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Peer Review of Teaching (PROT) Process at OSU-Cascades

Learn about the evaluation process for teaching improvement and promotion at OSU-Cascades. Understand the requirements, committee structure, observation methods, and student feedback. Ensure compliance with university teaching principles.

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Peer Review of Teaching (PROT) Process at OSU-Cascades

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  1. Peer Review of Teaching (PROT) process, an evaluative process update fall2014

  2. The peer review for promotion processes is different than the teaching improvement expectation. • Individuals with less than five years of college/university teaching experienceare required to spend time each year improving their teaching. • There are multiple options for doing this that you can investigate at the online OSU-Cascades faculty handbook. http://www.osucascades.edu/osu-cascades-faculty-handbook • During your annual PROF, individuals should discuss what was done to improve their teaching. • If unsure about anything related to this expectation, please consult your supervisor prior to your PROF.

  3. The PROT is an evaluation of teaching-- • It is completed by a committee of peers (professorial and instructor). • This evaluation is input to promotion and tenure processes. • It includes course materials, classroom observations, and student interviews. • Syllabus should be check against min university requirements.http://oregonstate.edu/admin/aa/apaa/syllabus-minimum-requirements

  4. PROT Process • Identification of the PROT committee(s) and chairs by the Dean of Academics. Committees have three members. • Committee chair(s) works with faculty members to be reviewed to plan the actual review. • Materials for review include prior student evaluations of teaching (if instructor voluntarily provides), course materials, Canvas materials*, and the syllabus with schedule.   *Instructor can add reviewer to class roster as an observer at the Canvas website if the reviewer is FERPA trained (similar to adding a TA or co-instructor). 

  5. PROT Process 4. Classroom observations during weeks 6-8by pairs of observers. • Each committee member should observe at least one class. • There is no checklist recommended by the research. The university teaching principles (included in the online handbook) should be used as categories-for-comment-and-data collection.  The observer(s) look for evidence in teaching for each of these areas and then uses that raw data as evidence/support of the teacher having “met” the characteristics of good teaching.  They are written broadly so they should not be hard to find evidence of in most classrooms.(Revised 9/14) 5.Student qualitative written feedback conducted during weeks 9-10 near the end of a class. (Revised 9/14) A member of the PROT committee should meet with students near the end of a class and inform them that the instructor is undergoing a performance review and that they have an opportunity to provide input. Students should be asked to provide written input to the following two questions: • What is currently happening in this class to support your learning? • What additional supports could be added to this course that would further support your success? 6. Write the PROT letter to the Dean of Academics. All committee members sign/initial the completed letter, and include their rank.

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