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Standard 5.B
Modeling Best Professional Practices in Teaching

   Target: Faculty have an in-depth understanding of their fields and are teacher scholars who integrate what is known about their content fields, teaching, and learning in their own instructional practice.  They exhibit intellectual vitality in their sensitivity to critical issues.  Teaching by the professional education faculty reflects the unit's conceptual framework(s), incorporates appropriate performance assessments, and integrates diversity and technology throughout coursework, field experiences, and clinical practices.  Faculty value candidates' learning and adjust instruction appropriately to enhance candidate learning.  They understand assessment technology, use multiple forms of assessments in determining their effectiveness, and use the data to improve their practice.  Many of the unit faculty are recognized as outstanding teachers by candidates and peers across campus and in schools.

   Teacher scholars.  Faculty members know their content thoroughly.  They hold graduate degrees in their respective areas of assignment.  Most faculty members regularly make presentations at state, regional, national, and international conferences and hold memberships in relevant specialty and professional organizations.  Many faculty members have publications in their specialty areas.  Some faculty members are regularly involved in consulting work.  See Exhibit 5.2, summaries of faculty vitae.  Click here for reports of COE faculty member service outside the university and of scholarly/creative activities.

   The reader will note the disproportionate number of professional activities that deal with social issues of disability, gender, ethnicity, poverty, sexual orientation, and the like.  The campus program review process ensures that programs and courses remain current.

   Conceptual Frameworks and Related Topics.  The conceptual frameworks themes of "Caring professional educators for a diverse and democratic society" (initial programs) and "Inquiry, advocacy, and leadership in education for a diverse and democratic society" (advanced programs) are reflected in the syllabi (Exhibit G-28) for the professional education courses.  Implementation of the conceptual frameworks may also be seen in assignments given to candidates (Exhibit 1.6) and in the assessment system (Exhibit 2.1).  Both "diversity" and "technology" will be found in great profusion in the syllabi (Exhibit G-28) and in the descriptions of the field experiences (Exhibit 3.1).  Performance assessments are discussed throughout Standard 2, with samples shown in Exhibit 2.2.

   Teaching and Learning.  Candidates-at least at the initial level-appreciate the teaching abilities of the professional education faculty members.  According to the results of the EBI survey administered at the end of the program, the "quality of teaching" in "your Education courses" resulted in the following responses (7-point scale, with 1 = very poor, 4 = good, 7 = exceptional):

The question "what percentage of instructors in your Education courses do you rate as excellent or exceptional?" (7-point scale, with 1 = 0-10%, 4 = 41-60%, 5 = 61-80%, 7 = 90%) resulted in the following responses:

   The question "how did the quality of teaching in your Education courses compare to the quality of teaching in your Non-Education courses on this campus?" (7-point scale, with 1 = far worse, 4 = comparable, and 7 = far better) resulted in the following responses:

   Recognitions.  The following COE faculty members have received the EMU Alumni Association Teaching Excellence Award:

   The following COE faculty members have received the university's Ronald W. Collins Distinguished Faculty Award in one of the categories of teaching, service to the university, or scholarship:

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