Standard 5 - Faculty Qualifications, Performance, and Development

1. Standard 5 - Faculty Qualifications, Performance, and Development Kate Steffens St. Cloud State University AACTE/NCATE - Fall 2007

2. Standard To Be Met • Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. AACTE/NCATE - Fall 2007

3. Comments • Presentation is based on new standards as there were very few revisions • Discussion will typically focus on the “acceptable” components of the rubric • Exhibits vs Data • Exhibits - provide documentation to support the institutional report • Data - often used in the institutional report to support statements of effectiveness AACTE/NCATE - Fall 2007

4. Elements of the Standard • 5a. Qualified Faculty • 5b. Modeling Best Professional Practices in Teaching • 5c. Modeling Best Professional Practices in Scholarship AACTE/NCATE - Fall 2007

5. Elements of the Standard • 5d. Modeling Best Professional Practices in Service • 5e. Unit Evaluation of Professional Education Faculty Performance • 5f. Unit Evaluation of Professional Development AACTE/NCATE - Fall 2007

6. 5a: Qualified Faculty • Professional education faculty have earned doctorates or exceptional expertise that qualifies them for their assignments. • School faculty are licensed in the fields that they teach or supervise. • Clinical faculty from higher education have contemporary professional experiences in school settings at the levels that they supervise. AACTE/NCATE - Fall 2007

7. 5a: Exhibits / Data • Summary of faculty qualifications and assignments; proof of licensing of clinical faculty • Aggregated data on number of faculty with earned doctorates; number of school faculty licensed in the field they are teaching; number of clinical faculty with professional experience in school settings at the levels they supervise. AACTE/NCATE - Fall 2007

8. 5b: Modeling Best Professional Practices in Teaching • Do faculty have an in-depth understanding of the content they teach? • Does faculty teaching help candidates develop the professional proficiencies? • What types of instructional strategies and assessments do faculty members model? • How do faculty incorporate the use of technology in their teaching? • How do faculty assess their own teaching effectiveness? AACTE/NCATE - Fall 2007

9. 5b: Exhibits / Data • Summary of instructional strategies and assessments used by faculty • Summary of the use of technology by faculty • Alignment of syllabi with professional standards • Data on faculty performance, use of technology, variety of instructional strategies AACTE/NCATE - Fall 2007

10. 5c: Modeling Best Professional Practices in Scholarship • Most professional education faculty demonstrate scholarly work in their fields of specializations. They are engaged in different types of scholarly work, based in part on the missions of their units and institutions. AACTE/NCATE - Fall 2007

11. 5c: Faculty Scholarship • What are the expectations of the institution based on the mission? • In what types of scholarship activities are faculty engaged? • What percent of the faculty are engaged in scholarship? AACTE/NCATE - Fall 2007

12. 5c: Exhibits / Data • Summary of faculty scholarly activities • Samples of faculty scholarship AACTE/NCATE - Fall 2007

13. 5d: Modeling Best Professional Practices in Service • Service to the college or university, school, and broader communities in ways that are consistent with the institutional mission • Collaborate with the professional world of practice or other campus units to improve teaching and candidate learning • Education related service at the local, state, national, or international levels AACTE/NCATE - Fall 2007

14. 5d: Exhibits / Data • Summary of service activities • Overview of collaborative projects (i.e., grants, research projects, evaluations, task forces, boards) • Minutes of meetings demonstrating collaborative work with the professional community AACTE/NCATE - Fall 2007

15. 5e: Unit Evaluation of Professional Education Faculty Performance • The unit conducts systematic and comprehensive evaluations of faculty teaching performance to enhance the competence and intellectual vitality of the professional education faculty. Evaluations of professional education faculty are used to improve the faculty’s teaching, scholarship, and service. AACTE/NCATE - Fall 2007

16. 5e: Faculty Evaluation • What systems are in place for faculty evaluation? • Full-time faculty • Part-time faculty • Adjunct faculty • Tenured, non-tenured faculty • Teaching assistants AACTE/NCATE - Fall 2007

17. 5e: Exhibits / Data • Sample faculty evaluation forms • Sample faculty evaluations • Summary data from faculty evaluations AACTE/NCATE - Fall 2007

18. 5f: Unit Facilitation of Professional Development • Based upon needs identified in faculty evaluations, the unit provides opportunities for faculty to develop new knowledge and skills, especially as they relate to the conceptual framework(s), performance assessment, diversity, technology, and other emerging practices. AACTE/NCATE - Fall 2007

19. 5f: Exhibits / Data • Unit policies on professional development (i.e., financial support, grants) • Summary of professional development activities offered by the institution and unit • Summary of professional development activities in which faculty have participated AACTE/NCATE - Fall 2007

20. Summary • Qualifications • Performances (Teaching, Scholarship, Service) • Performance Evaluation • Professional Development AACTE/NCATE - Fall 2007

21. Questions? AACTE/NCATE - Fall 2007