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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.

5a. Qualified Faculty

Acceptable Present Objective
Professional education faculty 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.  

5b. Modeling Best Professional Practices in Teaching

Acceptable Present Objective
Professional education faculty have a thorough understanding of the content they teach. SACS Guidelines, annual evaluations, research, publications  
Teaching by professional education faculty helps candidates develop the proficiencies outlined in professional, state, and institutional standards and guides candidates in the application of research, theories, and current developments in their fields and in teaching.

Annual evaluations tied to Conceptual Framework
Publications, Presentations

Professional education faculty value candidates’ learning and assess candidate performance. Class evaluations, TaskStream  

Their teaching encourages candidates’ development of reflection, critical thinking, problem solving, and professional dispositions.

TExES, Projects
Teacher Work Sample Analysis

Professional education faculty use a variety of instructional strategies that reflect an understanding of different learning styles.

Syllabus, Self Report
Peer Review
They integrate diversity and technology throughout their teaching. Syllabus, Class Assignments
TaskStream, Classrooms
They assess their own effectiveness as teachers, including the positive effects they have on candidates' learning and performance. TExES  

5c. Modeling Best Professional Practices in Scholarship

Acceptable Present Objective
Most professional education faculty demonstrate scholarly work in their fields of specialization. Annual Evaluation, Set Goals  
They are engaged in different types of scholarly work, based in part on the missions of their units and institutions. Annual Evaluation  

5d. Modeling Best Professional Practices in Service

Acceptable Present Objective

Most professional education 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 collaborate with the professional world of practice in P–12 schools and with faculty in other college or university units to improve teaching, candidate learning, and the preparation of educators.

They are actively involved in professional associations.    
They provide education-related services at the local, state, national, or international levels.    

5e. Unit Evaluation of Professional Education Faculty Performance

Acceptable Present Objective
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 the faculty's teaching, scholarship and service.    

5f. Unit Facilitation of Professional Development

Acceptable Present Objective
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.