MESSAGE

NCATE 2010 Standard 5

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.

 

5a. Qualified Faculty

 

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

 

Table 11

Faculty Qualification Summary

 

 

 

Name

 

Degrees, Field, & University

Role and Faculty Rank

Tenure Track

(type Yes or No)

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

Armstrong, Phyllis

 

 

 

M.Ed. Elementary Education

B.S., Elementary Education

The University of Southern Mississippi

Instructor of Curriculum and Instruction

Yes

Board member – Mississippi Reading Association

Secretary – Pine Belt Reading Council

Member – International Reading Association

Board Member – Phi Delta Kappa

30 + years experience in K-6 elementary education

22 years as a first grade teacher

National Board Certified Teacher – 2000

Renewed in 2010

Early Childhood Generalist

Diket, Read

Ph.D. Interdisciplinary, Psychology, Education, Art History and Criticism

Professor of Art and Education;

Yes

Director, Center for Creative Scholars

Taught art for 7 years

NCATE BOE member

Downing, Allison

 

 

 

Ph.D., Science Education {ABD}

M.S., Science Education

B.S., Environmental Biology

The University of Southern Mississippi

 

 

 

 

Assistant Professor; Coordinator of Secondary Education; Coordinator of Science Education

 

 

 

 

 

 

 

 

 

 

 

Yes

Board member – Mississippi Science Olympiad

Corresponding Secretary – Delta Kappa Gamma Society

Volunteer – local Science Fair judge

 

Biology teacher

8th grade science teacher

 

 

Name

 

Degrees, Field, & University

Role and Faculty Rank

Tenure Track

(type Yes or No)

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

Harrison, James M.

 

 

 

Ed.D.: Education Administration

The University of Southern Mississippi

M.Ed., Educational Administration

U.S.M.

B.S., Social Studies

Mississippi State University

Director of Tradition Education Program; Assistant Professor

Yes

Member:

National Association of Secondary School Principals;

Phi Delta Kappa;

Gulf Coast Education Initiative Consortium

Director of Personnel;

High School Principal;

Assistant High School Principal;

Department Chair;

Social Studies Teacher

**Program Manager for Big Brothers Big Sisters School Based Mentoring Program

Herring, Debra S.

 

 

Ed. D., Educational Leadership

 

M.Ed., Elementary Ed.

 

B.S., Elementary Education

 

The University of Southern Mississippi

 

 

 

 

 

Assistant Professor

Yes

International Reading Association, member, Mississippi Professional Educators, member

Association of Supervision Curriculum Development, member

Elementary Teacher, Title 1 Teacher, Title 1 District Coordinator, Elementary Principal, Central Office Staff working with Curriculum Development, Testing, Technology , Parenting, Special Education and 504 .

Houston, Angela Lynne

 

 

 

Associates of Arts from Jones Jr. College, Bachelors of Science degree in Education from University of Southern MS, Master’s degree in Special Education from MS State, Doctorate degree in Education Leadership from Nova Southeastern University

Assistant Professor

Yes

Mississippi Professional Educators, Served as liaison for secondary education as V P for Mississippi Professional Educators, Delta Kappa Gamma.

 

 

 

Elementary (3& 4 grade) 8 years, High School 10-12 15 years, Asst. to Superintendent 2 years.

Jackson, Nykela

Ph.D. , Higher Education Administration

Ed.S. Higher Education Administration

M.Ed. Gifted Education

B.S. Elementary Education

The University of Southern Mississippi

Chair, Curriculum and Instruction

Assistant Professor

Yes

Board Member – Mississippi Professional Educators

Professional Organizations: Mississippi Educating Computing Association, Mississippi Association of Gifted Children, National Association of Gifted Children

Co-director- Center for Creative Scholars

 

 

 

Gifted Instructor

4th grade teacher

Instructional Technologist

Name

 

Degrees, Field, & University

Role and Faculty Rank

Tenure Track

(type Yes or No)

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

Juneau, Karen R.

 

 

 

Ph.D., Vocational Education, Louisiana State University, Baton Rouge, LA

M.S., Industrial Education, Texas A&M University, College Station, TX

B.S., Industrial Education, Texas A&M University, College Station, TX

 

 

 

 

Chair of Career &Technical Education Associate Professor

Yes

2009 Board Member National Association of Industrial and Technical Teacher Educators

 

 

Industrial Arts Teacher

 

Lockley, Jeannie

 

 

 

Ph.D., Educational Leadership and Research

Ph. D.

Adult Education

Research & Statistics

School Psychology

University of Southern Mississippi

M.Ed., Mathematics Education

William Carey University

B.S. Mathematics & Psychology

The University of the State of New York

Associate Professor

Yes

Member

Mississippi Professional Educators

NCTM

Other professional educational associations

Secretary: Delta Kappa Gamma

Mediator for the State of Mississippi Department of Education

Oversee specialist program in education at William Carey University

Instructor high school math

Lead teacher/Instructor: Youth Challenge Academy, Camp Shelby

 

Miller, Bitsy Dean

Ph.D. Education - Curriculum and Instruction

Cognates: Child Development and Educational Administration (1985)

M.Ed. Elementary Education (1968)

B.S. Elementary Education (1966)

The University of Southern Mississippi

Assistant Professor – Department of Education

Coordinator of MAT Internship

Coordinator of Teacher Education Admission

Yes

Member of: Phi Delta Kappa; Delta Kappa Gamma, Association of Supervision and Curriculum Development; Pine Belt Reading Association.

Recent Major Contributions: Currently serving as a member of the Board of Directors for PACE Head Start;

Currently serving as the chair of the Early Care and Education Committee-Excel by 5

 

Hattiesburg Public Schools

(1966-1998) Positions held: Elementary Music Teacher; Remedial Reading Teacher; Classroom Teacher; Title I Teacher; District Early Childhood Coordinator; School Site Curriculum Coordinator; School Site Test Coordinator; Elementary Administrator.

Name

 

Degrees, Field, & University

Role and Faculty Rank

Tenure Track

(type Yes or No)

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

Morris, Barry

Ph.D. Curriculum and Instruction

University of South

Florida

M.Ed. Elementary

Education and

Reading

University of

Southern

Mississippi

B.S. English

University of

Mobile

Associate Professor

Dean

Yes

Mississippi Professional Educators 10,000 members – Member of the Executive Board; President 2010-2011; Past President 2011-2012;

Phi Delta Kappa International Chapter 75 Hattiesburg MS President – past 6 years

Blue Ribbon Commission Mississippi Department of Education Chair of the Implementation Team

State P-16 Council Treasurer

 

25 years in elementary and middle school education: Third through 5th grade all subjects; Director of the middle school (2 years); 6th-8th grade Mathematics and English.

Mucha, Linda

 

 

 

Ed.D Educational Leadership

Nova Southeastern University

Sixth Year Diploma(Specialist)

Gifted Education

University of Connecticut

M.Ed., Elementary Education

William Carey University

B.S., Elementary Education

The University of Southern Mississippi

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part-time

Assistant Professor

No

MS Association for Gifted Children

MS Parents’ Campaign

Classroom Teacher of Grades K, 1, 2, 3, 5

Gifted Education Teacher of Grades 2 through 6

Director of Curriculum and Instruction K-12

 

Name

 

Degrees, Field, & University

Role and Faculty Rank

Tenure Track

(type Yes or No)

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

Owens, Eugene

B.M.Ed. (music) Jackson State University

M. M.Ed. (music) University of Southern Mississippi

Ed. D. (supervision and educational leadership) University of Southern Mississippi

 

Curriculum and Instruction

 

Professor

Not in tenure track

Phi Delta Kappa – Program Chair of Districts’ Teachers of the Year (past 3 years)

34 years in public school district as teacher, principal, Title 1 Director, Supervisor of Elementary Schools, Transportation Director, Assistant Superintendent, and Superintendent

Roberts, Jalynn

 

 

 

Ph.D., Higher Education Administration (USM)

Ed.S. Research and Statistics (USM)

M.Ed., Secondary Education

Minor: English (WCU)

B.S., Business Administration

Minor: Management Information Systems

(USM)

Program Coordinator and Assistant Professor, Higher Education Administration Program

Yes

Scholarly Publications:

Student involvement/engagement in higher education based on student origin. Research in Higher Education Journal (2010).

Student satisfaction & persistence: Factors vital in retention. Research in Higher Education Journal (2010).

Online teacher education programs: Social connectedness and the learning experience. Journal of Instructional Pedagogies (2010).

 

 

 

 

 

 

Middle and High School Math Teacher

Thomas, Brenda

 

 

 

Ph.D., Education Administration

Univ of Southern MS

M.Ed., Special Education

Univ of Southern MS

B.S., General Studies

Louisiana College

 

Coordinator of Special Education Programs

Asst Professor

 

 

 

 

 

 

 

Yes

Consultant for MS Department of Special Education

Treasurer, Phi Delta Kappa

President, Delta Kappa Gamma

Special Education Administrator (K-12)

Special Education Teacher

Community-based Coordinator

Speaker on inclusion, peer tutoring, co-teaching, TST model, behavioral strategies

 

Name

 

Degrees, Field, & University

Role and Faculty Rank

Tenure Track

(type Yes or No)

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

Weaver, Lisa

Ph.D., P-12 Educational Leadership; Mississippi State University

Specialist, Educational Leadership; University of Southern Mississippi

M.Ed., Elementary Education, University of Mississippi

B.S., Elementary K-8, University of Southern Mississippi

Assistant Professor of Curriculum & Instruction

Yes

SDelta Kappa Gamma, Chapter Representative of State Convention in Natchez

Member of MPE, PDK, and MASA

 

 

 

Elementary and Middle School Teacher for 18 years

Elementary Principal for 11 years

GED Instructor

Alternative School Instructor

Title I Coordinator

 

Whitcomb, Susan

 

 

Ed.D., Elementary Education with Emphasis in Reading

 

M.Ed., Elementary Education with Emphasis in Reading

 

The University of Southern Mississippi

 

B.S., Elementary Education

 

Athens State University, Athens, AL

Assistant Professor

Yes

President of MsACEI

Praxis II Workshop Presenter

Kindergarten, First Grade, and Third Grade teacher

 

Reading Specialist Pre-K to Eighth Grade

 

Grade Level Coordinator

 

 

 

 

 

 



 

ADJUNCT FACULTY

 

 

Name

 

Degrees, Field, & University

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

 

Abrams, Iris B.

 

 

 

 

 

 

 

 

 

 

 

 

 

ED.D., Higher Education Administration

M.Ed., Early Child- hood; Elementary Education

The University of Southern Mississippi

BMEd. Music

Delta State U.

Delta Kappa Gamma Educational Society

 

 

William Carey University,

Ret., Associate Professor

Education (2003)

Administrator, Biloxi

Public Schools

Adjunct Faculty, U. of

Southern Mississippi

Public Schools, MS, GA,

Fl

 

 

Agent, Jena

 

 

 

Masters in Elementary Education

B.S., Elementary Education

 

The University of Southern Mississippi

Lead Teacher @ Purvis Upper Elementary

Coordinator for “Mississippi Day” at Purvis Upper Elementary

Mentor for new teachers

Tier Process Coordinator K-2

4th grade teacher (4 years)

2nd grade teacher (6 years)

 

 

Bennett, AnnClaire

 

 

 

M.Ed., Elementary Education K-8

B.S., Elementary Education

The University of Southern Mississippi

National Board of Professional Teaching Standards-Early Childhood Generalist 2001, 2011

Member –

Mississippi Alliance for Arts Education-named Arts Integration Teacher of the Year 2008

Delta Kappa Gamma, Alpha Gamma Chapter-1st Vice President/Program Chair 2008-09

Member- ISTE International Society for Technology in Education

Presented in Denver 2010

Kindergarten teacher

First grade teacher

 

 

 

Burnett, Benjamin

 

 

 

Ph D, Educational Administration, University of Southern Miss.

Masters, Music Education, University of Southern Miss.

Bachelors, Music Education, University of Southern Miss.

 

President, Pine Belt Superintendents Association

Board of Trustees, Pearl River Community College

 

 

Music Educator 6-12

Middle School Principal

School Superintendent

 

 

 

Name

 

Degrees, Field, & University

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

 

Butler, Walter

 

Ed.D., Educational Administration and Counseling

Retired two years ago. Currently writing non- fiction books. Performing community and sectarian roles and responsibilities. Before retirement I worked with several area schools in a consultant capacity.

I have been an: Elementary and high school teacher, a principal at both the elementary and secondary schools, Director of two university laboratory schools, Director of student teaching, Head of the Department of Education , Assistant Dean, Coordinator (Administrator) of The Coast Campus, Dean of Education.

 

Chiasson, Rebekah

 

 

 

Ph.D., Educational Leadership and Administration

Minors: Research and Statistics

M.Ed., Gifted Education

B.S., Elementary Education

The University of Southern Mississippi and William Carey University

Adjunct

District Test Coordinator

 

Secondary math teacher

 

 

Coll, Deedre

B.A. Elementary Education,

Millsaps College

  1. Ed. Elementary

Education,

William Carey College

Board member/Secretary Treasurer – Mississippi Professional Educators

Secretary/Treasurer- Delta Kappa Gamma

 

Kindergarten/first grade teacher

 

 

Cox, Ben

 

 

 

Ph.D., Educational Administration

Minors: Educational Research

M.Ed., Secondary Education with an Emphasis in Mathematics

B.S., Mathematics

The University of Southern Mississippi

Past President of Mississippi Association of School Superintendents

Past President of S-RESA/SCMCEED

Member of the Executive Committee for PREPS

 

 

Superintendent – North Pike School District

Principal – North Pike High School

Assistant Principal- Pearl River Central High School

Mathematics Teacher – PRCHS and Hazlehurst

 

 

 

Donohue, Monica

 

 

 

M.Ed., Secondary Education – William Carey University

B.S., Human Resource Leadership – Southern Christian University (renamed Amridge)

B.S Computer Science

Recruiter / Member – Mississippi Professional Educators

Member, Computer Science Teachers Association

Technology Instructor, grades 10 - 12

Instructional Technology

 

 

Name

 

Degrees, Field, & University

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

 

Green, Adina Narcisse

 

Ph.D., Higher Education Administration

The University of Southern Mississippi

M.S., Counseling Psychology

The University of Southern Mississippi

B.A., Psychology

Southern University at New Orleans

 

N/A

 

President, Alpha Kappa Alpha Sorority Alumnae Chapter 2009-2010

Vice- President, Alpha Kappa Alpha Sorority Alumnae Chapter 2011-present

N/A

 

Hanson, Susan Melony

 

 

 

Ph.D., Elementary Education and Curriculum

M.Ed., Elementary Education

B.S., Elementary Education

The University of Southern Mississippi

Completed dissertation in 2011.

Fifth Grade Teacher (all subjects)

Second Grade Teacher (all subjects)

 

 

Harrison, Bradford

 

Ed.D. Educational Administration

Mississippi State University

Ed.S., Educational Administration

Mississippi State University

M.Ed., Elementary Education

William Carey University

B.S., Elementary Education Mississippi State University

A.A. Jones County Junior College

 

 

 

 

Faculty member at Jones County Junior Colle

5th and 6th Grade Teacher for 7 Years

Career/Technical Support Services Coordinator and Admission Coordinator at the Junior College Level for 5 Years

 

Name

 

Degrees, Field, & University

Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years

Teaching or Other

Professional Experience in P-12 Schools

 

 

Holbrook, Sandra Jean

 

Specialist in Administration

University of Southern Mississippi

Masters in Elementary Education

William Carey University

Bachelors in Elementary Education

William Carey University

 

Lead Teacher / Assistant Principal

General Education Diploma Teacher

 

Secondary History Teacher

7-12

2nd Grade

Kindergarten Assistant

Substitute Teacher

 

 

 

 

 

Kibodeaux, Vicki

 

Ed.D., Educational Leadership

Ed.S. , Educational Leadership

M.Ed., Curriculum and Instruction

B.S., Elementary Education

The University of Southern Mississippi

MAFEPD member

NAFEPA member

AASA member

MASA member

 

6th grade teacher

7th grade Math teacher

8th grade Math teacher

Academic Coach

Curriculum Specialist at Central Office level

Federal Programs Director

 

King, Beth S.

 

 

Masters, Elementary

Education

National Board Certification

B.S., Elementary Education

William Carey University

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Member Mississippi Professional Educators

 

K-8

Second grade teacher

Literacy Courses

 

 

Lowery, David C.

 

 

 

Ed.D. from MS State University, Curriculum and Instruction in Secondary Education; emphasis area: English

Ed.S. from MS State University, Curriculum and Instruction; emphasis area: English

M.Ed. from The University of Southern MS, Curriculum and Instruction; emphasis area: English

B.A. from The University of Southern MS, Major: English; Minor: Secondary Ed.

A.A. from Jones County Junior College; Major: English

Member of Mississippi Professional Educators, Jones County Junior College Faculty Assocation, and TYCAM.

English teacher, grades 10, 11, and 12

Advanced Placement English teacher, grades 11 and 12

Journalism teacher, grades 10-12

 

Perry, Wilson Ray

 

 

B. S. Physical Education

Mississippi State University

M. S. Educational Leadership

Mississippi State University

 

Jr. High Science

Athletic Coach

Special Education

Principal

Federal Programs Director

 

 

Provost, Leslie

 

 

 

AA-General Ed.

Jones Junior College

B.S., Elementary Education

William Carey University

Masters- Elementary Education

William Carey University

 

Tier Coordinator

School improvement- board member

AEE

Social Studies Chairman

 

 

4-5 grade Language Arts

7-12 social studies

 

 

 

 

Roberts, Jessica

 

 

 

Ph.D., Higher Education Administration (USM)

M.Ed., Secondary Education

Minor: English (WCU)

B.A., English

Minor: French

(USM)

Program Coordinator for America Reads-Mississippi

Middle and High School Englis/French Teacher

 

Saucier, Patrick J. “Rick”

Ph.D., Educational Administration and Leadership

M.S. Vocational Education

B.S. Industrial Arts

University of Southern Mississippi

Association of Career and Technical Education (ACTE) Member

Mississippi Association of Career and Technical Education (MS-ACTE) Member

Mississippi Secondary Vocational Directors Association

Career and Technology Center Director

District Technology Director

District Hearing Officer

District Safety Director

MS Dept. of Education - Assistant Supervisor of Industrial Arts and Technology Education

Diversified Technology Instructor

Industrial Arts Teacher

 

Suarez, Michael

 

 

 

Ph.D., Educational Leadership and Research – University of Southern Mississippi

M.Ed., Elementary Education – William Carey University

B.S., Elementary Education – William Carey University

 

 

Fifth grade teacher

 

Smith, Rhonda

 

 

 

Ed.D., Higher Education Administration

M.Ed., Education

Cognate in English

B.S., English

William Carey University and Baylor

None

Teacher 7-8 grade English and Study Skills

Columbia Academy

1996-97

 

Tennyson, Keyland

 

Ph.D., Educational Psychology

M.Ed. Special Education

B.S., Special Educaton & Elementary Education

Mississippi State University

International and State Council For Exceptional Children, Past State President, Vice President, and Treasurer

Director of In-School-Suspension Program, 3rd – 12th grades for school district; teacher of all levels of exceptionality K-6th grade; grant writer and evaluator at local and federal level in both K-12 public schools and at university level; /Certified School Psychologist at AAAA level; National Board Certified Teacher in ages 3-21, Exceptional Students.

Thrash, Delbra

 

 

 

45 hours post graduate

William Carey University

University of Southern Mississippi

M.Ed. Special Education

University of Southern Mississippi

B.S., Special Education and Elementary Education

Bradley University

 

Special Education

General Education

Librarian

Gifted Education Program Coordinator

School Psychologist

 

 

Walsh, Devin

 

 

 

M. Ed., Elementary Education

B.S., Elementary Education

William Carey College

Collaborative Team Leader—Oak Grove Primary School, 1st Vice President Delta Kappa Gamma—Alpha Gamma Chapter, Vocabulary Facilitator—Oak Grove Primary School

K-1 Teacher for 11 years

 

Watjus, Martha

 

Ed.D. Special Education

M.Ed. Educational Administration and Supervision

University of Southern Mississippi

B.S. Special Education

University of South Alabama

Harvard School Leadership Institute

LRP National Institute

 

Supervisor of Special Education

Special Education Teacher

Elementary Principal

Secondary Principal

 

Willis, Margie

Ed. S. Educational Leadership

M.Ed., Elementary Education

B.S., Elementary Education

University of Guam

William Carey University

The University of Southern Mississippi

 

Kindergarten, third, and fourth grade teacher

 

Academic Coach

 

Administrator

Young, Jean

 

 

 

Ph.D., Educational Administration USM

Certified – Special Education

M.Ed., Elementary Education – Wm Carey University

B.S., Elementary Education

The University of Southern Mississippi

State President - Council for Exceptional Children

State Vice President – Council for Exceptional Children

Special Education Director

Principal – K-8

Teacher – Elementary Ed.

 

Young, Virginia

Ph.D. - Education Administration - USM

M.Ed. - Education Administration and Supervision - Jackson State

English teacher 5th -12th, assistant principal, principal, Federal Programs Director, District Test Coordinator, Assistant Superintendent, Superintendent

 

           

 

 

 

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

 

Unit faculty who do not hold terminal degrees are qualified to teach the courses they are assigned. These faculty members specialize in specific content and bring exceptional expertise and experience to the classroom. They have been recognized as Master Teachers by state and national organizations.

 

 

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 unit ensures that school faculty members are licensed in the areas that they teach or supervise by

following appropriate guidelines in selecting faculty. All cooperating teachers are licensed in the fields

that they teach and supervise. WCU follows the guidelines of the Mississippi Department of

Education in selecting cooperating teachers: a) at least 3 years of professional teaching experience in

their area of licensure; b) regular teacher licensure in the appropriate content area/grades; and c)

evaluation as a highly competent teacher through local assessment and/or state evaluation procedures

(see Student Teaching Handbook).

 

Clinical faculty in schools are recommended by administrators based on teacher evaluations, effectiveness, experience, and innovative classroom instruction. These members attend training sessions through the district as well as the unit before they mentor a candidate to remain current about educational policies and procedures.

 

 

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

 

The higher education clinical faculty include full time, part time faculty, and adjunct faculty who are retired professors and educators. Student teaching loads are limited to six undergraduate student interns per class and twelve graduate MAT interns per class. Higher education clinical faculty receive training each trimester on best practices in teaching, policy changes, and curricula changes from state and national organizations. Faculty bring a diverse expertise to clinical practice. Many members serve as consultants for the Mississippi Department of Education, receive training from the Mississippi Department of Education, and volunteer in the local schools and maintain positions on community boards (i.e. Headstart, Oseola McCarty Youth Foundation). They then collaborate on the training they receive and offer seminars on best professional practices in teaching to candidates and undergraduate and graduate interns.

 

Clinical faculty in schools are recommended by administrators based on teacher evaluations, effectiveness, experience, and innovative classroom instruction. These members attend training sessions through the district as well as the unit before they mentor a candidate to remain current about educational policies and procedures.

 

 

5a.5. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty

qualifications may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]

 

5b. Modeling Best Professional Practices in Teaching

 

5b.1. How does instruction by professional education faculty reflect the conceptual framework as well as current research and developments in the fields?

 

Faculty are outstanding teachers, bringing remarkable knowledge to their specific field, and modeling research-proven practices in teaching that are aligned with the Unit Conceptual Framework. All faculty integrate the areas of the Unit’s Conceptual Framework and Dispositions, Mississippi Department of Education standards (Blue Ribbon Commission on Teacher Preparation Program Renewal), and national standards (i.e. INTASC). Faculty members use data to reflect and constantly seek ways to improve teaching. They encourage candidates to become lifelong learners who go beyond the traditional role of a teacher and invest in students’ lives so that they will be successful.

 

Candidates engage in learner-centered curricula that is experiential and practical in the field of education, providing them opportunities to be reflective, caring decision makers. The Unit’s Conceptual Framework is shared and discussed with all candidates. Faculty provide candidates with a challenging curriculum that promotes strong classroom leaders who are effective and understanding of student needs. Creative instructional approaches, assignment of performance based assessments, candidate expectations, and the integration of technology into lectures are explained in course syllabi, Conceptual Framework, and Dispositions.

 

 

5b.2. How do unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions?

 

Faculty members promote the development of higher order thinking skills, beliefs, and effective strategies to apply in the classroom through course and program assessments. In class discussions, online reflections, authentic projects, presentations, portfolios, case studies, clinical observations, discussion of journal articles, in class hands-on exercises, diagnosing reading difficulties, creating a classroom management plan, participating in action research, and creating test projects and lesson plans that align with state standards are some performance assessments that encourage reflection, critical thinking, problem solving, and professional dispositions. The undergraduate programs require candidates to complete internship hours and a portfolio for program exit. Masters level graduate programs require comprehensive exams to complete the program. In other courses activities include: 1) an update their philosophy of education, 2) complete an interview with a master teacher comparing schools of the past with the present, action research project is completed in order to solve a problem being experienced in the school, completing an integrated language arts unit, completing literature based integrated units designed to differentiate instruction, and discussion boards dealing with professional dispositions related to key issues, and peer-reviewed journal article critiques. Specialist level graduate programs require a thesis or action research project as requirements for program exit.

 

 

 

5b.3. What types of instructional strategies and assessments do unit faculty members model?

 

Faculty are committed to excellence in teaching. A review of course syllabi indicates that faculty offer diverse instructional methods and delivery of content and assessment of candidate performance. Although faculty present content in different ways, they all agree on candidate expectations, instructional objectives, and performance assessment methods. Candidates engage in inquiry based learning that allows individuals to critically reflect and apply knowledge in practical situations. Rubric based assessments, clinical observations and reflections, lesson plan development, portfolios, authentic projects, outcome based activities, journal reflections, case studies, etc. all provide candidates with a learner centered curriculum that relates to the Conceptual Framework and prepare candidates for successful experiences in the classroom. TK20, a learning management system, was implemented in Fall 2010. During this first year, faculty members have been trained to enter key assessment data and use that data to direct program reviews.

 

 

5b.4. How do unit faculty members incorporate the use of technology into instruction?

 

Faculty utilize best practices in technology when articulating components of the Unit’s Conceptual Framework and Dispositions. All classrooms are equipped with a LCD projector/laptop combo and interactive whiteboards (Promethean or Smart Sympodiums).The Unit has two laptop carts, two computer labs , and wireless internet access. Faculty are encouraged to integrate computers, interactive whiteboard technology, learner response systems, online supplemental resources, and other software provided by the university (Microsoft Office, Photostory 3, Skype, Movie Maker, Camtasia, and SPSS) to meet instructional goals. Some faculty have revised graduate courses to be 100% online to meet the demands of candidates who may not be within a short driving distance from the campus. Desire 2 Learn (D2L), the learner management system required by the university, is used by faculty to integrate distance learning opportunities along with face-to-face courses, creating a hybrid approach. The unit has offered faculty technology training to promote an integrated technology approach to instruction. Trainings include D2L, TK20, Promethean Board (ActivInspire), effective online instruction, Intel Teach to the Future, and blending Pearson online supplemental resources. Tk20 training to candidates has started the process of building electronic professional portfolios. These professional portfolios should become active by January 2012.

 

Faculty in the unit bring varied experiences in school settings, as well as experience among students from various socio-economic levels, across P-12 levels, in administrative assignments, and differentiated instruction including special education, learning challenges, enrichment, and gifted education. Curriculum vitae and resumes reflect faculty experience and diversity in the field. Creativity workshops for gifted learners, workshops for young writers and illustrators, and partnerships with the Boys and Girls Club and local schools are examples of faculty involvement. These programs were originated by faculty with strong interests in working with cultural and economic diversity and offer candidates in education a myriad of experiences with young learners.

 

The university and unit have developed an exchange program and partnership with Lin Yi University in China. University students and professors from Lin Yi University have participated in this cross cultural exchange program since 2009. Two of the unit’s faculty members taught education courses at Lin Yi and one candidate attended the university. Advances in instructional delivery through technology allowed the faculty to teach at Lin Yi and in Hattiesburg simultaneously.

 

5b.5. How do unit faculty members systematically engage in self-assessment of their own teaching?

 

Each year candidates evaluate the quality of instruction and effectiveness of courses using a course evaluation survey and written feedback provided by the unit and university. All faculty evaluate themselves through a faculty evaluation that emphasizes written reflection, self assessment, goals for improvement, and constructive criticism. The faculty evaluations are reviewed by the Chair of the department, the Dean of the School of Education, and Vice President for Academic Affairs. Faculty in tenure track positions who seek promotion develop individual portfolios highlighting important aspects of their career and reflection of teaching, service, and scholarship. Data illustrate that the unit graduates are satisfied with the quality of instruction, learning experiences, and training in the program.

 

 

5b.6. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty teaching may be attached here

 

Faculty Experience and Areas of Teaching

 

 

Name

 

 

P-12 Exp.

University Exp.

Licensure

Areas of Teaching

 

Armstrong, Phyllis

30 years

6 years

Kindergarten – 9

 

 

 

Undergraduate:

Literacy

Classroom Management

Foundations of Education

 

Bullock, Greg

27 years

5 years

English 7-12

Physical Education K-12

Social Studies 7-12

Physical Education

 

Downing, Allison

6 years

2 years

General Science 7-12

Biology 7-12

 

Content (Science)

Classroom Management

Tests and Measurements

 

Harrison, James M.

29 years

10 years

486 – Career Level Administrator;

488 – Career Level Secondary Principal

Classroom Management;

Internship

 

 

Herring, Debra S.

32 years

5 years

Kindergarten – 8

Reading K-12

Math K-8

Special Subject Supervisor

Elementary Principal

Technology

Reading

Math

Performance Assessment

Multiple intelligence/Learning styles

 

 

Houston, Lynne

23.5

6 years

History – 7-12

Sp. Ed. K-12

Technology Instruction- 7-12

History

Ed. Leadership

Technology

Classroom Management

Reading and Writing Across the Curriculum

 

Jackson, Nykela

7 years

2 years adjunct

2 years full-time

Kindergarten – 8

Reading K-12

Social Studies 7-12

English 7-12

Gifted K-12

 

Research & Statistics

History and Philosophy

Technology

Gifted

Higher Education Administration

 

Juneau, Karen R.

2 ½ years

20 years

Mississippi Educator License, General Drafting (Pos secondary)

Texas Teacher Certificate, High School Industrial Arts

 

Career & Technical Education

 

 

 

 

Lockley, Jeannie

7 years

4 years adjunct

6 years full-time

Mathematics 7-12

Special Education K-12

Research & Statistics

Test & Measurements

Higher Education Admin

Organizational Procedures of Special Education

Math Education in C& I

 

 

 

 

Miller, Bitsy Dean

32 years

13 years

Elementary Principal

Administrator

Elementary Supervisor

Elementary (1-9)

Elementary (k-3)

Early Childhood (Kindergarten); Social Studies Methods; Student Teacher Supervisor; Alternate Route Intern Supervisor

 

 

 

 

Mucha, Linda

11 years teaching

15 years admin

 

28 years adjunct

1 year part-time

Kindergarten – 8

Gifted K-12

 

Regular Education All subjects K, 1, 2, 3,5

Gifted Education Grades 2-6

Graduate Level Gifted Education

Graduate Level Reading, Writing, Science, Social Studies Curriculum

 

 

 

 

 

Owens, Eugene

34 years

11 years

Mississippi:

Elementary Principalship

Secondary Principalship

Administrator Standard Career

Curriculum and Instruction:

Foundations of Education, Curriculum Planning, Secondary Methods, Supervision of Interns (MAT), Multicultural Education, and

School Community Relations

 

 

Roberts, Jalynn

5 years

4 years

3 years at USM (Staff)

1 year at WCU (Faculty)

Business Edu. 7-12

English 7-12

Math 7 - 12

Research & Statistics

Higher Education Administration

 

Thomas, Brenda

30 years

14 years

Mild/Moderate Disabilities (K-12)

Administrator (K-12)

Special Education

Weaver, Liesa

29 years

3 years

K-8

P-12 Administration

Teacher Candidates-Field and Clinical Experiences

Curriculum Planning and Literacy

Educational Leadership

Social Studies

Whitcomb, Susan

10 years

6 years

First through Sixth Elementary Education

Pre-K through Twelfth Grade Reading

Literacy Courses

Assessment and Correction of Reading Disabilities

Mathematics in the Elementary School

             

 



 

ADJUNCT FACULTY

 

 

Name

P-12 Exp.

University Exp.

Licensure

Areas of Teaching

 

Abrams, Iris B.

7 years

Administrative, 10 years

25 years

Administration (life)

Kindergarten – 8

Reading

Public School Music

Kindergarten-12

Higher Education Administration

 

Agent, Jena

10 years

1 year

Kindergarten – 8 Elementary

English 7-12

Reading 7-12

Technology

Literature for Children

Math

Social Studies

Science

Bennett, AnnClaire

28 years

<1year

AA 116 Ele Educ (K-3)

AA 117 Ele Educ (4-8)

 

Literacy

Burnett, Benjamin

25 Years

8 Years

Music Education K-12

School Administration K-12

Curriculum Course

Butler, Walter

7 years

40 years

Elementary and Secondary Principal ship

Science, Biology, Chemistry – 7-12

School Counselor 7 -12

Research & Statistics

Administration

Foundations

Clinical Practice

Chiasson, Rebekah

6 years

4 years

Kindergarten – 8

Gifted K-12

Mathematics 7-12

Reading 7-12

Administration K – 12

Mathematics

Research& Statistics

Higher Education Administration

 

Coll, Deedre

10 years

5 years

Kindergarten - 8

Classroom Management

Literacy I and II

Literature for Children

 

 

 

 

 

Cox, Ben

22 years

14 years

Administration

Mathematics 7-12

Social Studies 7-12

General Science 7-12

Technology

Research & Statistics

Core Education/Teacher Preparation Administration

Mathematics

Donohue, Monica

7 years

2.5 years

Computer Applications, K – 12

Business Education, 7 - 12

General Science, 7 -12

Social Studies, 7-12

Technology

 

Green, Adina Narcisse

0 years

12.5 years

N/A

Freshman Year Experience

Higher Education Administration

Hanson, Susan Melony

10 ½ years

1 ½ years

Kindergarten – 8

Social Studies 7-12

English 7-12

Research & Statistics

Literacy

Curriculum

Classroom Management

Historical & Philosophical Foundations

Harrison, Bradford

7 years

5 years

Elementary Education K-8

Reading K-12

Social Studies 7-12

General Sciences 7-12

Special Populations (Post Secondary)

 

 

 

Research & Statistics

Special Populations (Post Secondary)

 

Holbrook, Sandra Jean

6 years – licensed

 

3 years – non certified

4 years

Mildly/Moderate Disabilities K-12

Special Education Fundamental Subjects K-12

Reading K-12

Entry Level Administrator

Social Studies 7-12

Kindergarten – 4

Elementary Education 4-8

Elementary Education

Secondary Education

Higher Education – Science as an Inquiry, History and Philosophy of Education, Test, Measurement and Evaluation, and Classroom Management

 

King, Beth S.

11 years

4 years

English 7-12

Reading K-12

Elementary Education K-8

Elementary Education

Higher Education

Lowery, David C.

8 years

I have taught at Jones County Junior College for 10 years; I have also done adjunct work at Mississippi State University (3 semesters) and William Carey University (2 semesters)

Gifted K-12

Social Studies 7-12

English 7-12

English Composition

World Literature

British Literature

Beginning English

Intermediate English

Reading

Sec. English Methods

Teaching Lang. Arts

Curriculum Planning

History & Phil of Ed.

 

Kibodeaux, Vicki

20 years

1 year

K -3

4 - 8

7 - 12 Mathematics

Administrator

 

 

 

Tests and Measurement

Perry, Wilson Ray

24 Years

<1 year

Elementary Education K-8

Biology 7-12

General Science 7-12

Physical Education K-12

Elementary Supervisor

Secondary Supervisor

Administrator

Elementary Principal

Secondary Principal

 

Technology

 

Provost, Leslie

20 years teaching experience

9 years -WCU

3 years- JCJC

Elementary Ed. K-8

Social Studies 7-12

Reading-K-12

Social Studies

Reading

English

All Elementary Subjects

 

 

 

Roberts, Jessica

7 years

4 years total

4 years at USM (Staff)

1 trimester at WCU (Faculty)

English 7-12

French 7 – 12

Library Media Science 7- 12

 

 

Higher Education Administration

 

Saucier, Patrick J. “Rick”

26 years

7 years

147 TECHNOLOGY EDUCATION (7 - 12)

430 CAREER LEVEL VOCATIONAL

DIRECTOR (7-12)

486 CAREER LEVEL ADMINISTRATOR

488 CAREER LEVEL SECONDARY

PRINCIPAL

493 CAREER LEVEL SECONDARY

SUPERVISOR

 

 

 

 

Foundations Master’s Level

(Introduction Courses)

Smith, Rhonda

1 year

5 years adjunct

14 years community college

 

 

 

 

 

English 7-12 AA

Research & Statistics

Curriculum

Tests/Measurements

 

 

 

 

Suarez, Michael

5 years

>1 year

Kindergarten – 8

Social Studies 7-12

English 7-12

 

 

 

 

 

 

Test, Measures, & Evaluations

Tennyson, Keyland

18 years

20 years

AAAA in School Psychology

AA in Educational Leadership

AA in Mild/Moderate Intellectually Disabled

AA in Psychometry

AA in Learning Disabilities;

Deemed “Highly Qualified” in 4-8 Elementary Education by State of Mississippi;

National Board Certified in Special Education, 3yrs. – 21 yrs.

All areas of Special Education, Early Childhood Education and Psychology in Higher Education; Across the curriculum of elementary grades K-6.

 

Thrash, Delbra

33 years

<1 year

Elementary Education (K-8)

Nursery-Kindergarten

Media Librarian (K-12)

Special Subject Supervisor (K-12)

Mentally Retarded (K-12)

Emotional Disability (K-12)

Learning Disabilities (K-12)

Psychometrist

School Psychologist

 

Special Education

Walsh, Devin

11 years

3 years

K-4 Elementary Education

K-12 Remedial Reading

Elementary Education

 

Watjus, Martha

 

31 years

 

20 years as adjunct

 

Special Education

Elementary Education

Administration K-12

 

Survey of Exceptional Children

Mental Retardation

Teaching MR

Behavior Management

 

Willis, Margie

17 years

3 years

Kindergarten – 8

Administrator

Foundations (Introduction Courses)

Young, Jean

31 years

3/4 year

Elementary K – 8

Special Education

Educational Leadership

Elementary Education

Special Education

School Administration

 

Young, Virginia

17 years

taught 2 courses at USM summer of 2003 and 2004, started with William Carey 2010

English 7-12, Administrator

Foundations

 

 

5c. Modeling Best Professional Practices in Scholarship

 

5c.1. What types of scholarly work are expected of faculty as part of the institution's and unit's mission?

 

Faculty are encouraged to engage in research and writing that is consistent with the objectives of the university and unit’s mission, to the extent that it does not interfere with teaching duties. Faculty must follow university procedures for internal review of proposals before submitting to an outside agency. A faculty member engaged in an advanced stage of research or writing project may make a request to the Vice President for Academic Affairs for a reduced course load. Faculty are encouraged to seek and accept grants, funds, and research contracts consisted with their duties to the university and professional development plan.

 

The university expects faculty to maintain professional and scholarly activity in their disciplines in order to stay current and to better relate new trends and issues of recent research to their candidates. The attached table summarizes the scholarly works that faculty have been involved in. Results of the data prove that faculty are engaged in scholarly work. The unit stresses with all faculty members that we are a teaching institution. Faculty are encouraged to conduct research, but it is not a major factor in gaining tenure, maintaining the contract, or earning promotion. Teaching excellence is the key to the unit’s mission.

 

 

 

5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning? What percentage of the unit's faculty is engaged in scholarship? (Review the definition of scholarship in the NCATE glossary.)

 

The university encourages faculty to be lifelong learners. Research, grants, and professional development are very important to remain current in the field. Faculty are involved in scholarship activities that relate to teaching, learning, and education of learners and other professional educators. Faculty collaborate directly with P-12 school children, teachers, and administrators to help develop and promote programs; serve as officers in national education organizations; work as consultants for the Mississippi Department of Education; have received grants to fund research at the university; and have published journal articles and books. Evidence is presented in the table.

 

Scholarship for the School of Education is defined as state, regional, and national presentations, papers delivered at conferences, publications in journals, book publishing, grant design and implementation, and serving in leadership positions in state and regional organizations. Under that definition, about 50% of the faculty are involved in activities the unit would define as scholarship.

 

 

 

5c.3. (Optional Upload for Online IR)

 

 

5d. Modeling Best Professional Practices in Service

 

5d.1. What types of service are expected of faculty as part of the institution's and the unit's mission?

 

Faculty members participate in their profession beyond their teaching assignments. An annual faculty development and evaluation plan, submitted by each faculty member to his/her chairman, includes professional development goals for the coming year and highlights service from the past year.

 

As stated in the university’s mission statement, faculty and candidates are encouraged to develop their highest potential in scholarship, leadership, and service. The unit’s mission statement and conceptual framework emphasize individuals becoming caring teachers and reflective decision makers. Faculty service to committees, leadership positions, and support of P-12 schools illustrate the numerous service activities that are consistent with the university and unit’s goals and serve as examples for candidates.

 

 

5d.2. In what types of service activities are faculty members engaged? Provide examples of faculty service related to practice in P-12 schools and service to the profession at the local, state, national, and international levels (e.g., through professional associations). What percentage of the faculty is actively involved in these various types of service activities? [A table could be attached at Prompt 5d.3 below to show different service activities in which faculty members are involved and the number involved in each activity.]

 

Faculty regularly receive professional development support from the university and unit. Both entities allocate stipends for attendance at state or regional events, while more substantial support for participation in professional meetings and conferences can be obtained by formal application for funding through the university faculty committee.

 

The faculty is deeply committed to the local schools and communities where they live. This proactive group of professional volunteer in the schools to make a positive impact on the school districts. Faculty vitae and individual professional development plans show evidence that they are heavily involved in professional service at the local, state, and national levels. Many members serve the university in leadership positions in committees, Faculty Senate, and the Academic Council. Members also serve as officers in professional organizations, members of accreditation team, authors of journals and books, conference presenters, and community service in P-12 schools and churches related to education.

 

 

5d.3. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty service may be attached here.

 

5e. Unit Evaluation of Professional Education Faculty Performance

 

5e.1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants?

 

The process of evaluation is delineated in the Faculty Handbook. Each full time and adjunct faculty member participates in the faculty evaluation system that was adopted by the faculty assembly and administration. The faculty evaluation system includes student, self, peer, and administrative evaluations. A schedule is published in the Faculty Handbook for the date and to whom the various evaluation reports are filed. Evaluations by students are conducted during one trimester for both full time and adjunct faculty. For full time faculty, peer evaluations are conducted once a year by a faculty member of equal rank or above and self-evaluations are submitted to the department chair and Office of Vice President for Academic Affairs. Data results are used in making decisions regarding the continuation of employment, promotion in rank, and consideration of tenure.

 

 

5e.2. How well do faculty perform on the unit's evaluations? [A table summarizing faculty performance could be attached at Prompt 5e.4 below.)

 

Annual Performance Evaluations are conducted by the university across all classes. The Exit Surveys by graduates of the university are conducted in August and May. The School of Education conducts annually a program/unit survey with all undergraduates and graduates.



 

 

 

 

 

Master’s Program Survey (Administered at the Comprehensive Examination

Five Point Likert Scale (5=Excellent) Summer 2011

 

Scholarly Excellence

4.5

1

Faculty held high expectations for my performance.

4.8

2

My professors encouraged me to participate in professional organizations.

3.9

3

Different scholarly points of view were encouraged.

4.7

4

Faculty members prepared carefully for their courses.

4.6

 

Environment for Learning

4.75

5

I was able to engage in collaborative work with other students.

4.8

6

My program fostered a sense of intellectual community.

4.8

7

My program supported my professional goals.

4.8

8

The academic advising that I received was timely and accurate.

4.6

 

Faculty Concern for Students

4.73

9

Faculty in my program served as positive role models.

4.8

10

Faculty members were receptive to new ideas and ways of doing things.

4.7

11

I received honest, useful feedback on my class performance.

4.7

 

Perceptions of Preparation

4.75

12

I fell well prepared in my area of specialization.

4.7

13

I feel well prepared to carry out my professional responsibilities.

4.8

14

I feel well prepared to assume a leadership position.

4.7

15

I am confident in my ability to use appropriate technologies in my work.

4.8

 

 

 

5e.3. How are faculty evaluations used to improve teaching, scholarship, and service?

 

Faculty prepare professional development plans which are monitored annually in the evaluation process. Annual faculty evaluations are done in accordance with procedures described in the Faculty Handbook. Faculty prepare an annual report with procedures addressing the areas of teaching, professional activity, Christian commitment, and service to the University, church, and community. The chairman reviews the report, completes an evaluation, compliments areas of excellence, recommends areas of improvement with faculty members, and provides feedback for professional growth in teaching, scholarship, and service. The final plan is submitted to the Vice President of Academic Affairs.

 

 



 

 

5f. Unit Facilitation of Professional Development

 

5f.1. How is professional development related to needs identified in unit evaluations of faculty? How does this occur?

 

All full time faculty complete an individual professional development plan, personal mission statement, and measureable goals for the upcoming calendar year. Review of the professional development plans by the Dean of the School of Education and the departmental chairs and suggestions made during faculty meetings determine what professional development the unit will offer to faculty members. The unit and university provide sufficient support to meet identified needs.

 

Financial support for professional development is available from three sources: 1. All full-time faculty may receive an annual amount of $250 for professional development from their school. Requests are processed through the appropriate school dean, department chairs, and program director. 2. Faculty may apply in advance through the Professional Development committee for funds to cover professional travel (conferences and workshops), special projects, research, course development equipment, and special/advanced study. 3. Faculty may be awarded a professional development grant in conjunction with promotion and tenure. Requests to use funds associated with these grants are processed through the Office of Academic Affairs.

 

Professional Development is usually driven by the initiatives being developed by the Mississippi Department of Education. Faculty evaluations and survey items have indicated a concern about technology. This has been a major driving force in professional development for the past three years.

 

5f.2. What professional development activities are offered to faculty related to performance assessment, diversity, technology, emerging practices, and/or the unit's conceptual framework?

 

Opportunities for professional development are continually offered to faculty related to performance assessment, diversity, technology, best practices, and the conceptual framework. Examples of trainings at faculty meetings and one-on-one meetings include trainings in technology (Skype, Promethean, TK20, Web 2.0, D2L), best practices in the classroom (differentiated instruction, integration of technology), and online instruction (best practices, Pearson supplemental resources). Faculty members who attend professional conferences and conventions also have opportunities to present and share the knowledge gained with colleagues. These trainings offer faculty ways to incorporate, model, and apply ideas to classroom instruction and learning experiences.

 

 

5f.3. How often does faculty participate in professional development activities both on and off campus? [Include adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants.]

 

Faculty vitae provide evidence that faculty show extensive participation in professional development. Evidence indicates that faculty attend professional meetings, conferences, and seminars; attend training workshops; participate and serve in leadership positions in a variety of professional organizations; and serve as mentors for adjunct faculty. The university and unit provide financial support for all full time faculty members’ professional development aspirations. The unit encourages adjunct faculty to participate in professional development in professional organizations, school trainings, presentations at conferences, etc. However, the primary funding for adjunct faculty comes from their perspective school districts. Data show that faculty and adjunct faculty remain current with professional practices, scholarship, service, and teaching through participation in professional development opportunities (see Table). The mission and conceptual framework for the unit is to develop caring teachers who are reflective decision makers in a diverse, global society. Both faculty and adjunct faculty abide by and follow these dispositions and goals.