, no evaluation shall take place. 3. For purposes of this Article, teaching includes the following activities performed by Members of the Bargaining Unit either in a classroom, through correspondence, or from a distance through the use of technologically assisted instruction: a) giving courses; conducting seminars; guiding tutorials, and laboratories; supervising fieldwork and individual study projects; b) preparing and correcting assignments, tests and examinations; c) guiding the work of teaching assistants, markers and laboratory instructors; d) guiding and evaluating learners' individual work, such as theses and papers; e) granting individual consultations outside of class or laboratory time; f) participating in the development of teaching methods, programs or course content; g) preparing instructional material, laboratory exercises and course notes for the Member's own learners; h) writing textbooks, it being understood that such textbooks are primarily considered a component of a Member's scholarship. i) module coordination. j) phase coordination. k) chairing a course committee or Lab Development Working Group. 3.1 All other activities in which the Member engages for the purposes of preparing courses and seminars are considered teaching activities. 3.2 Any person or committee assessing a Member's teaching performance shall seek to balance all aspects of teaching as well as the Unit and/or faculty context within which the Member works. Assessments of teaching performance must take due note that: a) a Member's strong performance in some aspects of teaching may compensate for a weaker performance in other aspects of teaching; b) a Member's teaching shall be considered that much better if performance is good in several kinds of teaching activities; c) a discipline may differ significantly from the disciplines of other Faculty as a whole, and this may or may not influence interpretation of information on teaching performance by individual Members. Differences between Units and disciplines must be considered when assessing teaching performance. 3.3 Any person or committee assessing a Member's teaching performance shall review all relevant information including but not limited to: a) the size, type and nature and level of the teaching; b) the nature of the subject matter; c) the experience of the Member with the material, and the number of new teaching assignments assigned to the Member; d) the role of the Member and the method of delivery; e) the quality and utility of pedagogical materials prepared by the Member; f) the Member's contributions in the areas of pedagogical development and innovation and the complexity and risk such innovation entails; g) statistical summaries of learner teaching evaluations. 3.4 Any Member whose teaching performance is being evaluated has the right to submit any information they believe to be relevant to the evaluation. 3.5 Any person or committee assessing a Member's teaching performance shall make due allowance for any special circumstances which may affect the Member's teaching performance. 3.6 Any person or committee assessing a Member’s teaching performance shall meet with the Member to establish relevant facts about the Member's teaching. 3.7 The assessment of a Member's teaching performance shall determine that performance is either "outstanding," "very good", "good", satisfactory" or "unsatisfactory." 4. Notwithstanding the priorities for teaching/librarianship/professional staff work and/or scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from significant contributions in many areas including academic administration and/or governance, continuous involvement in a Member's professional/learned society or in a community activity directly related to the work of the School or Universities (Lakehead and Laurentian). The Parties agree that Members who have made such contributions shall have these contributions taken into especial account as compensating for lesser performance in another area. 5. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who are exceptional teachers. Members who can make such a contribution shall have this taken into especial account as compensating for lesser performance in another area. When considering Librarians, professional service and library management skills shall be substituted for "teaching". 6. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who demonstrate a record of creative professional activity including but not limited to professional innovation, practice, and contributions to the development of professional practice in areas such as medical education. 7. Every assessing body shall assess and evaluate according to academic standards (e.g. research, publication, teaching, scholarly activities) appropriate to the discipline of the candidate. 8. Every assessing body shall put forward its recommendation or decision in written form setting forth its findings and grounds for recommendation or decision in order that a Member may know which factors were persuasive in a recommendation or decision. 9. Division Heads are responsible for compiling blinded peer evaluations. 10. Once probation has been completed, assessment of Professional Librarians and Professional Staff shall be based on Article 4.3 (Procedures for the award/denial of a Progress through-the-Rank(s) Increments) taking into consideration relevant Articles such as 2.3.s.12, 2.4 and 2.7.s.16.4 and 5 for Professional Staff, and 2.1, 2.2 and 2.5 for Professional Librarians.
Appears in 3 contracts
Samples: Collective Agreement, Collective Agreement, Collective Agreement
ASSESSMENT OF A MEMBER'S PERFORMANCE. 1. When making an assessment, the assessing body shall take into account all relevant factors including:
a) The nature and scope of past teaching/librarianship/professional staff activities;
b) The nature and scope of administrative responsibilities of Members;
c) The unique nature of the School at this time, that is, small size, remote location and demands of the first start up Medical School in three (3) decades.;
d) When assessing Librarians/Professional Staff, the amount of available time for scholarly activity/professional development shall be taken into account;
e) When assessing Lecturer IPE Members, the Lecturer IPE job description.
2. The assessment of a Member's teaching performance shall be based in the first instance on the Member's annual teaching dossier and learner statistical summary teaching evaluations contained in the teaching evaluation file which is confidential as per section 2 a (v) and which can be accessed by contacting the Evaluation Coordinator. The teaching evaluation file is an auxiliary personnel file. The Parties parties recognize that such statistical summaries can play a restricted role in the assessment of teaching. They will not be the exclusive basis of any such assessment. Members can provide supplementary comments to the learner evaluations statistical summaries as provided in Article 2.10 S. 10 (Personnel Files), and in Article 2.9 S.2 dS3.4.). (Assessment of a Member’s Performance).
a) Learner evaluation forms shall be agreed by the Parties.
(i) In the case of Whole Group Session evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance.
(ii) In the case of co-taught Whole Group Sessions, the following shall apply: there shall be separate evaluations for each professor.
(iii) In the case of small group sessions evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance at the end of each module.
(iv) Members are free to create learner evaluation instruments in consultation with the Associate Xxxx, Faculty Affairs, who shall give permission for them to be administered as appropriate. Requests for such assistance from the Associate Xxxx, Faculty Affairs shall not be unreasonably denied. Where approved, they can be a part of the Member's teaching dossier.
(v) Learner evaluations of teaching (statistical summaries and written commentscomments ) shall be confidential material, to be examined only by the Member, the Member’s Division Head, and if the Member wishes it, an Associate Xxxx. Statistical summaries however shall be available to the Faculty Personnel Committee for tenure and promotion reviews. Division Heads are free to comment on peer and learner evaluations of teaching in general terms in their letters of reference. Teaching evaluations shall not be made available to learners or the public.
(vi) Peer reviews of teaching may only be conducted on the request of Members, who are free to invite faculty colleagues into their classrooms to conduct peer reviews of their teaching. These peer reviews shall be confidential material, to be examined only by the Member, Members are free to include these peer reviews in their teaching dossier and/or request their inclusion in their teaching evaluation auxiliary personnel file.
b) It is the responsibility of Members to maintain on an annual basis their teaching dossiers. The annual dossier must contain at least the following material:
(i) material to inform an evaluation of their teaching;
(ii) any other material that the Member deems relevant to the Member’s his/her teaching role.
c) Should a Member feel that a teaching assignment should be exempt from learner evaluation, reasons for exemption should be addressed to the Associate Xxxx Faculty Affairs at least four (4) weeks prior to the teaching assignment date(s). The Associate Xxxx Faculty Affairs shall communicate their his/her decision on the request within two (2) weeks, which shall not be unreasonably denied. In the event that the request is accepted, no evaluation shall take place.
3. For purposes of this Article, teaching includes the following activities performed by Members of the Bargaining Unit either in a classroom, through correspondence, or from a distance through the use of technologically assisted instruction:
a) giving courses; conducting seminars; guiding tutorials, and laboratories; supervising fieldwork and individual study projects;
b) preparing and correcting assignments, tests and examinations;
c) guiding the work of teaching assistants, markers and laboratory instructors;
d) guiding and evaluating learners' individual work, such as theses and papers;
e) granting individual consultations outside of class or laboratory time;
f) participating in the development of teaching methods, programs or course content;
g) preparing instructional material, laboratory exercises and course notes for the Member's own learners;
h) writing textbooks, it being understood that such textbooks are primarily considered a component of a Member's scholarship.
i) module coordination.
j) phase coordination.
k) chairing a course committee or Lab Development Working Group.
3.1 All other activities in which the Member engages for the purposes of preparing courses and seminars are considered teaching activities.
3.2 Any person or committee assessing a Member's teaching performance shall seek to balance all aspects of teaching as well as the Unit and/or faculty context within which the Member works. Assessments of teaching performance must take due note that:
a) a Member's strong performance in some aspects of teaching may compensate for a weaker performance in other aspects of teaching;
b) a Member's teaching shall be considered that much better if performance is good in several kinds of teaching activities;
c) a discipline may differ significantly from the disciplines of other Faculty as a whole, and this may or may not influence interpretation of information on teaching performance by individual Members. Differences between Units and disciplines must be considered when assessing teaching performance.
3.3 Any person or committee assessing a Member's teaching performance shall review all relevant information including but not limited to:
a) the size, type and nature and level of the teaching;
b) the nature of the subject matter;
c) the experience of the Member with the material, and the number of new teaching assignments assigned to the Member;
d) the role of the Member and the method of delivery;
e) the quality and utility of pedagogical materials prepared by the Member;
f) the Member's contributions in the areas of pedagogical development and innovation and the complexity and risk such innovation entails;
g) statistical summaries of learner teaching evaluations.
3.4 Any Member whose teaching performance is being evaluated has the right to submit any information they believe to be relevant to the evaluation.
3.5 Any person or committee assessing a Member's teaching performance shall make due allowance for any special circumstances which may affect the Member's teaching performance.
3.6 Any person or committee assessing a Member’s teaching performance shall meet with the Member to establish relevant facts about the Member's teaching.
3.7 The assessment of a Member's teaching performance shall determine that performance is either "outstanding," "very good", "good", “satisfactory" or "unsatisfactory."
4. Notwithstanding the priorities for teaching/librarianship/professional staff work and/or scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from significant contributions in many areas including academic administration and/or governance, continuous involvement in a Member's professional/learned society or in a community activity directly related to the work of the School or Universities (Lakehead and Laurentian). The Parties agree that Members who have made such contributions shall have these contributions taken into especial account as compensating for lesser performance in another area.
5. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who are exceptional teachers. Members who can make such a contribution shall have this taken into especial account as compensating for lesser performance in another area. When considering Librarians, professional service and library management skills shall be substituted for "teaching".
6. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who demonstrate a record of creative professional activity including but not limited to professional innovation, practice, and contributions to the development of professional practice in areas such as medical education.
7. Every assessing body shall assess and evaluate according to academic standards (e.g. research, publication, teaching, scholarly activities) appropriate to the discipline of the candidate.
8. Every assessing body shall put forward its recommendation or decision in written form setting forth its findings and grounds for recommendation or decision in order that a Member may know which factors were persuasive in a recommendation or decision.
9. Division Heads are responsible for compiling blinded peer evaluations.
10. Once probation has been completed, assessment of Professional Librarians and Professional Staff shall be based on Article 4.3 (Procedures for the award/denial of a Progress through-the-Rank(s) Increments) taking into consideration relevant Articles such as 2.3.s.12, 2.4 and 2.7.s.16.4 and 5 for Professional Staff, and 2.1, 2.2 and 2.5 for Professional Librarians.
Appears in 1 contract
Samples: Collective Agreement
ASSESSMENT OF A MEMBER'S PERFORMANCE. 1. When making an assessment, the assessing body shall take into account all relevant factors including:.
a) The nature and scope of past teaching/librarianship/professional staff librarianship activities;.
b) The nature and scope of administrative responsibilities of Members;.
c) The unique nature of the School at this timeLaurentian University, that is, small size, remote location and demands of the first start up Medical School in three (3) decadesoff-campus teaching.;
d) When assessing Librarians/Professional Staff, the amount of available time for scholarly activity/professional development activity shall be taken into account;
e) When assessing Lecturer IPE Members, the Lecturer IPE job description.
2. The assessment of a Member's teaching performance shall be based in the first instance on on: Senate approved course evaluations and the Member's annual teaching dossier and learner statistical summary teaching evaluations contained in the teaching evaluation file which is confidential as per section 2 a (v) and which can be accessed by contacting the Evaluation Coordinator. The teaching evaluation file is an auxiliary personnel file. The Parties recognize that such statistical summaries can play a restricted role in the assessment of teaching. They will not be the exclusive basis of any such assessment. Members can provide supplementary comments to the learner evaluations statistical summaries as provided in Article 2.10 S. 10 (Personnel Files), and in Article 2.9 S.2 d). (Assessment of a Member’s Performance)dossier.
a) Learner evaluation forms During each term of the academic year, the Board shall administer the course evaluations approved by the Laurentian University Senate. The Vice-President, Academic shall be responsible for the distribution and collection of the said instruments. It is agreed that Members shall have access to the results of course evaluations prior to their use by the Parties.
(i) In the case of Whole Group Session evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance.
(ii) University. In the case of co-taught Whole Group Sessionscourses, the following shall apply: :
i) For courses co-taught sequentially, there shall be separate evaluations for each professor.
(iii) In the case of small group sessions evaluation, the following shall apply: all learners shall be asked professor prior to evaluate each Member's performance at the end of each modulesequence.
(ivii) Members are free For all other co-taught courses, the information provided to create learner the FPC will indicate that the evaluation instruments in consultation with the Associate Xxxx, Faculty Affairs, who shall give permission for them to be administered as appropriate. Requests for such assistance from the Associate Xxxx, Faculty Affairs shall not be unreasonably denied. Where approved, they can be a part of the Member's teaching dossier.
(v) Learner evaluations of teaching (statistical summaries and written comments) question shall be confidential material, to be examined only by the Member, the Member’s Division Head, and if the Member wishes it, an Associate Xxxx. Statistical summaries however shall be available to the Faculty Personnel Committee for tenure and promotion reviews. Division Heads are free to comment on peer and learner evaluations of teaching in general terms in their letters of reference. Teaching evaluations shall not be made available to learners or the public.
(vi) Peer reviews of teaching may only be conducted on the request of Members, who are free to invite faculty colleagues into their classrooms to conduct peer reviews of their teaching. These peer reviews shall be confidential material, to be examined only by the Member, Members are free to include these peer reviews in their teaching dossier and/or request their inclusion in their teaching evaluation auxiliary personnel fileviewed with caution.
b) It is the responsibility of Members to maintain on an annual basis their teaching dossiers. The For each course, the annual dossier must contain at least the following material:
(i) Course syllabus and sufficient material to inform permit an evaluation of their the contents of the course, the teaching;/learning process, and the means of assessing the performance of the students.
(ii) Sufficient material to permit the evaluation of the Member's teaching performance as perceived by groups such as graduates, peers, or students.
iii) The file should also contain any other material that the Member deems relevant to the Member’s his/her teaching role.
c) Committees, which may use the results of the course evaluations and the contents of the teaching dossier in their deliberations, shall receive suitable guidelines on their use and interpretation from the Vice-President, Academic.
Should a Member feel that a teaching assignment course should be exempt from learner evaluationthe approved evaluation process, reasons for exemption should be addressed to the Associate Xxxx Faculty Affairs at least four (4) weeks prior to Vice-President, Academic no later than the teaching assignment date(s)end of the first week of classes in that course. The Associate Xxxx Faculty Affairs shall Vice-President will communicate their his decision on the request within two (2) weeks, which shall not be unreasonably denied. In prior to the event that the request is accepted, no evaluation shall take place.
3. For purposes of this Article, teaching includes the following activities performed by Members planned date of the Bargaining Unit either in a classroom, through correspondence, or from a distance through the use of technologically assisted instruction:
a) giving courses; conducting seminars; guiding tutorials, and laboratories; supervising fieldwork and individual study projects;
b) preparing and correcting assignments, tests and examinations;
c) guiding the work of teaching assistants, markers and laboratory instructors;
d) guiding and evaluating learners' individual work, such as theses and papers;
e) granting individual consultations outside of class or laboratory time;
f) participating in the development of teaching methods, programs or course content;
g) preparing instructional material, laboratory exercises and course notes for the Member's own learners;
h) writing textbooks, it being understood that such textbooks are primarily considered a component of a Member's scholarship.
i) module coordination.
j) phase coordination.
k) chairing a course committee or Lab Development Working Group.
3.1 All other activities in which the Member engages for the purposes of preparing courses and seminars are considered teaching activities.
3.2 Any person or committee assessing a Member's teaching performance shall seek to balance all aspects of teaching as well as the Unit and/or faculty context within which the Member works. Assessments of teaching performance must take due note that:
a) a Member's strong performance in some aspects of teaching may compensate for a weaker performance in other aspects of teaching;
b) a Member's teaching shall be considered that much better if performance is good in several kinds of teaching activities;
c) a discipline may differ significantly from the disciplines of other Faculty as a whole, and this may or may not influence interpretation of information on teaching performance by individual Members. Differences between Units and disciplines must be considered when assessing teaching performance.
3.3 Any person or committee assessing a Member's teaching performance shall review all relevant information including but not limited to:
a) the size, type and nature and level of the teaching;
b) the nature of the subject matter;
c) the experience of the Member with the material, and the number of new teaching assignments assigned to the Member;
d) the role of the Member and the method of delivery;
e) the quality and utility of pedagogical materials prepared by the Member;
f) the Member's contributions in the areas of pedagogical development and innovation and the complexity and risk such innovation entails;
g) statistical summaries of learner teaching evaluations.
3.4 Any Member whose teaching performance is being evaluated has the right to submit any information they believe to be relevant to the evaluation.
3.5 Any person or committee assessing a Member's teaching performance shall make due allowance for any special circumstances which may affect the Member's teaching performance.
3.6 Any person or committee assessing a Member’s teaching performance shall meet with the Member to establish relevant facts about the Member's teaching.
3.7 The assessment of a Member's teaching performance shall determine that performance is either "outstanding," "very good", "good", satisfactory" or "unsatisfactory."
4. Notwithstanding the priorities for teaching/librarianship/professional staff work and/or scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from significant contributions in many areas including academic administration and/or governance, continuous involvement in a Member's professional/learned society or in a community activity directly related to the work of the School or Universities (Lakehead and Laurentian). The Parties agree that Members who have made such contributions shall have these contributions taken into especial account as compensating for lesser performance in another area.
5. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who are exceptional teachers. Members who can make such a contribution shall have this taken into especial account as compensating for lesser performance in another area. When considering Librarians, professional service and library management skills shall be substituted for "teaching".
6. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who demonstrate a record of creative professional activity including but not limited to professional innovation, practice, and contributions to the development of professional practice in areas such as medical education.
7. Every assessing body shall assess and evaluate according to academic standards (e.g. research, publication, teaching, scholarly activities) appropriate to the discipline of the candidate.
8. Every assessing body shall put forward its recommendation or decision in written form setting forth its findings and grounds for recommendation or decision in order that a Member may know which factors were persuasive in a recommendation or decision.
9. Division Heads are responsible for compiling blinded peer evaluations.
10. Once probation has been completed, assessment of Professional Librarians and Professional Staff shall be based on Article 4.3 (Procedures for the award/denial of a Progress through-the-Rank(s) Increments) taking into consideration relevant Articles such as 2.3.s.12, 2.4 and 2.7.s.16.4 and 5 for Professional Staff, and 2.1, 2.2 and 2.5 for Professional Librarians.
Appears in 1 contract
Samples: Collective Agreement
ASSESSMENT OF A MEMBER'S PERFORMANCE. 1. When making an assessment, the assessing body shall take into account all relevant factors including:
a) The nature and scope of past teaching/librarianship/professional staff activities;
b) The nature and scope of administrative responsibilities of Members;
c) The unique nature of the School at this time, that is, small size, remote location and demands of the first start up Medical School in three (3) decades.;
d) When assessing Librarians/Professional Staff, the amount of available time for scholarly activity/professional development shall be taken into account;
e) When assessing Lecturer IPE Members, the Lecturer IPE job description.
2. The assessment of a Member's teaching performance shall be based in the first instance on the Member's annual teaching dossier and learner statistical summary teaching evaluations contained in the teaching evaluation file which is confidential as per section 2 a (v) and which can be accessed by contacting the Evaluation Coordinator. The teaching evaluation file is an auxiliary personnel file. The Parties parties recognize that such statistical summaries can play a restricted role in the assessment of teaching. They will not be the exclusive basis of any such assessment. Members can provide supplementary comments to the learner evaluations statistical summaries as provided in Article 2.10 S. 10 (Personnel Files), and in Article 2.9 S.2 dS3.4.). (Assessment of a Member’s Performance).
a) Learner evaluation forms shall be agreed by the Parties.
(i) In the case of Whole Group Session evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance.
(ii) In the case of co-taught Whole Group Sessions, the following shall apply: there shall be separate evaluations for each professor.
(iii) In the case of small group sessions evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance at the end of each module.
(iv) Members are free to create learner evaluation instruments in consultation with the Associate Xxxx, Faculty Affairs, who shall give permission for them to be administered as appropriate. Requests for such assistance from the Associate Xxxx, Faculty Affairs shall not be unreasonably denied. Where approved, they can be a part of the Member's teaching dossier.
(v) Learner evaluations of teaching (statistical summaries and written commentscomments ) shall be confidential material, to be examined only by the Member, the Member’s Division Head, and if the Member wishes it, an Associate Xxxx. Statistical summaries however shall be available to the Faculty Personnel Committee for tenure and promotion reviews. Division Heads are free to comment on peer and learner evaluations of teaching in general terms in their letters of reference. Teaching evaluations shall not be made available to learners or the public.
(vi) Peer reviews of teaching may only be conducted on the request of Members, who are free to invite faculty colleagues into their classrooms to conduct peer reviews of their teaching. These peer reviews shall be confidential material, to be examined only by the Member, Members are free to include these peer reviews in their teaching dossier and/or request their inclusion in their teaching evaluation auxiliary personnel file.
b) It is the responsibility of Members to maintain on an annual basis their teaching dossiers. The annual dossier must contain at least the following material:
(i) material to inform an evaluation of their teaching;
(ii) any other material that the Member deems relevant to the Member’s his/her teaching role.
c) Should a Member feel that a teaching assignment should be exempt from learner evaluation, reasons for exemption should be addressed to the Associate Xxxx Faculty Affairs at least four (4) weeks prior to the teaching assignment date(s). The Associate Xxxx Faculty Affairs shall communicate their his/her decision on the request within two (2) weeks, which shall not be unreasonably denied. In the event that the request is accepted, no evaluation shall take place.
3. For purposes of this Article, teaching includes the following activities performed by Members of the Bargaining Unit either in a classroom, through correspondence, or from a distance through the use of technologically assisted instruction:
a) giving courses; conducting seminars; guiding tutorials, and laboratories; supervising fieldwork and individual study projects;
b) preparing and correcting assignments, tests and examinations;
c) guiding the work of teaching assistants, markers and laboratory instructors;
d) guiding xxxxxxx and evaluating learners' individual work, such as theses and papers;
e) granting individual consultations outside of class or laboratory time;
f) participating in the development of teaching methods, programs or course content;
g) preparing instructional material, laboratory exercises and course notes for the Member's own learners;
h) writing textbooks, it being understood that such textbooks are primarily considered a component of a Member's scholarship.
i) module coordination.
j) phase coordination.
k) chairing a course committee or Lab Development Working Group.
3.1 All other activities in which the Member engages for the purposes of preparing courses and seminars are considered teaching activities.
3.2 Any person or committee assessing a Member's teaching performance shall seek to balance all aspects of teaching as well as the Unit and/or faculty context within which the Member works. Assessments of teaching performance must take due note that:
a) a Member's strong performance in some aspects of teaching may compensate for a weaker performance in other aspects of teaching;
b) a Member's teaching shall be considered that much better if performance is good in several kinds of teaching activities;
c) a discipline may differ significantly from the disciplines of other Faculty as a whole, and this may or may not influence interpretation of information on teaching performance by individual Members. Differences between Units and disciplines must be considered when assessing teaching performance.
3.3 Any person or committee assessing a Member's teaching performance shall review all relevant information including but not limited to:
a) the size, type and nature and level of the teaching;
b) the nature of the subject matter;
c) the experience of the Member with the material, and the number of new teaching assignments assigned to the Member;
d) the role of the Member and the method of delivery;
e) the quality and utility of pedagogical materials prepared by the Member;
f) the Member's contributions in the areas of pedagogical development and innovation and the complexity and risk such innovation entails;
g) statistical summaries of learner teaching evaluations.
3.4 Any Member whose teaching performance is being evaluated has the right to submit any information they believe to be relevant to the evaluation.
3.5 Any person or committee assessing a Member's teaching performance shall make due allowance for any special circumstances which may affect the Member's teaching performance.
3.6 Any person or committee assessing a Member’s teaching performance shall meet with the Member to establish relevant facts about the Member's teaching.
3.7 The assessment of a Member's teaching performance shall determine that performance is either "outstanding," "very good", "good", “satisfactory" or "unsatisfactory."
4. Notwithstanding the priorities for teaching/librarianship/professional staff work and/or scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from significant contributions in many areas including academic administration and/or governance, continuous involvement in a Member's professional/learned society or in a community activity directly related to the work of the School or Universities (Lakehead and Laurentian). The Parties agree that Members who have made such contributions shall have these contributions taken into especial account as compensating for lesser performance in another area.
5. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who are exceptional teachers. Members who can make such a contribution shall have this taken into especial account as compensating for lesser performance in another area. When considering Librarians, professional service and library management skills shall be substituted for "teaching".
6. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who demonstrate a record of creative professional activity including but not limited to professional innovation, practice, and contributions to the development of professional practice in areas such as medical education.
7. Every assessing body shall assess and evaluate according to academic standards (e.g. research, publication, teaching, scholarly activities) appropriate to the discipline of the candidate.
8. Every assessing body shall put forward its recommendation or decision in written form setting forth its findings and grounds for recommendation or decision in order that a Member may know which factors were persuasive in a recommendation or decision.
9. Division Heads are responsible for compiling blinded peer evaluations.
10. Once probation has been completed, assessment of Professional Librarians and Professional Staff shall be based on Article 4.3 (Procedures for the award/denial of a Progress through-the-Rank(s) Increments) taking into consideration relevant Articles such as 2.3.s.12, 2.4 and 2.7.s.16.4 and 5 for Professional Staff, and 2.1, 2.2 and 2.5 for Professional Librarians.
Appears in 1 contract
Samples: Collective Agreement
ASSESSMENT OF A MEMBER'S PERFORMANCE. 1. When making an assessment, the assessing body shall take into account all relevant factors including:
a) The nature and scope of past teaching/librarianship/professional staff activities;
b) The nature and scope of administrative responsibilities of Members;
c) The unique nature of the School at this time, that is, small size, remote location and demands of the first start up Medical School in three (3) decades.;
d) When assessing Librarians/Professional Staff, the amount of available time for scholarly activity/professional development shall be taken into account;
e) When assessing Lecturer IPE Members, the Lecturer IPE job description.
2. The assessment of a Member's teaching performance shall be based in the first instance on the Member's annual teaching dossier and learner statistical summary teaching evaluations contained in the teaching evaluation file which is confidential as per section 2 a (v) and which can be accessed by contacting the Evaluation CoordinatorOffice of Faculty Affairs and CEPD. The teaching evaluation file is an auxiliary personnel file. The Parties recognize that such statistical summaries can play a restricted role in the assessment of teaching. They will not be the exclusive basis of any such assessment. Members can provide supplementary comments to the learner evaluations statistical summaries as provided in Article 2.10 S. 10 (Personnel Files)) section 10, and in Article 2.9 S.2 d). (Assessment of a Member’s Performance).$VVHVVPHQW RI D 0HPseEctiHonU2¶d)V.
a) Learner evaluation forms shall be agreed by the Parties.. 3HUIRUP
(i) In the case of Whole Group Session evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance.
(ii) In the case of co-taught Whole Group Sessions, the following shall apply: there shall be separate evaluations for each professor.
(iii) In the case of small group sessions evaluation, the following shall apply: all learners shall be asked to evaluate each Member's performance at the end of each module.
(iv) Members are free to create learner evaluation instruments in consultation with the Associate Xxxx, Faculty AffairsAffairs and CEPD or a designated Division Head, who shall give permission for them to be administered as appropriate. Requests for such assistance from the Associate Xxxx, Faculty Affairs and CEPD or a designated Division Head shall not be unreasonably denied. Where approved, they can be a part of the Member's teaching dossier.
(v) Learner evaluations of teaching (statistical summaries and written comments) shall be confidential material, to be examined only by the Member, the Member’s Division Head, and if the Member wishes 0HPEHU WKH 0HPEHU¶V 'LMYeLmbVeLr wRisQhes +it, an HanDG DQ Associate Xxxx. Statistical summaries however shall be available to the Faculty Personnel Committee for tenure and promotion reviews. Division Heads are free to comment on peer and learner evaluations of teaching in general terms in their letters of reference. Teaching evaluations shall not be made available to learners or the public.
(vi) Peer reviews of teaching may only be conducted on the request of Members, who are free to invite faculty colleagues into their classrooms to conduct peer reviews of their teaching. These peer reviews shall be confidential material, to be examined only by the Member, Members are free to include these peer reviews in their teaching dossier and/or request their inclusion in their teaching evaluation auxiliary personnel file.
b) It is the responsibility of Members to maintain on an annual basis their teaching dossiers. The annual dossier must contain at least the following material:
(i) material to inform an evaluation of their teaching;
(ii) any other material that the Member deems relevant to the Member’s teaching WKH 0HPteEacHhinUg¶V role.
c) Should a Member feel that a teaching assignment should be exempt from learner evaluation, reasons for exemption should be addressed to the Associate Xxxx Faculty Affairs and CEPD at least four (4) weeks prior to the teaching assignment date(s). The Associate Xxxx Faculty Affairs and CEPD shall communicate their decision on the request within two (2) weeks, which shall not be unreasonably denied. In the event that the request is accepted, no evaluation shall take place.
3. For purposes of this Article, teaching includes the following activities performed by Members of the Bargaining Unit either in a classroom, through correspondence, or from a distance through the use of technologically assisted instruction:
a) giving courses; conducting seminars; guiding tutorials, and laboratories; supervising fieldwork and individual study projects;
b) preparing and correcting assignments, tests and examinations;
c) guiding the work of teaching assistants, markers and laboratory instructors;
d) guiding and evaluating learners' individual work, such as theses and papers;
e) granting individual consultations outside of class or laboratory time;
f) participating in the development of teaching methods, programs or course content;
g) preparing instructional material, laboratory exercises and course notes for the Member's own learners;
h) writing textbooks, it being understood that such textbooks are primarily considered a component of a Member's scholarship.
i) module coordination.
j) phase coordination.
k) chairing a course committee or Lab Development Working Group.
3.1 All other activities in which the Member engages for the purposes of preparing courses and seminars are considered teaching activities.
3.2 Any person or committee assessing a Member's teaching performance shall seek to balance all aspects of teaching as well as the Unit and/or faculty context within which the Member works. Assessments of teaching performance must take due note that:
a) a Member's strong performance in some aspects of teaching may compensate for a weaker performance in other aspects of teaching;
b) a Member's teaching shall be considered that much better if performance is good in several kinds of teaching activities;
c) a discipline may differ significantly from the disciplines of other Faculty as a whole, and this may or may not influence interpretation of information on teaching performance by individual Members. Differences between Units and disciplines must be considered when assessing teaching performance.
3.3 Any person or committee assessing a Member's teaching performance shall review all relevant information including but not limited to:
a) the size, type and nature and level of the teaching;
b) the nature of the subject matter;
c) the experience of the Member with the material, and the number of new teaching assignments assigned to the Member;
d) the role of the Member and the method of delivery;
e) the quality and utility of pedagogical materials prepared by the Member;
f) the Member's contributions in the areas of pedagogical development and innovation and the complexity and risk such innovation entails;
g) statistical summaries of learner teaching evaluations.
3.4 Any Member whose teaching performance is being evaluated has the right to submit any information they believe to be relevant to the evaluation.
3.5 Any person or committee assessing a Member's teaching performance shall make due allowance for any special circumstances which may affect the Member's teaching performance.
3.6 Any person or committee assessing a Member’s Member¶s teaching performance shall meet with the Member to establish relevant facts about the Member's teaching.
3.7 The assessment of a Member's teaching performance shall determine that performance is either "outstanding," "very good", "good", satisfactory" or "unsatisfactory."
4. Notwithstanding the priorities for teaching/librarianship/professional staff work and/or scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from significant contributions in many areas including academic administration and/or governance, continuous involvement in a Member's professional/learned society or in a community activity directly related to the work of the School or Universities (Lakehead and Laurentian). The Parties agree that Members who have made such contributions shall have these contributions taken into especial account as compensating for lesser performance in another area.
5. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who are exceptional teachers. Members who can make such a contribution shall have this taken into especial account as compensating for lesser performance in another area. When considering Librarians, professional service and library management skills shall be substituted for "teaching".
6. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who demonstrate a record of creative professional activity including but not limited to professional innovation, practice, and contributions to the development of professional practice in areas such as medical education.
7. Every assessing body shall assess and evaluate according to academic standards (e.g. research, publication, teaching, scholarly activities) appropriate to the discipline of the candidate.
8. Every assessing body shall put forward its recommendation or decision in written form setting forth its findings and grounds for recommendation or decision in order that a Member may know which factors were persuasive in a recommendation or decision.
9. Division Heads are responsible for compiling blinded peer evaluations.
10. Once probation has been completed, assessment of Professional Librarians and Professional Staff shall be based on Article 4.3 (Procedures for the award/denial of a Progress through-the-Rank(s) Increments) taking into consideration relevant Articles such as 2.3.s.122.3 (Rights, Responsibilities and Duties) section12, 2.4 (Workload) and 2.7.s.16.4 2.7 (Promotions Procedures) sections16.4 and 5 for Professional Staff, and 2.12.1 (Rights, Responsibilities and Duties), 2.2 (Workload) and 2.5 (Appointment and Renewal) for Professional Librarians.
Appears in 1 contract
Samples: Collective Agreement
ASSESSMENT OF A MEMBER'S PERFORMANCE. 1. When making an assessment, the assessing body shall take into account all relevant factors including:
a) The nature and scope of past teaching/librarianship/professional staff activities;
b) The nature and scope of administrative responsibilities of Members;
c) The unique nature of the School at this time, that is, small size, remote location and demands of the first start up Medical School in three (3) decades.;
d) When assessing Librarians/Professional Staff, the amount of available time for scholarly activity/professional development shall be taken into account;
e) When assessing Lecturer IPE Members, the Lecturer IPE job description.
2. The assessment of a Member's ’s teaching performance shall be based in the first instance on the Member's ’s annual teaching dossier and learner statistical summary teaching evaluations contained in the teaching evaluation file which is confidential as per section 2 a (v) and which can be accessed by contacting the Evaluation Coordinator. The teaching evaluation file is an auxiliary personnel file. The Parties recognize that such statistical summaries can play a restricted role contents of the dossier are specified below in the assessment of teaching. They will not be the exclusive basis of any such assessment. Members can provide supplementary comments to the learner evaluations statistical summaries as provided in Article 2.10 S. 10 (Personnel Files), and in Article 2.9 S.2 d2 b). (Assessment of a Member’s Performance).With regard to learner evaluations:
a) Learner evaluation forms shall be agreed by the Parties.
(i) In the case of Whole Group Session evaluation, the following shall apply: all learners shall be asked to evaluate each Member's ’s performance.
(ii) In the case of co-taught Whole Group Sessions, the following shall apply: there shall be separate evaluations for each professor.
(iii) In the case of small group sessions evaluation, the following shall apply: all learners shall be asked to evaluate each Member's ’s performance at the end of each module.
(iv) Members are free to create learner evaluation instruments (learner and peer) in consultation with the Associate Xxxx, Faculty AffairsXxxx UME, who shall give permission for them to be administered as appropriate. Requests for such assistance from the Associate Xxxx, Faculty Affairs Xxxx UME shall not be unreasonably denied. Where approved, they can be a part of the Member's ’s teaching dossier.
(v) Learner Peer evaluations of teaching (statistical summaries and written comments) shall be confidential material, to be examined only by the Member, the Member’s Division Head, and if the Member wishes it, an the Associate Xxxx. Statistical summaries however shall be available to the Faculty Personnel Committee for tenure and promotion reviewsXxxx UME. Division Heads are free to comment on peer and learner evaluations of teaching in general terms in their letters of reference. Teaching evaluations shall not be made available to learners or the public.
(vi) Peer reviews of teaching may only be conducted on the request of Members, who are free to invite faculty colleagues into their classrooms to conduct peer reviews of their teaching. These peer reviews shall be confidential material, to be examined only by the Member, Members are free to include these peer reviews in their teaching dossier and/or request their inclusion in their teaching evaluation auxiliary personnel file.
b) It is the responsibility of Members to maintain on an annual basis their teaching dossiers. The annual dossier must contain at least the following material:
(i) material to inform an evaluation of their teaching;
(ii) any other material that the Member deems relevant to the Member’s his/her teaching role.
c) Committees, which may use the summaries of the learner teaching evaluations and the contents of the teaching dossier in their deliberations shall receive suitable instructions on their use and their interpretation from the Associate Xxxx Faculty Affairs.
d) Should a Member feel that a teaching assignment should be exempt from learner and/or peer evaluation, reasons for exemption should be addressed to the Associate Xxxx Faculty Affairs at least four (4) weeks prior to the teaching assignment date(s). The Associate Xxxx Faculty Affairs shall communicate their his/her decision on the request within two (2) weeks, which shall not be unreasonably denied. In the event that the request is accepted, no evaluation shall take place.
3. For purposes of this Article, teaching includes the following activities performed by Members of the Bargaining Unit either in a classroom, through correspondence, or from a distance through the use of technologically assisted instruction:
a) giving courses; conducting seminars; guiding tutorials, and laboratories; supervising fieldwork and individual study projects;
b) preparing and correcting assignments, tests and examinations;
c) guiding the work of teaching assistants, markers and laboratory instructors;
d) guiding and evaluating learners' individual work, such as theses and papers;
e) granting individual consultations outside of class or laboratory time;
f) participating in the development of teaching methods, programs or course content;
g) preparing instructional material, laboratory exercises and course notes for the Member's own learners;
h) writing textbooks, it being understood that such textbooks are primarily considered a component of a Member's scholarship.
i) module coordination.
j) phase coordination.
k) chairing a course committee or Lab Development Working Group.
3.1 All other activities in which the Member engages for the purposes of preparing courses and seminars are considered teaching activities.
3.2 Any person or committee assessing a Member's teaching performance shall seek to balance all aspects of teaching as well as the Unit and/or faculty context within which the Member works. Assessments of teaching performance must take due note that:
a) a Member's strong performance in some aspects of teaching may compensate for a weaker performance in other aspects of teaching;
b) a Member's teaching shall be considered that much better if performance is good in several kinds of teaching activities;
c) a discipline may differ significantly from the disciplines of other Faculty as a whole, and this may or may not influence interpretation of information on teaching performance by individual Members. Differences between Units and disciplines must be considered when assessing teaching performance.
3.3 Any person or committee assessing a Member's teaching performance shall review all relevant information including but not limited to:
a) the size, type and nature and level of the teaching;
b) the nature of the subject matter;
c) the experience of the Member with the material, and the number of new teaching assignments assigned to the Member;
d) the role of the Member and the method of delivery;
e) the quality and utility of pedagogical materials prepared by the Member;
f) the Member's contributions in the areas of pedagogical development and innovation and the complexity and risk such innovation entails;
g) statistical summaries of learner teaching evaluations.
3.4 Any Member whose teaching performance is being evaluated has the right to submit any information they believe to be relevant to the evaluation.
3.5 Any person or committee assessing a Member's teaching performance shall make due allowance for any special circumstances which may affect the Member's teaching performance.
3.6 Any person or committee assessing a Member’s teaching performance shall meet with the Member to establish relevant facts about the Member's teaching.
3.7 The assessment of a Member's teaching performance shall determine that performance is either "outstanding," "very good", "good", satisfactory" or "unsatisfactory."
4. Notwithstanding the priorities for teaching/librarianship/professional staff work and/or scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from significant contributions in many areas including academic administration and/or governance, continuous involvement in a Member's professional/learned society or in a community activity directly related to the work of the School or Universities (Lakehead and Laurentian). The Parties agree that Members who have made such contributions shall have these contributions taken into especial account as compensating for lesser performance in another area.
5. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who are exceptional teachers. Members who can make such a contribution shall have this taken into especial account as compensating for lesser performance in another area. When considering Librarians, professional service and library management skills shall be substituted for "teaching".
6. Notwithstanding the priorities for scholarly activities as noted in the various Articles in this Agreement, the Parties recognize that the School benefits greatly from the contributions of Members who demonstrate a record of creative professional activity including but not limited to professional innovation, practice, and contributions to the development of professional practice in areas such as medical education.
7. Every assessing body shall assess and evaluate according to academic standards (e.g. research, publication, teaching, scholarly activities) appropriate to the discipline of the candidate.
8. Every assessing body shall put forward its recommendation or decision in written form setting forth its findings and grounds for recommendation or decision in order that a Member may know which factors were persuasive in a recommendation or decision.
9. Division Heads are responsible for compiling blinded peer evaluations.
10. Once probation has been completed, assessment of Professional Librarians and Professional Staff shall be based on Article 4.3 (Procedures for the award/denial of a Progress through-the-Rank(s) Increments) taking into consideration relevant Articles such as 2.3.s.12, 2.4 and 2.7.s.16.4 and 5 for Professional Staff, and 2.1, 2.2 and 2.5 for Professional Librarians.two
Appears in 1 contract
Samples: Collective Agreement
