| G(1) Board of Teaching |
NCATE |
Evidence |
| The unit ensures that all education faculty are
qualified by academic preparation for the faculty member’s current
assignments and are actively engaged in the professional community. |
Standard 5: Qualified Faculty |
IR Standard 5 (p.
79) | Evidence
Element 1: Qualified Faculty (p.
79) |
| G(2) Board of Teaching |
NCATE |
Evidence |
| The unit assigns faculty qualified by academic
preparation to support the teacher licensure programs. |
Standard 5: Qualify of Faculty (specifically
all non full time education faculty)
|
IR Standard 5 (p.
79) | Evidence
Element 1: Qualified Faculty (p.
79) |
| G(3) Board of Teaching |
NCATE |
Evidence |
| The unit actively recruits and has plans, policies, and
practices for hiring diverse faculty. |
Standard 4: Diverse Faculty
- The affirmation of the value of diversity is shown through good
faith efforts being made to increase and/or maintain faculty
diversity.
|
IR Standard 4 (p.
63) Element 2: Experiences Working with Diverse
Faculty (p. 70) |
| G(4) Board of Teaching |
NCATE |
Evidence |
| The workload allows the faculty to be involved in
teaching, scholarship, service, and schools in monitoring, assessing,
and advising candidate progress. |
Standard 5: Facilitation of Professional Development
- Based upon needs identified in faculty evaluations, the unit
provides opportunities for faculty to develop new knowledge and
skills, especially as it relates to the conceptual framework,
performance assessment, diversity, technology, and other emerging
practices.
Standard 5: Personnel
- Workload policies, including on-line course delivery, allow
faculty members to be effectively engaged in teaching, scholarship,
assessment, advisement, collaborative work in P-12 schools, and
service.
|
IR Standard 5 (p.
79) | Evidence
Element 7: Unit Facilitation of Professional
Development (p. 88) |
| G(5) Board of Teaching |
NCATE |
Evidence |
| The unit ensures that faculty who supervise field
experiences are academically prepared and professionally experienced in
a school setting. |
Standard 5:Qualified Faculty
- Clinical faculty from higher education have contemporary
professional experiences in school settings at the levels which they
supervise.
|
IR Standard 5 (p.
79) | Evidence
Element 1: Qualified Faculty (p.
79)
Clinical Faculty
(p. 58) |
| G(6) Board of Teaching |
NCATE |
Evidence |
| Any part-time and adjunct faculty and graduate students
in teaching roles provide integrity, quality, and continuity of teacher
preparation programs. |
Standard 5 Personnel
- The makes appropriate use of full-time, part-time, and clinical
faculty as well as graduate assistants so that program coherence and
integrity are assured.
|
IR Standard 5 (p.
79) | Evidence
Element 1: Qualified Faculty (p.
79) |
| G(7) Board of Teaching |
NCATE |
Evidence |
| Faculty and teaching in the unit are of high quality
reflecting current research and best practice consistent with the
curriculum goals of the program. |
Standard 5:Qualified Faculty
- Faculty have a thorough understanding of the content they teach.
Teaching by professional education faculty reflects the unit’s
conceptual framework and research, theories, and current
developments in their fields and teaching.
|
IR Standard 5 (p.
79) | Evidence
Element 1: Qualified Faculty (p.
79) |
| G(8) Board of Teaching |
NCATE |
Evidence |
| Faculty and cooperating school personnel model and
reflect the best practice in the delivery of instruction. |
Standard 5 Modeling Best Practices
- Faculty value candidates’ learning and assess candidate
performance. Their teaching encourages candidates’ development of
reflection, critical thinking, problem-solving and professional
dispositions. Faculty use a variety of instructional strategies that
reflect an understanding of different learning styles. They
integrate diversity and technology throughout their teaching. They
assess their own effectiveness as teachers, including the positive
effects they have on performance.
- They are actively involved with the professional world of
practice in P-12 schools.
|
IR Standard 5 (p.
79) | Evidence
Element 2: Modeling Best Professional Practices
in Teaching (p. 82) |
| G(9) Board of Teaching |
NCATE |
Evidence |
| Faculty use a variety of instructional strategies that
reflect an understanding of different models and approaches to learning. |
|
IR Standard 5 (p.
79) | Evidence
Element 2: Modeling Best Professional Practices
in Teaching (p. 82) |
| G(10) Board of Teaching |
NCATE |
Evidence |
| Instruction encourages the candidate’s development of
reflection, critical thinking, problem-solving, and professional
dispositions. |
|
IR Standard 5 (p.
79) | Evidence
Element 2: Modeling Best Professional Practices
in Teaching (p. 82) |
| G(11) Board of Teaching |
NCATE |
Evidence |
| Teaching in the unit reflects knowledge and experiences
with diversity and exceptionalities. |
Standard 5 Modeling Best Practices
- They integrate diversity and technology throughout their
teaching.
|
IR Standard 5 (p.
79) | Evidence
Element 2: Modeling Best Professional Practices
in Teaching (p. 82) |
| G(12) Board of Teaching |
NCATE |
Evidence |
| The institution systematically evaluates the effect of
faculty on candidate performance and fosters faculty professional
development. |
Standard 5 Evaluation Faculty Performance
- The unit conducts systematic and comprehensive evaluations of
faculty teaching performance to enhance the competence and
intellectual vitality of the professional education faculty.
Evaluations of professional education faculty are used to improve
teaching, scholarship and service of unit faculty.
|
IR Standard 5 (p.
79) | Evidence
Element 6: Unit Evaluation of Professional
Education Faculty Performance (p. 87) |
| G(13) Board of Teaching |
NCATE |
Evidence |
| The unit’s faculty demonstrates knowledge, skills, and
dispositions which model best professional practices, assessment, and
scholarship |
Standard 5 Scholarship
- Professional education faculty demonstrate scholarly work in
their field(s) of specialization. They are engaged in different
types of scholarly work, based in part on the mission of their
institutions.
|
IR Standard 5 (p.
79) | Evidence
Element 3: Modeling Best Professional Practices
in Scholarship (p. 84) |
