Faculty Qualifications, Performance, and Development

The professional education faculty are qualified in their respective fields. They model best professional practices in varied types of scholarship, leadership, service, and teaching, including reflecting upon and assessing their own effectiveness as related to candidate performance. Additionally, they work collaboratively with colleagues in the Department of Education as well as those in the arts, sciences, and humanities. The working relationships with school colleagues are valued. Regular and systematic evaluation of faculty performance is conducted and opportunities for professional development are supported by the university and the unit.

Element 1: Qualified Faculty

Throughout the certification programs, faculty responsible for the preparation of teachers have earned doctorates or exceptional expertise in their discipline. Within the Department of Education, 100 percent of the full-time, tenure-track faculty hold doctoratal degrees. Clinical Faculty (Coordinator of Teacher to Teacher, Campus Director of the Teaching Fellows Program, and faculty member associated with the School Leadership program) have advanced degrees in their fields of expertise. They are highly qualified for the positions they hold and the responsibilities for which they have been charged (teaching and supervision). Adjuncts who teach in the initial certification program or the advanced degree program either hold doctoratal degrees or have advanced degrees and exceptional experience in the courses they teach. Refer to the Faculty Qualifications Chart and Faculty Vitae. Faculty who teach methods courses or supervise interns have experience teaching in the area(s) and level(s) that pertain to their courses or internship. While the types of scholarship demonstrated by each professional education faculty member might differ, all are eager scholars, enthusiastic learners, and leaders in their fields. They model the very heart and intellect of Furman’s conceptual framework.

The professional education faculty engage in a number of different scholarly activities: they write for refereed publications; participate in grant-writing; hold leadership positions in professional organizations; participate in collaborative research with colleagues and candidates; review programs for accreditation; participate on state and national committees and task forces to improve teacher education practices; and acquire expertise in new technologies appropriate to their teaching. All professional education faculty have current experience in the schools through supervision of candidates in practica or teaching internships; teaching professional development courses at a school; collaborating with school personnel on inquiry projects; team teaching with master teachers; observing field experiences associated with courses; or becoming an integral part of the school culture through special assignment or release time. Faculty reflect on their own teaching and involvement in the schools as a model for candidates and as a source of potential improvements in their practice, as demonstrated in annual or biennial self-reports submitted to the department chair and Faculty Status Committee, and as evidenced in changes made in courses.

The Master of Arts program in education involves a number of well-trained faculty actively involved in research. During the 2005-06 academic year, 12 full-time, 1 part-time, and 8 adjunct faculty taught in the graduate degree program. While there is no designated graduate faculty, as such, all faculty teaching in the graduate program are, by inference, graduate faculty.

Eighty-one percent of the 2005-06 faculty teaching in the graduate program hold terminal degrees. The four adjuncts who do not have earned doctorates have demonstrable and recognized expertise and experience in the areas in which they teach. For example, the adjunct who teaches TESOL courses is president of TESOL Carolinas and has held TESOL certification since 1993.

Adjuncts associated with the public schools as well as the full- and part-time faculty who teach graduate courses are professionally active individuals. Adjuncts are listed on the Faculty Qualifications Chart. With the exception of one adjunct faculty member who is in private practice as a licensed professional counselor and teaches Social and Behavioral Interventions and Nature of Emotional/Behavioral Disorders, all others are involved on a daily basis in work in the public schools either as teachers, administrators or district personnel.

Note:
In order to help teachers increase their content expertise and improve their teaching methods, Furman provides opportunities so they can enroll in professional development (PD) courses and use the credits earned for participation toward re-certification. Although these courses may not be used in degree programs, the faculty – some of whom hold full-time positions at Furman – exemplify excellent teaching. When Furman faculty are not available to teach PD courses, instructors responsible for courses hold doctoral or advanced degrees in their field. Non-Furman faculty teaching PD courses are usually administrators or master teachers in partner schools.

Element 2: Modeling Best Practices in Teaching

The Teacher Education Program is viewed as a dynamic system that attempts to embrace varied talents, gifts, interests, abilities and personalities. The faculty honor the expertise and experiences of each other and respect the variant perspectives that may be expressed. It is important to this faculty that collegiality, respect and willingness to change be characteristics of the individuals who comprise the greater whole. This is not only critical to the operation of the Teacher Education Program but also to establishing a model for candidates. Faculty consciously model best practices in their teaching as well. Professional education faculty are teacher scholars who have in-depth understanding of their field and value teaching and learning in their work. The faculty are committed to continuing their own development in order to model best practices, even as those practices change. Accordingly, as the Teacher Education Program prepares candidates to be educators who are scholars and leaders, it expects faculty members to be: 1) highly competent scholars able to communicate intellectual enthusiasm for learning, 2) educators who model pedagogy expertly, and 3) dynamic leaders who inspire and influence others for purposes of improving educational practice.

Professional education faculty communicate intellectual enthusiasm. They share their own research with candidates; make available information from conferences and meetings they have attended; discuss articles and books they have read; and set time aside to discuss best practices observed in the field and/or in the collegial discourse that is part of team-teaching conversations. Many faculty involve candidates in their inquiry and research interests through the Furman Advantage Program (summer collaborative research, internship, or academic year teaching assistantship) or other faculty/undergraduate opportunities, such as the Mellon technology assistance project.

Furman faculty model many different instructional strategies: cooperative learning; think-alouds for the purpose of developing metacognitive skills; electronic journaling and discussion; inquiry-based teaching; problem-based teaching; electronic storybooks or portfolios; the project approach; hands-on teaching and learning; critical analysis; lecture and discussion; team teaching with other faculty; and team teaching with master teachers. Faculty engage candidates in these models and strategies, and then discuss the appropriate classroom applications. Additionally, faculty use case studies, simulations, and role-playing to demonstrate real situations and to provide candidates with opportunities to analyze them. All candidates attend school board meetings and then have follow-up discussions as part of work done in ED 11: Perspectives on American Education. The secondary curriculum and methods course, ED 50, typically offers portions of the course on-site at local schools – Berea Middle, Berea High, Blue Ridge High, Dorman High, Eastside High, Greenville High, Hillcrest High, J.L. Mann High, Mauldin High, and Northwest Middle. Recent graduates (induction teachers) conduct topical seminars for senior block candidates and share their experiences as first year teachers. Seminars are also conducted by practitioners and master teachers. Through sabbatical leaves and release-time opportunities, professional education faculty often avail themselves of opportunities to teach or do other work with children/youth in order to remain current in aspects of "the real world".

Technology is used to enhance classroom instruction through appropriate Powerpoint presentations, demonstrations of webquests, Internet searches, and software evaluation, as well as to demonstrate the effective use of technology with students. The latter occurs both on campus and in specific school sites that are using technology effectively. All faculty and candidates use LiveText, a suite of web-based tools, to develop, manage, and assess the program and the work of candidates; access state and national standards; make assignments available to faculty responsible for reviewing; and create databases for reviewing purposes.

Candidates are required to integrate technology into their own teaching in field experiences and internships and then present evidence documenting this ability (e.g., integrated lessons or units of study, digital portfolios, or demonstrations in team interviews) prior to the full teaching internship. Topics pertaining to the issue of diversity are incorporated through questioning, reading of trade books and literature, viewing movies/videos and in-class oral reflections on field experiences. Candidates are systematically assessed through the use of the performance assessment recommendation form, based on the conceptual framework. Additionally, faculty develop rubrics for course requirements that are performance-based. Current research, feedback from P-12 practitioners, and input from candidates help faculty adjust instruction and improve practice. Faculty participate in many professional development activities. The Department of Education schedules retreats and special workdays to consider and evaluate teaching practice. Faculty are encouraged to be active in professional organizations and participate in conferences, and several have held or hold leadership positions. Such participation is key to remaining current with new developments in the discipline and to maintaining an up-to-date curriculum of teacher and school leadership preparation.

At the university level, the Faculty Development Committee has offered a selection of programs to help faculty consider and improve their instructional practices. Since its inception and for many years, a member of the Department of Education chaired the Faculty Development Committee. Education faculty, recognized by peers as outstanding teachers, have been called to make presentations at the faculty development seminars. Although the function of the Faculty Development Committee was restructured following the retirement of the Committee’s chair (Summer 2005), it continues to serve the needs of new faculty under the leadership of a member of the Teacher Education Committee.

Professional education faculty are recognized as outstanding teachers within the larger professional community. They are invited to conduct workshops in area schools and to make addresses or presentations at state and national conferences.

Element 3: Modeling Best Practices in Scholarship

In keeping with the university's expectation of high standards, professional education faculty are actively involved in scholarly work related to teaching, learning, and their fields of expertise. Recent publications by education faculty include books, chapters, and refereed journal articles. Other examples include school district program evaluation reports, funded grants, monographs, and papers written for presentations. Several education faculty are working on collaborative inquiry projects with education colleagues or with P-12 practitioners. In the arts, professional education faculty give performances and host exhibits, and are recognized locally, regionally and nationally for their expertise. Specific examples will be on display in the exhibit room.

Element 4: Modeling Best Practices in Service

Dialogue with P-12 school personnel in partner schools and districts about the design and delivery of education and the education of educators is an important tenet of simultaneous renewal and the agenda of the NNER. Through the partnerships with Greenville County Schools and Spartanburg School District Six, this dialogue occurs regularly and helps to shape the preparation of teachers and the professional development of practitioners. In the Teacher to Teacher Program, faculty, the Director of Partnerships, and the Coordinator of Teacher to Teacher meet throughout the year with the superintendent, district liaison, principals, and teachers who mentor the interns and inductees. The conversations center around what is going well and what modifications need to be made immediately or in the future.

Faculty conduct workshops and training sessions for local schools and districts. Furman's professional education faculty also work with colleagues in professional associations (state, national, international) on issues related to P-12 education, teacher education, and the intersection of the profession and the public. Two faculty members continue to consult with the school district with which they were associated prior to their appointment to the faculty at Furman University. In Spartanburg School District Six, the Coordinator of Teacher to Teacher teaches the induction year course to all new teachers in the district, including those who are in the Teacher to Teacher Program. Another faculty member has been appointed by the State Department of Education to work with low performing districts. Yet another faculty member has been appointed to the State Department of Education Task Force charged with reviewing and updating the state social studies standards.

As mentioned previously, several faculty are actively involved and offer leadership in their specialty organizations (Council for Exceptional Children, South Carolina Council for Children with Behavior Disorders, Association for Supervision and Curriculum Development, and South Carolina Association for the Education of Young Children).They make annual presentations at teacher education conferences and at conferences in their field of specialization or expertise. As of late, two faculty members have served as program reviewers for their SPA’s (CEC and NAEYC); one of them was invited to make a presentation and model how developmentally appropriate practices may be integrated in the professional preparation of early childhood teachers as per the new accreditation standards. Several faculty serve on local human service agency boards, volunteer in the community, and participate in children's advocacy issues.

Professional education faculty offer leadership within the university by serving on faculty committees, task forces, and by performing special assignments. Currently, one faculty member in the Department of Education serves as the Vice-Chair of the Faculty; one serves as Chair of the Curriculum Committee; other professional education faculty serve on the Academic Discipline Committee, Appeals Committee, Fringe Benefits Committee, Library Committee, Research and Professional Growth Committee, Nominating Committee, Graduate Council, and Traffic Board. Two faculty in the Department of Education were appointed, respectively, to represent the social sciences on the Curriculum Review Committee and the Implementation Task Force for the design and implementation of the new university curriculum and calendar. One faculty member in the Department of Education has been nominated to serve on the Policies and Procedures Committee and another to serve on the Faculty Status Committee, beginning fall 2006. One education faculty member assists Furman students who apply for the Truman Scholarship.

Element 5: Collaboration

The conceptual framework for the Teacher Education Program has been developed in collaboration with arts, sciences and humanities faculty, candidates, school district personnel, and principals and teachers in partner schools. Collaboration with colleagues in partner schools has helped refine and restructure courses, internships and field experience programs. A number of research studies and conference presentations by faculty, master teachers, and candidates are the result of this professional collaboration.

In addition, with funding from the Charles and Mary Grant Foundation, faculty from Biology and Education in collaboration with faculty at Warren Wilson College ( Asheville, North Carolina) share responsibilities for EcoTeam, a service program that links college students with local 3rd grade classrooms. The program brings experiential ecologically-based lessons into classrooms in order to provide college students with the opportunity to gain experience teaching effective environmental education, while enriching the science education provided in the third grade. The curriculum is based on the learning cycle model of science education and is aligned with state and national standards. The labs are held on-site in a school setting.

Arts, sciences, and humanities faculty are regularly involved with education faculty in the schools, in committee work, and on teams focusing on professional development of teachers, analyzing teacher preparation curriculum for content according to state and national standards, and supervising teaching interns in the area of content expertise. *It should be noted that the typical faculty load at Furman University is teaching five courses (20 hours) over three terms (fall, winter, and spring). The one course reduction was implemented several years ago to permit faculty time to conduct scholarly activities, professional development, and/or to collaborate with the larger community to enhance teaching and learning at the university.

Element 6: Unit Evaluation of Professional Education Faculty Performance

The assessment of the performance of professional education faculty includes systematic and comprehensive evaluations by candidates and peers. Reviews of teaching, scholarship, and service are conducted yearly (untenured faculty) and every two years (tenured faculty) and include self-evaluations; peer observations; formal evaluations by the department chair; course evaluations by candidates (the Education Department includes in course evaluations a form that is specific to the application of the conceptual framework in the professor's teaching); performance evaluations by cooperating teachers; systematic evaluations of the program by graduates; in-class observations, videotaping and mid-course evaluations conducted by members of the university Faculty Development Committee (optional); and formal reviews of the self-evaluations, department chair evaluations, and course evaluations by the university Faculty Status Committee. These evaluations are designed to collect data on the quality of teaching and are to be used by faculty to improve their practice.

Element 7: Unit Facilitation of Professional Development

At the university level, as indicated above, the Faculty Development Committee has offered a selection of programs to help faculty consider and improve their instructional practices. During the 2005-06 academic year, upon the retirement of the chair of the Faculty Development Committee, a newly developed Center for Teaching and Engaged Learning (CTEL) began its operation. CTEL was designed to “facilitate and sponsor opportunities for faculty to participate in events, workshops, and symposia that promote reflection on curricular innovations at the university and classroom levels and to support faculty engagement in the scholarship of teaching and learning”. The Faculty Development Committee continues to offer a formal year-long mentoring program for new faculty.

The Teacher Education Program and the university (through the Faculty Development Committee and CTEL) conduct and/or sponsor professional development programs and activities and have co-sponsored nationally known faculty in the areas of multicultural studies and other issues of diversity. Many of these presentations have been scheduled to precede and/or follow bag-lunch conversations with faculty.

Currently, the faculty of Education is participating in a year-long study of poverty and racism with funding from the Adventure of the American Mind (Education Research Consortium of the Carolinas) through a grant from the Library of Congress and a mini-grant from the Faculty Development Committee. Triggered by Corridor of Shame, a recent PBS documentary’s exposé of the appalling conditions in schools that lie along the Interstate 95 corridor in South Carolina, and with a commitment to investigate historical materials in the digital collections of the Library of Congress, especially information pertaining to the Brown v. Board of Education decision mandating equal educational opportunities for all students, the faculty have engaged in a program of professional development that will ultimately identify pedagogical strategies to teach the children who live in poverty. As part of this project, faculty review Library of Congress electronic archives and will begin to develop digital stories based on primary sources related to poverty in rural areas.

In small groups, faculty read and engaged in critical discussions of literature on poverty. In honor of the “Year of the Humanities” being celebrated at Furman University, the books selected for reading and discussion were authored by persons representative of those disciplines. Discussed were Steinbeck’s Grapes of Wrath; Ellison’s Invisible Man; and Hurston’s Their Eyes Were Watching God. In addition, individuals and small groups reviewed The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures; Black Children: Their Roots, Culture, and Learning Styles; Teaching African Learners to Read: Perspectives and Practices; We Can't Teach What We Don't Know: White Teachers, Multiracial Schools; "Is This English?": Race, Language, and Culture in the Classroom; Why Are All the Black Kids Sitting Together In the Cafeteria? and Other Conversations About Race; Educating Culturally Responsive Teachers: A Coherent Approach; Star Teachers of Children in Poverty; When Poverty's Children Write: Celebrating Strengths, Transforming Lives; Breaking the Code of Good Intentions: Everyday Forms of Whiteness; The Hearth of Whiteness: Confronting Race, Racism and White Privilege; The Shame of the Nation: The Restoration of Apartheid Schooling in America; and White Like Me: Reflections on Race from a Privileged Son.

The Department of Education informally matches new faculty members with the experienced ones to provide support and encourage encourage innovations in teaching, participation in professional development, and the creation of scholarly work. The Faculty Development Committee and the Research and Professional Growth Committee offer mini-grants to faculty who submit proposals aimed at enhancing their own teaching, research, and/or continued learning. Additionally, the university encourages and financially supports faculty to participate in national conferences. Education faculty are very active in the faculty development programs on campus and every member attends a minimum of one national and/or state conference per year. Several education faculty participate in multiple conferences annually.

Refer to current faculty vitae.