Staff evaluations

1. WU evaluates and plans the performance and development of its faculty members and administrative staff at least annually.
2. Evaluations are intended to give informative and accurate statements on the professional competence of staff members, and give guidance and direction to personnel for continued development.

Faculty evaluations: Three components

1. Self-evaluation: Faculty is encouraged to give candid statements as to their engagement, preparation, and delivery in the academic setting, as well as their contributions to the ministry of WU.
2. Student evaluation: Students provide a broader and more personal assessment of instructor effectiveness in the classroom and online. Such evaluations are posted at the end of courses and are confidential as to which student sent it. Faculty normally have access to these reviews to help improve their teaching.
3. Evaluation by Senior Faculty: Senior Faculty have a different perspective and give an overall view based on the previous two forms of evaluation as well as direct observation. Criteria may include demonstrated mentorship, workshop preparedness and management, Christian modeling, effective teaching skills, and continued personal and professional development. Senior Faculty are to:
   1. respond to accomplishments or activities during the previous year
   2. affirm positive achievements
   3. identify strengths and weaknesses
   4. give direction and guidance for the future, and
   5. instigate steps that lead to improvement.

Administrative staff evaluations: Two components

1. Self-evaluation: Administrative staff are encouraged to give candid statements as to their engagement, preparation, giftings, and professional development.
2. Supervisor evaluation: Supervisors have a different perspective and give an overall view based on the staff member's self-evaluation as well as their on observations. Supervisors are to address the effectiveness or weakness of an administrator’s services, as well as accomplishments or activities during the previous year. Criteria may include Christian modeling, effective skills, career trajectories, demonstrated leadership qualities, and continued personal and professional development.
1. respond to accomplishments or activities during the previous year
2. affirm positive achievements
3. identify strengths and weaknesses
4. give direction and guidance for the future, and
5. instigate steps that lead to improvement.

Procedure

1. Faculty members and staff should participate in planning their own individualized development according to their particular needs.
2. The system should give faculty members a flexible way of planning performance criteria, agreeing on them with their supervisors, and being accountable to meet them.
3. Their goals should clearly relate to their duties as stated in their job descriptions and WU's organizational planning, and must include:
   1. goals in personal development
   2. improvements in teaching and assessing skills
   3. academic development
   4. professional skills, and
   5. career development.
4. The faculty member and supervisor should agree on goals for the future and the conclusions of their review.
5. The supervisor shall file a copy of form in the personnel file of the faculty member.

Form