Common use of Criteria for Evaluation of Instructor Employees Clause in Contracts

Criteria for Evaluation of Instructor Employees. Principles (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 26; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.

Criteria for Evaluation of Instructor Employees. Principles (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her their teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 26; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. Each class of opinion shall be accorded roughly equal weight, as applicable. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.

Criteria for Evaluation of Instructor Employees. Principles (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 26; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. Each class of opinion shall be accorded roughly equal weight, as applicable. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.

Criteria for Evaluation of Instructor Employees. Principles (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her their teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 2625; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. Each class of opinion shall be accorded roughly equal weight, as applicable. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.

Criteria for Evaluation of Instructor Employees. PrinciplesPrinciples‌ (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her their teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 2625; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.

Criteria for Evaluation of Instructor Employees. Principles (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her their teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 26; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.

Criteria for Evaluation of Instructor Employees. Principles (a) Assessments of Instructor employees for purposes of renewal of appointment, confirmation, promotion and career development or other salary increments shall focus on their effectiveness as teachers and, where the position held by an Instructor employee is governed by a job description, on the effectiveness with which the additional duties defined by the appropriate job description are carried out. In addition, the conscientiousness with which other responsibilities defined in Article 15.3 and assigned to Instructor employees are carried out shall be taken into account. (b) No responsibility shall be taken into account unless the employee concerned has had a reasonable opportunity to undertake it. (c) Lack of achievement in, or capacity for, research or scholarship shall not be held to the disadvantage of the Instructor employee, save as it affects his/her their teaching performance; more specifically, such absence shall not be a bar to renewal of appointment, granting of confirmation, promotion or the awarding of career development or other salary increments. (d) For preliminary appointees, evidence of ability for, or achievement in, research or scholarship may be rewarded by accelerated progress in confirmation or promotion or, if provided for by plans in force at the time, career development or other salary increments. (e) Teaching effectiveness will constitute the most important criterion of evaluation for Instructor employees in making assessments for any of the purposes listed in Article 12.2(a). In assessing teaching effectiveness: (i) student opinion shall be taken into account in accordance with the procedures set out in Article 2625; and, (ii) faculty and (except where seriously impractical) Instructor employee opinion may be taken into account. Such opinion shall be based on first hand experience of the Instructor employees in the classroom, laboratory, or field location. (f) In judging whether the performance of an Instructor employee in each of the areas of responsibility is more than satisfactory, satisfactory, or less than satisfactory, the judgments shall be made relative to the levels of performance normal for an individual of the same rank and experience performing similar tasks in similar areas of responsibility. (g) Decisions concerning Instructor employees shall be reached following a fair and equitable application of the appropriate procedures and criteria.