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

2. 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.

3. AACTE/NCATE - Spring 2008 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

4. AACTE/NCATE - Spring 2008 Streamlined Process Institutions are piloting the process this semester Standard 5 - limited to six pages Defined set of exhibits

5. AACTE/NCATE - Spring 2008 Elements of the Standard 5a. Qualified Faculty 5b. Modeling Best Professional Practices in Teaching 5c. Modeling Best Professional Practices in Scholarship

6. AACTE/NCATE - Spring 2008 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

7. AACTE/NCATE - Spring 2008 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

8. AACTE/NCATE - Spring 2008 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.

9. AACTE/NCATE - Spring 2008 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

10. AACTE/NCATE - Spring 2008 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

11. AACTE/NCATE - Spring 2008 5b: Teaching Faculty members assess their own teaching effectiveness. Description of process; sample rubrics Data on faculty performance

12. AACTE/NCATE - Spring 2008 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

13. AACTE/NCATE - Spring 2008 5c: Scholarship Most professional education faculty demonstrate scholarly work in their fields of specializations. Percentage of faculty members engaged in scholarship

14. AACTE/NCATE - Spring 2008 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

15. AACTE/NCATE - Spring 2008 5d: Service Faculty members are active in professional organizations. Summary / data on professional organizations

16. AACTE/NCATE - Spring 2008 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)

17. AACTE/NCATE - Spring 2008 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

18. AACTE/NCATE - Spring 2008 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.

19. AACTE/NCATE - Spring 2008 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

20. AACTE/NCATE - Spring 2008 Summary Qualifications Performances (Teaching, Scholarship, Service) Performance Evaluation Professional Development

21. AACTE/NCATE - Spring 2008 Standard 5 Questions?