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Critical Accountability Factor IV: Faculty

Quality Indicator 4: The unit supports and promotes the appointment of faculty that posess the knowledge, skills, and dispositions for teaching and learning.

  1. What criteria are used to select faculty for teacher education programs?


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  2. What strategies are used to ensure that teacher education faculty receive professional development that is relevant to the preparation of teachers for P-12 education?


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  3. What strategies are used to ensure that teacher education faculty model best teaching practices?


    4.
  4. To what extent are teacher education faculty actively involved with teachers and other P-12 educational personnel?


    5.
  5. What strategies are used to ensure that teacher education faculty model the used of technology as a tool for teaching and learning? Provide evidence of this use.


    6.
  6. What strategies are used to ensure that teacher education faculty utilize a variety of assessment strategies and technologies to assess teacher candidate performance and to support continuous improvement? Provide evidence of this utilization.






 

Critical Accountability Factor IV:
Faculty

PR/PE Homepage

Critical Accountability Factor I:
Teacher Candidate Performance

Critical Accountability Factor II:
Field Placement

Critical Accountability Factor III:
Diversity

Critical Accountability Factor IV:
Faculty

Critical Accountability Factor V:
Parent/Community Involvement

Critical Accountability Factor VI:
Technology

Critical Accountability Factor VII:
Statutory/Regulatory/Policy Requirements

Survey Data

MTTC Pass Rates

Program Statistics

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A. What criteria are used to select faculty for teacher education programs?

The following criteria are used to select qualified teacher education program faculty as new hires:
  • FSU's Hiring Process
    (position guidelines, recruitment plan)
  • Candidates who will share the vision of what the teacher education program should be and can become and practice the program's core beliefs: SOE Vision & Core Beliefs
  • Generic department criteria used by search committees for new new hires
    • a letter of application and curriculum vitae
    • a terminal degree in the particular field we are seeking to fill (e.g. doctorated in educational psychology or related field)
    • 3 years successful teaching experience in a K-12 public school setting
    • names and phone numbers of at least 3 references
    • 3 letters of recommendation (with original signatures)
    • copies of original transcripts
  • Recent Job Posting for Language Arts/Reading Faculty (Tenure-Track) Position
    (in-house flyer, newspaper/journal ad, advertising sources, web-posting)
  • Curriculum Vitae for newest hire, Dr. Nancy Lashaway-Bokina, acquired from above job posting for Language Arts/Reading Faculty (Tenure-Track) Position

Qualifications and Tenure Attainment Criteria for current teacher education program faculty.

  • Teacher Education Instructional Faculty
  • Education Faculty Curriculum Vitae
  • SOE Faculty Load Report Fall 2002
  • College of Education and Human Services Tenure Policy: Tenure Attainment Criteria:
    The attainment of tenure is often the single most important achievement in an academic career. It is a privilege granted by the University to those who have demonstrated talent and dedication as members of a Department. The criteria for attainment of tenure in the College of Education and Human Services are based upon demonstration quality in the following three areas: teaching and advising, professional development, and service.
    1. Teaching and advising. The candidate shall demonstrate quality teaching and advising as evidenced by:
      1. Student assessments of classroom teaching
      2. Self-evaluation of classroom teaching
      3. Peer evaluations
      4. Department Head evaluations
    2. Professional Development
      1. Research
      2. Scholarly Activities
      3. Service
  • Tenure Status of the Education Faculty

    Tenure Faculty: 7
    *Non-tenure Faculty: 5

    * All five non-tenure faculty will be eligible to apply for tenure over the next five years.

B. What strategies are used to ensure that teacher education faculty receive professional development that is relevant to the preparation of teachers for P-12 education?

  • The university encourages faculty development and has incorporated this value into a strategic direction for unit and departmental annual planning:

    University Strategic Direction 5: Attract, retain, and develop an exceptional faculty and staff in an extremely competitive higher education market.

    Areas of focus:

    • Recruit faculty, academic administrators and staff needed to meet the demands of current and emerging needs in education and in the workplace.
    • Increase the diversity of FSU faculty, administrators, and staff.
    • Conduct a further review of the University's hiring practices in order to enhance application pools and streamline the process.
    • Identify and provide resources and the structure for continuous improvement of faculty through professional development programming, program assessment, student assessment of instruction, and appropriate accreditation.
    • Seek solutions to ease the transition of newly hired faculty moving to the area as they pertain to quality housing shortages and the recruitment of faculty who have partners who seek professional employment in higher education.
    • Establish or provide for professional develpment programming to allow all faculty, administrators, and staff to gain the new skills and education needed in their respective fields.


      • Planning Handbook, A Guide to the Annual Planning Process for the Fiscal Year 2004-2006


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  • Center for Teaching, Learning & Faculty Development (CTFLD)
    This center provides seminars, workshops, and best-practice references for the professional development of university faculty.
    Mission: "To promote the growth of faculty so they may excel in their roles as facilitators of student develpment"


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  • Post-Tenure Review Policy and Procedures
    Post-tenure review is intended to ensure continued quality performance and professional development on the part of FSU tenured bargaining unity faculty. The elements of post-tenure review are self-assessment of performance, assessment and feedback from others, and formulatioin of a professional development plan that addresses program/department needs as well as individual faculty career interests. All tenured faculty will participate in post-tenure review every five years.

    The professional development plan for post-tenure review should include goals, objectives, and anticipated outcomes for the next five years. The professional development plan, as agreed upon by the member and the evaluator, will become a key element of the next review. The following elements must be included in teh professional development plan:
    • Goals: What are the member's goals for his/her personal professional development? How will the member contribute to the achievement of program, department, college, or unit goals program, department, college/unit goals?
    • Objectives: What are the specific objectives developed to achieve the goals? What activities will be carried out to achieve the goals during the five-year period?
    • Outcomes: What documentation wil be submitted for the next review to provide evidence that the objectives have been met?


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  • Review Process for Non-Tenured Faculty


  • The School of Education provides a web page newlsetter for Faculty and Staff that highlights professional development opportunities relevant to P-12 education.


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  • The School of Education publishes a CTE Newsletter that highlights professional development opportunities for all levels of Career & Technical Education educators and administrators.

C. What strategies are used to ensure that teacher education faculty model best teaching practices?

In addition to the university's strategic direction for faculty development, performance reviews, and numerous opportunities through the Center for Teaching, Learning, and Faculty Development for accessing best teaching practices(as described in Section B), faculty are authentically assessed by their students using the Student Assessment of Instruction (SAI). The SAI assesses the quality of instruction, advising, and academic services.
D. To what extent are teacher education faculty actively involved with teachers and other P-12 educational personnel?

  • Field Experiences for teacher candidates require extensive involvement of teacher education faculty (methods faculty, field placement coordinator, and university supervisors) with P-12 educational personnel due to student teacher placement and performance evaluation.


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  • Faculty individually advise returning alumni and area professional teachers for continuing education, certificate renewal, additional endorsements, and graduate degrees.

  • Read-4-MI Eisenhower Professional Develpment State Grant
    Ferris State University and its College of Education and Human Services (COEHS) in partnership with Bay Mills Community College, the Michigan Rural Systemic Initiative, the Grand Traverse Area Mathematics, Science, and Technology Center (GTAMSTC) and two intermediate school districts will implement seamless teacher education and professional development in reading for preservice to master-level teachers. The COEHS has a newly approved, standards-based elementary education program, and through this initiative it will develop course syllabi, course modules, web-based resources, and web-based courses/worksops focusing on improving reading instruction from birth to Grade Three according to the Reading Plan for Michigan. To ensure that the teacher education and professional development is seamless, the COEHS is proposing a reciprocal professional development model in which educators from the higher education and K-12 levels work together to design course content, resources, and field-experiences reflecting research and best practice according to the National Research Council (1998) findings. The course/workshops will be offered on-site and through electronic delivery systems.

    Michigan Literacy Progress Profile
    hosted by the COEHS

  • Big Rapids Public Schools(BRPS):
    The SOE and the BRPS maintains an active and ongoing partnership that includes many grant partnerships (e.g., BRPS-Cycle 11; Cycle 9; etc.), teaching collaborations (e.g., field based supervisions; expert adjuncts from K-12; (team-taught methods courses)), and continuous professional development. Dr. David Borth is our contact person at BRPS.


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  • Port Huron/St Claire ISD:
    The School of Education has a partnership with the St. Claire ISD in Port Huron as an effort to help provide teacher certification to the vocational education teachers in that district. This partnership has been the topic and a co-presented national conference. Dr. Kathleen Szuminski is our contact person at St. Claire.


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  • Professional Teachers and Administrators newsletter-style web page published by the School of Education, which is available to P-12 area teachers providing conference/event details, professional development opportunities, information for cooperating teachers, lesson planning and curriculum online resources, and state of Michigan resources.


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  • Teacher Education Advisory Council (TEAC)
    The TEAC group whose mission is to advise in the development, maintenance, evaluation, and improvement of the teacher education program has members who are P-12 teachers and administrators from area school districts.


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  • CTE Advisory Board
    The CTE Advisory Board leads the School of Education in providing innovative and effective Career and Technical Education programs by creating accessible, flexible and relevant strategies to recruit, prepare, certify and professionally develop highly skilled vocational teachers advancing FSU as the premier institution for Vocational and Career and Technical Education. Advisory board members include area CTE teachers, CTE administrators, and FSU faculty and certification staff. They also publish a bimonthly CTE Newsletterwhere CTE professionals can find the latest in State/local CTE news and statistics, what's new in the field, certification and professional development programs and information for CTE center, secondary, or post-graduate program professionals, educators, directors and/or administrators, current FSU CTE offerings, and a wealth of useful CTE topics and links.


  • The School of Education provided professional development opportunities for alumni and area professional teachers through a professional speaker seminar by Dr. Richard Allington, "Issues in Education: Literacy Instruction for the 21st Century"

E. What strategies are used to ensure that teacher education faculty model the use of technology as a tool for teaching and learning? Provide evidence of this use.

  • The university encourages the utilization of technology in the academic curriculum and has incorporated this value into a strategic direction for unit and departmental annual planning:

    University Strategic Direction 4: Utilize advanced technology to strategically extend the university's position as a national leader in providing a career-oriented academic curriculum.

    Areas of focus:
    • Identify industry standards for technology across all University programs and conduct a review of the status of technology in each program.
    • Identify the new technologies being utilized in the workplace and strive to find the resources and strategic partnerships that will enable these technologies to be brought to each respective academic program.
    • Develop an institutional strategy for information technology, incorporating both academic and administrative computing.
    • Strengthen the pedagogical skills of faculty to increase their technological instructional literacy and competencies.
    • Create greater opportunity for faculty exposure to industry practices through summer externships.
    • Improve the data systems for the management of Academic Affairs
    • Improve and or create Web-based services and communications via the Ferris Website
  • Further, the Division of Academic Affairs prepared their Three Year Academic Plan for 2003-2005 with Goal 4 to support the University's stragegic direction:
    Maximize opportunities for use of technology as a tool to enhance and deliver instruction and support communication.

    Strategic Objectives:

    1. Implement a plan for meeting the software, technology, support, and training needs required for instruction and communication in a Net-enhanced, learning-centered environment.
    2. Implement Campus Pipeline
    3. Develop a distance education strategic plan within the next year in order to determine what programs to target for web-based and mixed delivery formats.
    4. Increase the number of faculty using WebCT or other technology to enhance instruction.
    5. Improve the use of technology to communicate academic policies, procedures, instructional plans, deliver administrative and faculty governance information, and to increase interaction with all on-campus and off-campus constituencies.
    6. Identify the best practices and pedagogical standards for teaching with technology.

    Performance Indicators:

    1. Benchmark the development and implementation of Internet courses.
    2. Successfully implement and use Campus Pipeline for enhancing communication to targeted groups.
    3. Increase to 100% the number of faculty (for whose courses it would be pedagogically appropriate) using WebCT or some other form of instructional technology to improve student learning over the next five years.

  • Ferris Library for Information, Technology and Education(FLITE)
    (Instruction Team, Instructional Technology, Media Production, Reference & Instructional Services)


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  • The School of Education's Conceptual Framework has a strand devoted to technology:
    Technology: The introduction of computers, the internet and other technologies into schools is occurring at the same time that decades of research in the cognitive sciences has increased our understanding of how people learn.As new technologies and delivery systems emerge and become more readily available and less expensive, they will likely serve as catalyst for ensuring that new approaches to teaching and learning will gain a firm foothold in schools.  Since new paradigms have not yet fully emerged, it is currently up to teachers to provide the models of technological exploration and usage. Adhering to the National Standards for Technology in Teacher Preparation developed by the International Society for Technology in Education (ISTE), it is important that teachers acquire competencies in basic computer/technology operations, in personal and professional uses of technology, and in the application of technology for instruction.
  • Secondary education courses that require the use of integrated technology into lesson planning and delivery:


  • Education courses that will be delivered via the Internet for Summer and Fall 2003 Semesters

F. What strategies are used to ensure that teacher education faculty utilizes a variety of assessment strategies and technologies to assess teacher candidate performance and to support continuous improvement? Provide evidence of this utilization.

In addition to traditional exams and quizzes, the following alternative methods are also used to assure a variety of assessment strategies and technologies to asses teacher candidate performance and to support continuous improvement.

  1. Direct authentic assessment of teacher candidate performance during field experiences using evaluation forms reflecting the Michigan Curriculum Framework and Entry Level Standards for Michigan Teachers:

    In EDUC 330 Instructional Planning & Delivery and EDUC 430 Instructional Delivery & Evaluation, students use anecdotal records and annotate their own lesson plans as a means of assessing instruction and guiding the development of their own professional develpment planning.

    In pre-student teaching field experiences, only the on-site supervising teacher provides a final evaluation. Instructors do not supervise these assignments but often require video taping of the student's class presentations and integrate student's field experiences into their course discussions.

    Student teachers are required to have two (2) periodic evaluations and one final evaluation by their on-site supervising teacher(s).

    The student teacher's University Supervisor assesses the student's performance and provides feedback to guide instruction and professional development planning.

    Student teacers are given a copy of the Entry-Level Standards for Michigan Teachers along with the Indicators of Achievement in EDUC 499 Professional Seminar as a tool for comparing their performance with the State of Michigan's standards.



    2.
  2. Reports and/or Presentation Assessment Strategies


  3. Portfolio Assessment Strategies


  4. Integration of Technology Assessment Strategies


  5. Team/Group Project Assessment Strategies


  6. Early Field Experiences Assessment Strategies


  7. Journaling Assessment Strategies


  8. Standards for Michigan Teachers Survey - online survey taken by all directed student teachers to assess overall teacher preparation program.