F. Standard 5.
Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.
F.1. How does the unit ensure that its professional education faculty contributes to the
preparation of effective educators?
The unit strives to hire highly qualified faculty for all courses taught on campus and then mentor those faculty and train them in how to incorporate our conceptual framework in their courses. We ask them to prepare syllabi that identify the areas of Action, Reflection, and Knowledge in each course. We ask them to assess those aspects of the INTASC standards that their course addresses and then to identify assessments appropriate for those measures.
The unit collects program assessments annually where faculty are asked to reflect on the data supplied by the unit relative to INTASC standards and to identify and comment on data relative to how well their program is meeting the state standards. Program assessments are reviewed each year by the Deans and the unit leadership. Where appropriate, comments are shared with program faculty on how to address issues faculty have identified.
The unit expects the faculty to play a key role in the policies and procedures of the unit and utilizes the Program and Policy Committee to gain perspectives on policy changes and to create new policy. Each program has at least one representative on the Program and Policy Committee (P&P) and they truly are the workhorse of the unit as they generate most of the policy and procedures enacted by the Teacher Education Administrative Council. The P&P developed our Theme and Conceptual Framework and continue to work to improve and adjust policies and procedures. Most recently the P&P have worked on a redesign of our dispositions to try and align them to the INTASC standards that serve as our vehicle to develop candidates who "Act", "Reflect", and have the "Knowledge" base to be "Reflective Decision Makers". This ownership by the faculty contributes greatly to the efficacy of our unit.
The unit holds an annual retreat, where they review aggregated data on candidate performance and hear thoughts on the unit's operations from faculty, school faculty, school administration, candidates, and local school officials. The retreat has been a key source of feedback and ideas for unit improvement as faculty also hear what the local school personnel have to say about our candidates' ability to step into teaching roles. Unit leaders also host the first meeting each year of the North West School Leaders, superintendents of districts in the North-West corner of our state, and obtain valuable data on how our graduates perform and what they see as needs for us to address in our programs.
The Teacher Education Administrative Council (TEAC) has the responsibility to approve all curriculum and policy issues relative to unit programs and this ensures that such changes meet state and national standards. Two members of TEAC also attend the monthly meetings of the North Dakota Association of Colleges of Teacher Education (NDACTE) where the Director and another member of the Education Standards and Practices Board (ESPB) update the deans and chairs of teacher education on changes in law relative to State program or licensure requirements. This group, NDACTE, is also exceptionally collegial and much sharing takes place on how other units have had success in improving candidate performance. They also support an annual leadership conference where the focus has been on having candidates from across ND present to their colleagues and faculty on research findings and teaching techniques they have learned.
The unit has a unique challenge because it deals with faculty in all three colleges who often have primary responsibility for programs outside teacher education. In most departments we are still able to see professional development activities by faculty both in pedagogical skill development as well as in content expertise. Faculty are expected to show excellence in their teaching, their scholarship, and their service. Faculty evaluations in the unit are strong and there is an effort to remediate faculty where course evaluations warrant. Faculty may be placed on a performance improvement plan where specific interventions are identified including professional development support. In-service activities are commonly provided on campus during Assessment Days and faculty members also have the opportunity to attend Minot Public School workshops and in-service activities.
The campus has several of the faculty from the unit involved in CASCLS, CETL and on the Assessment Day committee who are leaders in improving instruction across the campus.
F.2. Please respond to F.2a if this is the standard on which the unit is moving to the Target Level. If it is not the standard on which you are moving to the target level, respond to F.2b.
F.2a. Standard on which the unit is moving to the Target Level
- Describe work undertaken to move to the Target Level
- Discuss plans for continuing to improve
F.2b. Continuous Improvement
- Briefly summarize the most significant changes related to Standard 5 that have led to continuous improvement. (If no significant changes related to this standard have occurred since the previous visit, indicate "None" in this section.)
The university has tightened up on the qualifications of new faculty hires. Now all advertisements must read "Doctorate Required."
Across campus faculty are being provided with more advanced instructional technology and workshops on how to incorporate new technology in their classes.
The ND State Board of Higher Education approved a Center of Applied Study of Cognition and Learning Sciences (CASCLS) for our campus. The mission of this center is two fold: 1. Provide authoritative translations of first-source research regarding how people learn and 2. Seek appropriate applications of this research within authentic educational settings to assist learning across content areas. A Title III grant has established the "Center for Engaged Teaching and Learning" with the mission to provide opportunities and support for students, faculty, and staff, through engaged teaching and learning, to enhance the higher education experience and increase student success.
F.3. Data table on faculty qualifications
See exhibit below.
F.4. Exhibit Links
- Criteria for the selection of school faculty [pdf]
- Promotion Policies and Procedures [pdf]
- Tenure Policies and Procedures [pdf]
- Professional Development provided by Unit and Institution [pdf]
- Data table on faculty qualifications - Full time unit [pdf]
- Data table on faculty qualifications - Part time unit, full time university [pdf]
- Faculty Evaluation Forms [link]