Standard 5

Faculty Evaluation and Development
The institution evaluates regularly the quality and currency of courses and field experiences in each Multiple Subject with an Emphasis in Early Childhood Education Program, contributes to faculty development, recognizes and rewards outstanding teaching in the program, and retains in the program instructors and supervisors who are consistently effective.

University requires peer reviews and student evaluations of instruction to evaluate teaching effectiveness. Additional evidence may include honors and distinctions received for teaching, development of instructional materials, use of computer technology, involving students in research, curriculum development, and student mentoring. While university policy requires that only two courses be evaluated annually by students, the KSOEHD requires that every course be evaluated as a way to ensure that faculty are modeling best practices at all times.

While University policy does not dictate specific forms of assessment to measure faculty teaching effectiveness, it does approve the use of multiple measures to determine self-efficacy. Forms of assessment include student performance outcomes as indicated by course products (e.g., tests, lesson plans, curriculum units, webquests, reflection papers, literature reviews); student evaluations of courses; peer observations; and program outcomes (e.g., master's projects, end-of-program surveys and interviews, follow-up surveys of graduates and employers). These performance review documents provide evidence that faculty members reflect on student learning and performance; consider student and colleague evaluations of their teaching; and seeks additional information to design course improvements based on the results of these assessments.

KSOEHD has a long history of providing support for the professional development of faculty. The KSOEHD dean encourages ongoing professional development of faculty.

ECE Program

In addition to the School and University guidelines for ensuring excellence of instruction, ECE program faculty collaborate closely and communicate regularly promoting quality assurance of instruction. Specific examples of this are found in the following practices:

  • Co-teaching
  • Regular program meetings
  • Norm of sharing of conference information with faculty and students
  • Faculty research conducted on “best practices”
  • Peer evaluation
  • Exit interviews and surveys

ECE program faculty members maintain currency in the field through active participation in appropriate ECE scholarly and professional activities, including leadership and organizations, conferences, research and similar professional development activities.

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