5.4.a: Data table on qualifications of professional education faculty
(This table can be compiled in the online template from data submitted for national program reviews or compiled in Excel, Word, or another format and uploaded as an exhibit. See Appendix D for an example.)
This section includes a table describing the qualifications of our faculty with information on their degrees, areas of expertise and accomplishments. See Table 1.
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)
This section includes a table describing the qualifications of our clinical faculty with information on their degrees, areas of expertise and accomplishments. See Table 2.
5.4.c: Policies and practices to assure clinical faculty meet unit expectations
The following is a description of the documents describing policies and practices that help to prepare clinical faculty to meet KSOEHD’s expectations for supervision in our field based components.
- Clinical Faculty Supervisor Manual: This manual provides guidance to Clinical Faculty as they prepare for supervision of student teachers. The manual serves to guide continuing and new supervisors by providing information about the KSOEHD Conceptual Framework such as Theme, Vision and Mission Statements as well as Dispositions. Some of the specific areas covered by this manual are necessary paperwork, seminars, supervision-observations, general policies, calendars, TPE expectations, California Standards.
- Multiple Subject Handbook: This handbook is a document that is used by Multiple Subject Elementary Credential teacher candidates to complete all the necessary requirements such as competencies and evaluation paperwork during the three phases of student teaching in the KSOEHD program. The highlighted/selected sections of the manual that pertain to clinical faculty are the Qualifications of University Supervisors, Role Expectations of University Supervisors and the Classroom Observation forms used by clinical faculty.
- Single Subject Handbook: This handbook is a document that is used by Single Subject Credential teacher candidates to complete all the necessary requirements such as competencies and evaluation paperwork during the two phases of student teaching in the KSOEHD program. The highlighted/selected sections of the manual that pertain to clinical faculty are the Role of University Supervisors, Expectations of University Supervisors and the Classroom Observation forms used by clinical faculty.
5.4.d: Policies, expectations, and samples of faculty scholarly activities
KSOEHD faculty are expected to produce scholarly work of the highest quality. The
policies and practices are set forth in probationary plans (APM 324 and 324a) and in the policies on Retention, Tenure and Promotion (APM 325 and 327) and reviewed during the RTP process. Faculty demonstrate significant scholarly work
related to teaching and learning. They regularly disseminate their research through
presentations at international, national, state and local conferences. Faculty are
very involved in professional associations and are well represented in conferences
related to teacher education, literacy, global education, early childhood education,
counseling, administration, school psychology, and bilingual education. The Faculty Professional Practices table summarizes areas of scholarship during the 2010-2013 period.
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.)
Collaboration is an essential component of the unit conceptual framework and faculty
maintain multiple positive collaborations with P-12 partners. The policies and practices
supporting collaboration are clearly stated in the APM manual policies for Probationary
Plans, Retention, Tenure and Promotion as well as in the periodic evaluation of tenured
faculty (APM 324, 324a,325,327,328). Every effort is made to be present at district meetings to discuss critical issues
regarding teacher improvement, candidate learning, and the preparation of educators.
P-12 practitioners are represented on many unit committees. The KSOEHD has 29 collaborative
partnerships where faculty and K-12 professional partners join together to meet the
needs of the students in the community in which we serve. KSOEHD faculty, through
their collaborative efforts, provide leadership and the latest research-based information,
training, and technology throughout the valley. The Collaborative Partnership table provides a brief description of the projects along with the faculty that are involved.
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
KSOEHD faculty are evaluated in the areas of teaching, scholarship and service beginning
with the department and progressing through the school, dean, and university levels.
The process begins for new faculty with a probationary plan (APM 324 and 324a) that sets forth expectations based on consistent policy guidelines from the department.
Faculty work is reviewed, critically analyzed and evaluated at all levels throughout
the RTP process. The practice is to evaluate RTP files at the Department and School
levels first. Committees comprised of tenured peers are formed to critically analyze
and summarize the quality of faculty work in all three areas. Written summaries are
provided by the department and school committees as well as by the department chairs
and the dean. The following are policies in the APM manual that describe the process
(APM 322, 325,327,328).
5.4.g: Policies, procedures, and practices for professional development and summaries of the results
Professional growth is a vital component of faculty development at KSOEHD. Policies in APM describe the importance of professional development. These policies are put into practice through the Probationary Plan and RTP process as faculty individually outline areas of interest (APM 324, 324a,325,327,328). The Dean has supported these efforts through a financial commitment of approximately $600,00 over the past seven years to provide research and release time. Summary descriptions of the many efforts that constitute professional and personal growth for faculty are included in the Dean’s Annual Report to the Provost. This exhibit also includes a sample from the LEBSE Department's IDEA evaluation report Spring 2012 and a comparison of the LEBSE faculty and faculty at a national level and a powerpoint presentation from the Co-Teaching professional development program.