Earlham School of Religion

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Teaching Faculty Evaluation Criteria

ESR evaluates faculty according to criteria that can be grouped in the following categories: teaching effectiveness, professional development, participation in the institutional life of ESR, and growth in calling. These criteria are meant to guide the evaluation of the faculty's contribution to ESR's fulfilling its Mission.

After the faculty members initial two-year review, however, there is one question that comes prior to the questions below and that may affect the content of one or more of them: to what extent has the faculty member given attention to and grown in relation to the recommendations to them from their previous review. The recommendations from a previous review always carry priority criteria in the next review and should be given careful attention.

Teaching Effectiveness

Teaching and learning is at the heart of ESR's program to train leadership for the Society of Friends. ESR expects its teachers to exemplify high quality, but recognizes that this involves many different styles and methods. ESR encourages a wide variety of these styles and methods among its faculty, and expects each member to develop those natural gifts she/he has to this end.

The elements of teaching effectiveness include at least the following:

  1. Focus of subjects and courses within the framework of ESRs Mission.
  2. Presentation of good scholarly resources for the subject matter under discussion.
  3. Creation of a context that encourages learning and creative inquiry.
  4. Use of a variety of techniques for teaching and learning.
  5. Provision of guidance for and encouragement of student independence in pursuing their own learning and research projects.
  6. Provision of guidance for and encouragement of cooperative learning among students.
  7. Demonstrated respect for students as persons, for their issues and for their various calls to ministry.
  8. Demonstrated effective communication in the classroom.
  9. Timely and appropriate evaluation of student work and feedback to students.

These elements will be observed and evaluated through at least the following:

  1. Syllabi and other course materials.
  2. Class visitation to see presentations and guidance of other class processes and techniques.
  3. Student end-of-course evaluations, with special attention given to students assessment of their learning experience as a result of the faculty members teaching and expertise.
  4. Letters of evaluation from all faculty, staff, and current students, and from all alums of the current review period.
  5. Letters of evaluation from colleagues and constituents that are requested by the Review Committee.
  6. Self-evaluations by the faculty member.
  7. Conversations with the faculty member over time about teaching and learning.

As a general rule, unsolicited review materials are not included in a faculty members formal review. All such material will forwarded to the Dean, who will, in consultation with the President, determine if the materials should have any bearing on the current review and will take responsibility for responding to the person(s) sending the materials in an appropriate manner. When such material is determined to be relevant to the review, the Dean will immediately notify the faculty member and the review committee, and will arrange to discuss the material with them.

Professional Development

ESR expects that its faculty will engage intentionally in a process of professional growth. At times of review, Faculty are asked to do a self evaluation in which they address this question directly. Faculty scholarship should support, directly or indirectly, the teaching and learning in ESR's classrooms and the mission of the School and should sustain the mandate of the seminary to inquire into, teach and otherwise show the truth and meaning of the traditions, literature and faith in which its Mission is rooted. ESR encourages but does not require its faculty to publish creative work of their own as an expression of their research.

The elements of professional development include a significant combination of most of the following:

  1. Inquiry into the scholarly discussion of the subject matter the faculty member teaches.
  2. Creative thought about and teaching of the subject matter and its issues and problems.
  3. Research and other forms of study that develop the new skills and content needed for this professional development.
  4. Collaborative work with colleagues.
  5. Attendance at meetings of professional societies.
  6. Writing.
  7. Development of courses the faculty member has not taught before, either for on-campus programs or for Meetings or Churches (this would include workshops and lectures of various kinds).

These elements will be observed and evaluated through at least the following:

  1. Syllabi.
  2. Class visitation to see presentations.
  3. Letters of evaluation from ESR faculty and other professional colleagues that are requested by the Review Committee.
  4. Conversations with the faculty member over time about his or her intellectual and academic interests.
  5. Material produced by the faculty member for classes or other contexts.
  6. The faculty members self evaluation.
  7. Publications, if any.
  8. Work in progress.
  9. Report to Faculty following a study leave.

Participation in the Institutional Life of ESR and the Religious Society of Friends

ESR expects its regular faculty, as contrasted with adjuncts and special contract appointments, to participate helpfully in the institutional life of the School. This life encompasses largely three areas: the community life and work on campus beyond the classroom; ESR's relationships with various Quaker organizations and Meetings; and ESR's long-time commitment to work with Meetings and Churches in the area of Meeting Membership Education.

The elements of helpful participation will include a significant combination of the following:

  1. Serving on a fair share of ESR committees.
  2. Regular attendance at worship and Common Meal.
  3. Serving as an Advisor/Mentor in ESR's advising system.
  4. Active membership in a nearby Friends Meeting or Church, or in the case of faculty from other denominations, active membership in a nearby church of that denomination.
  5. Offering from time to time workshops, lectures or sermons for Friends organizations or meetings.
  6. Writing literature or other materials helpful for the faith and practice of Quakers or useful for Friends Meetings in their life and work.
  7. Attendance at Yearly Meetings as an ESR representative.
  8. For non-Friend faculty members, the activities described in numbers 5-7 may most naturally occur within their particular denomination. Such activities are valuable to ESR and are encouraged, but do not eliminate the responsibility to contribute to the Religious Society of Friends.

These elements will be observed and evaluated through the following:

  1. The Faculty Members Self-evaluation in which he or she lists the services rendered.
  2. Letters of evaluation from all faculty, staff, and current students, and from all alums of the current review period.
  3. Letters of evaluation from colleagues and constituents that are requested by the Review Committee.
  4. Other materials provided by the Faculty Member as relevant.

Growth in Calling

ESR expects that its faculty will engage in activities to further their personal and spiritual growth in which they continue serious consideration of their calling by God. For some faculty this may involve little noticeable external change over time. For others, this growth in calling may have impact on how they can best serve ESR.

Demonstrated intention toward "Growth in Calling" will include some of the following:

  1. Development of ones spiritual journey in the context of the life of a nearby meeting or church.
  2. Regular work with a Spiritual Director.
  3. An active life of spiritual discipline or devotion.
  4. Study of scripture and other religious literature for spiritual growth.
  5. A serious attempt to follow the guidance of God in one's own life and work.

"Growth in Calling" will be observed and evaluated through the following:

  1. The faculty members self-evaluation.
  2. The faculty members conversation with the Review Committee.