STANDARD 5.  FACULTY QUALIFICATIONS, PERFORMANCE, AND DEVELOPMENT

         Element 1: Qualified Faculty

         The full- and part-time faculty is highly qualified and delivers expert knowledge in current practices to education candidates.  As of the fall 2005 semester, the unit employs five full-time faculty members.  Four of these faculty members are tenure-track and one is a continuing lecturer.  Their credentials are summarized in Table 5.1. 

Table 5.1: Full-time Faculty in Professional Education -Qualifications

         The unit has one faculty member who is full-time at PNC in the Mathematics and Physics Department but teaches one course in the Education Department. (Table 5.2)  Dr. Feikes has had extensive experience working with elementary classroom teachers and elementary students in the area of mathematics education. Full vitae for full-time faculty are available in the exhibit room. (Exhibit 5.1.1: Faculty Vita)

Table 5.2:  Full-Time at PNC, but Part-time in Education Department

Part-time faculty members are employed to teach one or two classes.  They are selected because of their extensive school experience and expertise in their teaching areas.  Their credentials and teaching assignments are summarized in Table 5.3.  Full vitae are available in the exhibit room. (Exhibit 5.1.2: Part-time faculty vita)

Table 5.3: Part-Time Faculty Qualifications 

Table 5.3: Part-Time Faculty Qualifications

All cooperating teachers and supervising teachers who serve as school faculty

All cooperating teachers and supervising teachers who serve as school faculty members are licensed in the appropriate content and developmental areas for which they teach. (Exhibit 5.1.3: Licensure of School Faculty)   Student teachers are placed with cooperating teachers who have been selected in collaboration with the PNC Field Director and local school administrators based on their qualifications. 

It is the responsibility of the Department Chair to identify part-time faculty.  Most of the part-time instructors have taught at PNC for several years.  When there is an opening, the Department Chair will typically review the bonafide applications that have been received, and contact local school administrators to seek recommendations.  Advertisements may also be placed in local newspapers.  After curriculum vitae are submitted and reviewed, interviews are held to review course syllabi and discuss course objectives and assignments.  The Department Chair has the authority to hire the applicant.  The university paperwork is then completed and credentials are verified. (Exhibit 5.1.4: University HR paperwork)

All part-time faculty members are invited to an orientation during the fall semester.  The conceptual framework, PNC outcomes, and department policies and procedures are shared.  (Exhibit 5.1.5: Part-time faculty orientation)

University supervisors are hired to work with candidates during their student teaching semester.  Full-time faculty may serve in this role, but at this time most supervisors are part-time faculty.  Their qualifications are summarized in Table 5.4. These individuals are hired by the Director of Field Experiences in conjunction with the Student Teaching Coordinator and the Department Chair.  These individuals are former classroom teachers or administrators.  Qualifications include having a Master’s degree in Education, an Indiana teaching license and at least 5 years of teaching experience.  When a new supervisor is needed, the Field Director will review applications that have been received in the Education Department office for qualified candidates and contact local school administrators for recommendations.  Vitae are submitted, interviews are held, and university paperwork is then completed. (Exhibit 5.1.6: HR paperwork)

Table 5.4:  Part-time University Supervisors of Student Teachers

University supervisors receive an orientation to the conceptual framework, PNC outcomes and assessment tools at an orientation that is held at the beginning of each semester.  They also meet at mid-term with the Student Teaching Coordinator and Field Director to discuss mid-term evaluations and candidate progress.  The Student Teaching Coordinator also maintains personal contact with all supervisors during the semester. (Exhibit 5.1.7: Materials from student teaching orientation)

Element 2:  Modeling Best Professional Practices in Teaching

The Education faculty has a thorough understanding of the content they teach and is committed to being models of best professional practice in teaching.  The conceptual framework is utilized in their instruction as they model that they are effective educators committed to continuous growth and school reform through the implementation of the ten PNC outcomes.   All course syllabi are aligned with the PNC outcomes that are derived from the conceptual framework.  (Exhibit 5.2.1: Course Syllabi)  A review of the syllabi will clearly demonstrate that the faculty engages candidates in learning activities and field experiences that encourage active participation, reflection and critical thinking, and are based on current research and developments in their respective fields of study.  They will also provide evidence that faculty members model the behaviors and dispositions expected of effective educators.  Key assignments were developed to ensure that all aspects of the conceptual framework and PNC outcomes are taught and assessed in courses. (Exhibit 5.2.2: Description of Key Assignments) These assignments are developmental in nature and associated with specific outcomes.  As faculty plan for each semester, they engage in discussions with one another about the conceptual framework and the PNC outcomes and decide whether any changes in course activities or experiences are required.  Modeling of Effective Practice by Faculty provides further information related to instructional strategies and assessment techniques used by faculty as well as how technology and diversity topics are integrated into courses.  (Exhibit 5.2.3: Modeling of Effective Practice by Faculty)

Examples of instructional strategies used by faculty include:

• Direct instruction

• Small group instruction

• Small discussion groups

• Cooperative learning clubs

• Student facilitated lessons

• Community circles

• Case studies

• Projects

• Debates

• Reflective journals

Examples of assessment strategies used by faculty include:

• Quick writes

• Double entry journals

• Self-evaluation

• Peer critiques

• Papers and projects related to course topics which are evaluated with rubrics

• Reflective writing

In addition to varying learning strategies and methods, the faculty integrates topics related to diversity throughout the program.  Addressing the needs of students with exceptionalities and who need accommodations are addressed in all methods classes.  A further description of how diversity topics are integrated throughout the curriculum is described in Standard 4.

The Faculty encourages critical thinking and reflection by having candidates reflect on their teaching.  The required lesson plan format (Exhibit 5.2.4: Lesson Plan format) includes a section for self-reflection after teaching.  Other examples include having candidates think critically and reflect on their socio-cultural perspective during EDCI 285 Multiculturalism and Education as they complete an assignment entitled “Who Am I?”, and as they create a classroom management plan in EDPS 430 Creating and Managing Learning Environments. 

The faculty is committed to being good models in the use of technology.  The PNC campus has made WebCT Vista available to all faculty members and students on campus.  This tool is used by Education faculty to post syllabi and course handouts.  Many also make use of the discussion group and other features of WebCT Vista.  TaskStream has been adopted by the Education faculty and all candidates are required to purchase it when they begin their block courses.  All Key Assignments are submitted on TaskStream, but many faculty members are also encouraging and requiring candidates to use it for other class assignments.  Other technology used by faculty members on a regular basis includes video clips, books on tape, children’s literature database, logo, internet sites and PowerPoint. (Exhibit 5.2.5: Course Syllabi)   

Unit faculty regularly receives positive ratings by candidates on the Purdue University North Central required evaluation forms. (Exhibit 5.2.6: Faculty Evaluations)  The unit also surveys teacher education candidates at the end of student teaching to determine how they feel the program is helping them to meet the PNC outcomes and prepare them for teaching. (Exhibit 5.2.7: Survey of Student Teachers)  The faculty meets to discuss the surveys and consider changes that should be made. (Exhibit 5.2.8: TEAM meeting minutes)

Element 3:  Modeling Best Professional Practices in Scholarship

The mission of Purdue University North Central emphasizes that the campus is dedicated to providing access to exceptional educational opportunities and is committed to providing, assessing, and enhancing three elements fundamental to a great land grant university: Learning, Discovery and Engagement.  The PNC Faculty Handbook for Academic Promotion and Tenure (Exhibit 5.3.1: PNC Faculty Handbook) states that faculty members are expected to demonstrate excellence in discovery:

            Faculty will be expected to maintain professional competence and to engage in research and scholarly activity appropriate to their discipline and to the campus mission.  Candidates for promotion and tenure also are established in the personal professional development plan.  Steady progress of scholarly activity over time must be clearly identified.  Types of evidence that demonstrate accomplishment in this area include the following suggested activities:

·         Publications

·         Published reviews of textbooks or other scholarly works

·         Invited presentations at professional meetings

·         Lecture and workshop presentations

·         Grants and funded research

·         Patents and copyrights

·         Exhibits of creative works

·         Involvement with student research

All tenure-track faculty members are expected to pursue scholarship and it is required of those faculty seeking tenure and promotion.  Currently, only one faculty member has tenure and one faculty member is undergoing tenure and promotion review this academic year.  While the level of scholarly activity may vary, all Education faculty members are engaged in some type of scholarship.  This includes the Field Director who is currently pursuing a Ph.D. in literacy education and some part-time faculty.  (Exhibit 5.3.2: Faculty Vita)   Tables 5.5 and 5.6 demonstrate the scholarly activity of the Education faculty as related to publications, grants and presentations.

Table 5.5:  Scholarly Activity (submitted work is listed in parentheses)

Table 5.6: Faculty Presentations

Element 4:  Modeling Best Professional Practices in Service

According to the PNC Faculty Handbook for the Promotion and Tenure process, faculty members are expected to demonstrate excellence in engagement:

The expectations of faculty within this area of achievement relate to the accomplishments in providing internal service, professional association activities and/or external outreach.  Candidates for promotion and tenure will have evidence to demonstrate a balance and a history of professional association.  Membership in one or more professional organizations related to the faculty member’s discipline as well as a history of contributions to the organization(s) is expected.  Internal service is an integral part of the faculty role and should be demonstrated as much through daily behavior as through formal service activities.  Faculty engagement should reflect the commitment of the individual to the University, the local community, the state, and the nation. 

All Education faculty members are involved in a variety of service activities.  Faculty must provide evidence of service in their documents for promotion and tenure.  Tables 5.7 and 5.8 provide some examples of faculty service, but it does not include all service activities.

Table 5.7:  Involvement of Faculty on Committees

Table 5.8:  Membership of Faculty in Organizations

Element 5:  Collaboration

Education faculty members collaborate regularly and systematically with colleagues in K-6 schools, faculty in other units on campus, and members of the professional community to improve teaching and learning and the preparation of educators.  Collaboration is an important aspect of the conceptual framework and is highly valued.  One example of collaboration can be seen in the work the Education faculty has done together, and with its stakeholders over the last three years to prepare preconditions, including the conceptual framework and assessment system after academic autonomy was granted.

Colleagues in K-6 schools have also collaborated in a variety of ways including serving on the University Council on Teacher Education which is our advisory board, in the placement of student teachers, by providing good models of teaching, and working with candidates as they interact with students during field placements and student teaching.  For these field placements to succeed, collaboration must occur among the public school administrators and teachers, the Field Director, course instructors, and teacher education candidates. 

Education faculty also regularly collaborate with other departments at PNC including Admissions to ensure that qualified candidates are admitted to the program, and Career Development to assist candidates with resumes and interviewing skills before graduation.  Some specific examples of the collaboration in which education faculty have been engaged include:

• Dr. Pratt has collaborated with members of the Mathematics Department on Connecting Mathematics for Elementary Teachers which is a 3 year grant project.

• Dr. Chan recently received a research grant award approved by the University of Hong Kong with a colleague from that university.   The grant will fund an international project which will investigate how societal standards for citizenship and scholarship are adopted by children and teachers in the Chinese and American societies.

• Ms. Covault, Dr. Fontaine and Dr. Maletta collaborated to create a program proposal to add Reading to the teaching license which will begin in summer 2006.

• Faculty has collaborated with local elementary schools to develop field sites and to arrange service learning projects.

• A service learning project has been organized with the Michigan City Zoo and the Michigan City Parks and Recreation Department.

• Area principals participate in mock interviews with student teachers.

• An area teacher is being assisted by Dr. Pratt in the development of an ePALS program involving partners in Egypt.

• Dr. Fontaine chairs a committee on literacy which involves the collaboration of representatives from 10 school districts to identify effective research-based practice, and disseminate their findings to the schools.

• Two faculty members and the Field Director collaborated with elementary teachers from a local school to improve their literacy instruction for an I-READ grant.

• Dr. Maletta has collaborated at the state level with the Indiana Reading Professors to involve teacher education candidates in presenting projects at area conferences and the Indiana State Reading Association conference.

• Ms. Covault collaborated with Hebron High School teachers on the establishment of a Leadership Academy at their school

Element 6:  Unit Evaluation of Professional Education Faculty Performance

Mandatory course/instructor evaluations are completed by candidates at the end of every semester for every education course including all tenured, non-tenured, and part-time faculty members.  These evaluations are reviewed by the Department Chair and individual faculty members receive a summary of the evaluations including candidate comments.  These comments and ratings are used as a basis to make changes to course instruction and to improve teaching.  These evaluations are also an important part of the promotion and tenure process and summaries must be included in all promotion and tenure documents. (Exhibit 5.6.1: Sample Promotion/Tenure Document)  Education faculty members regularly receive positive course evaluations. (Exhibit 5.6.2:  Sample Course Evaluation Reports)

Extensive review of faculty performance is also completed through the promotion and tenure process.  Faculty members are to keep their promotion and tenure documents up to date and must show that they are making adequate progress in learning, discovery and engagement.  The promotion and tenure documents are reviewed by the Education Department Chair and the faculty, and suggestions are made for improvement as needed. 

Element 7:  Unit Facilitation of Professional Development

Professional development opportunities are provided to faculty in a variety of ways.  When faculty members are initially hired, they attend workshops related to the use of technology and procedures related to working at PNC.  The PNC Information Services Department provides a variety of professional development opportunities and is available to faculty who may need support as they use the computing resources available to them.  Group and individual assistance is available for the utilization of WebCT Vista, and other Network Resources.

Education faculty is encouraged to attend professional conferences as a part of their professional development and the university has funds for faculty development activities.  Beginning in 2000, each new probationary faculty member received a personal faculty development account of $10,000. (Exhibit 5.7.1: Probationary Faculty Development Funding).  This money may be used to support attendance at professional meetings, for release from a course, to purchase equipment of materials related to research, or for a summer grant.

Two areas in which the Education faculty has received specific support are technology and the infusion of diversity topics into courses.  During the 2004-2005 academic year, Dr. Pratt led weekly technology sessions for full-time faculty at the beginning of TEAM meetings.  He provided timely hints on using technology in teaching and presentations.  (Exhibit 5.7.2:  TEAM meeting minutes)  During the fall 2005, Dr. Chan led a workshop on infusing diversity topics across the education curriculum.  She then worked with individual faculty to assist them in creating specific topics and class activities for the courses they teach.  (Exhibit 5.7.3:  Diversity Workshop materials) Table 5.9 provides further information on the types of faculty development activities in which faculty have engaged.

Table 5.9:  Participation in Faculty Development Activities