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Standard 5: Faculty Qualifications, Performance, and Development
| 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. |
Element 5A: Qualified Faculty
In the past five years the number of full – time faculty has grown from 36 to 62 and it is anticipated that the number of faculty will grow to over 70 if all of the current openings are filled. Of the 62 faculty lines, three are listed as full-time clinical or visitor lines (non-tenure track), and have appropriate terminal degrees. Additional faculty members have certification in their respective disciplines with over 30 years of experience or are pursuing a doctorate. And one faculty member is in sports management, a non-teacher-related program within the School of Education. When new faculty members are hired, those on tenure track lines are expected to have appropriate terminal degrees or complete their degree within a specified period of time.
Faculty qualifications are published as profiles available on the University website (www.adelphi.edu) and as resumes (Exhibit S5-1) The profile for each full-time faculty can (at the option of the faculty member) include the following information: recent courses, diplomas /degrees, specializations / interests, licenses and certifications, research interests, publications (separated by type), university committees and academic service, community corporate leadership, professional activities, honors and accomplishments, and a personal statement. Collection of faculty vitae and other documentation of faculty attainment is ongoing.
Table 5-1 summarizes full-time faculty qualifications by department and program (both initial and advanced). Departments are denoted by the rows in gray. Certifications reflect national- and/or state- recognized credentials for practitioners in the related disciplines.
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Table 5-1: Summary of Full-time Professional Education Faculty's Qualifications by Department and Program (Terminal Degree/Certification, 2006)
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Dept./Program
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Total
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Doctorate
|
Master's
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Certification
|
|
Curriculum and Instruction
|
37
|
34
|
3
|
30
|
|
Adolescent
|
8
|
8
|
-
|
6
|
|
Art Education
|
2
|
2
|
-
|
2
|
|
Early Childhood
|
2
|
2
|
-
|
2
|
|
Childhood
|
7
|
5
|
2
|
2
|
|
*Leadership and Technology
|
2
|
2
|
-
|
2
|
|
*Literacy
|
5
|
5
|
-
|
5
|
|
Special Education
|
7
|
6
|
1
|
6
|
|
T.E.S.O.L.
|
4
|
4
|
-
|
4
|
|
Health/Physical Education
|
16
|
14
|
2
|
15
|
|
Health Education
|
4
|
4
|
-
|
3
|
|
Physical Education
|
12
|
10
|
2
|
12
|
|
Communication Sciences and Disorders
|
9
|
9
|
-
|
9
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|
*Speech and Language Disabilities
|
9
|
9
|
-
|
9
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*Advanced Program
Many adjunct professional education faculty members are current public school educators and administrators. They have been a major asset to the unit and have provided high quality and effective instruction. Exhibit S5-2 identifies the adjuncts by program and how they have been used over the past year. The following table (Table 5-2) identifies current adjunct faculty (2005-2006), qualifications by department and program (specifying initial and advanced) with regard to highest degrees held and years of experience in schools. Virtually all of the adjunct faculty members for that period were state and/or nationally certified in the areas for which they taught.
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Table 5-2. Adjunct Faculty Degrees and Average Years of School Experience by Program (2005-2006)
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Dept./Program
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Doctorate
|
MA
|
Average Years
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TOTAL
|
|
Curriculum and Instruction
|
|
|
|
|
|
Adolescent Education
|
1
|
8
|
21.22
|
9
|
|
Art Education
|
2
|
2
|
16
|
4
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Childhood Education
|
8
|
18
|
25.44
|
26
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Early Childhood Education
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0
|
10
|
20.78
|
10
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Early Childhood Special Education
|
0
|
1
|
15
|
1
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*Educational Leadership and Technology
|
2
|
7
|
23.22
|
9
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*Literacy
|
0
|
8
|
28.87
|
8
|
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Special Education
|
7
|
8
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22.53
|
15
|
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STEP Education
|
1
|
1
|
23
|
2
|
|
TESOL
|
1
|
1
|
27
|
2
|
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Health/Physical Education
|
|
|
|
|
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Health Education
|
3
|
9
|
18.64
|
12
|
|
Physical Education
|
2
|
6
|
24.25
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8
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Communication Sciences and Disorders
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|
|
|
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*Speech and Language Disabilities
|
5
|
9
|
14.57
|
14
|
|
Derner Institute
|
|
|
|
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*School psychology
|
9
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0
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15.22
|
9
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*Advanced programs
Clinical faculty are recognized for the exceptional expertise they bring to teacher education as practitioners. They hold at least master's degrees, and are or have been certified as teachers or clinicians in their fields. Clinical faculty, including adjuncts, have diverse professional backgrounds in schools, clinical environments, and other professional situations. Their backgrounds include P-12 teachers, curriculum specialists, and school and district administrators. Table 5-3 offers the summary data of clinical faculty/supervisors for 2005-2006 by department and program—both initial and advanced—with regard to totals, degrees, and years of clinical experience (2005-2006). Not all programs are represented, partially because either they have no field experiences related to teaching (such as school psychology) or because the sequence.scheduling of the program pre-empted field courses during 2005-2006 that would require specialized clinical supervisors (apart from full-time or adjunct faculty).
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Table 5-3. Clinical Supervisors Degrees and Years of Experience by Program (2005-2006)
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Doctorate
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Masters
|
Average Years Clinical Experience
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Adolescent Education
|
0
|
7
|
39.28
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TESOL
|
2
|
0
|
27.5
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Physical Education
|
0
|
6
|
35.17
|
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Special Education
|
1
|
1
|
43
|
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STEP Education
|
1
|
0
|
52
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There were 195 cooperating teachers supervising 77 candidates during the Fall 2006 semester, with candidates experiencing two placements that semester. Approximately 95% of these school faculty members have been awarded tenure by their home district; 100% are certified in their areas of specialization.
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