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  Standard 5: Faculty Qualifications, Performance and Development

5a. Qualified Faculty

5b. Modeling Best Professional Practices in Teaching

5c. Modeling Best Professional Practices in Scholarship

5d. Modeling Best Professional Practices in Service

5e. Unit Evaluation of Professional Education Faculty Performance

5f. Unit Facilitation of Professional Development

Supplemental Exhibits
Elements Exhibits
  5a. Qualified Faculty 5a.1. What are the qualifications of the full- and part-time professional education faculty (e.g., earned degrees, experience, and expertise)?
  • Full- and part-time faculty qualification table (See AIMS)
5a.2. What expertise qualifies professional education faculty members who do not hold terminal degrees for their assignments?
5a.3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?
5a.4. What contemporary professional experiences do higher education clinical faculty members have in school settings?
  5b. Modeling Best Professional Practices in Teaching

(as guided by the University Operating Policy 06.23 Tenure and Promotion)

5b.1. How does instruction by professional education faculty reflect the conceptual framework as well as current research and developments in the fields?
5b.2. How do unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions?
5b.3. What types of instructional strategies and assessments do unit faculty members model?
5b.4. How do unit faculty members incorporate the use of technology into instruction?
5b.5. How do unit faculty members systematically engage in self-assessment of their own teaching?
  5c. Modeling Best Professional Practices in Scholarship

(as guided by the University Operating Policy 06.23 Tenure and Promotion)

5c.1. What types of scholarly work are expected of faculty as part of the institution’s and unit’s mission?
5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning? What percentage of the unit’s faculty is engaged in scholarship?
  5d. Modeling Best Professional Practices in Service

(as guided by the University Operating Policy 06.23 Tenure and Promotion)

5d.1.What types of service are expected of faculty as part of the institution’s and the unit’s mission?
5d.2. In what types of service activities are faculty members engaged? Provide examples of faculty service related to practice in P-12 schools and service to the profession at the local, state, national, and international levels (e.g., through professional associations). What percentage of the faculty is actively involved in these various types of service activities?
  5e. Unit Evaluation of Professional Education Faculty Performance 5e.1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants?
5e.2. How well do faculty perform on the unit’s evaluations?
  • Individual Development and Educational Assessment, Inc. (IDEA) Student Ratings of Instruction
College of Education
Department of Curriculum & Instruction
Department of Teacher Education
5e.3. How are faculty evaluations used to improve teaching, scholarship, and service?

  5f. Unit Facilitation of Professional Development

5f.1. How is professional development related to needs identified in unit evaluations of faculty? How does this occur?
5f.2. What professional development activities are offered to faculty related to performance assessment, diversity, technology, emerging practices, and/or the unit’s conceptual framework?
5f.3. How often does faculty participate in professional development activities both on and off campus?

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