5a.1. What are the qualifications of the full- and part-time professional education faculty?
Faculty Qualification Summary
5a.2. What expertise qualifies professional education faculty members who do not hold terminal degrees for their assignments?
Professional education faculty members without terminal degrees may include staff responsible for advising or coordinator responsibilities and adjunct, term, or clinical faculty responsible for teaching courses and/or supervising candidate interns. Professional education faculty who teach courses used to fulfill degree requirements must have a minimum of a master’s degree and professional experience in the area in which they instruct. Their experience must include leadership in curriculum and professional organizations related to their expertise. The professional education faculty member must also be recommended by peers andadministrators as a practitioner who demonstrates exceptional knowledge, skills, and dispositions in the field.
A professional education faculty member without a terminal degree is determined qualified for the position based on specific criteria related to the workload assignment identified at the initial hiring process. After reviewing the professional credentials in light of the workload assignment, the appropriate department chair makes a recommendation to the dean or designee who serves as the final hiring authority. A number of the professional education term and clinical faculty members are former (often retired) P-12 teachers, counselors, or administrators. Moreover, adjuncts are often current P-12 teachers or other school professionals and are highly regarded in their particular areas of specialization.
5a.3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?
All school-based faculty (mentors) responsible for mentoring candidates in programs for initial and advanced teacher preparation and other school professionals are licensed in their respective areas. Standard 3B Exhibit 2 lists the school-based mentor licensure requirements for all programs. Similarly, clinical faculty/University supervisors hold current certificates or have been previously certificated in the areas in which they supervise. The same exhibit also lists the licensure requirements for clinical faculty/University supervisors for all programs. The Director of Clinical Services and Certification and the department chairs share responsibility to ensure that licensure requirements for school-based mentors and clinical faculty/University supervisors are followed. Standard 5A Exhibit 2 provides evidence that school-based faculty members are licensed in the areas they teach or are supervising.
5a.4. What contemporary professional experiences do higher education clinical faculty members have in school settings?
Higher education clinicalfaculty members are dedicated to continuing their professional experiences within school settings. Some clinical faculty have held full-time employment in schools within the last 3-5 years. Listed below are examples of substantial contemporary experiences found on clinical faculty vita.
- Substitute teacher
- Mentor for new teachers
- Tutor for school-aged children
- Consultant for a school or district
- Teacher trainer for elementary science kits
- External facilitator for schools failing to meet AYP
- Professional development provider and advisor for child care center
- Volunteer in schools
- Inservice provider for practicing educators
- Member of school district committees
- Adjudicator for middle/high school music performances