Faculty Performance Evaluation (FPE) Tool Guidance
This page will introduce you to the new form and offer guidance on completing it. Should you have additional questions, please reach out to the Center for Teaching and Learning Excellence, CTLE@nl.edu.
To access the tool:
- Log-in to my.nl.edu
- Hover over the menu on the far left side of the screen and click "My Services"
- Under the "My Information" tab, click the button for "FPE Form"
General Layout
There are four domains in the FPE:
- Teaching Excellence
- Service
- Thought Leadership - This domain reflects Professional Practice and Research, Scholarship, and Inquiry
- Academic Administration - This domain should only be used for faculty with course release for administrative duties.
Here, you can see the general layout of each domain and its criteria. You should be looking to address 1-2 criteria within each domain during your FPE cycle.
Address Previous Goals
- The courses you've taught since your last review will populate at the top of the screen.
- Your goals from your last review will automatically populate in the "Previous Goals" box.
- Use the file upload widget to upload evidence that supports the progress you've made on your goals.
- The "Reflections" box can be used to make connections between the evidence you've uploaded and the goals you set last year. This doesn't need to be long (1-2 paragraphs) but should:
- Emphasize the impacts that work has had on you, your students, the program, the college or the university.
- Include enough detail to help you remember this year's work when you compile your promotion dossier.
Important Notes:
- You do not need to address each criterion in each domain during every FPE. However, you will want to address each criterion in each domain prior to compiling a promotion or tenure dossier. To this end, you’ll want to shift your goals each year to ensure that you’re developing, contributing, and addressing all the criteria for each domain.
- The content in the "Reflections" section from each FPE will be an excellent starting point for your promotion dossier narrative.
Setting Goals
Next, you will set goals for the upcoming academic year. These will be aligned to the domain criteria.
- Set 1-2 goals for each domain.
- Choose the domain criterion that aligns with your goal.
- Again, you do not need to address each criterion in each domain during every FPE. However, you will want to address each criterion in each domain prior to compiling a promotion or tenure dossier. To this end, you’ll want to shift your goals each year to ensure that you’re developing, contributing, and addressing all the criteria for each domain.
Using the Rating Scale
The rating scale offers faculty the opportunity to rate themselves on their accomplishments within each domain. Reviewers will also have the opportunity to use the rating scale, and any differences between those scores will be fertile ground for meaningful developmental conversations during the 1-on-1 meeting. Please review the ratings and their definitions. The percentages are guidance on how many faculty across the University are likely to receive each rating.
Navigating the Tool
To navigate through the tool, these buttons are at the bottom of each page. Navigating between pages using the "Back," "Next," or "Skip to End" buttons. Clicking one of these buttons will also automatically save all progress. You may also click the "Save" button to save your work at any time.
When completed, click "Submit" on the final page of the tool. This will send your FPE to your reviewers for next steps.
Example Activities for Domain Criteria
The Provost Office and Faculty Development Committee collaborated to generate example activities that align with criteria for the Teaching Excellence, Service, Thought Leadership, and Academic Administration domains. These examples are meant to prompt one’s thinking about where various activities might align with the new criteria. These activities are not exhaustive, meaning one may have engaged an activity that’s not represented.
Note: The Academic Administration domain is only for faculty with load release for administrative duties.
- Demonstrate the ability to remain current and connected in one's field or discipline and help students acquire the up-to-date knowledge, skills, and dispositions to acclimate to the discipline's professional practice.
- Teaching strategies in specific courses
- Development of new teaching materials.
- Attending conferences
- Reading books & articles
- Participating in association meetings and professional communities
- Choosing new texts for courses
- Attending workshops/webinars/additional courses taken
- Leading/Participating in PD with colleagues
- Work toward a degree, certificate, or license
- Research, including action research
- Participation in instructional coaching cycle
- Design and facilitate learning experiences and environments to engage learners and personalize the learning to help learners achieve their educational outcomes.
- Program/Course design (new developments and revisions)
- Development of new teaching materials, including videos, worksheets, activities, etc.
- Dissertation/Thesis work with students
- Participation and/or presentation in workshops, seminars, and professional meetings devoted to improving teaching skills
- Peer evaluation, peer observation
- Student feedback on their learning experience (informal email or IDEA survey)
- Create a safe, inclusive, equity-minded, and student-centered learning community where each individual student can succeed.
- Participation and/or presentation in workshops, seminars, and professional meetings devoted to improving teaching skills
- Participation in instructional coaching cycle
- Volunteering at study tables, THRIVE, clubs
- Co-created classroom norms
- Above and beyond supporting students with accommodations
- Student meetings and office hours
- Student feedback on their learning experience (informal email, comments or IDEA survey)
- Employ diverse, creative, or innovative teaching strategies and methods of student support that enhance student learning.
- Development of new teaching materials
- Participation and/or presentation in workshops, seminars, and professional meetings devoted to improving teaching skills
- Action research, responsive teaching strategies, using formative feedback to drive instruction
- Innovative supports for students with accommodations
- Dissertation/Thesis work with students
- Student meetings and office hours
- Student feedback on their learning experience (informal email, comments or IDEA survey)
- Contribute and/or take leadership in the University’s and/or College’s shared governance model.
- University, College, or program-level contributions (Senate, College, Program standing committees, ad hoc committees)
- Contribute to the advancement of the Program, College, and/or University through work on committees, councils, task forces, DEI initiatives, or strategic projects that are outside of shared governance.
- Serve on student recruitment efforts
- Serve on employee recruitment/hiring efforts to fill vacancies
- Interest-based groups
- Starting programs
- Contribute to the advancement of the faculty member’s Program, College, and/or University and its students through non-teaching efforts and projects.
- Service on assessment reports, admission file reviews
- Mentor and assist adjunct faculty teaching courses
- Engage the community as part of your professional activities, and highlight how this engagement impacts the NLU community or the communities NLU serves.
- Outside service such as paper reviews, educational material/course reviews, Grant research and writing, editorial positions, positions in professional organizations
- Volunteer work related to education or our student population
Faculty on the tenure track should provide evidence of the generation, evaluation, and application of knowledge in their field and their dissemination of knowledge both internally and externally. (Criteria #1). Faculty on the professional practice track should provide a record of accomplishment as a practitioner (Criteria #2). Criteria guiding a faculty member's performance in this domain are below.
- Generate, evaluate, and apply findings regarding new and existing knowledge within one’s field.
- Disseminate research, expertise-based knowledge, or creative outputs relative to one’s field in multiple formats to various external audiences.
- Participate, attend or present at a conference
- Published/unpublished papers/cases/instructional materials
- Grant written, submitted, or funded
- Co-publishing a thesis or dissertation with a student
- Articles/manuscripts/book reviews
- Consulting
- Provide thought leadership to local, regional, national, and global communities.
- Serve and take leadership roles in organizations of local, regional, national, and global communities
- Professional Membership
- Officer/Director on Board of professional organization
- Disseminate research, expertise-based knowledge, or creative outputs relative to one’s field in multiple formats to various external audiences.
- Demonstrate a significant record of accomplishment as a thought leader within one’s field or discipline.
- Disseminate research, expertise-based knowledge, or creative outputs relative to one’s field in multiple formats to external audiences.
- Participate, attend or present at a conference
- Published/unpublished papers/cases/instructional materials
- Co-publishing a thesis or dissertation with a student
- PD for the NLU community and/or local communities
- New Courses/Curricula
- Provide thought leadership to local, regional, national, and global communities.
- Participate, attend or present at a conference
- Published/unpublished papers/cases/instructional materials
- Grant written, submitted, or funded in collaboration with local, re
- Consulting, Contract research, Policy Analysis
- Action research, new strategies in the classroom
- Participate, attend or present at a conference
- Disseminate research, expertise-based knowledge, or creative outputs relative to one’s field in multiple formats to external audiences.
- Oversight of a college or program unit.
- College/program/assessment reports
- College/program meeting agenda/minutes
- Supervision of faculty and staff within a program or college unit.
- Redacted PFE Feedback forms
- Redacted performance improvement plans
- Redacted course observations
- 1-on-1 check-in summary or report (i.e., how did 1-on-1’s go overall this year? What common challenges were addressed? Provide an example or two of how these sessions contributed to a faculty member’s growth.)
- Meeting minutes where important initiatives are discusses coupled with outcomes/deliverables completed by supervisees from those initiatives
- Management of special projects or initiatives at the program, college, or university level.
- Meeting agenda/minutes
- Progress/end of project reports
FPE Guidance for Reviewers
If you are reviewing a faculty member, we've created some FPE form guidance for you as well.
