Standard 5 Addendum

5.5 Evidence for the BOE Team to Validate during the onsite visit

1.    What documentation can be provided to demonstrate faculty content and P-12 expertise with respect to all content areas? How do content experts and other units partner with unit faculty?

The documentation demonstrating faculty content knowledge emanates from various sources on file such as:
a.    Faculty Vitas
b.    Annual Reports compiled by Departments within KSOEHD and summarized by the Dean
c.    Faculty Working Personnel Action Files (WPAF formerly known as RTP)
d.    Course Syllabi

The work of the Liberal Studies Committee connects KSOEHD with content experts across the campus. Efforts are made to coordinate between the subject area expertise in other schools with the effort to prepare educators in our school. There is also a strong connection with specialty preparation programs across the campus such as Deaf & Hard of Hearing, Speech Pathology, School Psychology, Nursing and the Social Work program as well. In the Single Subject Preparation Program there are numerous connections with content specialists. Faculty experts in the following fields Math, Science, Business, Art, Kinesiology, Agriculture and Foreign Language each teach a Methods Course (161) specifically for that particular content. The content area supervisors work with KSOEHD in a coordinated effort to provide appropriate field supervision. 

2.    What documentation can be provided to validate the summary data provided in the faculty tables? It would be helpful if faculty CVs could be made available for validation during the onsite visit.

Faculty CVs will be available through Survey Monkey during the site visit.

3.    What documentation can be provided to demonstrate the content expertise and levels of experience of clinical faculty in areas that they supervise?

Clinical faculty CVs will be available through Survey Monkey during the site visit.

4.    What are the processes that the unit uses to ensure the qualifications of faculty, as outlined in faculty handbooks or other procedural documents?

Ensuring high quality faculty begins with the rigor of the search and hiring process for prospective faculty and continues with the systems in place developed by the university. The entry requirements for prospective faculty are crafted to ensure that candidates match the specific needs in the various content areas. The RTP/WPAF process ensures that faculty striving for tenure and promotion focus on the quality of their work in the three main areas of Teaching, Scholarship and Service. An important aspect of this process is the role experienced faculty have in enhancing the development of new faculty through peer observations. This is a collaborative activity that involves planning, goal setting, teaching and feedback. Newer faculty are also assigned a mentor whose role is to guide them by providing constructive feedback all with the goal of improving the work and the file on their way to tenure and promotion.

5.    How does the teaching by unit faculty assist candidates in developing professional, state, and institutional standards and facilitate the development of reflective practice?

Considerable documentation exists demonstrating the preparation of our educators to meet applicable standards at all levels as well as reflection. Course Syllabi, Student Teacher Handbooks, Competencies and Journal Reflections are all documents that illustrate the preparation process. Within the Teacher Preparation program the Fresno Assessment of Student Teachers (FAST) outlines in a developmental way the content our candidates experience in coursework and field placements.  A sample of some of the activities that our candidates experience includes: Writing standards based lesson plans, Teaching Formal Lessons while being observed by a field supervisor who then debriefs with the candidate, Developing and Teaching Unit Plans, Micro-Teaching and Self-Evaluations/Reflections, Case Studies, Holistic Projects, Comprehensive Lesson Plan Projects and Teacher Sample Projects. These assignments/activities are completed at different phases of the program and the course content builds as students progress through the phases.

6.    How do unit faculty collaborate with other units to improve teaching?

There are many across campus efforts such as the following organizations:

•    Learning for Excellence and Development (LEAD)
•    Technology Innovations for Learning and Teaching (TILT)
•    Center for the Scholarly Advancement of Learning and Teaching (CSALT)
•    Title V Commitment to Latina/o Academic Success and Excellence (CLASE)
•    Blackboard Workshops
•    NASA Educator Workshops

This is a sample of the numerous opportunities faculty have to collaborate across the campus and receive professional development.

7.    How is the evaluation of faculty used to improve teaching, scholarship and service?

The RTP/WPAF process ensures that faculty striving for tenure and promotion adhere to quality work in Teaching, Scholarship and Service. The Probationary Plan is the catalyst in this process as it establishes expectations and guidelines for the candidate to follow. Every year the faculty member must develop a Portfolio outlining their work. Critical analysis and reviews of the document occurs at all levels beginning with Department, School and Dean before going across to broader university campus personnel committees. An important aspect of this process is the role Faculty Mentors have in providing constructive feedback to the faculty member with the goal of improving the work and the file on their way to tenure and promotion.  In the very important area of teaching, faculty are evaluated by students through the national IDEA system. Peers also provide another dimension of feedback for teaching quality as faculty invite experienced colleagues to observe lessons.   

8.    What is the role of unit faculty in the preparation of candidates in field-based cohorts?

Faculty are involved in the preparation of candidates in numerous ways. The Central Valley Partnership for Exemplary Teachers (CVPET) connects faculty to public schools through courses taught on site. Many faculty connect with public schools to provide professional development for teachers in their specific areas of expertise. One example of this effort is the Fresno Unified Teacher Residency Program where the teacher preparation is collaboratively taught with public school and faculty experts. Another example is the Co-Teaching training provided by faculty that includes supervising teachers, student teachers and field supervisors.  In counseling, training in Theraplay is provided for students and teachers by faculty. In Special Education the Induction Plan is a collaborative effort by a district administrator, faculty member, and teacher.  The faculty in our unit also facilitate a 3 day Transition Conference for Kindergarten at the request of the P-12 system. The partnerships with the various school districts such as Fresno County Office of Education, Fresno and Clovis Unified School Districts as well as the many neighboring districts ensure that KSOEHD faculty are thoroughly involved in preparing candidates for the field in the field.

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