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Element A

5a.1. What are the qualifications of the full- and part-time professional education faculty (e.g., earned degrees, experience, and expertise)?

The following table provides data on the qualifications of the full and part-time professional education faculty including degree, rank, tenure status, assignment, professional affiliations, and professional experience.  Table 11

5a.2. What expertise qualifies professional education faculty members who do not hold terminal degrees for their assignments?

Faculty members who do not hold terminal degrees for assignments are considered qualified for the positions they hold based on employment criteria.  The unit provides these criteria in the form of position descriptions to the Department of Human Resources.  Employment criteria include a master’s degree, official state or national licensing, and relevant experience as practitioners in the field.  Faculty with non-terminal degrees have multiple years’ successful experiences in teaching or counseling settings. These experiences afford them wisdom to practice as mentors to pre-service teachers and counselors. The Department of Human Resources begins the review process by screening applications as compared to the position criteria.
Finalists must make a formal presentation to faculty and USF students on a topic relevant to their area of expertise.  The presentation is evaluated by both faculty and students to affirm the finalists’ ability to effectively communicate their expertise. Also, formal interviews and reference checks confirm the finalists’ level of competence.  Once under contract, faculty participate in the continuous evaluation process where their performance is monitored through the USF professional development and promotion and/or tenure process. (Section 2.11, pg. 19).
At the one-on-one level, department chairs monitor faculty members’ qualifications by means of course observations, both formal and informal meetings, IDEA semester course evaluations.  Also, annual performance evaluations conducted by the chair in conjunction with self-evaluations completed by faculty members.

5a.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 following table provides data on the number of licensed and unlicensed school-based faculty used by the unit in the past three years.

# of licensed/unlicensed teachers (2006-07)

# of licensed/unlicensed teachers (2007-08)

# of licensed/unlicensed teachers (2008-09)

142 / 3

144 / 1

153 / 1

The Director of Field Placements verifies licensure qualifications of school-based faculty members in public, private, and parochial schools by means of the Cooperating Teacher Summary Vita and Field Supervisor Summary Vita.  Additionally, the UAS Manager verifies school-based faculty qualifications by accessing information posted on the Indiana Department of Education website. The website displays the licensure area(s) of faculty and administrators working in Indiana schools.

5a.4. What contemporary professional experiences do higher education clinical faculty members have in school settings?

The last column of Table 11 indicates the professional experiences clinical faculty members have had in P-12 school settings.
Currently, as part of teaching load, seven of nine unit faculty members serve as university supervisors (clinical faculty), applying their experiences as P-12 and higher education practitioners to mentoring and evaluating candidates in the field. University supervisors’ professional responsibilities in P-12 schools have been numerous and varied. They have served in the following professional capacities:  elementary education teachers, principals of private elementary and high schools, head of a charter school, teacher/ special education department chair of an urban high school, early childhood educator, secondary teachers in English, social studies, and art, curriculum specialist, and rehabilitation therapy specialist.
Unit faculty who serve as university supervisors continue to work in P-12 settings, sharing their expertise in areas of instruction, curriculum, assessment, and the Lexile Reading model. University supervisors are members of local schools’ quality improvement teams. They hold four of the unit’s pre-service courses in local elementary and high schools, where they collaborate with school-based faculty in the design and delivery of courses.