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
Professional education faculty have an in-depth understanding of their content, are committed to excellence in teaching, service, and scholarship, and are well prepared to teach at the initial and advanced levels 5.4.a. Faculty qualifications reveal 68% hold the terminal degree and 47% are licensed in the specialty area 5.4a1. Of the licensed faculty, 100% hold more than one specialty area. The 53 EPP faculty include 35 full-time, 13 adjuncts/lecturers (full-time or part time), 3 chairs, and 2 administrators. There are 5 full, 10 associate and 12 assistant professors; 51% are tenured and tenure-track. Over 50% have five or more years of public school teaching experience and 15% have administrative principal or superintendent experience 5.4a2. Faculty in the Department of Elementary Education 5.4k, Educational Leadership 5.4l and Middle Grades, Secondary, and Specialized Subjects 5.4.m are well-qualified for their assignments.
The minimum criteria for tenure-eligible positions are an earned doctorate, licensure in the teaching field, and public school experience 5.4a. The University Faculty Handbook specifies conditions of employment and describes the roles of tenured and tenure-track faculty in regards to teaching, research, and service 5.4.a3. Full and part-time adjunct faculty 5.4a4 are employed based on recognized professional contributions. Adjuncts have a master's degree, experience in P-12 schools, and a teaching or supervisor's license. Meetings with adjuncts are held to disseminate EPP expectations 5.4a5. Full-time adjuncts are evaluated in the same manner as other full-time faculty. Candidates' evaluation scores and comments on instructional effectiveness are used to determine if adjuncts are rehired.
EPP recognizes that a quality graduate program requires quality faculty 5.4j. Faculty teaching graduate courses, chairing, or serving on dissertation committees have graduate status. Faculty apply to the Graduate School after approval from the department and SOE Dean. Fifty-one percent of faculty have graduate teaching status 5.4a6- 60% full, 33% associate and 7% special. To support the teaching, research and service work of all faculty, the Faculty Workload Policy states faculty teaching undergraduate courses teach 12 hours per semester, those teaching only graduate courses 9, chairs 6, and Deans 3.
EPP initial candidates are placed with well-qualified clinical faculty 5.4.b. Clinical faculty hold at least an advanced degree, are licensed in the specialty area, have at least 3 years of experience, and are recommended by their principals; others may have the doctorate degree 5.4.b1-b2. The policies to assure clinical faculty meet unit expectations are identified in the Student Teaching Handbook 5.4c and the MSA and Ed.D. Manuals 5.4c2-3. Meetings are held with cooperating teachers to assure expectations are met 5.4c1, 5.4.n,o,p. University clinical faculty, student teacher and master teacher internship supervisors, meet the established qualifications 5.4b3.
Faculty are teacher scholars and model the best teaching practices 5.4i. Syllabi include student learning outcomes, assessments aligned with the EPP's conceptual framework, and professional and state standards. Faculty use current strategies, embrace new pedagogies, and adjust instruction to enhance candidate learning. Technology is used in all courses; faculty use Blackboard and an array of applications such as Prezi, Edmodo, Yodio, Wikis, Podcasts, Sketchpad, TinkerPlots, smart phones, SMARTBoard, SmartThinking, and Turn-it-in. At the advanced level, faculty infuse theory and research to foster the development of critical thinking and professional dispositions (i.e. direct instruction; discovery learning; interactive and problem-based learning; case studies; reflection, and in-depth research). Faculty use multiple forms of assessment and use candidates' data to adjust instruction, enhance learning, and monitor dispositions at transition points.
Teacher candidates provide the EPP with feedback on faculty effectiveness. The Student Instructional Report (SIR) 5.4t was used for course evaluations; in Fall 2013 the Class Climate Evaluations 5.4 u,v,w replaced the SIR. Candidate evaluations of faculty are higher as compared to other units 5.4f2, and candidates' ratings on the quality of instruction and their satisfaction remain consistently above average 5.4f7. Eleven EPP faculty have been recognized for teaching excellence 5.4f3, University Teacher of the Year, North Carolina Board of Governor's Award for Excellence in Teaching, and Wynton Hadley Award for Teaching Excellence.
Faculty produce a range of scholarly work directly related to teaching and learning 5.4d1. Driven by the EPP mission, scholarship includes individual or collaborative articles in peer- reviewed journals, books, chapters in books, grant submissions, and presentations at conferences. Since 2010, EPP produced 58 articles, 14 books, and 8 chapters within books on a wide range of topics 5.4d. Faculty are active in professional organizations and share scholarship at national and state conferences- International Reading Association, American Education Research Association, National Association for the Education of Young Children, Oxford University Round Table and North Carolina Reading Association. Grants submitted and funded 5.4q are among the faculty accomplishments 5.4r, including the Noyce Grant for (STEM) careers and the Raising A Reader Program, a nationally recognized literacy program for birth to kindergarten children. SOE faculty also received 6 grants- North Carolina Department of Public Instruction, North Carolina New Schools Project, and Federal Institute for Educational Sciences 5.4d2.
One of FSU's core values is collaboration. "We believe in outreach, partnerships with educational institutions, engagement with the military and the community, economic transformation of the state, and service to others." Faculty serve on university, school, and departmental committees, collaborate with other institutions, serve LEA's and civic organizations, and engage in the design and delivery of programs and courses 5.4x. Faculty provide outreach through teacher workshops, parent presentations 5.4z, and consultations.
Topics include closing the achievement gap, working with struggling and at-risk learners, and incorporating technology to increase student achievement. Faculty are on state and national advisory boards, LEA School Improvement Teams, boards for national journals 5.4.e. The Office of School Services coordinates outreach services to LEAs and its impact is measured through the annual Institution of Higher Education Performance Report (IHE) 5.4e1, submitted to the NC State Board of Education. Faculty serve on university committees such as the Quality Education Planning (QEP), Strategic Planning, Teacher of the Year Award, and Technology. Faculty support the EPP and departments through their service either as members or as chairs of SOE committees 5.4y and advisors to candidate organizations 5.4z.
The Faculty Handbook 5.4f includes the criteria and guidelines for faculty evaluation. Faculty identify personal goals related to teaching, research and service and maintain an electronic record of accomplishments in Digital Measures 5.4f6. Mid-year, faculty and Chair revisit and reflect on the goals to assess progress. At the end of the academic year, faculty submit self-evaluation, peer, and chair evaluations 5.4f5. The report is reviewed by the: Department Reappointment, Promotion and Tenure (RPT) Committee, comprised of elected faculty members; Chair; the SOE RPT Committee (comprised of tenured faculty members); Dean, and Provost. Candidates' course evaluations are included in the annual review. A summary of 2013-2014 evaluations reveals 100% of EPP faculty meet or exceed their annual goals 5.4f1. Reappointment reviews and decisions for assistant professors on tenure track occur in the third year of the initial appointment. Review for tenure occurs no later than the sixth year. Non-tenure track faculty and full-time adjuncts undergo the same annual review as tenure-track. Part-time adjuncts are reviewed using results of candidates' evaluation of their teaching. In addition to the annual faculty evaluation, post-tenure review 5.4f4, designed to support and encourage academic excellence among tenured faculty, is required of those who teach at least 50% of a standard teaching load. Chairs and other administrators who teach 50% of the time also undergo post-tenure review. Post-tenure includes review by the Department RPT Committee, the SOE RPT Committee, Chair, Dean, and Provost.
The SOE recognizes the importance of continuous learning and ensures faculty actively participate in an array of Professional Development (PD) sponsored by department, the EPP and the university 5.4g. PD activities offered by the EPP include Common Core State Standards,, Working with the Military Child, Technology in the Classroom 5.4g3-5, SchoolNet, a collaborative workshop with Cumberland County Schools 5.4g2, and the successful annual Excellence in Teaching Conference 5.4g1, 5.4.ze. The Office of Research Initiatives and the Wells Fargo Endowed Professor also offer PD 5.4zf. Title III funds provides PD aligned to the university's Quality Enhancement Plan: Writing Across the Curriculum; Reading Across the Curriculum; Information Literacy (Chesnutt Fellows Program); and Classroom Learning Assessment in the Classroom. Faculty also participated in PD with support of summer stipends 5.4.zc from the Office of Graduate Studies and through the Research Fellows Program 5.4zd. To promote innovative pedagogical and technological practices to meet candidates' needs, faculty engage in on-demand webinars and workshops offered by the Office of Faculty Development.
•5.2.b Continuous Improvement
•· Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.
•· Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.
Continuous improvement goals are identified in the yearly SOE Operational Plan Assessment Report (OPAR). Results from the annual SOE and departmental OPARs reveal continued growth across all departments 2.4y. Reflection is an integral piece for improvement and the EPP faculty continue to reflect on performance data regarding candidates' state-required/key evidences. On-going discussions, guided by OPAR results, drive each department's annual goals. Departmental strategic planning includes examination of student learning outcome (SLO) data and identification of effective teaching practices to improve candidates' performance on key assessments. Results of these discussions inform the professional development offerings for faculty. With the services provided through the Office of Faculty Development, faculty will participate in refresher workshops on Digital Measures, Blackboard, and Taskstream. New faculty will also be required to attend these workshops.
There is a demand for more online and hybrid courses, therefore, the EPP continues to develop online courses in all programs to meet this need. Currently, the Birth-Kindergarten and Special Education programs offer all courses online in addition to face-to-face and hybrid offerings. Since the last visit, all faculty must be certified to deliver online and hybrid courses. The Office of Faculty Development offers this training and Certification.
In 2013, EPP faculty who teach capstone courses along with other faculty in the University were involved in professional development on the use high impact practices for effective instruction, a campus-wide initiative. EPP faculty incorporated several of these strategies into capstone courses. Follow-up workshops are planned for the 2014-2015 academic year to allow faculty the opportunity to reflect on and determine the effectiveness of these practices in the capstone courses.
Beginning fall 2014, North Carolina Department of Public Instruction requires a new licensing exam for Elementary and Special Education initial licensure candidates. All other content areas candidates are now required to complete the Praxis II exam for licensure. Workshop sessions for EPP faculty will be ongoing in order to keep faculty updated on test content and state requirements. Additionally, faculty from the specific program areas will meet to discuss instructional strategies to help prepare candidates for the tests. In spring 2014, faculty in the Department of Elementary Education developed a website in Blackboard, which contains test information and test preparation documents and resources. This will be available to all faculty who teach methods courses and supervise student teaching as well as to candidates.
To support faculty progress toward Reappointment, Promotion and Tenure (RPT), the EPP provides opportunities for ongoing professional development for research, scholarship, and grant writing. In 2013-2014, 100 % of faculty attended one or more professional development sessions 5.4g. The Wells Fargo Endowed Professor of Education assists faculty, especially junior faculty, in scholarship efforts by providing writing workshops each semester 5.4zf. In 2013, the EPP launched the online, peer-reviewed Journal of Research Initiatives, which will continue to serve as an avenue for dissemination of faculty scholarship.
In 2012, the Provost required a professional development course for all newly-hired full-time faculty. The course is designed to provide research-based best teaching practices, offer strategies to meet the needs of the diverse student population at FSU, present effective student engagement strategies, and assist in preparing for tenure. Faculty are given one-course release time in order to participate in this course offered by the Office of Academic Affairs. Since 2012, seven EPP faculty participated and during the 2014-2015 year, four newly hired EPP faculty will be involved. Professional development and workshops for the EPP part-time adjuncts, offered through the SOE Dean's office, will continue each semester in order to provide pertinent information regarding teacher education transition points, effective instructional strategies, unit changes, candidate data, and available resources related to unit operations.
Technology integration and digital learning is a topic for continued development. Training on the use of I pads for literacy assessment for Elementary and Birth to Kindergarten faculty and candidates will continue in fall 2014 and spring 2015. In addition, faculty professional development sessions on culturally responsive teaching and effective advising, recruitment and retention strategies are planned for fall 2014 and spring 2015.
Beginning in fall 2014 all faculty are required to submit an electronic portfolio, in lieu of the traditional hard-copy binders, using SharePoint to document continued progress towards professional growth. The university will provide the Professional Development to all faculty.
As the EPP continues to improve its relationship with P-12 partners, faculty and P-12 practitioners regularly and systematically participate in each other's professional development (activities and instructional programs for candidates and children). To continue efforts to be actively engaged as a community of learners, the EPP faculty were involved in a professional development activity conducted by the LEA on the Common Core 3.4d2 to familiarize faculty with the revised course of study as a result of North Carolina's adoption of the Common Core and Essential Standards. The EPP and Cumberland County Schools (CCS) hosted Education Value-Added Research and Assessment Services (EVAAS) workshops during the Excellence in Teaching Conference 3.4.a8. At the department level faculty will discuss and identify strategies to continue and strengthen outreach efforts to LEAs and direct attention to improving practice.