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Institute of Business Administration, University of Dhaka

June 22, 2014
Submitted to:
Homayara Latifa Ahmed
Course Instructor: Performance Appraisal
Submitted by:
Jishan Mahmud Roll-40,
Ahona Azad Choyti Roll-59,
Syed Muhit Rahman Roll-83,
Nazmus Saadat Roll-115
Batch-19
BBA Program


Term paper on
Performance Management for Faculties at IBA



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Table of Contents
Current Situation at IBA ............................................................................................................................... 4
Overall Problems ...................................................................................................................................... 4
Reporting Relationships ........................................................................................................................... 4
Problems in IBA about Performance and Initiative taking ..................................................................... 4
Observable behavior and actual legitimate power: .............................................................................. 4
Performance Culture: ............................................................................................................................ 5
Promotion of the faculty members ......................................................................................................... 5
Performance reviewing committee ......................................................................................................... 5
Within IBA: ............................................................................................................................................ 5
Outside IBA: .......................................................................................................................................... 5
Goal of IBA .................................................................................................................................................... 5
Objectives of IBA .......................................................................................................................................... 5
Stakeholders of IBA ...................................................................................................................................... 6
Job Description for Teachers as Course Instructors .................................................................................... 6
Role Profile for Teachers .............................................................................................................................. 6
Stakeholder-wise KPAs and KPIs for a Faculty ............................................................................................ 7
For course driven areas ............................................................................................................................ 7
For administrative area ............................................................................................................................ 7
Other Areas .............................................................................................................................................. 8
Sample Appraisal Format for the position of IBA Faculty ........................................................................... 8
1st part:..................................................................................................................................................... 8
Interpretation and brief discussion of the ratings .................................................................................. 9
Avoidance of Biases.................................................................................................................................. 9
2nd Part .................................................................................................................................................. 10
Interpretation and brief discussion of the ratings ................................................................................ 10
Avoidance of Biases................................................................................................................................ 10
Performance Management framework for the position of IBA Faculty .................................................. 11
Performance measurement ................................................................................................................... 11
Self-evaluation mechanism ........................................................................................................................ 11
Factors Affecting Performance .................................................................................................................. 11
Administrative and Organizational Biases and How to avoid them ......................................................... 12
Short term actions .................................................................................................................................. 12


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Long Term actions .................................................................................................................................. 12
Coaching and Mentoring ............................................................................................................................ 13
Dyadic Relationship Development: ....................................................................................................... 13
Team Orientation Development ................................................................................................................ 13
Training ....................................................................................................................................................... 13
Periodical review & Adjustments .............................................................................................................. 13
For course driven Performance: ............................................................................................................. 13
For Administrative and other performance: ........................................................................................... 14
Monitoring .............................................................................................................................................. 14
Adjustments: ........................................................................................................................................... 14
Appendix A .................................................................................................................................................. 15
Balanced Scorecard .................................................................................................................................... 15
Financial Perspective .............................................................................................................................. 15
Stakeholder perspective ........................................................................................................................ 16
Internal process ...................................................................................................................................... 17
Learning and growth perspective .......................................................................................................... 18
Appendix B .................................................................................................................................................. 19
3rd Part of Performance Appraisal Format: .......................................................................................... 19
Appendix C .................................................................................................................................................. 20
Self-Evaluation Format ............................................................................................................................... 20










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Current Situation at IBA
Overall Problems
At present there is no job description for the faculty members at IBA. Only class has to be taken as per
administrative instruction. And also there is no structured performance appraisal system for the faculty
members. But the main problem is there is no clear job description and it is based on comprehension
and each persons understanding. Junior faculties usually get extra pressure.HR faculties get extra
pressure due to paucity of teachers. There is no structured coaching and mentoring system. Program
Chair can only look over the administrative activity like no. of classes, their proper completion etc. by
the faculty. He cant look over the quality of teacher. Because teachers here are supposed to directly
report to VC. There is no mechanism for periodical review.
Reporting Relationships
Board of Governor comprises of industry representative, dean and faculty from other depts., IBA
director, and faculty representative from IBA. Board approves finally everything.
There are two internal committee:
Academic committee (AC)
Coordination & Development committee (C&D)
C&D deals with all financial roles and members are from one third of senior faculties right now.In
academic council all are members. Faculties only do report to VC but within IBA and they are
accountable to Director. Director only looks over administrative functions. Program chair is not
designated by university, it is created by Director.
AC determines the roles and responsibilities for a faculty. It is a team of all teachers much like holacracy.
AC decision is binding. Exam committee is set by AC. They are given responsibility of setting questions,
conducting viva, result publication etc. It is changed year to year.
C&D elects BBA chairperson when tenure is completed, chairperson cant give enough time. There is no
direct supervision. For the sake of one to one relationship no one talks about the negative. Everybody
just ride it out the 2 year period. A faculty whether is performing well or not is reported to C&D through
director or chairperson.
Problems in IBA about Performance and Initiative taking
Observable behavior and actual legitimate power:
Other than students no one is observing the behavior of the faculties in the class room. And there is no
actual legitimate power of faculty members.
There is no one to measure knowledge of the faculty members, to observe whether faculties are
participating in conferences or pursuing higher studies. These things in performance mechanism have
gone into the administration building of University and not within the boundaries of IBA. Observable
behavior is not present and there is no mechanism to measure it.
No initiative is taken until needed. Faculties do not have adequate legitimate power so they do not feel
the urge to move things forward. Faculties are doing research work and writing articles only in the year


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of promotion not in every year. Actually when there is job opening then only review is coming. No
annual review is done.
Performance Culture: In AC only bad activities are highlighted. It is mainly criticism centric. There is no
appreciation for good work. Theres no incentive or acknowledgement. So, faculties do not feel any
need to be proactive to take initiative. But why they are still at IBA? Because they feel this is the job they
belong to and also because of the motivation for teaching brilliant minds.
Promotion of the faculty members
This decision is taken by the DU body. When position at IBA is empty, faculties apply C&D compares year
of service, degree, articles & where published and does comparative analysis. This then goes to registrar
building VC and Pro VC and the board takes interview. Promotion depends on opening. If there is no
opening but no. of years, degrees and publication criteria are fulfilled then you can apply that is called
restructuring.
In Promotion one thing to be noted number of service years is not proportional to teaching ability. IBA
currently is not looking at the right parameters.
Performance reviewing committee
Within IBA: Senior Faculties
Outside IBA: Pro VC, FBS faculty, Dean of Economics department, Director of IBA is a nonvoting
member.
Goal of IBA
To assist in developing the intellectual and social condition of the people of the country and the
nation through the creation, translation, and dissemination of knowledge with an emphasis on
quality programs of teaching, research, and service.
Objectives of IBA
To be in the list of the top business schools of the Asian region and subsequently in the global
arena too through outstanding educational service.
To Retain and recruit outstanding faculty and staff for enhancing the teaching, research and
service mission of the University.
To enhance the University's learning environment to attract and retain excellent students.
To develop pioneering forms of coursework curriculum and research training, based on true
intellectual joint ventures between IBA and other international universities, through exchange
offer program.
To maintain and develop links with the industry and varied organizations providing appropriate
opportunities for graduates, including further study.
To collaborate with the Dhaka University, academic departments, colleges and relevant
organizations in activities designed to further the aims of the Service.
To help students and graduates understand and develop the necessary skills to equip them for
whatever career path they choose through student counseling and internship programs.


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Based upon these goals we have constructed a Balanced Scorecard [ See Appendix A]

Stakeholders of IBA
The stakeholders of IBA are current students and alumni, the industry, university and the government.
The current students want IBA to provide quality education, the alumni want that IBA maintains its glory
and reputation so that they can keep their heads up, the industry wants IBA to keep up with the market
developments and thereby provide a steady supply of efficient and proactive business executives, the
university and the government wants that IBA follows and complies to all relevant rules and regulations.
There are conflicts of interests among these diversified stakeholders. There are conflict of interests
among Board of Governor members. But one thing will remain most important in the overall
development process which is the role of faculties
Job Description for Teachers as Course Instructors
1. Knowledge accumulation and enriching the depth through continuous research,
workshop and other self-development activities.
2. Developing course contents through quarterly sitting with seniors and others to keep it
up-to-date. Also ensuring sharing of knowledge with industrial people through guest
lecturer session.
3. Comprehending the knowledge to students by relating discrete facts and summarizing
ideas.
4. Administering an interactive session for students by creating problem solving situations
and team working abilities.
5. Developing proper evaluation mechanism for students by aligning course design with
IBAs curricula. Feedback to students should be done in regular interval for aiding their
learning facilities.
6. Being up-to-date and on time with classes, exams, reviews, etc.
Role Profile for Teachers
Affiliation with industry people and student alumni working in different organization has to be
maintained as a role for Development activity
1. Role in student selection committee for admission and thus performing task of
preparing question, screening the process, taking interviews and evaluating students
and publishing result.
2. Role in the Investigation committee when assigned by AC for finding facts and drawing
fair remarks.
3. Role as a student counselor guiding students facing varied problems or assisting them in
their job understanding and real life complications.


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4. Grooming junior teachers while working as a team, by the process of mentoring and
coaching.

Stakeholder-wise KPAs and KPIs for a Faculty
For course driven areas
Stakeholder KPA KPI










Students
Professional knowledge Subject content, pedagogical
knowledge, relevant learning
experience
Planning Developing course content,
evaluation criteria, time frame of
course completion etc.
Instructional delivery Providing appropriate content
for developing skills through
team-work, presentation and
conveying research based tasks
for active practical learning
along with comprehendible
class lectures
Assessment of learning Providing timely and
constructive continuous
feedback
Professionalism and
communication
Clear communication for
understanding course topics,
Conducting interactive session
with industry people as guest
lecturers.
For administrative area
Stakeholders KPA KPI





Administrative
Committee
Faculty development Quantity and quality of
research, publication,
articles, etc
Industrial Relations



Conducts seminars in
different companies about
different practices in the
current business area
To contact and bring
industry personalities to
IBA to have their views
Role in admission and student
selection
Preparing up-to-date
questions
Screening students and
evaluating them on


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changing requirement basis




Other Areas
Stakeholders KPA KPI




Faculty/co-workers

Team orientation No. of faculty meeting with the faculties
from same discipline
No. of faculties covering up the classes for
other faculties absence
No. of cross functional meetings like
meetings of faculties from different
disciplines
Mutual understanding
and cooperation
No. of routine clashes among the faculties
No. of makeup classes taken successfully
without hampering other faculties classes




Organization
Leadership No. of faculty meetings headed by the
faculty
No. of proposals made by faculty
undertaken by the organization
No. of proactive meetings arranged by the
faculty with peers and senior faculties
Punctuality To take classes in time
To take exams on time
To submit results on time


Sample Appraisal Format for the position of IBA Faculty
There will be 3 parts of appraisal for a faculty. One will be done by his/her students, the second part will
be done by the colleagues that is the peer review and the third part will be done by the administrative
authority. Colleagues will measure mainly the competencies of the faculties. KPIs will be measured by
the students and the administrative authority.
1st part:
Rater: Students
Performance Against KPIs:
KPIs 1 2 3 4 5
Level of Student
understanding of facultys
teaching



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Level of orientation of
course content by the
faculty (i.e does he/she
teach haphazardly or in a
sequence)

Level of Interactive
Participation in class

Quality of Feedback
Frequency of Feedback

Interpretation and brief discussion of the ratings
1. Level of student understanding of facultys teaching mean how much the student can comprehend
the topics taught by the faculty that is the clarity in delivery of the lecture by the faculty. A rating of 1
meaning on an average the student can comprehend 0-20% of the topics covered, 2 means 20%-40%, 3
means 40%-60%, 4 means 60%-80% and 5 means 80%-100%.
2. Level of orientation of course content measures whether the students are aware of the course
direction the teacher is showing them through that is whether he/she is organized and has a sequence
in teaching or is it just haphazard. A rating of 1 means most haphazard indicating the faculty do not have
a clue about how to teach the course, 2 meaning Haphazard indicating the faculty has a clue but does
not fails to organize the topics properly, 3 meaning average sequencing, 4 means good sequencing
indicating faculty have a clue and designed the course in a way congenial to students and 5 means very
good sequencing and the students feel it very easy to get into the rhythm of the course.
3. Level of Interactive Participation measures the active engagement the faculty has initiated throughout
the classes. It includes presentations, class participation, and industry interviews etc. 1 means very
limited 2 means limited 3 means average 4 means good deal of activities and 5 means extensive amount
of activities.
4. Quality of feedback means whether the feedback provided by the faculty was helpful or not. 1 means
Not at all. 2 means a little, 3 means average that is faculty has identified only the flaws in the students 4
means helpful that is faculty has helped the students identifying their strengths besides their
weaknesses 5. means extraordinarily helpful that is the faculty has gone on to not only identify the areas
of strength and weaknesses but also guided them with areas of probable solution.
Frequency of feedback means the number of feedbacks provided. 1 means only once throughout the
course 2 means 2-3 feedbacks, 3 means 4-5 feedbacks, 4 means,6-8 feedbacks and 5 means more than 8
feedbacks.
Avoidance of Biases
The student may rate the teacher in a biased way because they fear the teacher might be able to
recognize the handwriting. Thats why when these appraisal forms will be distributed, the relevant
teacher will not be present in the class.


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The students overall performance in other subjects/courses will also be considered regarding the rating
because he/she can rate a teacher extremely bad in level of understanding and in level of orientation
although the teacher might actually be good in those areas.


2nd Part
Rater: Colleagues.
Performance against Competencies:
Competencies 1 2 3 4 5
Team Orientation
Leadership
Mutual Understanding and
Cooperation


Interpretation and brief discussion of the ratings
1. Team orientation measures the ability of the faculty to work in a team and contribute to it through
discharging his/her responsibilities properly. 1 means more individualistic 2 mean little team orientation
3 means average 4 means enthusiastic and 5 means the faculty loves to work in a team.
2. Leadership measures the competency of the faculty to lead in difficult situations like in meetings of
academic committee and C & D committee regarding different matters. 1 means very poor indicating
the faculty remains mostly silent 2 means the faculty speaks up but has very little influence 3 means
average 4 means the faculty provides strong arguments and actively participates 5 means the faculty is
an absolute leadership material; everyone just loves to follow him.
3. Mutual understanding and cooperation measures the level of relationship with other individuals. 1
mean the faculty is reclusive and weaker ties with other faculties, 2 means a little bit reclusive, 3 means
average, 4 means the faculty has strong bonds with other faculties and help them from time to time. 5
means the faculty is favorite among the other faculties as he/she has strong mutual understanding with
them.
Avoidance of Biases
Colleagues may be biased due to different in-group out-group problems and related issues. For fair
reflection of competencies, the faculties will be allowed to work in different cross functional groups so
besides the in-groups other faculties can also get to learn about the competencies and can rate the
faculty fairly.
The part 3: Rating by administrative authority of the appraisal format is provided in Appendix B. The
biases associated with the administrative authority will be addressed later in this report


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Performance Management framework for the position of IBA Faculty
Performance measurement
The objective of performance measurement should not be criticism as exist in the current system The
goals of the performance management and appraisal should be 3:
Primary goal: Feedback on faculty performance
Secondary goal: Grooming (that is how that faculty is guided through career progression)
Tertiary goal: Providing rewards and incentives
Self-evaluation mechanism
Self-evaluation is a significant factor for developing any proper appraisal format. The faculty
through this mechanism can note down the critical incidents he faced throughout the year and
record it separately. He/she will then discuss them with the coaches and mentor about where
he/she had done well and where he/she could do well. This self-reflection and discussion with
mentor will help shaping his/her career. A sample self-appraisal format is enclosed in the
Appendix C
Factors Affecting Performance
Analysis of factors affecting the overall effectiveness of the organization shows that the factors
can be divided into three tiers of supervisor & Subordinates, cross-functional and organizational
categories, each having own facilitating and inhibiting factors. These are briefly described
below:
Supervisor-Subordinate
Facilitating factors:
a. No immediate supervisor. There is flexibility in class schedule arrangement.
b. Extremely capable students (subordinates) are being screened and selected through
rigorous admission process.

Cross-functional
Facilitating factors:
a. Outstanding professional and knowledgeable colleagues leading to high quality
knowledge development and sharing through collaboration of work at times.
Inhibiting factors:
Absence of coaching or mentoring through team oriented work leading to individualistic silo-
basting
Organizational


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Facilitating factors:
a. Flexibility and independence is enjoyed by the faculties due to the current policy
structure.
b. Recent password provision by Dhaka University authority has aided in information
search and convenience.
Inhibiting factors:
a. When faculties are required to work as functional specialist there is no team.
b. Infrastructural shortcoming is rampant due to poor access to library which is basically a
result of process problem and thus access to information is limited.
c. Lack of teaching material due to inadequate information sharing policy
d. Hierarchical culture leading to organizational politics and biases.
Administrative and Organizational Biases and How to avoid them
Biases mainly occur during career progression process through organizational politics. IBA
having a hierarchical culture results in high office politics. The AC committee and C& D
committee members have biases towards certain faculties which affect them during different
office decisions and promotional aspects. Also the junior teachers are sometimes more
pressurized by work due to organizational politics. Moreover, during selection in student
admission committee and investigation committee AC members biases for certain faculties take
place. Also one-to-one bias occurs as during any discrepancy or complaints the faculty has to
report to the director or assigned member of AC committee. The whole IBA reviewing culture is
also subject to great biases as there is no appreciation of good work; only the bad works are
highlighted by C&D committees. Further, biases from review board (senior faculty, pro vice
chancellor, and director as non-voting member) also occurs during promotional and other
administrative affairs. These biases can be avoided by doing following things:
Short term actions
1. Assigning faculties in different cross-functional groups so that in-groups cant get enough time
to strengthen their power
2. Rotating the decision making authority in C&D and academic committee from time to time
3. Ensuring equal participation in different outside course administrative activities.
4. Reducing the disparity in recruitment exam and admission exam fees for the faculties as much
as possible
5. Periodical review in order to prevent recency errors, Halo errors, similarity error etc. biases
Long Term actions
1. Ensuring a minimum representation of the junior faculties in C & D.
2. Reduce the influence of C & D over academic committee.
3. Increasing the accountability of C & D to AC
4. Reduce the conflicts of interest by bringing about change in the constitution of Board of
Governors.


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Coaching and Mentoring
Dyadic Relationship Development:
As there is no immediate supervisor, there is no dyadic relationship among the faculties. If 4-5
functionality teams are formed the senior or second senior most faculty (depending on their availability)
can be mentor for the rest of the team. Because in this job there is no direct supervisor so there cant be
a coach but there can be a monitor. Mentors will give the faculties following things:
i. Direction in Career progression
ii. Support in their hard time
iii. Monitor their performance
iv. Reinforce their brilliant achievement

Team Orientation Development
As faculties will get seniority through their career progression, leadership skills and team orientation will
prove to be beneficial for the organization; because these senior faculties will then guide the future
junior faculties about how to develop themselves and move forward along with IBA. Currently all that
faculties focus is just themselves. They focus on individual development, write articles, publish in
journals, attends conference and pursue higher degree and when an opening comes they apply for it.
There is no sort of team orientation there and even if it is then it is just limited to in-groups only.
Culture of Mutual understanding and cooperation needs to be developed through forming cross
functional groups and then these teams can be tagged with bonuses and incentives for performing as a
team. Faculties will then know about their role in a team, share experiences among themselves and will
contribute in developing the weaker team members, publish more articles jointly over cross functional
areas. This will enhance both their knowledge and expertise an organization will grow as a learning
organization.
Training
Currently faculties are not given any classroom orientation. The newly recruited faculties face difficulties
in adjusting with the IBA environment. This can be solved through accreditation and exchange programs.
Faculties abroad will provide training and conduct workshop sharing their views, ideas and experiences.
IBA teachers will participate in those training sessions.
Besides, through the assessment of faculty performance by the administrative authority as well as
through self-assessment and mentor recommendations the training need areas (TNA) will be Identified
and necessary training sessions will be arranged for the relevant faculties.
In this way through self-assessment, coaching and mentoring and training the primary and secondary
objectives of Performance management Feedback and Grooming will be achieved.
Periodical review & Adjustments
For course driven Performance: It can be done semi-annually because there are two semesters in a
year.


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For Administrative and other performance: It can be done periodically like monthly, 3 months, 6
months or annually. But activities related to developing a congenial relationship with industry and
accreditation should be reviewed on milestone basis.
Monitoring
The class representatives and administrative assistant will let IBA know about the facultys performance
regarding punctuality, Student learning capacity, performance improvement. The coworkers will
monitor and let IBA know about the team orientation and coordination skills as well as leadership.The I
& U Alliance (Industry and university alliance) division of IBA will let IBA know about the faculties
endeavor in developing him/herself and as well as in building industrial relations
Adjustments: After 3-4 years, doing the trend analysis, frequent areas of problem regarding the
performance appraisal format as well as performance management should be identified and adjusted
accordingly.

















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Appendix A
Balanced Scorecard

The balanced scorecard (BSC) is a strategy performance management tool - a semi-standard
structured report, supported by design methods and automation tools, that can be used by managers to
keep track of the execution of activities by the staff within their control and to monitor the consequences
arising from these actions.

(2GC Active Management, 2012)
Financial Perspective

The financial perspective contains the tangible outcomes in traditional financial terms. Table 1 is an
overview of the financial perspectives goals and measurements.

Financial Perspective
Financial Objective Type Goal Measures



Revenue from operations
Increased research grants Volume and number of
research grants received
Increased student fees ___ % of contribution cost
Increase teaching productivity Student/faculty ratio





Financial management


To be financially sound
Balanced budgets
Cover all essential
requirements
Market growth


Cost Minimization
Teaching costs/student
Administrative
costs/student


Table 1 - Financial perspective





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Stakeholder perspective

Value propositions are created to meet the needs of each stakeholder. These value propositions are those
that hold the greatest value to each stakeholder and represent outcomes of the Universities internal
processes. Satisfactory realization of the value propositions translate into financial outcomes outlined in
the financial perspective. Table 2 is an overview of the stakeholder perspectives goals and
measurements.

Stakeholder Metrics
Stakeholders Goal Measures






Students

Attract high-quality
students
No. and quality of students
Persistence rate
Applications to programs
And ___% admitted
Develop high quality students Quality of teaching and
advising
Batch wise mean CGPA
Graduate high quality
students
Starting salaries
Quality and no. of on-
campus recruiters
Internship programs.
Student satisfaction Ease in getting good job
Student evaluations of
faculty/ courses



Faculty



Faculty satisfaction
Effectiveness of orientation
and inculcation process for
new faculty
Availability of well-defined
personnel policies and
procedures available to
faculty
Office space and computer
availability
University Service to the
University
Adequacy of participation in
campus-wide activities



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Table 2- Stakeholder perspective



Internal process

The internal process perspective describes the critical internal processes that drive the stakeholder
satisfaction and the universities financial outcomes. Internal business processes deliver the value
proposition to stakeholders and drive the financial effectiveness. Table 3 illustrates this perspectives
strategic themes (critical internal processes), goals, and measurements.

Internal Business Process
Strategic
Theme
Goal Measures
Teaching/
Learning
excellence
Teaching
Excellence
Student satisfaction
Employer satisfaction
Teaching awards
Course evaluations
Peer and outside reviews
Excellence in
developing
learning and
learning skills
Grade point standards
Pass rates on professional
exams
Opportunities for writing
and oral presentations
Assessments by course
Curriculum/
program
excellence
and
innovation
Curriculum
excellence and
innovation
No. of new courses
developed
Degree to which curriculum
is up-to-date with
educational, business, and
commercial trends
Program internationalization
Periodic review of each
program on a rolling
schedule
Quality and
currency of
faculty

Quality faculty Faculty credentials
Faculty appraisals
Endowed chairs
Faculty development plans
Currency of faculty
and classroom
material/
experiences
Contacts with business and industry
Utilization rate of multimedia in
classroom
Table 3 - Internal process




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Learning and growth perspective

The learning and growth perspective identifies the sets of skills and processes that drive the university to
continuously improve its critical internal processes. The learning and growth areas that feed into internal
processes subsequently drive stakeholder satisfaction and ultimately financial outcomes. Table 4 is an
overview of this perspectives goals and measurements.

Learning and Growth Perspective
Learning Objective
Type
Goal Measures

Teaching/learning
excellence and
innovation

Faculty development
Funds for research, travel,
library, computer
hardware/software
Teaching assessments

Technology leadership (use,
development, application)
Degree to which technology
is
used in specific courses
Expenditures on
hardware/software


Quality of facilities


Adequate physical facilities
Adequacy of classroom and
equipment facilities for
providing globally relevant
management education

Table 4 - Learning and Growth Perspective

The development of the balanced scorecard is a fundamental process that enables continuous
improvement and enhancement. It is better to start to improve than wait for a perfect solution before the
implementation of the strategy.






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Appendix B
3rd Part of Performance Appraisal Format:
Rater: Administrative Authority
KPIs 1 2 3 4 5
Level of Excellence in
Teaching (as measured by
facultys degree and years
of service)

Level of student
satisfaction

Course Content
Completion

Student Pass rate
compared to previous year

Level of active engagement
in program/administrative
activities outside the class-
room


Performance against Competencies:
Competencies 1 2 3 4 5
Team Orientation
Leadership
Punctuality
Level of Faculty Knowledge
Faculty development (As
measured by Quality and
Quantity of research
publications)




Communication with the
students

Communication with the
Industry

Innovative thinking in
teaching








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Appendix C
Self-Evaluation Format
Areas Contents Strength Areas of
Growth and
development
Professional
Knowledge
Addresses appropriate curriculum standards
and integrates key content elements.
Facilitates students use of higher-level
thinking skills in instruction.
Demonstrates ability to link present content
with past and future learning experiences,
other subject areas, and real-world experiences
and applications.
Demonstrates accurate, deep, and
currentknowledge of subject matter.
Exhibits pedagogical skills relevant to the
subject area(s) taught and best practice based
on current research.
Bases instruction on goals that reflect high
expectations for all students and a clear
understanding of the curriculum.
Displays an understanding of the intellectual,
social, emotional, and physical development
of the age group.

Instructional
Planning
Analyzes and uses student learning data to
inform planning.
Develops plans that are clear, logical,
sequential, and integrated across the
curriculum (e.g., longterm goals, lesson plans,
and syllabi).
Plans instruction effectively for content
mastery, pacing, and transitions.
Plans for differentiated instruction.
Aligns and connects lesson objectives to state
and local school district curricula and
standards, and student learning needs.
Develops appropriate course, unit, and daily
plans, and is able to adapt plans when needed.

Instructional
Strategies
Engages students in active learning and
maintains interest.
Builds upon students existing knowledge and
skills.
Reinforces learning goals consistently
throughout the lesson.



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Uses a variety of research-based instructional
strategies and resources.
Effectively uses appropriate instructional
technology to enhance student learning.
Communicates and presents material clearly,
and checks for understanding.
Develops higher-order thinking through
questioning and problem-solving activities.
Engages students in authentic learning by
providing real-life examples and
interdisciplinary connections.
Differentiated
Instruction
Differentiates the instructional content,
process, product, and learnin environment to
meet individual developmental needs.
Provides remediation, enrichment, and
acceleration to further student understanding
of material.
Uses flexible grouping strategies to encourage
appropriate peer interaction and to
accommodate learning needs/goals.
Uses diagnostic, formative, and summative
assessment data to inform instructional
modifications for individual students.
Develops critical and creative thinking by
providing activities at the appropriate level of
challenge for students.
Demonstrates high learning expectations for
all students commensurate with their
developmental levels.

Assessment
Strategies
Aligns student assessment with the established
curriculum and benchmarks.
Involves students in setting learning goals and
monitoring their own progress.
Varies and modifies assessments to determine
individual student needs and progress.
Uses formal and informal assessments for
diagnostic, formative, and summative
purposes.
Uses grading practices that report final
mastery in relationship to content goals and
objectives. Uses assessment techniques that
are appropriate for the developmental level of
students.
Collaborates with others to develop common
assessments, when appropriate.