Faculty performance
How teaching is going across the institution, measured from delivery and outcomes rather than from opinion.
Read this as a conversation starter
These measures describe delivery, not worth. A teacher with a difficult cohort and rising trajectory is doing better work than one with a strong cohort and flat results. Use the numbers to decide who to talk to, not what to conclude.
What is measured
CoverageProgress through the gate sequence against the schedule. A section far behind is a delivery signal.
Cohort masteryAverage mastery across the sections a faculty member teaches.
TrajectoryWhether that mastery is rising or falling over the term — usually more informative than the level.
Assessment cadenceHow regularly students are being assessed. Long silences mean nothing is being measured.
Materials publishedWhether generated content is reaching students or sitting in draft.
SatisfactionDrawn from Voice Feedback and survey responses for their sections.
Comparing fairly
- Compare within a subject and level. A first-year service course and a final-year elective are not the same job.
- Weight trajectory over level — intake differs, improvement is attributable.
- Check cohort size. Averages over twelve students move for reasons that have nothing to do with teaching.
What to do with it
The useful outputs are conversations and support, not rankings. LEAP records actions taken — a nudge, a scheduled meeting, a mentor assignment, a training request — so the follow-up is visible next term alongside whether anything changed.