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I. Introduction

The performance criteria described below are to be used in annual performance evaluations of library faculty, including self-evaluations, peer evaluations, and supervisor evaluations, as well as reviews for 5-year contracts. Three evaluation areas have been identified to measure librarians' performance.  The examples below indicate a variety of ways in which excellence may be demonstrated, but are not meant to be exhaustive.

Evidence for evaluation may include self-evaluations, peer evaluations, supervisors' annual evaluations, student evaluations (if appropriate), and position descriptions, as well as other supporting material. The information used in the evaluation of an individual will be shared with the individual in an open and constructive way.

II. Evaluation Areas

A. Competence and Performance in Librarianship: The fulfillment of the librarian's primary responsibilities indicates competence and performance in librarianship. Effectiveness in this criterion is more important than any other evaluation area. All of the responsibilities listed on the library faculty member's position description will be considered in the evaluation.

General characteristics expected of all library faculty members, regardless of        assignment include: consistency in performance, problem solving skills, ability to innovate, initiative in improving processes and services, ability to organize work and produce results, ability to apply professional principles and standards to local situations, ability to work effectively in a variety of library functional areas, ability to work effectively in a team environment, flexibility to adapt to new technologies and acquire new skills, accuracy and attention to detail, effective communication skills, effective decision making, supervision (if assigned) and leadership.

Outstanding characteristics include demonstrating leadership through: development and fulfillment of the library mission and vision, as well as strategic goals and objectives which support and extend those of the university, incorporating clear insight into the evolving role of academic libraries, meaningful participation in departmental or library-wide decision making, initiating, implementing or improving projects, procedures or services, a willingness and ability to take on new or more complex responsibilities, and a greater quality or quantity than might reasonably have been expected in relation to the job description and workload.

Examples of responsibilities in librarianship include, but are not limited to:

  • Teaching and Research Assistance
    • Teaching credit courses
    • Teaching literacy instruction sessions and workshops
    • Providing assistance at the Research Help Desk
    • One-on-one research consultations
    • Liaison and outreach activities
    • Collaborating with teaching faculty to create curricula
       
  • Providing Access to Information and Collections
    • Collection development
    • Bibliographic acquisition, organization, and control
    • Information access services (circulation and interlibrary loan)
    • Creating and maintaining library webpages and tools
    • Developing and maintaining systems
    • Digitizing collections
    • Curating exhibits
    • Delivering programming to campus and community
       
  • Planning, Management and Administration
    • Managing physical facilities and equipment
    • Strategic planning and assessment
    • Budgets and fund management
    • Obtaining funding from outside sources
    • Developing policies and procedures
    • Technological support and programming
    • Supervisory responsibilities

B. Scholarship, Research, Academic Achievement and Creative Contributions: Library faculty members are expected to continue educational and intellectual development throughout their professional lives. This development should be demonstrated or shared with our colleagues, in our profession, and beyond.

Outstanding contributions include research output that is published, peer-reviewed, and /or in competitive professional venues; or creative work that has national/regional impact.

Examples of these activities include, but are not limited to:

  • Publication of books, book chapters, journal articles
  • Publication in/of conference proceedings, research reports, exhibition catalogs, newsletter articles, or book reviews
  • Presentations or poster sessions at academic or professional conferences
  • Participation on panel discussions at academic or professional conferences
  • Editorship or editorial contributions for scholarly publications
  • Development and implementation of courses in librarianship or a scholarly topic on which the individual has expertise
  • Releasing locally created technology solutions and applications for use by the library community
  • Writing grant proposals
  • Participating in exchange programs, institutes or seminars
  • Advanced study, such as credit courses, additional degrees, certification in a specialization
  • Attending conferences, workshops, in-house or campus development sessions, or other professional development
  • Self-education toward a specific goal agreed upon with the individual's supervisor. These goals should develop proficiencies that enhance library services

C. Professional, Library, University, and Community Service: Library faculty members are expected to make contributions to the university's mission through participation on library and university committees and task forces.  Library faculty members are encouraged to hold memberships in professional and scholarly organizations and to become active participants through committee work, leadership, and other service to the organizations. Community service includes both those related to librarianship and other voluntary efforts that enhance the quality of life in the university and broader community.

Outstanding service includes: national and regional contributions, holding leadership positions, community impact, and intensive service that demanded significant time.

Examples of appropriate activities to fulfill service criteria include, but are not limited to:

  • Professional Service
    • Service in professional organizations and on committees
    • Program Coordinator
    • Consulting on professional topics
  • University Service
    • Service on university committees and task forces
    • Participation in campus activities
  • Department Service
    • Service on library committees and task forces
    • Service on search committees
  • Community Service
    • Collaboration with regional cultural organizations
    • Presentations to community groups or civic organizations
    • Service in civic organizations and community agencies
III. Balance in Evaluation

The Library Faculty Personnel Committee and the librarian’s supervisor should balance these three areas when evaluating librarians. The individual's accomplishments within each area of evaluation should also be considered for their intellectual rigor and their contribution to the library's and the university's mission. Variations in workload expectations may occur among the evaluation areas. Special circumstances may affect the balance of achievements as well. When such special circumstances occur, they should be fully explained in the individual's self-evaluation and confirmed by the library faculty member’s supervisor.

IV. Merit

Merit is achieved by fulfilling the expected levels of performance. Outstanding merit is earned by performing at the outstanding levels as described in the above performance criteria. No merit is given when basic responsibilities and/or expectations are unfulfilled. While the faculty member’s supervisor completes the evaluation template and provides a merit rating, the University Librarian is responsible for final merit decisions. Additionally, external factors concerning merit availability and distribution may be different every evaluation cycle.

 

Policy Effective:

Adopted May 25, 2016

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