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Faculty Supervision 
Rubric Code: Y5A5A9
By pcurry
Draft
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: Graduate

Powered by iRubric Faculty Supervision
  Poor

1 pts

Fair

2 pts

Good

3 pts

Orientation

Poor

Faculty member is provided with handbook and schedule of classes at the start of their employment with the expectation that they will learn the ropes on their own.
Fair

An outline of orientation is provided to the new faculty member with scheduled meetings to walk them through the complexities of the organization and the specific requirements of their teaching load.
Good

Orientation is clearly outlined with organized documentation where needed and appropriate one-on-one meetings to successfully launch the new faculty member. A peer mentor is assigned and introduced in a friendly setting. Regular meetings are set up in advance with the supervisor for continued support in the first year.
Communication

Poor

The supervisor assumes that the faculty member knows what she expects and communicates based on her assumptions. The faculty member assumes the supervisor knows what he needs and communicates based on his assumptions. Thus, there are frequent communication failures.
Fair

The supervisor has made clear her expectations for communication in the key areas of responsibility of the faculty member. However, she is disappointed with the faculty member's responsiveness.
Good

The supervisor and faculty member understand each other's communication styles and accommodate each other's needs with regard to type of communication (email, voice mail, in-person, written) and frequency of communication. They share common goals. They feel good about their relationship.
Development

Poor

The faculty member is expected to attend professional development activities as part of his job. No formal plan is in place.
Fair

A professional development plan has been drafted but does not include measurable outcomes and assessments. Infrequent feedback inhibits progress.
Good

A professional development plan is in place and supported by the supervisor and faculty member as demonstrated and documented by specific actions/improvements over time, including advancement in rank.
Evaluation of teaching

Poor

Classroom observations are completed based on minimum requirements in the contract. Few conversations result. IDEA feedback is inconsistently reviewed and shared.
Fair

Required Classroom observations are used to review teaching and learning strategies but no formal documentation is pursued. IDEA results are consistently shared for faculty information only.
Good

Contractual and additional Classroom observations are completed based on mutual goals for increasing learning. IDEAs are consistently reviewed and shared for ongoing improvement in teaching and learning.
Assessment

Poor
Fair
Good
Program Health

Poor
Fair
Good


Poor
Fair
Good



Keywords:
  • Leadership, Communication, Development

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