Performance & Growth Process
Project Background
To enhance transparency and build systemic trust between faculty and administration, I co-led a two-year collaborative initiative to design and launch the Faculty Growth and Renewal (GAR) model. Rooted in Charlotte Danielson’s framework, this peer-driven model integrated contextualized instructional observations to help educators establish personalized professional goals. To monitor progress, the GAR leadership team utilized an evidence-gathering log mapped to a standardized set of competency indicators. Ultimately, these individualized goals directly informed both personal growth tracks and institution-wide professional learning strategies.
This evaluation cycle occurred biennially. During alternate years, educators participated in Faculty Inquiry Groups (FIGs), collaborative cohorts that investigated targeted research questions aligned with the institution's four core themes: Data & Assessment, Instructional Design, Cultural Competence, and Authentic Engagement & Wellness.
To enhance transparency and build systemic trust between faculty and administration, I co-led a two-year collaborative initiative to design and launch the Faculty Growth and Renewal (GAR) model. Rooted in Charlotte Danielson’s framework, this peer-driven model integrated contextualized instructional observations to help educators establish personalized professional goals. To monitor progress, the GAR leadership team utilized an evidence-gathering log mapped to a standardized set of competency indicators. Ultimately, these individualized goals directly informed both personal growth tracks and institution-wide professional learning strategies.
This evaluation cycle occurred biennially. During alternate years, educators participated in Faculty Inquiry Groups (FIGs), collaborative cohorts that investigated targeted research questions aligned with the institution's four core themes: Data & Assessment, Instructional Design, Cultural Competence, and Authentic Engagement & Wellness.
Process Documentation
The framework below outlines the specific competencies and professional expectations designed to guide and support ongoing educator development.
The framework below outlines the specific competencies and professional expectations designed to guide and support ongoing educator development.