Standard 5

 

5.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

 

1. Adjunct faculty. How many adjunct faculty are being used? How are adjunct faculty selected and evaluated?

a. How many adjunct faculty are being used?

Adjuncts are used in all the off-campus sites to assist the Instructor in Education to offer classes on a consistent rotation Usually three to five adjuncts will be hired at the off-campus centers each semester An average number of three to four adjuncts are hired on the main campus. Adjuncts are all approved by faculty in the department of Educational Studies on the main campus and also work closely with the professor of record on the main campus to assure that the syllabus and textbooks used are consistent for the same courses (Sample emails and communications between professors of record and adjuncts are linked below Item #1, Item #2, Item #3, Item #4, Item #5, Item #6.) All adjuncts are clinical practitioners who are either currently teaching or serving as building principals or are retired University Supervisors for student teachers are also retired clinical practitioners with years of experience as a classroom teacher or building principal An average number of 11 university supervisors are hired each semester to assist with student teacher supervision and evaluation.

 

Assisting Adjuncts

Kindergarten Practicum

Kindergarten Practicum (2)

Kindergarten Practicum (3)

Kindergarten Practicum (4)

Kindergarten Practicum - Mileage Chart

 

b. How are adjunct faculty selected and evaluated?

The selection process for adjunct faculty is already included in Standard 6 under Standard 6 IR links (first link).

 

The selection process for off-campus sites (sample under the link) is the same as for on campus Vita and transcripts are reviewed by the faculty member in the area the adjunct is requesting to teach in to determine qualifications to teach.(samples of those selected, those not selected and those limited to teaching only certain courses). Adjuncts are evaluated with the same forms that regular faculty are evaluated with (samples of evaluation forms).

 

Adjunct Faculty - Course Specific (Limited)

Adjunct Faculty - Denied

Adjunct Faculty - Evaluations

 

2. Criteria for school based faculty (cooperating) teachers. What are the criteria? How long have they been working in schools as professional educators?

Cooperating teachers must meet the following requirements:

 

  • At least four years of full-time teaching experience
  • Appropriate licensure
  • Evaluation as a highly competent teacher through either local assessment and/or state  evaluation procedures
  • Willingness to assume the roles expected of a mentor (i.e., confidant, advocate, coach, and critic)
  • Ability to work as a team member and facilitate learning experiences through pedagogical instruction.

 

Student Teaching Handbook, page 13 (first paragraph has criteria)

 

3. Links for item 6 under Standard 5 exhibit, "Evaluation documents" and item 7, exhibit "Professional Development Activities: Area Wide" and "Professional Development Activities: Unit Wide." Links could not be accessed.

Links for item 6 under Standard 5 exhibit, Evaluation Documents: Evaluation Information from Faculty Handbook, Instrument for Student Evaluation of Faculty, Example of Summary of Student Evaluation Results, Planning and Assessment Form (These now work.) and item 7, exhibit Professional Development Activities: Unit Wide. Also link toNCATE Retreats,Civil Rights Conference,Brooke Haycock,alsodepartments/rgc/(open Kaffeeklatsch on "iTunesU" and Talking about Teaching on "iTunesU").

 

4. Integration of technology and diversity in instruction. How are these areas reflected in teaching?

There is no better evidence of the integration of technology and diversity in instruction than in the following syllabi, which can be accessed through Standard 4. TCED 716, taught by Dr. Terry Silver, is online. A review of her syllabus, pages 3, 4, 6, 7, and 8 reveals how the Teacher Candidate Diversity Proficiencies are integrated into the course with a thorough explanation of how the use of blackboard, collaboration teams and class participation in an online environment assure candidates learn "growth and development of learners."

 

Other examples are in TCED 305. The class work is completed through Blackboard (technology) as the class is combined with TCED 302 to provide the opportunity for students to spend more time in field experiences in the school Assignments are planned to help candidates meet the Teacher Candidate Diversity Proficiencies.

 

5. Service activities of faculty. How is faculty involved in service activities?

Faculty are involved in a myriad of service activities as reflected in newsletter entries for Spring 2008, Spring 2009, Fall 2009, and Spring 2010 Faculty vita also reflect evidence of involvement in service activities under section VI: Public Service/University Service/Consulting Activity.

 

College Newsletter - Spring 2008

College Newsletter - Spring 2009

College Newsletter - Fall 2009

College Newsletter - Spring 2010

 

6. Professional development of faculty. In what activities are faculty involved? How does faculty access professional development funds for travel and other activities?

Faculty vita reflect evidence of teaching development activities under Section V: Faculty/Teaching Development Activities Faculty access funds for travel and other activities by filling out a form estimating the amount of travel for presentations. The department, the dean's office, the graduate studies office, and the office of Research, Grants and Contracts are potential sources for funding The Extended Campus Online Studies office also supports travel for faculty who are teaching in online programs.

 

Form to request travel funds

 

7. Faculty research award. What are the criteria? How is it funded? What faculty members have received the award?

The criteria are available in Standard 5 IR report under the link (faculty research award) in the first paragraph under heading "Continuous Improvement" on page 3 It is funded with adjunct monies awarded to the college for the academic year Faculty members who have received and are currently holding the award can be found by opening the links (Scholar Award and Distinguished Researcher Award) on page 3 in the Standard 5 IR report under "Continuous Improvement."

 

8. Civic learning and engagement. What does the receipt of this recognition by the University of Tennessee System mean for the unit and its faculty?

The University of Tennessee at Martin embraces service learning for faculty and students as a way to develop a sense of community through work with various agencies in the Martin area as well as at its off-campus centers. Service learning is an opportunity for the communities served by UT Martin and the students to engage and learn more about one another at the same time that students are developing a sense of civic responsibility and a "help those in need" mentality Teacher education candidates, who are involved in a variety of activities to include work with the after school program at the Martin Housing Authority and Martin Middle School, are also honing skills working with school-aged children which will assist them to be better teachers

 

 ICE site

 

Also, this link features Dr. Cherry Watts, a main campus teacher education unit professor, Rebecca Evans, an adjunct at the Ripley Center, Diane Shaw, an art education professor, and Sarah McCormick, a dance education instructor for providing the opportunity for service learning by teacher education candidates.