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What are the best practices for aligning faculty evaluations with accreditation standards?

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Faculty evaluations are an essential part of ensuring quality and improvement in higher education. They provide feedback to faculty members on their teaching, research, service, and professional development. They also inform decisions on promotion, tenure, recognition, and support. However, faculty evaluations are not only important for individual and institutional performance, but also for meeting accreditation standards. Accreditation agencies require evidence of faculty effectiveness, qualifications, and engagement in alignment with the mission, goals, and outcomes of the institution and its programs. How can faculty evaluations be designed and implemented to meet these expectations and demonstrate excellence? Here are some best practices for aligning faculty evaluations with accreditation standards.

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Alessandro Augusto Jord?o

PhD Candidate in Nuclear Technology (IPEN/USP) | Professor e Coordenador de Gradua??o e Pós-Gradua??o.
Ronaldo Brito

Comunica??o, Lideran?a, Relacionamento com equipe, Entusiasmo, Escuta Ativa, Iniciativa.

1 Understand the accreditation criteria

The first step is to understand the accreditation criteria and expectations for faculty evaluation. Different accreditation agencies may have different standards, processes, and evidence requirements. For example, the Higher Learning Commission (HLC) has five criteria for accreditation, one of which is related to teaching and learning: quality, resources, and support. This criterion includes indicators such as faculty qualifications, diversity, development, evaluation, and recognition. The HLC also has assumptions and guidelines for faculty roles and qualifications that specify the minimum credentials, competencies, and expectations for faculty members in different types of institutions and programs. Therefore, faculty evaluations should align with these criteria and assumptions and provide clear and consistent evidence of meeting them.

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Alessandro Augusto Jord?o

PhD Candidate in Nuclear Technology (IPEN/USP) | Professor e Coordenador de Gradua??o e Pós-Gradua??o.
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Como professor e coordenador de curso, tenho visto a importancia de adotar práticas rigorosas e estruturadas que n?o apenas atendam, mas também excedam os requisitos das agências de acredita??o. Aqui est?o algumas práticas essenciais: Exigir um título de mestre ou doutorado na área de ensino assegura que o corpo docente possua um profundo entendimento teórico e prático da disciplina. Além disso, as certifica??es profissionais específicas complementam as credenciais acadêmicas. Isso n?o apenas enriquece a experiência de aprendizagem dos alunos, mas também fortalece a reputa??o e a credibilidade dos programas de ensino.

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Ronaldo Brito

Comunica??o, Lideran?a, Relacionamento com equipe, Entusiasmo, Escuta Ativa, Iniciativa.
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Na minha experiência, o melhor critério para aferir agências de acredita??o, principalmente, o critério de qualidade em sala de aula, é exigir ao docente contratado experiência profissional e atua??o com o conteúdo que deseja lecionar, só assim, será possível adequar o modelo de ensino com a exigência do mercado.

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Adelmo Almeida Silva

Diretor escolar na SEDU
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Na minha experiência enquanto Gestor Escolar acredito, firmemente, que o primeiro passo para avaliar o Corpo Docente e fazer uma análise criteriosa do histórico destes profissionais. Há quantos anos o professor está na sua escola, há quanto tempo se formou, se faz capacita??es regulares e quais as perspectivas dele enquanto docente para sua lapida??o enquanto profissional da educa??o. De posse das análises é possível se elaborar um instrumento norteador, com perguntas assertivas a fim de ouvir o profissional e a partir daí, avaliar presencialmente de forma a se fazerem os ajustes necessários.

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2 Align evaluation criteria with institutional mission and goals

The second step is to align the evaluation criteria with the institutional mission and goals. Accreditation agencies expect faculty evaluations to reflect the institution's purpose, vision, values, and priorities. For example, if the institution's mission is to foster student success, then faculty evaluations should include measures of student learning outcomes, retention, and satisfaction. If the institution's goal is to promote research excellence, then faculty evaluations should include indicators of research productivity, quality, and impact. If the institution's value is to embrace diversity, then faculty evaluations should include aspects of cultural competence, inclusion, and equity. Therefore, faculty evaluations should be aligned with the institutional mission and goals and demonstrate how faculty members contribute to them.

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Alessandro Augusto Jord?o

PhD Candidate in Nuclear Technology (IPEN/USP) | Professor e Coordenador de Gradua??o e Pós-Gradua??o.
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Para uma institui??o que se prop?e a ser um reflexo das demandas da sociedade contemporanea e do mundo do trabalho, enfatizando a solidariedade, a inclus?o e os valores humanos, as avalia??es devem refletir esses valores. Isso significa incluir medidas de resultados de aprendizagem dos alunos, reten??o, satisfa??o, produtividade da pesquisa, qualidade, impacto e competência cultural dos docentes. Essas práticas garantem que as atividades docentes contribuam de forma significativa para o desenvolvimento socioecon?mico da regi?o de influência da institui??o, alinhando-se assim com a sua miss?o de cultivar conhecimento, valores humanos e ética em sua comunidade acadêmica.

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3 Use multiple sources and methods of evaluation

The third step is to use multiple sources and methods of evaluation. Accreditation agencies expect faculty evaluations to be comprehensive, fair, and valid. This means that faculty evaluations should not rely on a single source or method of feedback, but rather use a combination of quantitative and qualitative data from different perspectives and contexts. For example, faculty evaluations could include student evaluations of teaching, peer observations of teaching, self-evaluations, portfolios of teaching materials and evidence of student learning, student achievement data, research publications and grants, service activities and outcomes, professional development plans and activities, and awards and recognitions. Therefore, faculty evaluations should use multiple sources and methods of evaluation to capture the full range of faculty performance and impact.

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4 Provide constructive feedback and support

The fourth step is to provide constructive feedback and support. Accreditation agencies expect faculty evaluations to be formative, developmental, and improvement-oriented. This means that faculty evaluations should not only assess the current level of performance, but also identify the strengths, areas of improvement, and goals for future development. Faculty evaluations should also provide timely, specific, and actionable feedback that helps faculty members enhance their effectiveness and achieve their potential. Moreover, faculty evaluations should be linked to adequate support and resources that enable faculty members to pursue their professional growth and development. For example, faculty evaluations could be followed by mentoring, coaching, training, workshops, grants, awards, or other forms of recognition and incentive. Therefore, faculty evaluations should provide constructive feedback and support that fosters a culture of excellence and innovation.

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Danillo Almeida

Paralegal | Assistente Jurídico | Estagio Jurídico | Bacharelando em Direito
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Dentro de todas as constru??es da educa??o, o feedback ao aluno, de forma construtiva, constrói dentro de cada educando a vontade de construir pontes entre o "eu" e o conhecimento. A tendência de docentes universitários de ignorarem tal passo se alastrou por diversos campus. Entretanto, uma grande parcela de docentes universitários vem se levantando e demonstrando a vontade de contribuir com o crescimento intelectual de cada aluno sobre sua responsabilidade.

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5 Involve faculty in the evaluation process

The fifth step is to involve faculty in the evaluation process. Accreditation agencies expect faculty evaluations to be collaborative, transparent, and respectful. This means that faculty evaluations should not be imposed by external or administrative authorities, but rather involve faculty members as active participants and stakeholders. Faculty members should have a voice and a choice in the design, implementation, and use of the evaluation system. They should also have access to the evaluation criteria, data, and results, and have the opportunity to provide feedback and appeal. Furthermore, faculty evaluations should respect the diversity, autonomy, and dignity of faculty members, and acknowledge their contributions and achievements. Therefore, faculty evaluations should involve faculty in the evaluation process and promote a sense of ownership and accountability.

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Rubens Sant'Anna Junior, Ph.D.

Postdoctoral Researcher of Business Administration and Data Scientist
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Considero este step um dos mais importantes, o envolvimento do corpo docente no processo tem a capacidade de ter um vis?o completa e poder avaliar melhor o corpo docente.

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6 Review and revise the evaluation system

The sixth step is to review and revise the evaluation system. Accreditation agencies expect faculty evaluations to be dynamic, responsive, and adaptable. This means that faculty evaluations should not be static or fixed, but rather subject to regular review and revision based on feedback, evidence, and changing needs and expectations. Faculty evaluations should be aligned with the accreditation cycle and standards, and reflect the current and emerging trends and challenges in higher education. Faculty evaluations should also be aligned with the institutional strategic plan and goals, and support the continuous improvement and innovation of the institution and its programs. Therefore, faculty evaluations should review and revise the evaluation system and ensure its relevance and effectiveness.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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What are the best practices for aligning faculty evaluations with accreditation standards?

1

2

3

4

5

6

7

1 Understand the accreditation criteria

2 Align evaluation criteria with institutional mission and goals

3 Use multiple sources and methods of evaluation

4 Provide constructive feedback and support

5 Involve faculty in the evaluation process

6 Review and revise the evaluation system

7 Here’s what else to consider

Higher Education

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What are the best practices for aligning faculty evaluations with accreditation standards?

1

2

3

4

5

6

7

1 Understand the accreditation criteria

2 Align evaluation criteria with institutional mission and goals

3 Use multiple sources and methods of evaluation

4 Provide constructive feedback and support

5 Involve faculty in the evaluation process

6 Review and revise the evaluation system

7 Here’s what else to consider

Higher Education

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