Standard 5 - Faculty Qualifications, Performance, and Development Kate Steffens St. Cloud State University

Standard 5 - Faculty Qualifications, Performance, and Development

Kate Steffens

St. Cloud State University

AACTE/NCATE - Spring 2008

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.


Comments Presentation is based on revised standards Discussion will typically focus on the

“acceptable” component 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


Streamlined Process Institutions are piloting the process this

semester Standard 5 - limited to six pages Defined set of exhibits


Elements of the Standard 5a. Qualified Faculty 5b. Modeling Best Professional

Practices in Teaching 5c. Modeling Best Professional

Practices in Scholarship


Elements of the Standard 5d. Modeling Best Professional

Practices in Service 5e. Unit Evaluation of Professional

Education Faculty Performance 5f. Unit Facilitation of Professional

Development


5a: Qualified Faculty Professional education faculty have earned

doctorates or exceptional expertise that qualifies them for their assignments. Aggregated data on number of faculty with

earned doctorates School faculty are licensed in the fields that

they teach or supervise. Percentage of school faculty licensed in the

field they are teaching


5a: Qualified Faculty Clinical faculty from higher education have

contemporary professional experiences in school settings at the levels that they supervise. Percentage of clinical faculty with professional

experience in school settings at the levels they supervise.


5b: Teaching Faculty members have an in-depth

understanding of the content they teach. Overview of faculty qualifications as related to

course assignments The teaching and assessment strategies

used by faculty members help candidates develop professional proficiencies. Alignment of outcomes in syllabi with

professional standards


5b: Teaching Faculty members use a variety of instructional

strategies and assessments. Summary or data on instructional strategies

Faculty members integrate diversity and the use of technology in their teaching. Summary / data on use of technology by

faculty Alignment of diversity proficiencies in courses


5b: Teaching Faculty members assess their own

teaching effectiveness. Description of process; sample rubrics Data on faculty performance


5c: Scholarship Faculty members are engaged in different

types of scholarly work, based in part on the mission of their institution. Description of expectations related to

scholarship based on mission Summary or data on types of scholarship

activities


5c: Scholarship Most professional education faculty

demonstrate scholarly work in their fields of specializations. Percentage of faculty members engaged in

scholarship


5d: Service Faculty members provide service to the

college or university, school, and broader communities in ways that are consistent with the institutional mission. Summary / data on service activities

Faculty members collaborate with P-12 partners or other campus units. Summary on collaboration efforts


5d: Service Faculty members are active in professional

organizations. Summary / data on professional organizations


5e: Evaluation of 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. Description of system for faculty evaluation

(full-time, part-time, adjunct, tenured, non-tenured, teaching assistants)


5e: Evaluation of Faculty Performance

Evaluations of professional education faculty are used to improve the faculty’s teaching, scholarship, and service. Description of the connection between faculty

evaluation and professional development efforts


5f: 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.


5f: Professional Development Unit policies and opportunities for

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


Summary Qualifications Performances (Teaching, Scholarship,

Service) Performance Evaluation Professional Development


Standard 5

Questions?

Documents

Standard 5 - Faculty Qualifications, Performance, and Development Kate Steffens St. Cloud State University