So I’m a member of the Peer Assistance and Review (PAR) committee again this year. As a member of this committee, I have agreed to be a mentor for a probational faculty member that needs to comply with the RFP requirements. When I heard about these new requirements for probationary faculty, my first thought was, thank goodness I’m not probationary. I don’t want to have any part of that. Well, it turns out no one can really escape PAR. Even us old residential faculty, as all the newbies are required to have mentors. And with so many new faculty, pretty much everyone who is not new is a mentor.
The Maricopa Community College District implemented this new peer assistance and review model (PAR) for probationary faculty about 4 years ago. Faculty are considered probationary for 5 years. Under this new model, probationary faculty are assigned a residential faculty mentor to help guide them through the process to becoming residential (tenured). As part of the PAR, probationary faculty have the opportunity to document their professional growth, mentor evaluation, administrative evaluations, and student evaluations in a Google Sites template.
I actually ended up with two pretty awesome mentees. Both are excellent teachers and fun to work with. The best part is they make being a mentor fairly easy. I’m going to share my recent evaluation of one although evaluation isn’t quite the right word. It was more of an observation with feedback. Evaluation indicates the making of a judgment about the value of something; assessment. I’d like to believe all teaching has value, and it’s really not up to me to judge someone’s value or their teaching. I like to observe and then give feedback. Lucky for me what I’ve observed has always been inspiring.
Recently I sat in on an after class review session and the room was full. My first observation was how does that happen. Students stick around for a study session after class? The whole class was engaged. They were divided into groups of 2-4 and it appeared that they each had an assigned topic to cover. As the instructor called on each group, students were prepared with their information. Some reading from notes or slides; others reciting information from memory. My mentee was encouraging and peppered the whole class and group members with questions. Students volunteered answered. Whether they were correct or incorrect, they each received the same kind feedback that the answer was correct or incorrect. It didn’t seem punitive if the answer was not correct. Someone else was just called on to provide a different answer. The whole session was positive and encouraging. I was inspired, and I wasn’t even a student in the class.
It’s really good to see good teaching, but the best part is there is no one way about it. Every instructor brings her own touch to the classroom, and we can all learn by observing how others get the job done. Turns out that this whole PAR thing might not be such a bad thing after all.