1. Involvement of campus and professional community educators in program development, implementation, and evaluation. How are members of the professional community involved?
Campus educators are involved in program development, implementation and evaluation as members of the Professional Education Council.
Professional community educators participate on the Teacher Education Effectiveness Committee.
Content faculty members in areas representing concentrations in the secondary education licensure areas also meet regularly to discuss program development, implementation, and evaluation.
The teacher education unit also meets for a retreat during the fall, and decisions are made that impact program development, implementation, and evaluation.
2. Comparison of budgets and allocations across programs. How are professional development funds allocated? How does the unit budget compare to the budgets of other units on campus with clinical components?
Professional development funds are allocated through operating budgets for departments in each college in the teacher education unit Faculty can request funds for travel through a number of places to include their home department, the dean's office, or the graduate studies office. Money is also available through the Office of Research, Grants and Grants.
3. Workload policy implementation. How are faculty members engaged effectively in teaching, scholarship, and service at the expected level?
Faculty members in the teacher education unit typically teach a full twelve hours load each semester Those who teach full-time at the graduate level teach nine. A newsletter printed each semester and vitae indicate faculty members are engaged effectively in teaching, scholarship, and service at more than the expected levelLinks are under Exhibit 9 in Standard 6 exhibits for workload.
Faculty members are evaluated by students at least one semester each year and that information can be retrieved for the team once on site. Faculty in the teacher education unit have nominated and recognized with teaching awards
4. Part-time faculty's knowledge of unit-wide documents, such as the conceptual framework, and how their particular course and/or supervision fits into the broader picture. Who mentors and evaluates part-time faculty to ensure their effectiveness?
Part-time faculty are considered as much a part of the unit as full-time faculty. One example is Dr. Robert Hartshorn who has a 50% appointment in the Chemistry department and a 50% appointment in Educational Studies A review of his syllabus shows that he is knowledgeable about the conceptual framework and how the courses he teaches in Educational Studies fit into the broader picture Dr. Hartshorn attends faculty meetings and serves on committees in Educational Studies and is evaluated by teacher education candidates in the courses he teaches
Two other faculty who are part-time are Dr. Frank Black and Dr. Gene Annaratone who are both on post-retirement Both were full-time professors and so are very familiar with the conceptual framework and how the courses (TCED 303 and HLRN 325) they still teach fit into the broader picture.
Dr. Ann Duncan, who is the Equity and Diversity Officer for the university, also teaches one class (EDPG 786) for the Master's program.
Even though each of these faculty members has many years experience teaching, there are times they need to be mentored. For example, Dr. Duncan is taking the "How to Teach Online" course because the counseling program has moved to an online delivery structure. She has sought the help of current professors who teach online
5. Involvement of the Professional Education Council, Provost and other deans. What are their involvement in the governance in the unit?
The role of the Vice-Chancellor of Academic Affairs in the governance of the teacher education unit is as a supporter of recommendations that come from the dean, especially as it relates to budget or faculty resources. The most recent example of the VCAA's support for the teacher education unit was approval of searching for three positions for Educational Studies for Fall 2011.
6.Involvement of the Teacher Education Effectiveness Committee. How is the committee engaged in the feedback loop? What input does the committee have in curriculum, field experiences, and review of data?
The Teacher Education Effectiveness Committee is another way to involve other members of the teacher education unit, community representatives, students at the undergraduate and graduate level, school partners (teachers and administrators) in the teacher education unit. Once a year, the committee meets and data is shared from various sources, teacher education interviews, appeals, and exit interviews, for example The committee gives their feedback on the data shared and that information goes to the faculty during the fall retreat as just another perspective on what the data shows
There is a link in the first paragraph of the Institutional Report on Standard 6 that refers to the role of the Teacher Education Effectiveness Committee. There is also information in the exhibits under the Overview
7. Types of resources (books, databases, other materials) in the library that are dedicated to programs in the unit.
The Steven Rogers Media Center, which used to be the Learning Resource Center provides curriculum materials and guides, DVD's, and other resources that teacher education candidates can use to plan and implement lessons.
A textbook depository is also housed in the library and provides the opportunity for teacher education candidates to access the latest textbooks considered for adoption by the school districts.
8. The links for the faculty load summary data, facilities, and distance learning resources. These links were not active in the Exhibit Center.
The links for the faculty load summary data, facilities, and distance learning resources. These links were not active in the Exhibit Center.
Gooch Rooms (Selecting room numbers takes you to appropriate rooms. Rooms 207, 228, 230, 231, 232, 233 are rooms commonly used for the Teacher Education Program.)
Distance Learning Resources