STANDARD 5: FACULTY QUALIFICATIONS, PERFORMANCE, AND DEVELOPMENT
5.1
In 2014-2015 the Teacher Education Unit (TEU) had five full-time faculty teaching Elementary Education, two full-time faculty teaching Elementary/Special Education and Graduate courses, three full-time faculty teaching Physical Education, and two full-time faculty teaching Graduate courses. Six adjunct faculty and 42 part-time faculty taught in 2014-2015 (Evidence: Faculty Table 2012-2015). In total, 12 full-time faculty, 6 adjunct faculty, and 42 part-time faculty composed the faculty of the TEU in 2014-2015. The TEU defines adjunct faculty as faculty who are employed outside of the university and who teach a course or courses for the TEU, as needed. The TEU defines part-time faculty as faculty who are employed by the university on a full-time basis and who teach a course or courses for the TEU in addition to their primary teaching position within the university. The large number of part-time faculty identified in the Faculty Table 2012-2015 lists all faculty with whom candidates may come in contact within the individual preparation programs, NOT all part-time faculty teach a course in the TEU every semester.
A Faculty Professional Development Plan details the comprehensive university-wide faculty evaluation (F3P) system. The F3P document details the timeline and process, including components for teaching effectiveness, peer and department head observations of instruction, scholarship, service, self-evaluation, and professional decorum. As a group, TEU faculty evaluations using the F3P system averaged 3.5 on a 4.0 scale for 2013-2014 year. The F3P system was strengthened for some of the TEU faculty in fall 2014.
A Teacher Education Faculty Professional Development Handbook delineates a plan for development, as well as a system for tracking, and annual reflection of professional activities and involvement in public schools. Oklahoma requires a minimum of 10 public school hours each year.
The summary table of faculty activities indicates a very active faculty in 2012 and 2013. Samples of faculty scholarly activity include publications and grants.
Several collaborative projects with schools afforded faculty and candidates, as well as school participants, learning opportunities: Youth Symposium and Teacher Institute on the Tulsa campus, 5th and 6th grade day at the Langston campus. These events were opportunities for faculty to document public school experience required by the state.
TEU faculty participated in professional development workshops and seminars. Many of the opportunities related to technology infusion such as online course management (D2L), Dropbox, Adobe Connect. When data revealed an issue with reading scores on certification exams, a professional learning community for reading was established. A Faculty Professional Development Handbook details the TEU plan for encouraging and documenting faculty development activities.
5.2.b
Two of the three TEU faculty members employed in 2013 hold terminal degrees. Between 2012 and 2014 faculty had five published articles, made three presentations, and worked with five grants.
Service is a strength of the faculty, with faculty service ranging from consulting and advisory boards, to service in professional organizations, to test and program review, facilitating discussion and learning activities.
5.4 Areas of concern related to continuing to meet the standard
It is difficult to verify faculty qualifications, performance, and professional development without definitive identification of unit faculty.
Rationale: The Institutional Report states that the TEU was comprised of nine full-time faculty, ten part-time faculty and three adjunct faculty in 2013-14. Out of 40 faculty listed for 2012-13 through 2013-14, 13 were “separated from the university,” and three new in 2013-14.
Evidence: Faculty Table 2012-2015
Faculty Qualifications 2014-2015
5.5
Faculty members on all three campuses evaluated using the Faculty Performance Evaluation (F3P)(Evidence: F3P). The F3P assesses the professional performance of faculty in the areas of teaching effectiveness, scholarship, and service. Feedback is given throughout the process and allows input from students, administrators, peers, and self. Faculty on the OKC and Tulsa campuses engage in the same process as faculty on the Langston campus. Adobe Connect is used to allow for necessary meetings such as setting goals and percentages and Department Chairs/Program Directors travel to the campuses to allow for classroom observations of faculty members. Throughout the academic year, faculty are responsible for collecting evidence related to the three performance areas and submit the portfolio to their Department Chairs/Program Directors prior to the close of the spring semester. The portfolio provides evidence of faculty’s instructional effectiveness, ability to self-assess, and professional development experiences (samples are available on site). The Dean reviews all material submitted and evaluates the Department Chairs/Program Directors.