F. 1. Narrative. Standard 5: Faculty Qualifications, Performance, and Development
All professional teacher education faculty (TEF) members possess the academic credentials and professional experience that qualify them for their work. The summary of qualifications shows: of the 146 full-time TEF, 87% hold a doctoral degree in the area in which they teach. Seventy-nine percent are on tenure track lines, 72% have experience in P-12 settings, and 57% are licensed teachers. Eighty-eight percent have 7 or more years of experience in teacher education. TEF are active in research and service.
Each year nine university-wide Academic Excellence Awards are given by the Office of the Provost and Academic Affairs. Since 2002, Unit faculty schools and programs have been regular recipients of these awards. For example, from the CEBS, 15 faculty members or units have received awards: 5 faculty members have received the Teaching Excellence in Undergraduate Education award, 3 faculty members have received the Teaching Excellence in Graduate Education award, 2 faculty members received the Academic Leadership Excellence award, 1 faculty member received Excellence in Faculty Advisement award, 2 Schools received the School/Program Excellence in Scholarship award, and 2 Schools received the School/Program Excellence in Service award.
Modeling Best Professional Practices In Teaching
All TEF members have an in-depth understanding of their fields and are teacher scholars who integrate what is known about their content fields, teaching, and learning in their own instructional practice. They exhibit intellectual vitality in their sensitivity to critical issues. Teaching by the professional education faculty reflects the proficiencies outlined in professional, state, and institutional standards; incorporates appropriate performance assessments; and integrates diversity and technology throughout coursework, field experiences, and clinical practices. Professional education faculty value candidates’ learning and adjust instruction appropriately to enhance candidate learning. They understand assessment, technology; use multiple forms of assessments in determining their effectiveness, and use data to improve their practice. Many TEF are recognized as outstanding teachers by candidates and peers across campus and in schools.
The quality of teaching in the Unit and across campus is systematically assessed and reviewed by faculty and Coordinators/Directors each semester. The Instructor Evaluation Survey uses a five-point scale with ratings from 1 = Poor to 5 = Excellent. The findings are summarized for the CEBS faculty and the three highest overall course evaluation items are consistent across the last ten semesters: (1) the instructor demonstrated knowledge and/or expertise in the subject matter, (2) the instructor was approachable, and (3) the instructor was helpful when students had questions about the course. This can be interpreted that the instructors are knowledgeable, approachable, and helpful.
Teaching is also improved through faculty involvement in Fulbright Fellowships and other formal and informal exchange programs. The fact that the colleges in the Unit honor faculty members each year for distinguished teaching is evidence of the Unit’s commitment to excellence in teaching. The endowed M. Lucile Harrison Award, given to a single UNC faculty member each year, is UNC’s highest teaching honor. In the last 7 years, 3 Unit faculty members have received this lifetime achievement award.
The Supervisor Quality Report shows that the Unit’s supervisors and cooperating teachers are experienced, educated, and dedicated. Our cooperating teachers must meet the following criteria: have a current Colorado teaching license; hold a teaching license for the level/discipline(s) in which they are assigned; have taught full-time for at least three years; hold Masters degrees, and be recognized by their principals as master teachers. Advanced programs’ internships are supervised by a university faculty member, a full-time experienced district level administrator, or university supervisor.
Modeling Best Professional Practices In Scholarship
All professional education faculty members demonstrate scholarly work related to teaching, learning, and their fields of specialization. Their scholarly work is driven by the missions of their units and institutions. They are actively engaged in inquiry that ranges from knowledge generation to exploration and questioning of the field to evaluating the effectiveness of a teaching approach. In the past four years, TEF produced:
|Type of scholarly output (10 or more per person counted as 10)||N in 2006-09|
|Peer-refereed papers or chapters||346|
|Non-refereed papers or chapters||210|
|Professional development for teachers: presentations, workshops, etc.||474|
|Substantial consulting projects to educational organizations||195|
|Evaluation reports for educational organizations||91|
|Less than $10,000 grants funded||124|
|$10,000-100,000 grants funded||58|
|$100,000-1,000,000 grants funded||36|
|$1 million or more grant funded||10|
In addition to their professional authorship and presentation endeavors, faculty members within the Unit have been successful in garnering externally funded grants as shown in the Grant & Contract Activity Reports. The Academic Affairs Newsletters and CEBS Newsletters provide an excellent summary of scholarship in the Unit over the last two years.
The endowed A. M. and Jo Winchester Distinguished University Scholar Award is provided to UNC faculty members who have demonstrated a distinguished career of scholarship, UNC’s highest award in scholarship. In the last 5 years, 3 CEBS faculty have received this lifetime research award. Further, faculty from other areas in the Unit, especially HSS and NHS, are frequent recipients of this award. In addition, many Unit faculty members are the recipients of the Faculty Research and Publication Board (FRPB) grants. In addition, a large number of Summer Graduate Research Assistantships were awarded to Unit faculty over the last five years.
Modeling Best Professional Practices In Service
An important aspect of service is leadership in professional and civic associations. Collectively, Unit faculty members are professionally active in many professional associations. For example, Dr. Fritz Fisher is currently serving as Chair, National Council for History Education. In response to “Describe the highest position in a professional educational association since Fall 2006,” TEF reported:
|A keynote address speaker||6||4.92%|
|An officer/board member||29||23.77%|
|Not a member||15||12.30%|
Unit Evaluation of Professional Education Faculty Performance
The Unit’s systematic and comprehensive evaluation system includes regular and comprehensive reviews of the professional education faculty’s teaching, scholarship, service, collaboration with the professional community, and leadership in the institution and profession.
As mandated by Part 8 of UNC Board Policy Manual the Unit employs an extensive and systematic annual and comprehensive/post-tenure evaluation procedure that includes processes for the ongoing review of faculty teaching, scholarship, and service productivity and quality. The evaluation procedure includes input from candidates, peers, and School Directors or Program Coordinators.
Faculty Annual Evaluation Summary from all CEBS Schools and Programs indicates, Teaching, Service and Scholarly Activity area ratings to be in the “Meets Expectations” to “Excellent” ranges, with the majority of ratings falling in the “Excellent” and “Exceeds Expectations” ranges. It is clear from reviewing these data across a three-year period that faculty members perform consistently in the highest two categories across most units.
An important recent development in the faculty evaluation procedure is the decision by the School of Teacher Education faculty to include classroom assessment (Page 5) as a specific criterion addressed in annual evaluations. This provision helps to model the culture of assessment for candidates.
Unit Facilitation of Professional Development
The Unit has developed policies and practices that encourage all professional education faculty members to be continuous learners. Experienced professors mentor new faculty members, providing encouragement and support for developing scholarly work around teaching, inquiry, and service (See, for example, STE Charter, #4). The university offers a formal orientation program. Some Deans also provide opportunities for orientation and training for new faculty. The CEBS Dean organizes TEF meetings twice a year, which include professional development opportunities. Preparation of SPA reports served as an important source of professional development for the key members of TEF.
In addition, both Center for the Enhancement of Teaching and Learning (CETL) and the Office of Sponsored Programs (OSP) offer advice, training, and opportunities for professional development.