Standard 5: Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

Standard 5 Exhibits

5.1 - Summary of faculty qualifications and assignments (cross listed with Exhibit 4.18A)

5.1A - Full-time faculty CVs

5.1B - Part-time faculty CVs

5.1C - Faculty Information/Websites

5.2 - Licensure of school-based clinical faculty

5.3 - Summary of instructional strategies used by faculty

5.4 - Candidate evaluations of faculty teaching and summaries of results (cross listed with Exhibit 2.15)

5.5 - Samples and summary of faculty scholarly activities (cross listed with Exhibit 4.18B)

5.6 - Examples of faculty in service and/or collaboration with and awards from the professional community (cross listed with Exhibit 3.14 and 4.18C)

5.7 - Promotion and tenure policies and procedures

5.8 - Samples and summaries of faculty evaluations (cross listed with Exhibit 2.17)

5.9 - Unit professional development

5.10 - Full-Time Faculty Handbook (cross-listed with Exhibit 2.18 and 6.1C)

5.11 - Part-Time Faculty Handbook (cross-listed with Exhibit 6.1D)

5.12 - School of Education Scholarship Statement

5.13 - Jim Fong Research Reports (cross-listed with Exhibit 6.18)

5.14 - Technology Integration Plan (cross listed with Exhibit 3.16 and 6.22)

5.15 - Faculty Statutes (cross listed with Exhibit 2.16, 3.17, and 6.1A)

5.16 - List of criteria for the selection of school-based clinical faculty (cross listed with Exhibit 3.2)

5.17 - Memoranda of understanding, minutes from meetings, etc. to document partnerships with schools (cross listed with Exhibit 2.22, 3.1, and 6.21)

5.18 - Guidelines of the SoE (cross listed with Exhibit 0.13, 2.13, and 6.1B)

5.19 - List of knowledge, skills, and dispositions expected upon completion of programs (cross listed with Exhibit 1.2, 2.11, and 4.15)

5.20 - Program Review Documents (cross listed with Exhibits 1.3 and 3.18; also in AIMS)

Undergraduate Special Education (CEC) - Report, Results, Response

Graduate Special Education Dual/Initial (CEC) - Report, Results, Response

Graduate Special Education Initial/Professional (CEC) - Report, Results, Response

Undergraduate Social Studies (NCSS) - Report, Results

Graduate Social Studies (NCSS) - Report, Results, Response

Undergraduate Science (NSTA) - Report, Results, Response

Graduate Science (NSTA) - Report, Results, Response

Undergraduate Mathematics (NCTM) - Report, Results

Graduate Mathematics (NCTM) - Report, Results, Response

Undergraduate Languages Other Than English (ACTFL) - Report, Results

Undergraduate English (NCTE) - Report, Results, Response

Graduate English (NCTE) - Report, Results, Response

Undergraduate Childhood (ACEI) - Report, Results

Graduate Childhood (ACEI) - Report, Results

Literacy Birth - Grade 6 (IRA) - Report, Results, Response

Literacy Grades 5-12 (IRA) - Report, Results, Response

Literacy Birth - Grade 12 (IRA) - Report, Results, Response

School District Leader (ELCC) - Report, Results, Response

School Building Leader (ELCC) - Report, Results, Response

Graduate Library Media - New York State Program Proposal

5.21 - Course Syllabi in Course Binders (cross listed with Exhibit 0.5, 1.6, 3.11, 3.4D, 3.5C, and 5.21)

5.22 - Conceptual Framework Document (cross listed with Exhibit 0.8, 3.15, 4.14, and 6.19)

5.23 - Agendas from meetings and professional development for clinical faculty (cross listed with Exhibit 3.9)