5a. Qualified Faculty
1. Please complete the following table (Table 11) to identify the qualifications of the full- and part-time professional education faculty.
Faculty Qualification Summary
Click here to view Table 11.
2. What expertise qualifies professional education faculty members who do not hold terminal degrees for their assignments?
Table 11 summarizes the qualifications of the faculty. All faculty in the School of Education, both full-time and adjunct, are qualified professionals with a deep commitment to each teacher candidate’s journey towards excellence. All tenured and tenure-track members of the School of Education have either completed or are completing doctorates. The non-tenure-track full-time members of the department have significant experience in the schools and their field. During the 2007–2008 academic year, the unit also employed 40 adjunct faculty whose responsibilities ranged from teaching a section of ED 120: Introduction to American Education, to supervising field experiences. Each of these individuals is highly qualified and has ample experience that contributes to the unit.
All faculty members without terminal degrees all have a Master’s degree or an Educational Specialist degree. Faculty members in full time positions without terminal degrees are classified as non-tenure track instructors and given yearly contracts. Their expertise has been gleaned from successful public school teaching and administration, ongoing consulting with public school districts and national professional associations, and helps them contribute meaningfully to the preparation of teacher candidates.
3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?
The unit works with a number of school faculty members. School faculty must be certified in the area they are teaching and have at least three years of classroom teaching experience. In addition, school faculty must be recommended by the school principal, and the principals are asked to select teachers who represent the best examples of the profession. During the 2007–2008 academic year, there were 103 school faculty supervising 98 teacher candidates who were in clinical practice.
All school faculty and clinical faculty are encouraged to attend the Field Placement Coordinator's August meeting held on Millikin's campus where they discuss effective supervision and communication between the candidate, clinical faculty, and school faculty. Also, after each term with a teacher candidate, school faculty are given the opportunity to evaluate the teacher education program and the work of the clinical faculty.
4. What contemporary professional experiences do higher education clinical faculty members have in school settings?
Higher education faculty that participate in clinical experiences have varied contemporary professional experiences. One of those professional experiences is participating in our Block Internship program. Professors teaching the education coursework with integrated internship experiences take the teacher candidates directly to the schools or agencies and work with the school faculty and teacher candidates in the K-12 classrooms. These block internship experiences that are four weeks in length provide the professors with contemporary teaching experience, opportunities to model best practices, and time to discuss strategic initiatives within the school settings with school faculty and building level administrators.
Another professional experience that faculty participate in is school site visits for the Regional Office of Education. The faculty are consultants who collect data on the quality of teaching math and language arts in buildings that are not meeting Annual Yearly Progress (AYP) under the No Child Left Behind (NCLB) federal mandates. After data is collected, faculty have the opportunity to work with building level administrators to develop remediation plans for teachers who need assistance in improving their instructional and classroom management strategies. These experiences provide our faculty with valuable anecdotes and real-life situations to use in their courses on campus with teacher candidates. These rich experiences add meaning and authenticity to the teacher preparation course work.
Full-time faculty are awarded professional development grants such as State Farm Faculty Fellowship grants for technology. These grant opportunities allow them to work with in-service teachers and gain valuable contemporary professional experiences.
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