1. Faculty Instructional Rubric
Teaching Effectiveness

2. Faculty Instructional Rubric Domain 1: Planning for Attendee Outcomes
Component 1: Utilize Course Feedback Data
Level 3 (Above Standard)
Level 2 (Expected Standard)
Level 1 (Below Standard)
Faculty fulfills Level 2 criteria and sets yearly improvement goals based on feedback results
Faculty utilizes attendee feedback to improve instructional delivery
Faculty rarely or never uses prior attendee feedback to formulate course delivery plans
Component 2: Objective Driven Instructional Plans
Level 3
Level 2
Level 1
Faculty fulfills Level 2 and anticipates needs for differentiated strategies based on attendee levels
Faculty utilizes the learning objectives to align related speaking points, topics, and activities for the course/event
Faculty does not align speaking points, topics, and activities of the course with the identified learning objectives

3. Faculty Instructional Rubric Domain 2: Effective Instruction
Component 1: Utilizing Course Objectives
Level 3 (Above Standard)
Level 2 (Expected Standard)
Level 1 (Below Standard)
In addition to Level 2, course objectives are highlighted and connected to topics throughout the course.
Course objectives are visually and verbally referenced during the course
Course objectives are not provided or referenced to attendees during the course
Faculty utilizes additional and/or altered objectives to maximize learner performance & confidence

4. Faculty Instructional Rubric Domain 2: Effective Instruction
Component 2: Clearly Demonstrates and Communicates Content Knowledge
Level 3
Level 2
Level 1
In addition to Level 2 attributes: faculty explains content/concepts and answers questions in a direct and efficient manner, while still achieving understanding
Faculty demonstrates and communicates confidence and knowledge
Faculty does not demonstrate or communicate confidence in their presentation about the topic
Faculty is able to effectively connect course content to other topics and prior knowledge
Faculty presentation is clear, concise, and well organized
Faculty presentation lacks clarity and has organizational gaps
Faculty anticipates critical learning needs and adjusts instruction to maximize learning
Faculty emphasizes critical learning elements of the content
Faculty does not emphasize critical learning elements

5. Faculty Instructional Rubric Domain 2: Effective Instruction
Component 3: Engaging Course Attendees in the Content
Level 3
Level 2
Level 1
In addition to Level 2 attributes: faculty finds ways to engage attendees on an individual level
Faculty provides multiple ways to engage attendees in the content that reflect varied learning modalities
Faculty only provides one way of engaging attendees
Faculty effectively integrates technology as a tool to engage attendees
Faculty adjusts the course delivery to accommodate attendee learning needs
Faculty does not adequately adjust the course to address attendee learning needs
Faculty provides opportunities for attendees to present ideas, perspectives, and/or conclusions to content topics
Attendees are actively drawn into the course as participants
Some attendees are not drawn into the course conversation/activities and remain passive listeners
Faculty utilizes good energy and vocal clarity to maintain attendee interest
Faculty demonstrates a flat affect or are difficult to understand or hear

6. Faculty Instructional Rubric Domain 2: Effective Instruction
Component 4: Checking for Understanding
Level 3
Level 2
Level 1
In addition to Level 2 attributes:
Faculty checks for understanding at key points to determine learning progression
Faculty never or rarely checks for understanding of key points
Faculty checks for understanding at higher levels by asking scaffolding questions that push thinking
Faculty utilizes a variety of methods by which to gage attendee’ understanding
Faculty moves on in content before check for understanding
Faculty utilizes effective open-ended questions to encourage higher level thinking and to reveal misunderstandings
Faculty provides opportunity for attendee to ask questions before continuing in content , provides wait time, and/or assistance in helping attendees formulate responses
Faculty never or rarely provides opportunity for attendee questions or frequently provides the answer rather than assisting attendees to think through their response

7. Faculty Instructional Rubric Domain 2: Effective Instruction
Component 5: Create a Culture of Respect and Collaboration
Level 3
Level 2
Level 1
In addition to Level 2 attributes:
Faculty promotes respect of self and attendees
Faculty is disrespectful of attendee opinions and/or allows other attendees to show disrespect
Attendees initiate unprompted collaboration and assistance in the course
Faculty has a good rapport with attendees and shows genuine interest in their thoughts, opinions, and/or questions
Faculty has little rapport with attendees and shows minimal interest in their thoughts, opinions , and/or questions
Faculty provides positive feedback to attendee questions
Faculty provides no or non-constructive feedback to attendees
Faculty provides a professional environment in which attendees can collaborate and ask questions freely
Faculty does not provide an environment in which attendees feel free to collaborate and answer questions