NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED354972
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment of Faculty Perceptions of Performance Evaluation at Northern Maine Technical College.
Overlock, Terrence H., Sr.; Nellis, Deo
In response to stipulations in the 1991-1993 collective bargaining agreement between the Maine Technical College System and the Maine Teachers Association Faculty Unit, a committee was formed at Northern Maine Technical College (NMTC) to review and refine the faculty evaluation process. To assess faculty perceptions of the current evaluation practices and criteria, the committee conducted a survey of all 47 full-time faculty at the college. The survey instrument listed potential uses of evaluation results and evaluation criteria and asked respondents to rate the extent to which these items were currently in use at NMTC and the extent to which they should be a part of NMTC's evaluation practices. In addition, respondents were asked to indicate the extent to which certain problems existed in NMTC's evaluation approach. Surveys were returned by 27 faculty for a 57.4% response rate. Major conclusions drawn from the study included: (1) evaluation data should be shared with faculty and coupled with a plan for improvement; (2) the six evaluation criteria highly favored by respondents were classroom effectiveness, curriculum development, reliability, innovative teaching, safety of the teaching environment, and interpersonal communication; (3) the reward system was seen as ineffective; and (4) faculty strongly viewed trust and communication issues as problems needing attention. An analysis of results by academic division, a description of different types of evaluation criteria, a review of the literature on faculty evaluation and teaching excellence, and the survey instrument are included. (PAA)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A