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Print5b. Modeling Best Professional Practices in TeachiNG
5b.1. Describe how the unit will ensure that professional education faculty teaching reflects the conceptual framework as well as current research and developments in the field.
The
unit will ensure that professional education faculty teaching reflects the
conceptual framework as well as current research and developments in the field
through the systematic assessment of course evaluations completed by teacher candidates
each semester and through the use of peer
evaluations annually. The conceptual framework forms the foundation
for teaching by professional education faculty members. All course syllabi have objectives linked to
the conceptual framework and the PSC professional standards. All course
syllabi are reviewed each semester by the Division Chair for current
research and development in the field before being submitted to the Associate
Dean of Academic Operations.
Additionally, the Education Division Curriculum
Committee meets twice a semester to review existing course syllabi for
alignment of course outcomes with course assignments and evaluation measures,
alignment with the Division conceptual framework and PSC content standards, and
incorporation of current research and developments in the field. The Curriculum Committee also reviews and
approves all new course syllabi for these criteria prior to submitting them to
the University Academic Council for approval.
Methods of instruction identified on course syllabi reveal proven
methods of instruction such as alternative assessment, differentiated
instruction, cooperative learning, and other research-based strategies are a
part of each course. Clinical and field based experiences are evaluated with
forms built on the conceptual framework.
5b.2. Describe how the unit will ensure that professional education faculty teaching encourages the development of reflection, critical thinking, problem solving, and professional dispositions.
The unit will ensure that professional education
faculty teaching encourages the development of reflection, based on critical thinking,
problem solving, and professional dispositions through the
systematic assessment of course evaluations completed by teacher candidates
each semester and through the use of peer
evaluations annually. The conceptual framework forms the foundation
for teaching by professional education faculty members and the professional
practices of reflection, critical thinking and problem solving, and
professional dispositions are each articulated components of the framework. The philosophy inherent to the
conceptual framework of the teacher preparation unit at Thomas University
is the principles of a constructivist paradigm.
The adoption of
a developmental approach to teacher preparation provides the
rationale to personalize the education of both traditional and nontraditional
aged professionals, as well as supporting the constructivist paradigm for teaching and learning. Learning
experiences are designed that are cumulative in nature and move the teacher
candidate from “exploratory” performance towards “empowered” expertise. Professional education
faculty use a wide variety of instructional strategies to promote candidate
learning, reflection, critical thinking, problem solving, and professional
dispositions. A review of course syllabi reveals examples of collaborative
learning, field trips, simulations, microteaching, blogs, multimedia,
reflection papers, portfolios, conference attendance and participation, case
studies of PK-12 students, case studies of schools, web quests, graphic
organizers, research reviews, problem solving, games, learning centers,
diagnosis and remediation of learner’s achievement, and many others.
5b.3. Describe how the unit will ensure that professional education faculty teaching models expected instructional strategies and use of assessments.
The unit will ensure that professional education faculty teaching models expected instructional strategies and use of assessments through the systematic assessment of course evaluations completed by teacher candidates each semester and through the use of peer evaluations annually. As stated in the unit mission, unit faculty members are committed to excellence in teaching and learning as they continually engage in reflective practice and are committed to lifelong learning. Thomas University is essentially a teaching university and therefore the unit hires faculty who, first and foremost, are committed to modeling best professional practices in teaching. Faculty have an in depth understanding of their field and are teacher scholars who integrate what is known about their content fields, teaching, and learning into their own instructional practices. Faculty degrees and experiences, as indicated on vitae, validate that they have knowledge and experience in the content area they teach.
Syllabi for unit courses further document
faculty emphasis on multiple approaches to teaching, and the use of assessment.
All course syllabi of the unit
reflect a direct link to the conceptual framework and the emphasis on
reflective practice. Faculty incorporate a variety of sound pedagogical
strategies including use of technology, microteaching, case studies, reflective
discussions, simulations, research projects, and class presentations. Unit faculty
members report using and modeling both formative and summative assessment
strategies in their courses, as well as using traditional and authentic
assessments. Faculty members use written essay and multiple tests (in-class and
take home exams), skills assessment of selected performances such as
demonstration of selected psychomotor skills, oral presentations, evaluation of
lessons taught, authentic interviews, lesson and unit plans, and reflections on
field experiences. Assessments also include the use of checklists, rubrics,
reflective papers and journals, annotated bibliographies, lab reports, critique
of research articles, completion of literature reviews, online and classroom
discussions, re- and post-surveys, midterm and final written exams, research
papers, projects, group projects, and e-portfolios.
5b.4. Describe how the unit will ensure that professional education faculty members incorporate technology into instruction.
The unit will ensure that professional education faculty members incorporate technology into instruction through the systematic assessment of course evaluations completed by teacher candidates each semester and through the use of peer evaluations annually. Faculty have multiple technology resources at their disposal for teaching and learning; many of these uses are mandated as part of the teaching and learning process for teacher candidates. Students and faculty are required to utilize their portal access to Hawklink (CAMS), T.U.’s fully-integrated internet-based student records system which enables online registration; student portal access to financial aid, billing, unofficial transcripts, and course Blackboard shells; faculty portal access to advisees’ student records for advising and to automated grade reporting.
All students and faculty are assigned Thomas University e-mail accounts. Every syllabus states that students are expected to use T.U. e-mail as faculty, administrative and student services offices will communicate exclusively through this media for e-mail. Faculty are required to check T.U. e-mail daily and expected to be adept with the features of Outlook for communication and calendars.
All education faculty and teacher candidates must effectively utilize
LiveText. Faculty are required to record
student assessment in the system, to use the system to evaluate student
progress, and to assist students in building components of the E-folio
throughout their progress in the programs.
In addition, all faculty members are required to use a Blackboard Learn
course shell to provide course resources and communication for each course
regardless of delivery mode. Hybrid or
online classes must fully use the Blackboard course site to create meaningful
instruction, interaction between instructor and classmates, provide feedback on
assignments, and utilize gradebook functions.
All faculty are expected to have competent skills using Microsoft Office
suite programs. Use of Word, PowerPoint,
and Publisher are required in Education course assignments as evidenced in
course syllabi. In the same way, certain
courses specify teaching and learning utilizing smartboard technology and
pedagogy; this is evident in course syllabi.
Other course assignments require demonstration of mastery of internet
search skills and use of GALILEO and other scholarly databases; professors
along with librarians provide instruction for these skills.
5b.5. Describe how the unit will ensure that faculty members systematically engage in self-assessment of their own teaching.
Thomas University and the education division are committed to quality teaching, and faculty are regularly assessed through an evaluation of their teaching performance which includes student course evaluations and chair and/or peer evaluations. Strong student evaluations; availability to students, professional rapport with students, appropriate and rigorous course content, scholarly and current command of subject matter are all aspects of teaching excellence at Thomas University. Additionally, reflection on and fulfillment of goals for the previous academic year are part of the self-assessment process. The formal evaluation process requires faculty to annually submit a Reflective Self Profile demonstrating teaching effectiveness, scholarship/professional development, and service activities. As part of the annual evaluation process, the faculty member identifies one to three goals in each area for the following academic year. The Division Chair and faculty member discuss the faculty member’s annual performance and ways in which ongoing reflection and growth of the faculty member’s teaching can be supported. Peer evaluation also provides a mechanism for stimulating self-reflection through conversations with a professional colleague during the pre-observation and post-observations exchanges.
