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Standard 5: Faculty Qualifications, Performance, and Development

STANDARD 5.

FACULTY QUALIFICATIONS, PERFORMANCE, AND DEVELOPMENT

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.

5.1 Faculty Qualifications, Performance, and Development

How does the unit ensure that its professional faculty contributes to the preparation of effective educators through scholarship, service, teaching, collaboration and assessment of their performance?

Qualifications Full-and Part-time Professional Education Faculty

The unit is comprised of 50 faculty members from the School of Education and Graduate Studies (SEGS) and from other departments at VCSU. SEGS has 15 full-time professional education faculty members, 10 who are full-time tenure-track faculty members and five special appointments. The unit also has 10 part-time professional education faculty members who are full-time institutional faculty as well as 25 adjunct unit faculty who have university and public school teaching experience. Unit faculty who do not hold a terminal degree have considerable expertise in the areas they teach and all have P-12 school experience.

Licensed School Faculty Members

State law requires that faculty who supervise student teachers have held a valid teaching license. Faculty members who supervise candidates in a clinical setting have contemporary professional experiences in school settings and have been licensed in the P-12 areas they teach or supervise.

School-based clinical faculty members must hold a valid teaching license, have at least three years teaching experience, and are required to complete coursework or a workshop on how to supervise student teachers properly. Only cooperating teachers approved by the school administration are eligible for the pool of potential cooperating teachers. The director of field experiences sends a proof of licensing letter to principals to verify that cooperating teachers have a license in the area they teach.

The director of field experiences is a former principal with 37 years of teaching and administration experience who has knowledge of many cooperating teachers in the area and strives to match candidates with cooperating teachers who can best help each candidate grow as a teacher. On occasion, the unit places candidates in remote locations, thus requiring the unit to hire additional personnel to serve as university supervisors and cooperating teachers.

Instruction by Professional Education Faculty Reflects Conceptual Framework

Faculty address the unit's conceptual framework as well as institutional, state, and national standards. They provide candidates with opportunities to plan, implement, evaluate and reflect on their teaching through coursework and early field experiences. Candidates apply their knowledge of teaching strategies during student teaching and the Teaching for Learning Capstone (TLC) unit. The development of problem solving and critical thinking skills are part of the teaching for learning process. Candidates reflect on what they have learned to become more effective in the future and emphasize reflection in the unit's conceptual framework, coursework, and field experiences as an integral part of the portfolio requirement for both initial and advanced programs.

In addition to teaching knowledge and skills, unit faculty members are also concerned that professional dispositions are evident in all candidates. Cooperating teachers evaluate dispositions during field experiences while unit faculty assess dispositions during method courses in the initial program and in the required core courses in the advanced program.

Instructional Strategies and Assessment

Unit faculty members have developed considerable expertise in the use of instructional strategies and technology. The combination of unit data, current research, education reform, feedback from candidates, and input from P-12 cooperating teachers have led to positive changes in the unit's curriculum.

Instruction Reflects Diversity and Technology

The unit has made a conscious effort to recruit diverse faculty from diverse backgrounds or with extensive experience working with diverse students in P-12 schools. The unit is aware of the changing demographics in schools. The diverse life experiences of the unit faculty assist candidates in learning theoretical and practical strategies to meet the challenges of teaching to all learners.

Faculty members use technology to enhance learning as an integral part of the university's laptop education experience. Faculty model technology use in classroom engagement activities, as well as require candidates to use technology in creating presentations, activities, and teaching materials for future application.

Faculty Self-Assessment of Their Teaching

Unit faculty members are encouraged to reflect on and assess their own teaching. Candidate evaluations, self-evaluations, and peer evaluations serve a useful purpose in helping faculty improve their performance and future learning experiences for candidates. Faculty members undergo annual evaluations. All faculty members complete annual self-evaluations and goal statements for review by the dean and the vice president for academic affairs.

Scholarly Work Expected

The institution expects all unit faculty members to engage in scholarship. VCSU is not a research institution, nor is publication a requirement for promotion or tenure, yet the unit strongly encourages scholarly activity. Faculty members recognize the importance of scholarly work related to teaching, research, and their areas of specialization. Faculty define themselves as teacher scholars who engage in the scholarship of teaching.

The university provides financial support for presentations at conferences and encourages professional development opportunities. The unit also supports faculty by encouraging maximum utilization of funding from grants and university resources. Examples of scholarly activities funded by grants and the institution include on campus professional development, attending regional and national conferences, publications, in-service, P-12 conferences, and collaborative efforts with other Educator Preparation Providers (EPP).

Service Expectations

Unit faculty members fulfill the institutional expectation to serve on various committees within the VCSU organizational structure. Unit faculty members have provided education services to local school districts, state boards, and national organizations. Specific examples include faculty members serving on the Education Standards and Practices Board, the Program Approval Advisory Committee, the Southeast Education Cooperative, and the national president for the International Technology and Engineering Educators Association. The director of the English Language Learners (ELL) program has presented workshops on best practices in teaching ELL throughout the state.

Unit faculty are also members of various professional associations, including the International Reading Association, the North Dakota Reading Association, the American Association of Colleges for Teacher Education (AACTE), the North Dakota Association of Colleges for Teacher Education, North Dakota Association of Teacher Educators, and the Association for Supervision and Curriculum Development.

Faculty Evaluations

Continuous improvement is evident as the unit systematically evaluates faculty performance utilizing university policy, student evaluation, peer evaluation and self-assessment.  VCSU policy, in accordance of the State Board policy, provides for evaluation in documents V605.1 and V605.1.1, Faculty Promotion and Tenure Procedures. Candidates evaluate unit faculty members for each course. Data from candidate course evaluations indicate unit faculty members are effective instructors. The results show unit faculty members have scored an average rating of 3.84 on a 4-point scale.

Evaluations Used to Improve Teaching, Scholarship, and Service

Unit faculty members organize a narrative evaluation of his or her professional development including reflective statements on teaching, professional memberships, attendance and presentations at conferences that promote professional growth and standing; lists of scholarly activities and service; promotion of university objectives; personal attitudes and rapport with students; and professional goals. Faculty members applying for tenure or promotion are required to use myeFolio to demonstrate their teaching, scholarship and service. The dean and/or department chair reviews each faculty member's annual report and comments on the accomplishments while suggesting areas needing increased emphasis and/or improvement. 

Professional Development Related to Faculty Evaluations

All unit faculty members must generate individual goals in consultation with their respective dean and department chairs. These goals demonstrate faculty interest in professionalism and a commitment to ongoing development. As such, they may provide data for faculty evaluations and serve as a basis for awarding development money. The vice president for academic affairs (VPAA) gives directives regarding completion of the plans, which specify an assessment of individual strengths and interests; a general statement of goals and plans for personal improvement and professional growth; specific areas where growth is desired; and a plan for development which is directly related to the self-assessment. Department chairs review the completed plans, make recommendations regarding approval, and forward them to the VPAA.

Unit faculty members participate in professional development activities both on and off campus. The unit recognizes the need for faculty to upgrade skills and abilities continuously, especially in the areas mentioned in faculty evaluations and annual reports. Unit faculty members have utilized funding from the Bush grant and VPAA office for faculty development in specific areas identified as needing improvement in evaluations.

Continuous Improvement

Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.

Qualified Faculty

All unit faculty members are professionally qualified with terminal degrees and/or experience in the P-12 classroom. Five of the last six faculty hires have considerable teaching experience working with diverse students, ELLs, and students with disabilities. One unit faculty member without a terminal degree has over 25 years of teaching experience in an elementary classroom and 8 years teaching at the college level. Additional members have considerable elementary and/or secondary teaching experience in public schools. Other faculty members have years of teaching experience in Nevada, California, or other states with one being a director and instructor in ELL.

Clinical faculty are licensed in the field they teach or supervise. Exit survey data indicate candidates agreed they were well supported during student teaching. School based clinical faculty members hold a valid teaching license, have at least three years of teaching experience, and are required to complete training on how to properly supervise student teachers. Candidates stated that their cooperating teachers were instrumental in guiding them to become an effective teacher.

Modeling Best Practice in Teaching

All unit faculty members use their P-12 experience to guide candidates in relating to the expectations of a first year teacher. Unit faculty members stay current by supervising practicums, student teachers, and/or combine scholarly research with professional development and P-12 involvement with partners. Faculty members share expertise with campus peers as well as attend and present at both P-12 and higher education conferences.

Unit faculty members model best practices in differentiated instruction, formative assessment, ELL strategies, appropriate use of technology, and standards-based learning. This ensures that candidates apply these teaching strategies through the Teaching for Learning Capstone unit (TLC). Furthermore, faculty members prepare candidates for field experiences that provide opportunities to work in diverse settings. Exit surveys indicate candidates agree they are well prepared in the VCSU teacher education program.

The unit curriculum is committed to learner-centered education and preparation of exemplary teachers. During coursework and field experiences, candidates master pedagogy and demonstrate professional dispositions. The unit is dedicated to preparing knowledge-based decision makers and highly qualified teachers who possess the ability to use technology, problem solving, collaboration, communication, and global awareness. The unit maps course projects that meet all of these abilities. Candidates demonstrate application of the university abilities and conceptual framework in their senior portfolio.

The same process is utilized at the advanced level with core values and a capstone portfolio. Advanced candidates develop projects and write reflective statements to demonstrate their learning in instructional technology, research, assessment, supervision, diversity/global awareness, curriculum and instruction. Advanced candidates also highlight their learning experiences in the conceptual framework as well as their learning through their diversity and content-related field experiences.

Although VCSU is not a research institution, nor is publication a requirement for promotion or tenure, the unit strongly encourages scholarly activity. Faculty members recognize the importance of scholarly work related to teaching, research, and their areas of specialization. They define themselves as teacher scholars who engage in the scholarship of teaching in which they conduct inquiry and research into effective teaching practices and translate knowledge into action. The institution expects all unit faculty members to engage in scholarship.  

Beyond scholarly activities, the institution expects unit faculty members to be involved in a variety of service activities within the organizational structure of VCSU. Faculty members also provide services to local school districts, state boards, and national organizations.

Unit faculty members take opportunities to collaborate with P-12 partners, EPPs and the other university departments. The Bush grant helped the unit to develop partnerships with 13 other EPPs as well as stronger bonds with our P-12 partners. Examples that involve P-12 partners and EPPs include the incorporation of co-teaching and the development of a common student teaching evaluation. The unit worked with the other 13 EPPs to develop common metrics such as entry, exit, first-year teacher and supervisor surveys. The unit also worked with EPPs and P-12 partners to establish summer academies and mentoring to support graduates in their first year of teaching.

Unit Evaluation of Faculty Performance

Continuous improvement is evident as the unit systematically evaluates faculty performance utilizing university policy, student evaluation, peer evaluation and self-assessment. Self-evaluation is an integral part of the faculty evaluation process. Each unit faculty member organizes a narrative evaluation of his/her professional development. The reflective narrative includes statements of teaching, professional memberships, attendance and presentations at conferences that promote professional growth and standing; lists of scholarly activities and productiveness; promotion of university objectives; the personal attitudes and rapport with students; and professional goals.

Candidates evaluate unit faculty members during each course. These evaluations guide self-reflection and discussion with the dean or department chair during their annual review for faculty performance improvement. Candidates indirectly impact faculty performance through the completion of surveys that provide course and instructor feedback for improvement. 

The university and unit engaged in an assessment of its guidelines for faculty annual evaluation and the university's requirements for the tenure and promotion in the spring of 2010. An important change included a yearly professional development plan for first year tenure track faculty to complete with the help of the faculty member's evaluation committee. Assessment of goals happens each year during annual faculty evaluations, then updated or revised as appropriate.  The dean reviews each faculty member's annual report and comments on the accomplishments while suggesting areas needing increased emphasis and/or improvement. The dean meets with the faculty member to discuss any specific suggestions for improvement in teaching, scholarship, and/or service. The expectation is that unit faculty members will take action on recommendations and address progress on areas of weakness in each subsequent review. The intent of this process is to clarify expectations of the evaluation committee and the university regarding successful achievement of tenure and promotion. The unit provides opportunities for faculty professional development including travel to conferences, mini-grants, workshops, brown bags, research and assessment grants, and doctoral travel.

Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.

Plans for sustaining and enhancing performance through continuous improvement include actively recruiting professionally qualified faculty with P-12 classroom experience and keeping faculty current in best practices. Emphasis will continue in recruiting diverse faculty and faculty with experience working with diverse students. Five of the last six faculty hires have had extensive teaching experience working with diverse students, ELLs, and students with disabilities.

The unit faculty will stay actively engaged in current teaching strategies in order to continuously improve and prepare our candidates to be knowledge-based decision makers. In order to model best practices in professional education, the unit meets regularly with P-12 partners and others EPPs. The unit also synthesizes scholarly research, educational trends, professional development opportunities, candidate feedback and data driven decisions to improve instruction. The unit's data has impacted decisions to improve its teaching and learning in the following areas:

a.     Differentiated Instruction

b.     Strategies for teaching English Language Learners

c.     Effective application of technology

d.     Formative assessment

e.     Engaging students in higher level thinking skills

f.      Classroom management

g.     Implementing Teaching for Learning Capstone (TLC) component pieces into the  

  curriculum

h.     Response to Intervention (RTI)

i.      Common Core Standards

j.      Co-Teaching

The unit hires qualified faculty members and continues to support its faculty members as lifelong learners. The unit benefits from university policies and procedures for faculty goal setting, evaluations, and promotion as well as candidate course and instructor evaluations. The university also supports faculty professional development with on and off campus learning opportunities involving technology and instructional strategies. The unit engages faculty with additional opportunities to learn through data sharing, research, book studies, conferences, presentations, P-12 and EPP collaborative activities. The unit's size is conducive to developing a close knit environment in which faculty are willing to share and support each other in continuous learning in order to model best practices in teacher preparation.

Exhibits for Standard 5

5.4.a

Data table on qualifications of professional education faculty

exhibit 5.4.a.1 Faculty Qualifications

exhibit 5.4.a.2 Faculty Vitae

5.4.b

Data table on qualifications of clinical faculty

exhibit 5.4.b.1 Data Table on Clinical Faculty Qualifications

exhibit 5.4.b.2 Criteria for Selection of Clinical Faculty

5.4.c

Policies and practices to assure clinical faculty meet unit expectations

exhibit 5.4.c.1 Student Teacher Handbook

exhibit 5.4.c.2 Criteria for Selection of Clinical Faculty

exhibit 5.4.c.3 University Supervisor Evaluation

exhibit 5.4.c.4 Exit Survey Data - Candidate Feedback Related to University Supervisors

exhibit 5.4.c.5 Faculty Integrate Diversity into Coursework

exhibit 5.4.c.6 Faculty Integrate Technology into Coursework

5.4.d

Policies, expectations, and samples of faculty scholarly activities

exhibit 5.4.d.1 Samples of Faculty Scholarship Activity

exhibit 5.4.d.2 Faculty Scholarship

exhibit 5.4.d.3 VCSU Definition for Faculty Scholarship

exhibit 5.4.d.4 Sample of VCSU Faculty Member's Published Writing in a Book

exhibit 5.4.d.5 Sample of VCSU Faculty Member's Published Writing in a Journal

5.4.e

Summary of faculty service and collaborative activities in schools and with the professional community

exhibit 5.4.e.1 Faculty Service and Collaborative Activities

exhibit 5.4.e.2 P-20 Assessment Data Sharing

exhibit 5.4.e.3 Establishment of Co-Teaching Concepts

exhibit 5.4.e.4 P-20 Involvement in Development of Student Teaching Evaluation

P-20 Efforts to Develop Teaching Strategies Booklet for Methods Courses

exhibit 5.4.e.5a Formative Assessment Strategies developed by a P-20 Team

exhibit 5.4.e.5b Differentiated Instruction Strategies developed by a P-20 Team

exhibit 5.4.e.5c Teaching English Language Learner Strategies developed by a P-20 Team

exhibit 5.4.e.5d Instructional Technology Strategies developed by a P-20 Team

5.4.f

Policies, procedures, and practices for faculty evaluation

exhibit 5.4.f.1 Student Evaluation Samples for Courses and Faculty

Overall Instructor Ratings for EDUC 2013-2014

exhibit 5.4.f.2a Overall Education Faculty Ratings from Student Evaluations

exhibit 5.4.f.2b Overall Initial Program Education Faculty Ratings from Student Evaluations

exhibit 5.4.f.2c Overall Advanced Program Education Faculty Ratings from Student Evaluations

exhibit 5.4.f.3 Exit Survey Ratings of University Supervisors

exhibit 5.4.f.4 VCSU Procedures for Tenure and Promotion

exhibit 5.4.f.5 Tenure and Promotion Form

exhibit 5.4.f.6 Faculty Evaluation Policy and Procedure

exhibit 5.4.f.7 Report on Part Time Faculty

exhibit 5.4.f.8 Faculty Evaluation Form for Non-Tenured Faculty

exhibit 5.4.f.9 Faculty Self-Evaluation Form

exhibit 5.4.f.10 Faculty Tenure and Promotion Self-Assessment Form

exhibit 5.4.f.11 Annual Faculty Report

exhibit 5.4.f.12 Sample of myeFolio for Faculty Tenure/Promotion

5.4.g

Policies, procedures, and practices for professional development and summaries of the results

exhibit 5.4.g.1 Faculty Development Policy

exhibit 5.4.g.2 Professional Development Activity

exhibit 5.4.g.3 Faculty Professional Development and Peer Presentations at VCSU

 

 

 

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5.4.a.1 Faculty Qualifications

5.4.a.2 Faculty Vitae

5.4.b.1 Data Table on Clinical Faculty Qualifications

5.4.b.2 Criteria for Selection of Clinical Faculty

3.4.d.4 and 5.4.c.1 Cooperating Teacher and Student Teacher Pages of Student Teacher Handbook

5.4.c.2 Criteria for Selection of Clinical Faculty

3.4.d.1 and 5.4.c.3 University Supervisor Evaluation

5.4.c.4 Exit Survey Data on University Supervisors

5.4.c.5 Faculty Integrates Diversity into Coursework

5.4.c.6 Faculty Integrate Technology through Coursework

5.4.d.1 Scholarly Activities of Faculty

5.4.d.2 Faculty Scholarship

5.4.d.3 Policy Defining Scholarship Related to Faculty Activities

5.4.d.4 Example of Faculty Member's Published Work in a Book

5.4.e.1 Faculty Service and Collaboration

5.4.e.3 P-20 Collaboration in Promoting Co-Teaching

5.4.e.2 P-20 Feedback from Assessment Sharing Work Session

3.4.a.1 and 2.4.g.10 and 5.4.e.4 Student teacher collaboration with P-12 and other institutions

3.4.e.5a and 5.4.c.5a Formative Assessment Strategies developed by P-20 Team

3.4.e.5b and 5.4.c.5b Differentiation Strategies developed by P-20 Team

3.4.e.5c and 5.4.c.5c ELL Strategies developed by P-20 Team

3.4.e.5d and 5.4.c.5d Instructional Technology Strategies developed by P-20 Team

5.4.f.1 Course and Instructor Evaluation Samples

5.4.f.2a Overall Education Faculty Ratings from Student Evaluations

5.4.f.2b Overall Undergraduate Education Faculty Ratings from Student Evaluations

5.4.f.2c Overall Graduate Education Faculty Ratings from Student Evaluations

5.4.f.3 Exit Survey Data on University Supervisors

5.4.f.4 VCSU Tenure Procedures

5.4.f.5 Tenure and Promotion Recommendation Form

5.4.f.6 Faculty Evaluation

5.4.f.7 Report on Part-Time Faculty

5.4.f.8 Evaluation for Non-Tenured Faculty

5.4.f.10 Faculty Self-Assessment

5.4.f.11 Annual Faculty Report

5.4.g.1 Faculty Development

5.4.f.12 Faculty Portfolio for Promotion and Tenure

5.4.g.2 Professional Development

5.4.g.3 Faculty Development and Peer Presentations at VCSU

e-Portfolio created with myeFolio