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
How does the unit ensure that its professional education faculty contributes to the preparation of effective educators through scholarship, service, teaching, collaboration and assessment of their performance? 5a. Qualified Faculty
The Langston University (LU) School of Education & Behavioral Sciences (SoEBS) Teacher Education Unit (TEU) employs full-time, part-time, & adjunct faculty with earned doctorates, teacher certifications, &/or exceptional expertise that qualify them for their assignments. All faculty who teach in the unit hold a minimum of a Master's degree with 18 or more graduate hours in the field. During 2013-2014, the TEU was comprised of nine full-time faculty members, ten part-time faculty members, & three adjunct faculty. Part-time faculty are those faculty employed full-time by the university in other academic schools & who teach content & methods coursework dedicated to teacher preparation. Parttime faculty members are specific to Early Childhood Education & the Secondary content areas.
The Director of Teacher Education, Certification, & Field Experiences in partnership with cooperating schools, ensures all school faculty are qualified &/or licensed in the field they teach &/or supervise & have more than three years teaching experience. The Director ensures clinical faculty who supervise candidates in field-based experiences & clinical teaching have the credentials & experiences aligned with the content areas & levels they supervise. All professional education (PED) faculty have current & relevant professional experiences in school settings as they provide a minimum of ten hours of public school service working with P-12 students each academic year.
5b. Modeling Best Professional Practices in Teaching
PED faculty have an understanding of the content they teach & know how to teach that content to candidates. Faculty instruction encompasses the conceptual framework, Teacher as Decision Maker, & institutional, state, & national standards. Faculty members can identify their Specialty Professional Association (SPA) & have aligned course objectives with SPA standards & state competencies (InTASC 2011, adopted June 2014). Best professional practices in teaching are evident in course syllabi, in the Faculty Professional Performance Plan (F3P) Evaluation of Teaching, Scholarship, & Service, & through LU Student Course Evaluations.
The Checklist for Classroom Observation & the Employee's Self-Evaluation forms from the Faculty F3P are used as evidence that PED faculty use a variety of instructional strategies reflecting an understanding of different learning styles, the integration of diversity & technology, & the assessment of their effectiveness as teachers. Methods of instruction include, but are not limited to, hybrid-based instruction; face-to-face instruction; online learning including discussion groups & frontloading lectures; direct instruction; cooperative & collaborative group work; service learning projects; field-based experiences; modeling & demonstrations; & case studies. PED faculty integrate technology in teaching through the use of Desire2Learn (D2L), an online learning course management system, Instructional Television (ITV), & Adobe Connect, a web conferencing platform. Education faculty receive training in computerassisted instruction through the Computer Technology & Integration Center (CTI). Several TEU classrooms have smart-technology that provide faculty opportunities to model technology integration & provide candidates opportunities to present lessons & conduct interactive presentations & activities on the SMARTBoard.
5c. Modeling Best Professional Practices in Scholarship
Founded as a land grant institution, LU's history has been shaped by this designation. The original mission of land-grant institutions, outlined in the Morrill Act of 1862, was to teach agriculture & other skills so the working classes could obtain a practical education. The Morrill Act of 1890 extended access to higher education by providing funds for all land grant institutions, including LU that had been designated for the education of African Americans. Today, LU continues to serve African Americans & fulfills the mandate for openness, accessibility, & service to all people. As one of ten regional universities in the Oklahoma State System of Higher Education, LU has a rural & urban mission with campuses in Langston, Oklahoma City, & Tulsa. The mission of LU is to provide quality post-secondary education to diverse learners, ultimately leading to professional competence & degree completion. To this end, LU defines research as those intellectual activities that contribute to the development & dissemination of the knowledge base of a faculty member's area of expertise or specialization, & the general advancement of educational practice. Such knowledge is traditionally generated through original research & productive scholarship. Scholarship is productive if there is a systemization of knowledge & construction of theory. Scholarly activities include, but are not limited to, the following:
• Major publication - scholarly books, textbooks, editor of a major volume, monographs, articles in major peer-reviewed journal, major scholarly works in other printed media such video & computer software, major invited articles;
• Minor publication - book or film reviews, brief contributions to scholarly journals, contributions to popular magazine & newsletters, publications for special or non-academic audiences, non-refereed professional publications, scholarly works in other printed media, government & agency publications; &
• Other scholarly activity - art exhibits, musical composition & performances that are peer reviewed, editorship of professional journals, membership on professional journal editorial boards, grant proposals, presentations at professional & scholarly meetings, original curricular projects such as tests, clinical documentation, &/or videos.
Unit faculty are engaged in a wide variety of scholarly activities in their fields of specialization that advance the missions of LU & the TEU. Types of activities include, but are not limited to, authoring & co-authoring books, chapters, & peer-reviewed journal articles; presentations at professional presentations (local, state, national, & international); & grant writing. These on-going scholarly activities model best professional practices in scholarship & support the mission of LU as a land-grant university with a rural & urban focus.
5d. Modeling Best Professional Practices in Service
Service is part of LU's mission & is valued in the SoEBS as evidenced by faculty collaboration & active participation on university, school, departmental, & professional committees. Faculty currently chair & serve as members on university & school committees as well as participate in Faculty Senate, established in spring 2014. Faculty serve on TEU committees & as advisors for candidates' professional organizations such as the Student Oklahoma Education Association (SOEA), Student Council for Exceptional Children (SCEC); American Chemical Society (ACS); Biology Club; LU Chapter of the Society for Health & Physical Education (SHAPE); English Club; Prime Thinkers Math Club; & Graduate Students Association. Faculty participate with candidates in advisement & mentoring by providing tutoring, participating in service learning projects, & providing assistance in P-12 schools. Faculty are actively involved in professional associations & provide education-related services at the local, state, national, & international levels.
Collaborative activities between the TEU & other schools & departments within the university include William H. Hale Fifth & Sixth Grade Day, LU Service Learning Conference, Symposium on Social Justice, National Food Day Educational Outreach Events, Summer Teacher Institutes, Career Fairs, High School Day, & LU Research Day. Faculty participate in yearly University Assessments & Improvement Surveys designed to provide the LU Institutional Research & Advancement Office with feedback from faculty & staff across the university.
5e. Unit Evaluation of Professional Education Faculty Performance
The F3P outlines a systematic & comprehensive process of faculty evaluation designed to assess the professional performance of faculty in the areas of teaching effectiveness, scholarship, & service. The process allows for self-evaluation & input from candidates, colleagues, & administrators. This system provides information for decision-making concerning employment, promotion, & tenure. Faculty submit artifacts & work samples as evidence of individual performance related to the contents of the F3P.
5f. Unit Facilitation of Professional Development
The TEU provides opportunities for faculty to develop new knowledge & skills related to assessment, diversity, technology, & other emerging practices. Funding is provided through the university's Faculty Development Title III program to support faculty in attending & presenting at professional meetings, conferences, workshops, & seminars. On campus, CTI & the University Faculty Development Committee offer group & individualized faculty development workshops & seminars. TEU faculty participated in trainings to support their use of online course management including Desire2Learn (D2L), chat, Dropbox, quiz construction, & Adobe Connect. These trainings provide faculty with relevant, technological skills necessary for teaching 21st century digital learners; as a result, the number of the courses offered by faculty as hybrid or on-line has increased. PD360, an online professional development website, provides faculty individualized, on-going, online professional development. In 2013-2014 faculty attend &/or presented at professional conferences; served as members on Board of Examiners (BOE); conducted workshops & seminars in P-12 schools; collaborated with learned societies & other specialty groups; served as officers, chairs, & members for professional associations, committees, & forums; & completed graduate coursework.
5.2 Moving Toward Target or Continuous Improvement
Please respond to 5.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 5.2.b.
5.2.a Standard on which the unit is moving to the target level
Describe areas of the standard at which the unit is currently performing at the target level for each element of the standard. Summarize activities and their impact on candidate performance and program quality that have led to target level performance. Discuss plans and timelines for attaining and/or sustaining target level performance as articulated in this standard.
n/a
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.
Between 2011-2013, the SoEBS underwent substantial personnel changes with the Dean, Director of Teacher Education, Certification, & Field Experiences, Coordinator of Assessment & Student Advisement, and several senior faculty retiring or leaving the unit. The current Dean was hired in January 2014, following a three-year period in which the position was filled by an interim Dean who served simultaneously as a Department Chair. With this large shift in faculty and administration and the introduction of new faculty, several committees, policies, procedures, and documents became dormant. The TEU is in process of reviving these committees, reviewing policies and procedures, and updating handbooks and documents. The goal is to implement a sustainable, transparent system that is embedded in daily practice and not dependent upon one person or one position for its implementation, maintenance, and enhancement.
Changes leading to continuous improvement of candidate performance and program quality and plans for sustaining and enhancing performance through continuous improvement include the following:
The SoEBS composed of faculty from the Departments of Elementary and Special Education; Psychology; Health, Physical Education, and Recreation; Liberal Education; and Graduate Programs meet each semester to discuss and prepare for upcoming events; additions, changes, and deletions to school and university policies and procedures; and faculty celebrations and issues. The Dean, in consultation with Department Chairs and Program Directors, prepare the agenda and handouts or resources to be referenced throughout each semester. To ensure communication beyond the semester meetings, emails are sent as needed, and a SoEBS page was established in Fall 2014 on D2L.
The TEU is an interdisciplinary body comprising faculty from the Graduate Program; Department of Health, Physical Education, and Recreation; Department of Elementary and Special Education; and other departments containing teacher education programs (Early Childhood Education and Secondary). All faculty teaching in teacher education programs and in the Master's of Education Graduate Program are part of the unit. The TEU meets once each semester to discuss program and unit needs, requirements, assessments, and accreditation. Outside of meeting once each semester, the Director of Teacher Education, Certification, and Field Experiences is responsible for maintaining on-going communications with each program chair or department head.
The TEC, composed of faculty and administrators from the SoEBS, School of Agriculture and Applied Sciences, and the School of Arts and Sciences, meets once each month. The Dean oversees the TEC that is chaired by the Director of Teacher Education, Certification, and Field Experiences. The agendas are developed by the Director and approved by the Dean. The TEC serves as the governing body of teacher education with voting members who review professional education policies and practices; vote on subcommittee submissions, candidates' admission to Teacher Education, and candidates' admission to Clinical Teaching; analyze and discuss data related to candidate competencies, PASS-PORT portfolio assessments, and program requirements; and share student organization news and events. In Fall 2013, a subcommittee of the TEC updated the conceptual framework, feedback was sought from unit and stakeholders, and the final product was submitted to the TEC for voting. This process was followed for the creation and implementation of the Disposition Assessment in Fall 2014 and for the creation of TEU Diversity Proficiencies also in Fall 2014. Currently, TEC membership is limited to faculty and administrators related to the TEU. It is the goal of the TEC to invite and encourage membership of public school administrators and teachers, community members, and initial and advanced candidates. It is anticipated that these additional members will be on-board beginning Fall 2015.
The Advisory Council was established in Spring 2015. This Council meets once each semester to solicit input from stakeholders inside and outside of the TEU. Members include public school administrators and teachers, LU graduates, TEU faculty, Nursing faculty, and LU administration. Meetings are conducted simultaneously in person and via ITV. Incorporating these two methods allows for members who are close to LU-Langston to attend in person and those who live or work in the Oklahoma City and Tulsa areas to attend without having to drive long distances. The Advisory Council has been charged with the task of reviewing and commenting on program and unit documents and data. The goal of this task is to support on-going partnerships and to assist the TEU in preparing graduates who possess the skills, knowledge, and personal attributes required for professional success.
The Director of Unit Assessment and Accreditation was appointed by the LU Vice President for Academic Affairs in fall 2014. The Director assumed responsibilities for combining the existing assessment system with the newly adopted electronic portfolio system, PASS-PORT; overseeing the accreditation processes specific NCATE/CAEP and program reviews; collecting, disseminating, and reporting unit data; and providing faculty and candidate training and support. Trainings for faculty have included aligning course syllabi with standards, developing signature artifacts and rubrics for systematic unit and program data collection, and the use of PASS-PORT. Trainings for candidates' have included instruction in how to purchase and use PASS-PORT and individualized troubleshooting. It is the goal of the TEU to use PASS-PORT to collect program data beginning fall 2016. Prior to implementation, signature artifacts and rubrics need to be reviewed and assessed for validity, reliability, and bias; alignment between artifacts and current standards needs to be ensured; and platforms within PASSPORT need to be created. Until the system is fully electronic on a program and unit level, hardcopies for current artifacts will continue to be collected, the Director of Unit Assessment and Accreditation will continue to collect the data from the artifacts at the end of each semester, and Excel spreadsheets will continue to be maintained.
In spring 2014, the professional learning community (PLC) for reading was established by the Dean within the Department of Elementary and Special Education. In response to data collected from the state certification exams, the Dean gathered the Reading faculty to discuss the latest issues in reading. The group has met to discuss faculty attendance at a state sponsored reading event, the state's certification examination performance of LU candidates, and the alignment of reading courses and syllabi with national and state competences. The group has shared and discussed individual course content and goals and articles based on best practices in teaching reading to preservice teachers. This PLC is responsible for ensuring that reading courses align with state competencies and national standards, provide relevant and current content and practices, and logically and conceptually build on one another to provide candidates an awareness, competency, and mastery of reading instruction concepts and skills.
In fall 2014 faculty, candidates, alumni, and community members were provided the opportunity to share experiences and expertise through the first annual Alumni Teach Back. This event provided a forum for LU SoEBS Teacher Education graduates to speak with current candidates. The alumni represented public and private school administrators, teachers, and specialist. This event was successful in that the alumni served as role models to current candidates. Candidates were able to identify with the graduates and recognize that preparation now will contribute to success in the future. This event supported the unit's implementation of social media to maintain connections and communication. The Alumni Teach Back and use of social media will continue to be used to connect faculty, candidates, alumni, and community members.
The Faculty Professional Performance Plan (F3P) Evaluation of Teaching, Scholarship, & Service is a requirement of the university and provides dates for the submission of forms and documentation. The timelines have been loosely applied in previous years resulting in incomplete F3P submissions incomplete data. To address this issue, the Dean made it a priority in fall 2014 to ensure faculty awareness of deadlines and expectations. At the SoEBS and TEU meetings, the Dean addressed F3P requirements and provided a SoEBS academic calendar highlighting due dates and a handout of requirements associated with each due date. Emails are sent to faculty as reminders of upcoming dates and follow-up emails are sent to faculty who fail to meet deadlines. With the increase in timely participation, the unit has the ability to collect and review data prior to documents being submitted to the university. In addition to the F3P, the Dean has increased submission requiremnts for TEU faculty to include a yearly vitae and documentation of faculty service and collaborative activities in schools and with the professional community is required. As a state requirement, all teacher education faculty directly involved in the teacher education process, are required to serve in a state accredited public school for at least ten clock hours per school year in direct contact with meaningful and relevant responsibilities related to their respective teacher education fields. The timely submission of F3P requirements, faculty vitaes, and documentation of public school service will increase the unit's ability to collect and summarize results in areas of teaching, scholarship, service, and professional development. To this end, the Faculty Professional Development Handbook is being updated with an implementation date of fall 2015.
5.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review
Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard.
There were no areas for improvement cited for Standard 5 in the Action Report from the previous accreditation review.
5.4 Exhibits
5.4.a Data table on qualifications of professional education faculty
5.4.a & 5.4.b Data table on qualifications
5.4.b Data table on qualifications of clinical faculty (i.e., P-12 school professionals and professional education faculty responsible for instruction, supervision, and/or assessment of candidates during field experiences and clinical practice)
See document in 5.4a
5.4.c Policies and practices to assure clinical faculty meet unit expectations
5.4.d Policies, expectations, and samples of faculty scholarly activities
5.4.d Faculty Scholarly Activity Sample 1
5.4.d Faculty Scholarly Activity Sample 2
5.4.d Faculty Scholarly Activity Sample 3
5.4.d Faculty Scholarly Activity Sample 4
5.4.d Faculty Scholarly Activity Sample 5
5.4.e Summary of faculty service and collaborative activities in schools (e.g., collaborative project with school faculty, teacher professional development, and addressing the needs of low performing schools) and with the professional community (e.g., grants, evaluations, task force participation, provision of professional development, offering courses, etc.)
5.4.e Summary of Faculty Activities
5.4.e Collaborative Activities in Schools
5.4.e Collaborative Activities Sample 1: Teacher Institute
5.4.e Collaborative Activities Sample 2: 5th & 6th Grade Day
5.4.e Collaborative Activities Sample 3: Urban Ag Youth Symposium
5.4.f Policies, procedures, and practices for faculty evaluation (including promotion and tenure) and summaries of the results in areas of teaching, scholarship and service
5.4.f Faculty Evaluation (F3P)
5.4.f Faculty Evaluation Summary
5.4.g Policies, procedures, and practices for professional development and summaries of the results
5.4.g Faculty Professional Development Handbook