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III. 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 school. The unit systematically
evaluates faculty performance and facilitates professional development.
Element 1: Qualified Faculty
The Professional Education Unit consists of 94 faculty representing all
four colleges at MSU. Of the 77 faculty in tenure-track positions, 84%
hold earned doctorates. An additional 4% anticipate an earned doctorate
in the near future. A breakdown of the 77 faculty in tenure-track positions
reveals 30 assistant professors, 29 associate professors, and 18 full
professors in the unit. (Documents Room: Faculty Vita 5.1)
During the past five years, 11 faculty have been granted tenure and promoted
either to associate (10) or full professor (1). Two other faculty have
been promoted from associate to full professor in the same time period.
Twenty-seven faculty will be eligible to apply for tenure within the next
five years. (Documents Room: Faculty Vita 5.1)
Thirteen percent of the 94 faculty in the unit have been identified as
having exceptional expertise in their fields of study. Seventeen faculty
in the unit hold adjunct, instructor, or fixed term positions. These individuals
have developed expertise through teaching in public schools. Each year,
at least one public school teacher is hired to serve as a Teacher-in-Residence.
Teachers having earned recognition as a Highly Skilled Educator or National
Board Certification are often selected to fulfill teaching, clinical practice
supervision, and/or service to the educational community. (Documents Room:
Professional Education Unit Faculty List 1.4)
The public school teachers who work with MSU candidates must have completed
a Master’s degree, fifth year graduate program (non-degree), or Rank
I graduate program. In addition, eligibility is contingent upon 1) holding
a teaching certificate and 2) successful completion of a minimum of four
years teaching experience in the appropriate grade or subject matter,
and 3) a recommendation by the principal. The results of annual evaluation
by MSU supervisors and candidates are used to determine continued placement
in the public school cooperating teachers classroom. See page 39 of the
Clinical Practice Handbook: http://www.moreheadstate.edu/colleges/education/esu/
In support of recent technological changes, the College of Education has
employed a Director of Instructional Technology to provide support and
guidance in planning and implementing technology. In addition, one faculty
member has been given release time to develop the Unit’s website.
Element 2: Modeling Best Professional Practices in Teaching
Quality teaching continues to play an important role in the unit and across
campus. This can be documented in a number of ways, including 1) a mandated
review of all Faculty Evaluation Plans with a focus on emphasizing teaching
(2002) www.msucoe.org/ttp.pdf
3f., g.) 2) the revised Faculty Evaluation Plans themselves (see the College
of Education's plan at www.msucoe.org/coefep.html , and 3) the institution-wide
link between effective teaching and eligibility for merit pay shares.
The teaching component in faculty evaluation includes a mandated student
evaluation (annually), peer or Chair evaluation, innovations in teaching,
quality advising (survey results), and course or program curriculum development
activities.
Unit faculty have specialized expertise in their teaching fields and incorporate
research-based practices in their teaching both as a method for teaching
and a model of teaching for the teacher candidates. Faculty also incorporate
the Kentucky New and Experienced Teacher Standards, School Counselor Standards
or the Interstate School Leaders Licensure Consortium Standards as well
as the standards of discipline specific learned societies into their courses
as appropriate. Through their own scholarship, faculty become aware of
and include appropriate innovations and technology in the delivery of
their courses.
Through the Preparing Tomorrow’s Teachers to Use Technology (PT3)
grant, several model classrooms are being developed. The most recent model
classroom is a collaborative project with Rowan County Schools. The classroom
will be housed in the Rowan County Board of Education office building
and will incorporate state of the art technology as well as other enduring
technologies. It is centrally located to both the university and Rowan
County Schools and will be available for use by classroom teachers, school
children, teacher candidates and unit faculty. (Documents Room: PT3 Grant
Information: 1.12) Additionally, on campus, members of the Special Education
faculty have developed an Assistive Technology Classroom in Ginger Hall
402 for teacher candidates to explore and experience the technologies
available for special needs students.
Electronic technologies have been adopted by unit faculty for use in the
delivery of their courses. For example, numerous courses are offered through
distance learning. The university has thirteen Distance Learning Labs
at nine off-campus locations and seven on-campus labs providing opportunities
for teacher candidates who live long distances from the main campus to
participate in an interactive classroom environment with faculty and fellow
classmates. Several faculty alternate the home site for class meetings
so students at distant sites get face-to-face interaction with faculty.
Faculty also use tools, such as Blackboard and companion textbook sites,
as well as their own web sites, to enhance the delivery of their courses.
(Documents Room: Distance Learning: 5.3)
Student groups, including the education honor fraternity Kappa Delta Pi,
have acknowledged unit faculty for excellence in teaching. Ms. Dreama
Price, for example, received recognition as “Master Teacher”
from the MSU Greek Councils. In addition, Unit faculty have also are recognized
by peers and administrators and professional associations. For example,
Donna Everett received the Dean’s Award for Teaching Excellence in
the College of Business; Dr. David Magrane (College of Science and Technology/Biology)
has been honored as the University’s Outstanding Professor; and Dr.
Gordon Towell (Caudill College of Humanities/Music Educator) was honored
with the Distinguished Creative Productions Award. Dr. Kristine Cebulla
(College of Science and Technology/Mathematics) received the Presidential
Teaching Award from the US Department of Education, and Dr. Jonathan Secor
received the President’s Pick Award from the Kentucky Council on
the Teaching of Foreign Languages.(Document Room: Faculty Vitae: 5.1)
Element 3: Modeling Best Professional Practices in Scholarly Activities
While quality teaching is of prime importance to the faculty, the many
and varied scholarship activities in which they participate are also valuable.
Faculty are aware that to effectively prepare teacher candidates to become
informed and inquisitive educational professionals, they must stay abreast
of their fields and the knowledge they have gained. Since January 1998,
faculty have produced 330+ publications, including seven books. They have
presented 1030+ workshops and papers at local, state, regional, national
and international professional meetings. (Data as of 1/24/03.) The varied
locations (state, regional, national, and international) of presentations
indicates an understanding of the importance of sharing scholarship not
only locally but also in the wider educational community. (Documents Room:
Faculty Qualification Forms: 5.2)
Nearly one third of the faculty members in the Professional Education
Unit have been active in procuring federal and state grants for activities
related to the study and improvement of education. Since January 1998
over $9 million has been secured. The funds have supported activities
across the curriculum, including reading, writing, mathematics, science,
and technology. The Morehead Writing Project, Preparing Tomorrow’s
Teachers to Use Technology (PT3), the STEP Grant, the Reading Recovery
Program, MSU’s Kentucky Reading Project site, and the Appalachian
Mathematics and Science Partnership are just a few of the externally funded
projects in which unit faculty have been involved. In addition, faculty
and staff who are not part of the unit have also obtained external funding
for projects related to education, indicating that education is a priority
for the University (Documents Room: Faculty Qualifications Forms: 5.2).
Faculty in the Unit are also supported with mini-grants through the University
Research and Creative Productions Committee. This committee also recognizes
faculty campus-wide through the annual Distinguished Researcher Award.
Two of the four awards since 1998 have been awarded to faculty in the
unit, Dr. Daniel Fasko and Dr. Benjamin Malphrus. The Focus magazines,
published each year by this committee highlight the scholarly activities
of faculty across campus including the professional education faculty
(Documents Room: Focus Magazines 5.3).
Scholarly productivity is the second faculty performance factor considered
during the annual evaluation process. Merit pay decisions will also reflect
evaluation results in this category. A complete description activities
that can be used to document scholarly productivity can be located at
www.msucoe.org/coefep.html .Table 5.1 below represents in numerical format
the number of articles, books, presentations, and classes taught by the
professional education faculty over the past five years.
Element 4: Modeling Best Professional Practices in Service
Service is a component of the annual faculty evaluation process and also
considered when determining recommendations for tenure or promotion. Therefore
participation in a variety of service activities figures into the expected
role of a well-rounded faculty member. The specific nature and scope of
each faculty member’s service activities varies. Typical service
activities include: 1) fulfillment of membership or leadership roles department,
college, university, or professional organization committees, 2) representation
of the department, college and/or university at meetings or events, and
3) professional education activities in public schools throughout the
region or state and community service activities. See Pac-2, Pac-27 www.moreheadstate.edu/units/facsenate/
and department or college Faculty Evaluation Plans (Documents Room: Hardcopy
of FEP’s 5.6)
A review of the vitas of full-time tenured or tenure track Professional
Education Unit faculty members resulted in the identification of examples
of the types of activities used to demonstrate service. Categories and
examples of service activities in each area are presented below:
Departmental Level:
It should be noted that all faculty members participate in departmental
committees. Examples of standing committees at the department level are:
Undergraduate Curriculum, Graduate Curriculum, Program Review, Program
Assessment, Teacher Education Program Interview Committee, Tenure, and
Promotion Committees.
College Level:
College of Education standing committees are structured to ensure that
the membership includes equal representation from each of the departments:
Elementary, Reading, and Special Education; Health, Physical Education,
and Sports Sciences, and Leadership and Secondary Education. Committee
members are elected by department faculty. Examples of standing committees
include: Undergraduate Curriculum Committee, Graduate Curriculum Committee,
Tenure and Promotion Committees. In addition to these committees several
ad hoc committees have been developed over the past five years to complete
specific tasks related to such things as disposition assessment, Faculty
Evaluation Plan revision, the implementation of the MAT Program, and developing
the standard reports for the Institution Report.
University Level:
University level standing committees are also structured to ensure representation
for all colleges across campus. Faculty form the Unit have participated
in a wide variety of university committees and two have provided leadership
on key committees: one served as the Faculty Representative on the Board
of Regents, and one served as Chair of the Faculty Senate. In addition,
teacher education faculty have served or are serving in leadership roles
on the Faculty Senate, the graduate and undergraduate curriculum committees,
and the Teacher Education Council. For a comprehensive list of the current
membership of unit faculty on university committees go to the http://www.moreheadstate.edu/units/facsenate/.
It should also be noted that many members of the Unit participated in
the “Teaching the Teachers of the 21st Century” Task Force (Documents
Room: Teaching the Teachers Information: 1.9)
Professional education faculty have affiliated with professional organizations
in their fields and have provided service at the local, state, regional,
national, and/or international levels by serving as officers or board
members for professional organizations, as program chairs for national
conferences, and as members of Kentucky Department of Education committees
and task forces. Many serve on editorial review boards for state, national,
and international professional publications. Examples of specific service
activities include membership or leadership on the: Professional Portfolio
Assessment Committee (KDE); Kentucky Early Childhood Council; Division
of Curriculum and Assessment (KDE); Teacher Education Folio Review (KDE);
Kentucky Institute for International Studies, Advisor for the College
of Music Educators, (national), Eisenhower Regional Consortium for Mathematics
and Science, and Web page maintainer for the State Teachers Association.
Some have been recognized for their service to those organizations and
to the university: Dr. Robert Boram (College of Science and Technology)
received the award of recognition for service to the Regional Board for
the Eisenhower Regional Consortium for Mathematics and Science Education
at AEL; and Ms. Kathy Mincey (College of Humanities) was the recipient
of the MSU Faculty Service Award.
Professional education faculty provide service to the public schools in
the region by being heavily involved in mentoring first year teachers
and administrators (Kentucky Teacher Internship Program [KTIP] and Kentucky
Principal Internship Program [KPIP]), in collaborating with public school
teachers and administrators to improve instructional delivery systems
with strong emphasis on using technology as an instructional tool, and
by providing professional development opportunities on a wide range of
topics. The PT3 grant has provided significant opportunity for professional
education faculty to work with P-12 teachers to infuse technology into
the classroom. In addition 83 partnership (MSU faculty and public school
teachers) activities have been completed in the past two years as part
of the Professors in the Schools project. Many additional activities have
occurred in public schools in the areas of curriculum development, professional
development, or student development activities. To get a complete picture
of service to schools throughout the region, review the faculty vitas
(Documents Room: Faculty Vitas 5.1).
Community participation also figures prominently in the program of work
for professional education faculty at MSU. Faculty members typically participate
as tutors, parent representatives on P-12 school committees, members of
the Chamber of Commerce, members of advisory boards, Kentucky Leadership
Academy participants, jurors and judges for special school activities,
Habitat for Humanity event participants, and in other in-school presentations
and workshops as requested. A comprehensive review is possible through
a review of faculty vitas.
Element 5: Collaboration
MSU education faculty have been involved in more than one thousand (1244)
collaboration efforts during the past five years with over forty-five
percent (561) involving collaboration with P-12 schools (Documents Room:
Faculty Qualifications Forms 5.2) University faculty members often serve
as the teacher or administrator educator on internship committees working
in Morehead State University’s entire twenty-two county service region.
There have been many other collaboration efforts at the University. Two
of the more successful include the PT3 Grant and the Professors in the
Schools Fellowship program. A brief description of each follows.
PT3 Grant www.ed-u-tech.net As
noted in the overview, the PT3 program is a “Systemic effort to transform
teacher preparation at Morehead State University by infusing technology
and making other institutional changes required to meet Kentucky educational
reforms and support the P-16 concept.” To make this systemic transformation,
faculty across the university have been involved in training that has
encouraged and demonstrated many instructional uses of technology. Additionally,
five counties (Carter, Elliott, Fleming, Morgan, and Rowan) partnered
with the University in this effort. This partnership involves P-12 faculty
receiving additional training and providing the university faculty with
examples of how technology can be infused into their curriculum.
Professors in Schools. Another innovative program involving collaboration
is the Professors in the Schools Fellowship Program. During its inaugural
year (2001-2002), forty-two faculty members spent nearly 2000 hours working
in P-12 schools as teachers, counselors, and principals. The Professors
in the Schools Fellowship requires university faculty to spend at least
forty-five hours working with an individual educator. For at least 25%
of this time, the university faculty member must have the lead role in
providing instruction and leadership. Evaluation of this program has shown
an overwhelming support among faculty members. During the first year (2001-2002)
43 faculty members were selected to participate in this project and forty
slots were funded for the 2002-2003 school year. So many university faculty
members were interested in this program that a waiting list was created.
During both years participants included professors from various academic
disciplines and all four of the University’s college. During the
first year, faculty were paired with public school teachers from 18 public
school systems from across MSU’s service region (Bath, Breathitt,
Pike, Powell, Lewis, Fleming, Rowan, Boyd, Magoffin, Russell Independent,
Ashland Independent, Carter, Johnson, Menifee, Mason, Montgomery, Floyd,
Elliott and Morehead Montessori), plus one private school. Participation
included partnerships in 11 elementary schools, two middle schools, 28
high schools, two alternative schools and a technical school. (Documents
Room: Professors in Schools Reports 1.14)
Professors collaborated in a variety of content areas such as physics,
biology, language arts, mathematics, social studies, chemistry, string
orchestra, choir, creative dramatics, cooking and culinary arts, medical
terminology and equine production. Students were involved in many different
activities including developing and implementing lesson plans in science,
English, social studies and health; helping fourth grade students revise
their writing portfolios; working with a choir to prepare for district
competition; working with Future Farmers of America (FFA) on a project;
a science project dealing with cancer research; and working with the Supportive
Instruction for Guiding, Helping and Teaching Students Program (SIGHTS)
at an alternative school site. (Documents Room: Professors in the Schools
1.14)
Faculty who participated in the program have reported on the professional
development value of their partnerships. The program increased general
awareness of what was expected of teacher education candidates in their
field experiences, what candidates should be able to do and be prepared
to do in their real world experiences. Many professors commented on how
they can now prepare lessons that are more applicable for pre-service
teachers. For example, one social studies teacher explained that he now
better understands how important it is for candidates to be able to utilize
technology in the classroom. The professor has enhanced his course content
to include and integrate technology as a means to preparing candidates.
(Documents Room: Professors in the Schools 1.14).
Table 5.2 illustrates the number of collaboration efforts by faculty who
prepare teacher candidates to be effective P-12 educators.
Element 6: Unit Evaluation of Professional Education Faculty Performance
One of the goals of Morehead State University is to produce high quality
undergraduate and graduate students. To ensure this, the “Transition
Team Plan” (Documents Room: 2002 Transition Team Plan 1.6) set forth
an objective (3e) for all faculty to model good teaching. In addition,
objective 3g requires all programs/college to revise their Faculty Evaluation
Plans (FEP) to fully address the expectation for quality teaching.
A system of annual evaluation continues to be in place at the department
and college levels for all professional education faculty. Annual reviews
are mandated by University Personnel Policies related to academic ranks
(PAc30). All tenured, tenure track, and fixed term faculty must be evaluated
once a year. FEP’s require faculty to develop a one-year vitae and
portfolio documenting his or her activity in the areas of teaching, collaboration,
scholarly productivity, and service for the evaluation period.
Faculty Evaluation Plans are developed and approved by the faculty. Two
colleges, Education and Business, have elected to use a college-wide FEP.
The College of Science and Technology and the Caudill College of Humanities
currently use departmental-level FEPs. A copy of the most current College
of Education's Faculty Evaluation Plan can be viewed at www.msucoe.org/coefep.html
and in the Documents Room. (Documents Room: Faculty Portfolios: 5.5 or
FEP’s 5.6.)
To ensure that new faculty members are aware of the expectations regarding
performance and have support interpreting PAc-27 and PAc-2 they are assigned
mentors to assist them in evaluating their performance and progress toward
tenure and promotion. Additional support is provided to new faculty through
the University’s New Faculty Orientation Program. Non-tenured faculty
meet individually with departmental tenure review committees, the department
chairs, and the deans and are provided written feedback concerning their
progress on an annual basis. Faculty, chairs, and the dean take care to
identify faculty members strength and weakness and often make specific
suggestions for immediate and long term development needs. Personnel policies
related to promotion (PAc 2), tenure (PAc 27), and post-tenure review
(PAc 33) are located on the Human Resources Website: www.moreheadstate.edu/units/hr/contents.html
Adjunct faculty members in the College of Education are evaluated at least
once a year. Since each department in the Unit has established specific
procedure for handling these evaluations, there is variation from department
to department. For example, the Chair of the Department of Elementary,
Reading and Special Education assigns a faculty mentor to each adjunct
and evaluates performance each year, and the chair of the Department of
Health, Physical Education, and Sport Sciences asks off-campus Extended
Campus Center Directors to administer IDEA evaluations once a year. Annual
performance evaluations are considered when determining continuing teaching
assignments.Element 7: Unit Facilitation of
Professional Development
Over the last five years, 61 reporting MSU educational faculty have attended
1110 conferences, sessions, and workshops devoted to professional development.
Approximately 27% of these experiences were MSU programs; 26% were state
programs; and 24% were national in scope. Another 14% were service region
efforts (administrated in coordination with the Kentucky Educational Development
Corporation-KEDC and/or Kentucky Valley Educational Cooperative-KVEC).
The final 10% were multi-state programs.
A large majority of respondents (88%) attended workshops dealing with
various issues in teaching and pedagogy. Nearly three-fourths of faculty
respondents participated in programs dedicated to technology development.
More than a third reported having engaged in some type of administrative
training. (Documents Room: Faculty Qualification-5.2)
In addition to the 1110 programs included above, three-fifths of MSU educational
faculty have received professional fellowships and grants since 1998.
Nearly one-half already have participated in the two-year-old Professors
in Schools program. This highly successful collaborative initiative offers
professional development experience for both university faculty and service
region public school educators (Documents Room: Faculty Qualifications
Forms-5.2).
As identified by MSU's Mission Statement, professional development provides
an integral component of the University's conceptual framework: Educators
as Architects. The College of Education actively encourages all professional
educators to be continuous learners. Among other incentives, $250 a year
is available for each tenured faculty member to attend conferences; $500
a year is available for each tenure-track faculty. Additional funding
for domestic and international travel is available through the Provost.
Technology development is a vital interest and pursuit at MSU. The Instructional
Technology Center regularly offers sessions over a wide variety of software
applications and on-line programs. Additional funds are available for
off-campus development; MSU professors, for example, were among the first
educators nationwide to attend Columbia's "Teacher Education in a
Digital Age" workshop in New York City. Many MSU classrooms have
Internet access. Those that do not are served by access to multi-media
carts, and laptop computers.
In addition, faculty members were encouraged to complete the on-line course,
Integrating Technology in Teaching and Learning (EDUC 599, 620), and were
awarded stipends upon successful completion it. In addition, release-time
or stipends were available to faculty for revising or developing courses
that would be rich in technology.
The Center for Teaching and Learning (CTL) www.moreheadstate.edu/units/ctl/
on the campus of MSU supports excellence in teaching and learning
by serving as the coordinating body for current initiatives campus-wide
that support excellence in teaching. These efforts include faculty development
training provided by institutional units, such as the Center for Critical
Thinking, the Office of Distance Education, the Preparing Teachers to
Teach with Technology (PT3) project, and the Office of Information Technology.
The CTL offers the gamut of activities related to identifying and implementing
new initiatives needed to support the professional development and teaching
excellence, supporting the University's P-16 initiative to partner with
teachers within the region to network on issues of common interest, encouraging
faculty to apply scholarly methods to enhance the effectiveness of instruction
with a variety of student constituencies, promoting the concept that teaching
and learning are lifelong efforts that occur throughout one’s career
and lifespan, encouraging collaboration and sharing of expertise, identifying
strategies for enhancing student learning both within and outside of the
traditional classroom, and helping faculty and staff implement those strategies.
More information about colloquia, workshops, and conferences offered by
the CTL may be viewed at its website: www.moreheadstate.edu/units/ctl/
. Several teacher education faculty serve as staff and advisors to the
director of the Center for Teaching and Learning.
Table 5.3 provides a summary of MSU teacher educators' participation in
professional development over the last five academic years:
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