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Standard 5.1: Faculty Qualifications, Performance, and Development

5.1.a  Qualified Faculty

The Fresno State/KSOEHD professional education and clinical faculty are an eclectic group of professionals with advanced degrees, considerable expertise and exceptional knowledge in numerous areas. They model the value and importance of living in a continuously changing global, technological, and culturally diverse world. Faculty have extensive contemporary P-12 education experience in their assigned areas from both previous experience and on-going collaboration with schools through field supervision, partnership work, and professional staff development. Information acquired from faculty vita (Table #1 and Table #2) indicates that 77 out of 112 (69%) professional education faculty have earned doctorates in their chosen fields. 72 out of 81 (89%) of the Clinical faculty have the appropriate credentials, licenses, and P-12 experience relevant to the work they conduct with KSOEHD teacher candidates. In addition, one hundred percent of our Master/Cooperating teachers are tenured with the appropriate teaching credentials and requisite teaching experience to serve as mentors for our teacher candidates. The effort to collaborate with P-12 education and the general community is especially significant. KSOEHD faculty are involved in numerous community based collaborative projects that ensure a strong connection between the university and the public schools.

The Kremen School’s goals stated in our Strategic Plan and aligned to Fresno State’s Plan for Excellence III (Annual Report to the Provost) serve as a foundation for the professional education of faculty and facilitate the process of guiding candidates to understand how race, ethnicity, socio-economic status, exceptionalities, gender, and technology affect schools and society. Faculty are also dedicated to the core values set forth in the Conceptual Framework including fostering their own and candidates’ dispositions of collaboration, valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. The professional and clinical faculty associated with KSOEHD contribute notably through their accomplishments in teaching, scholarship and service.

5.1.b  Modeling Best Professional Practices in Teaching

Exemplary teaching is vital to the vision of Fresno State/KSOEHD; accordingly there is an unwavering commitment to maintain high quality instruction. This is especially important, as the mission of the school is not just to teach subject matter but also to prepare future teachers for tomorrow’s classrooms. Understanding theory, content, learning styles and modeling best instructional practices is central to this undertaking and reflected in the connection between the university and the public school system. This relationship is particularly significant with California’s adoption of the National Common Core Standards. The systems in place at the university and school levels ensure that faculty are provided feedback from students, peers, and mentors. Faculty are encouraged to use the information to reflect and strive for improvement. Currently KSOEHD is implementing the IDEA system for student evaluation: a system that allows faculty to more accurately align course goals and methods with the ratings provided by students. Exhibit Eval Graphs shows the evaluation of all KSOEHD sections for all four semesters of IDEA on a scale with a Mean of 50 and SD of 10 as compared to all such courses in the nationwide data base. The Mean KSOEHD are nearly one standard deviation above the mean on a regular basis.

Our practice is strongly influenced by data provided from the annual CSU Center for Teacher Quality (CTQ). This survey provides information from the public school system about the work of our candidates in their first year of teaching. The information is discussed and modifications are made, when necessary, in a continuous cycle that ensures we are responding to the needs of the profession Exhibit (value of evidence std 4) shows how we have effectively improved our candidate preparation using this data. Exhibits (all other articles) demonstrates our use of this data in other regards.

Quality teaching begins with the individual strengths and professional interests of the faculty (Table #1 and Table #2). Content experts in the various areas teach the single subject teacher candidate’s instructional methodology courses. The newly revised Single Subject Program integrates some of the latest such as Linked Learning, Co-Teaching, and Common Core. The assignments within these programs include case studies, lesson design, unit development, and essay reflections on important professional dispositions such as critical thinking/problem solving, collaboration, valuing diversity, ethical judgments, and life-long learning (Conceptual Framework). Innovative teaching is supported by the cutting edge technology available such as the state of the art technology coursework.

5.1.c  Modeling Best Professional Practices in Scholarship

KSOEHD faculty scholarship can be measured in the number and quality of publications that are generated each year in venues such as peer-reviewed journals and books. During the 2008-2013 period faculty published 94 peer-reviewed articles, 50 books/book chapters and numerous publications and creative projects in non-refereed journals, online newsletters, and book reviews. During the 2010-2012 period faculty made 271 presentations at International, National and Regional conferences as well as 244 local presentations (Faculty Activity Summary and Annual Reports to the Provost). Externally funded grant activity has also been very positive with a total of $9,256,869 over the past three years (Annual Reports to the Provost). The grant efforts have been particularly successful in the areas of Math, Science, Reading and Writing, Rehabilitation, and Teacher Internships. The importance of scholarship is encouraged and supported at all levels through policies that specify and guide faculty through the Retention, Tenure and Promotion (RTP) process  (APM 324, 324a,325,327,328) A key element of this process is the Probationary Plan (APM 324a) where a new faculty member, in collaboration with an assigned faculty mentor, develop a plan that outlines university expectations yet allows for individual interests and strengths to be articulated. At the school level, faculty have been supported through substantial funding provided for on-going development efforts (Exhibit Annual Report to the Provost).

5.1.d  Modeling Best Professional Practices in Service

KSOEHD Faculty are highly engaged in providing service to the university and to the community (Table #1 and Table #2). KSOEHD is involved in collaborative projects that provide service to the P-12 public school system and to the community. These serve a myriad of needs such as counseling services, internships, character education, mentoring, subject matter training, migrant services and after school programs. A source of pride is the Central Valley Partnership for Exemplary Teachers (CVPET) that works in several districts. This outreach effort allows teacher candidates to experience the course content combined with student teaching at various public schools. The teachers that are produced in this program are some of the highest evaluated elementary teachers in California (Annual Reports to the Provost). This result has been published in peer reviewed outlets (Exhibit pathways article) At the university level, the RTP system emphasizes the importance of serving at department, school and university level committees (APM 324, 324a,325,327,328). All faculty, through their service in committees and special events, are involved and contribute to the overall governance and operations of the university. Faculty also exhibit leadership in national, state, local agencies and professional associations, serving as reviewers, board members, and officers for these organizations (Table #1 and Table #2).

5.1.e  Unit Evaluation of Professional Education Faculty Performance

The RTP process at Fresno State is comprehensive and systematic in evaluating the quality of work faculty accomplish in Teaching, Scholarship and Service (APM 324, 324a,325,327,328). Guided by a Probationary Plan that clearly delineates expectations necessary to achieve Retention, Tenure, and Promotion, faculty submit a portfolio containing evidence of their work in the three major areas. Throughout the process faculty mentors provide constructive feedback and opportunities for candidates to reflect on their work and set goals for continuous improvement as needed. Student and peer evaluations are conducted for all tenure track faculty members and tenured faculty are evaluated every five years (APM 324, 324a,325,327,328).

5.1.f  Unit Facilitation of Professional Development

The following are examples of professional training opportunities that have been provided to faculty in our unit: English Learner workshops by Lily Wong Filmore and KSOEHD EL faculty, Educational Reform/Poverty issues by David Berliner, Professional Learning Communities by the Dufours, Co-Teaching by faculty from St. Cloud State University and KSOEHD faculty, Common Core by Central Valley Education Leadership Institute (CVELI), and numerous technology workshops (Table #1, Table #2 and Annual Reports to the Provost). Through University support systems such as TILT, the Provost, and the Dandoy Committee, opportunities exist for faculty to enhance their knowledge base in a variety of areas. Individual professional growth through a financial commitment of approximately $100,000+ per year (Annual Reports to the Provost) has been provided. In addition to the individual interests faculty have for professional growth the aforementioned data driven CTQ system provides feedback for improvement in high need areas. National movements such as the advent of Common Core standards, Professional Learning Communities, Co-Teaching and English Learner issues influence much of our professional development.

Continuous Improvement»

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