Brad Erickson, PhD & Wei Ming Dariotis, PhD
TEA Task Force Co-Chairs
SFSU
Rationale
JUSTICE, EQUITY, DIVERSITY & INCLUSION — TEACHING EFFECTIVENESS ASSESSMENT
Objectives
What’s new
How the proposed JEDI TEA model fundamentally changes existing TEA processes:
*The SEES survey (described on slide 8 below) includes a quantitative (numbered) response in compliance with article 15.17 of the Collective Bargaining Agreement; this is not for the purpose of comparative ranking but to direct problem-solving approaches.
Recommended TEA instruments
This slide deck presents the survey instruments of the recommended revision of TEA processes, including a self/peer observation tool and report, two student experience surveys, and a campus awards nomination form.
About SPOT
The Self-Peer Observation Tool is a formative faculty pedagogy development support to be used in conjunction with mentoring and institutionally provided faculty development. In order for development to be transformational, it must be completely separated from employment decisions.
Timing: Early in the academic term, and ongoing in multiple terms (formative)
Use: Instructor development, instructor peer mentoring.
About SPOR
The Self-Peer Observation Report, a reflective, self-authored report based on cumulative SPOTs; this growth-oriented self-reflection buffers formative development from employment decisions.
Timing: Prior to key moments in RTP for tenure track faculty and prior to three year contract for lecturer faculty.
Use: Employment decisions.
About SEED
Student Expression for Educator Development surveys are a source of evidence to support formative (i.e. mid-way through the semester) faculty development, completely separated from employment decisions (e.g. retention, promotion, rehiring, tenure).
Timing: Early in the academic term (formative)
Use: Instructor development
About SEES
Student Experience for Employment Surveys are one source of evidence [along with instructor self-reflection (SPOR)] used in employment decisions to retain, terminate, promote or provide support to instructors. These are gathered in each instructor's Working Personnel Action File (WPAF). All faculty, whether Tenured/Tenure-Track (TTK) or Lecturer Faculty (LF), should review, update, and receive support regarding their WPAF on an annual basis.
Timing: At the end of the academic term (summative)
Use: Employment decisions, conflict resolution/restorative healing
About CAN
Because faculty have experienced traditional forms of TEA as punitive, successful TEA practices must celebrate, incentivize, and reward equity and excellence in teaching. The Campus Awards Nomination system democratizes campus teaching awards and centers student voices, while shifting TEA from a mostly punitive system to one in which instructor growth and pedagogy innovation is supported and rewarded.
Timing: At the end of the academic term (summative)
Use: Affirming and celebrating equity and excellence in teaching
Focus on SPOT Self-Peer Observation Tool
About SPOT:
Self-Reflection: Self-reflection is not codified within most institutional practices of TEA, but has the potential to be the most truly transformative. Self-reflection is a meta-cognitive process that allows us to consider what we do well and what we think we do not do well, and thus to consider our relationship to new skills, such as learning new approaches to pedagogy (Haukås, 2018, p. 12). Self-reflection also allows for instructors as stakeholders to have a meaningful voice in their own development through TEA.
Peer Observation: Many peer observation tools and practices are built on the same inherently biased framework as SETs; thus, despite a relative lack of research on peer observations, it is possible to infer from studies on bias in hiring, tenure, and other practices in which faculty evaluate one another, that existing peer observations may be particularly harmful to BIPOC, women, and other marginalized faculty. In a study on implicit and explicit bias among K-12 teachers, researchers found that “[f]aculty can also act from implicit bias in their evaluations of each other” (Gleason & Sanger, 2017, p. 14; emphasis in original). Thus, peer observation tools, policies, and practices must be designed, practiced, and analyzed from an explicit anti-bias stance.
Orientation to the SPOT
Instructions for the SPOT
Gratitude: Thank you for participating in co-mentoring for instructor pedagogy development!
Audience: Only you and your peer observer/observee will see SPOT results unless you as the observee choose to share with others.
Growth: Please frame your responses constructively or as open-ended questions.
Usage: You and your peer observer/mentor may use SPOT results to make reasonable adjustments to your courses.
Timing: This tool is formative, that is, it is engaged early in the semester which gives you the option to make reasonable immediate changes.
SPOT Teaching outcomes
For observers and observees, as you each respond to your 3 questions, please keep in mind the following Teaching Outcomes (instructor skill in each area should grow over time):
For support in developing any of your own campus Teaching Outcomes, please contact your campus center for teaching and learning.
[Note: Each institution should develop its own teaching outcomes in relationship to its institutional mission, shared principles, goals, and institutional student learning outcomes; following are draft Teaching Outcomes for SFSU]
SPOT Observer questions
SPOT Observee questions
SPOR Self-Peer Observation Report
Instructions for the SPOR
Unlike SPOT, the SPOR will be used by your department Hiring & Retention, Tenure, and Promotion Committee, your department chair/program director, and appropriate administrators as one piece of evidence to support employment decisions.
Observee
Summarize your findings, based on your observer’s/s’ and your own responses to the SPOT questions and SEES and SEED surveys, and artifacts of your teaching. Provide details of changes you have made or plan to make to your pedagogy.
Observer(s)
Review the observee’s report. If you endorse the observee’s summary and proposed changes, sign and date the SPOR.
SPOR Questions
The SPOR is meant to be a reflection on your cumulative SPOTs over time; you may also include what you have learned through faculty development, and through SEED and SEES surveys. Please answer the following questions with reference to these sources and evidence from your teaching artifacts (i.e. lesson plans, assignments, assessments, rubrics, syllabi, communications with students, etc.).
SEED Student Expression for Educator Development
Instructions for the SEED Survey
Gratitude: Thank you for taking this survey!
Anonymity: This survey is completely anonymous (please exclude any identifying information).
Audience: Your instructor will be the only person to see the results of this survey unless they choose to share with others.
Growth: Please frame your responses constructively.
Usage: Your instructor may use the results of this survey to make reasonable adjustments to better support student learning.
Timing: This survey is formative, that is, it is administered early in the semester to give your instructor the option to make reasonable immediate changes. You will receive a different summative survey at the end of the semester.
SEED Questions
1: What Works?
What is working well to support your academic success, learning experience, and feeling of inclusion in this course?
2: What Needs to Change?
What needs to change to improve your academic success, learning experience, and feeling of inclusion in this course? (Please keep in mind that this should only be what really must change, though you may also share any preferences with consideration that your instructor may not be able to accommodate all requests.)
3: What's Missing?
What else would you like your instructor to know? (Please phrase your response in constructive terms, and refrain from commenting on the instructor's personal aspects that may be subject to bias).
SEES Student Experience Employment Survey
Instructions for the SEES Survey
Gratitude: Thank you for taking this survey!
Anonymity: This survey is completely anonymous (unless you request a response, then it will be confidential).
Audience: It may be seen by the instructor, the instructor's supervisor, and by other faculty or administrators involved in employment decisions regarding this instructor.
Growth: Please frame your responses constructively.
Usage: This survey will be used to provide evidence to support employment decisions to retain, terminate, promote or provide support to instructors.
Timing: This survey is summative and is administered at the end of the semester to capture your overall impression of the course as it concludes.
Note for Faculty: Unlike SEED, the SEES will be used by your department Hiring & Retention, Tenure, and Promotion Committee, your department chair/program director, and appropriate administrators as one piece of evidence to support employment decisions.
SEES Question 1
ALIGNMENT
Is what you learned in class what you were tested on? (for example: quizzes, exams, papers, presentations, performances, productions, and other graded assignments)?
YES: Please provide examples.
____________________________________________________________________________________________________________________________________________
NO: Please provide examples and suggestions for improvement.
____________________________________________________________________________________________________________________________________________
SEES Question 2
ACADEMIC SUPPORT
Please describe how this course supported your learning and academic success.
SEES Question 3
[NOTE: The numbers 0, 1, 2, 3 will be used to guide administrative responses (which, in some cases, may lead to termination of employment). This numeric feature fulfills the current quantitative requirement of Article 15.17.a in the Collective Bargaining Agreement*]
[Students will not see the note above].
SAFETY & RESPECT
Did you feel safe and respected physically, mentally, and emotionally in this course?
#0 YES. Please provide examples [Students who select this response will be directed to the Campus Award Nomination (CAN) Survey]
#1 NO. Nothing more is needed; I just wanted to share my experience. Please share your experience here. Your response will be read by the instructor, their department chair, and possibly by others; you will remain anonymous.
#2 NO. Please have the appropriate mentor support the instructor to improve this situation. Please share your experience here. Your response will be seen by your instructor, their department chair, and perhaps by others; you will remain anonymous.
#3 NO. Please take me to the Bias Incident Education Team reporting site. Transformative justice mediated by trained staff may help resolve the situation without impacting the instructor’s employment. [I understand that my report will be confidential, but not anonymous. The instructor will see my response but not see my name unless I agree to engage in restorative justice.]
SEES Question 4
SFSU Mission Alignment
SF State Mission*:
San Francisco State University educates and equips students to thrive in a global society. We deliver academic excellence by pursuing knowledge, inspiring creativity, supporting our diverse community and advancing social justice and positive change in the world.
Question: In what ways does this course support SF State's social justice and positive change mission to “educate and equip students to thrive in a global society”?
(For example: through course content (subject), course design (structure), teaching style (inclusive pedagogies), or in any other way).
*2022 Strategic Planning.
CAN Campus Awards Nomination
Instructions for the CAN
Gratitude: Thank you for taking this optional survey to recognize transformative teaching that supports student success.
Audience: It may be seen by the instructor, the instructor's supervisor, and by other faculty or administrators involved in employment decisions regarding this instructor. Anonymous quotes from the CAN may become public.
Usage: This survey will be used by campus awards committees to determine recipients of awards.
Timing: This survey is administered at the end of the semester.
CAN Questions