5a. Qualified Faculty
5a1. What are the qualifications of the full- and part-time professional education faculty (e.g., earned degrees, experience, an expertise)? What do the data in Table 11 tell the unit about the qualifications of its faculty? (Complete Table 11 with data which may be compiled from the tables submitted for national or state program review.)
Table 11
Faculty Qualification Summary
Faculty Member name |
Highest Degree, Field, & Univeristy1 |
Assignment: Indicate the role of the faculty member2 |
Faculty Rank3 |
Tenure Track (Yes/No) |
Scholarship,4 Leadership in Professional Associations, and Service5 List up to 3 major contributions in the past 3 years6 |
Teaching or other professional experience in P-12 schools7 |
Due to the large number of faculty, please refer to Table 11, here in the appendix, or in the Electronic Documents room. |
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1e.g., PhD in Curriculum & Instruction, University
of Nebraska
2e.g., faculty, clinical supervisor, department chair,
administrator
3e.g., professor, associate professor, assistant
professor, adjunct professor, instructor
4e.g., Scholarship is defined by NCATE as
systematic inquiry into the areas related to teaching, learning, and the
education of teachers and other school professionals. Scholarship includes
traditional research and publication as well as the rigorous and systematic
study of pedagogy and the application of current research findings in new
settings. Scholarship further presupposes submission of one’s work for
professional review and evaluation.
5Service includes faculty contributions to college or university activities, schools,
communities, and professional associations in ways that are consistent with the
institution’s and unit’s mission
6e.g., officer of a state or national association,
article published in a specific journal, an evaluation of a local school
program.
7Briefly describe the nature of recent experience in
P-12 schools (e.g. clinical supervision, inservice training, teaching in a
PDS), indicating the discipline and grade level of the assignment(s). List
current P-12 licensure or certification(s) held, if any.
5a2. What do the data in Table 11 tell the unit about the qualifications of
the faculty?
Modeling best practices in teaching, scholarship and
service, the COE professional education faculty remains highly qualified for
their positions. All professional education faculty have either a doctoral
degree (tenured or tenure track faculty) or a master’s degree in their area of
specialty. All tenured or tenure track faculty and 66% of university
supervisors of teaching/internship fieldwork have completed terminal degree.
5a3. What expertise qualifies faculty members without terminal degrees for
their assignments?
Faculty members without terminal degrees are determined as
qualified for their positions based on specific criteria identified during the
hiring process. At minimum, candidates for academic staff or clinical
supervisor positions must have a master’s degree and three years of K-12
teaching experience. Faculty members without terminal degrees generally have
current expertise and provide a valuable resource for the unit.
5a4. How does the unit ensure that school faculty members are licensed in
the area they teach or are supervising?
The Unit does not use school faculty members. All
cooperating teachers must hold a valid teaching license and be under the employ
of a Wisconsin school or school district. Higher education faculty are not required
to maintain teaching licenses in Wisconsin. Even so, 26 of the 127
professional education faculty hold current Wisconsin teaching licenses. In
addition, the ongoing tenure and post-tenure review process ensures that
individual faculty members stay current in their area of expertise. The hiring
and evaluation of adjunct and academic staff members follows a similar process.
Because all faculty members in the unit who have clinical responsibilities are
required to have a minimum of three years of teaching K-12 in the area they are
working in, it can be reasonably assumed that all have held teaching licenses
at one point in their career. Some international faculty may not have held
licenses in their country of origin, but they were deemed qualified based on
national requirements and have taught in their area of expertise. Quite a few
faculty have kept up their teaching credentials after being hired at the
university. Please see faculty vita and Table 11 for specific information for a
list of currently-licensed faculty.
4. What contemporary professional experiences in school settings does higher education clinical faculty have in school settings?
All members of the Unit are committed to ongoing professional experiences in school settings. Many of our professional education faculty are actively engaged in school settings including, but not limited to, supervision of candidates, presentations, consultation, research projects, and advisory boards. Please refer to faculty vita and Table 11 for specific examples.
