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STANDARD 5: FACULTY
QUALIFICATIONS, PERFORMANCE, AND DEVELOPMENT
Faculty are qualified and model best
professional practices I 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.
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Qualified Faculty
 EXHIBITS |
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ACCEPTABLE
Professional education faculty at the
institution have earned doctorates or exceptional expertise that
qualifies them for their assignments. School faculty are
licensed in the fields that they teach or supervise, but often
do not hold the doctorate. Clinical faculty from higher
education have contemporary professional experiences in school
settings at the levels that they supervise.
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TARGET
Professional education faculty at the
institution have earned doctorates or exceptional expertise,
have contemporary professional experiences in school settings at
the levels that they supervise, and are meaningfully engaged in
related scholarship. All clinical faculty (higher education and
school faculty are licensed in the fields that they teach or
supervise and are master teachers or well recognized for their
competence in their field. |
Modeling Best
Professional Practices in Teaching
EXHIBITS |
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ACCEPTABLE
Faculty have a thorough understanding of
the content they teach. Teaching by professional education
faculty reflects the unit’s conceptual framework and research,
theories, and current developments in their fields and teaching.
Faculty value candidates’ learning and assess candidate
performance. Their teaching encourages candidates’ development
of reflection, critical thinking, problem solving, and
professional dispositions. Faculty use a variety of
instructional strategies that reflect an understanding of
different learning styles. They integrate diversity and
technology throughout their teaching. They assess their own
effectiveness as teachers, including the positive effects they
have on candidates’ learning and performance.
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TARGET
Faculty have an in-depth, understanding of
their fields and are teacher scholars who integrate what is
known about their content fields, teaching, and learning in
their own instructional practice. They exhibit intellectual
vitality in their sensitivity to critical issues. Teaching by
the professional education faculty reflects the unit’s
conceptual framework(s), incorporates appropriate performance
assessment and integrates diversity and technology throughout
coursework, field experiences, and clinical practice. Faculty
value candidates’ learning and adjust instruction
appropriately to enhance candidate learning. They understand
assessment technology, use multiple forms of assessments in
determining their effectiveness, and use the data to improve the
practice. Many of the unit faculty are recognized as outstanding
teachers by candidates. |
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Modeling Best
Professional Practices in Scholarship
EXHIBITS |
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ACCEPTABLE
Professional education faculty demonstrate
scholarly work in their fields of specialization. They are
engaged in different types of scholarly work, based in part on
the missions of their institutions.
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TARGET
Professional education faculty demonstrate
scholarly work related to teaching, learning, and their fields
of specialization. They are actively engaged in inquiry that
ranges from knowledge generation to exploration and questioning
of the field to evaluating the effectiveness of a teaching
approach. |
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Modeling Best Professional Practices in Service
EXHIBITS |
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ACCEPTABLE
Unit faculty provide service to the
college or university, school, and broader communities in ways
that are consistent with the institution and unit’s mission.
They are actively involved with the professional world of
practice in P-12 schools. They are actively involved in
professional associations. They provide education-related
services at the local, state, national, or international levels.
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TARGET
Unit faculty are actively engaged in
dialogues about the design and delivery of instructional
programs in both professional education and P-12 schools. They
work in schools with colleagues. They provide leadership in the
profession, schools, and professional associations at state,
national, and international levels. |
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Collaboration
EXHIBITS |
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ACCEPTABLE
Professional education faculty collaborate
regularly and systematically with colleagues in P-12 settings,
faculty in other college or university units, and members of the
broader professional community to improve teaching, candidate
learning, and the preparation of educators.
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TARGET
Faculty are actively engaged as a
community of learners regarding the conceptual framework(s) are
scholarship of the classroom. They develop relationships,
programs, and projects with colleagues in P-12 schools and
faculty in other units of the institution to develop and refine
knowledge bases, conduct research, make presentations, publish
materials, and improve the quality of education for students. |
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Unit Evaluation of Professional Education Faculty Performance
EXHIBITS |
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ACCEPTABLE
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 teaching, scholarship and
service of unit faculty.
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TARGET
The unit’s systematic and comprehensive
evaluation system includes regular and comprehesive review of
the professional education faculty’s teaching, scholarship,
serice, collaboration with the professional community, and
leadership in the institution and profession. |
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Unit Facilitation
of Professional Development
EXHIBITS |
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ACCEPTABLE
Based upon needs identified in faculty
evaluation, 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.
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TARGET
The unit has policies and practices that
encourage professional education faculty to be continuous
learners. Experienced unit faculty mentor new faculty, providing
encouragement and support for developing scholarly work and
teaching, inquiry, and service. |
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