8700.7600 BOT Subpart 5. G: Qualifications, Composition, and Assignment of the Professional Education Faculty/NCATE 4: Diversity /NCATE 5: Faculty Qualifications, Performance, and Development/NCATE 6: Unit Governance and Resources

BOT Standard	NCATE 2002 Target Standard	Current Practice Described	Best Evidence/ Existing Data	Assessment of Current Practices	Data/Evidence Needed	Targeted Standard Recommendations
G(1) The unit ensures that all education faculty are qualified by academic preparation for the faculty member’s current assignments and are actively engaged in the professional community.	S5 Qualified Faculty Professional education faculty at the institution have earned doctorates or exceptional expertise, have contemporary professional experiences in school settings at the levels that they supervise, and are meaningfully engaged in related scholarship. All clinical faculty (higher education and school faculty) are licensed in the fields that they teach or supervise and are master teachers or well recognized for their competence in their field.
G(2) The unit assigns faculty qualified by academic preparation to support the teacher licensure programs.	S5 Qualified Faculty [See G(1)]
G(3) The unit actively recruits and has plans, policies, and practices for hiring diverse faculty.	S4 Experiences Working With Diverse Faculty Candidates interact in classroom settings on campus and in schools with professional education faculty, faculty in other units, and school faculty who represent diverse ethnic racial, gender, language, exceptionality, and religious groups. Faculty with whom candidates work throughout their preparation program are knowledgeable about and sensitive to preparing candidates to work with diverse students, including students with exceptionalities.
G(4) The work load allows the faculty to be involved in teaching, scholarship, service, and schools in monitoring, assessing, and advising candidate progress.	S5 Modeling Best Professional Practices in Teaching Faculty have an in-depth understanding of their fields and are teacher scholars who integrate what is known about their content fields, teaching, and leaning 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. S5 Modeling Best Professional Practices in Scholarship Professional education faculty demonstrate scholarly work related to teaching, learning, and their fields of specialization. They are actively engaged in inquiry that ranges from knowledge generation to exploration and questioning of the field to evaluating the effectiveness of a teaching approach. S5 Modeling Best Professional Practices in Service Professional education faculty are actively engaged in dialogues about the design and delivery of instructional programs in both professional education and P-12 schools. They work in schools with colleagues. They provide leadership in the profession, schools, and professional associations at state, national, and international levels. S5 Collaboration Faculty are actively engaged as a community of learners regarding the conceptual framework(s) and scholarship of the classroom. They develop relationships, programs, and projects with colleagues in P-12 schools and faculty in other units of the institution to develop and refine knowledge bases, conduct research, make presentations, publish materials, and improve the quality of education for all students. S5 Unit Facilitation of Professional Development The unit has policies and practices that encourage all professional education faculty to be continuous learners. Experienced unit faculty mentor new faculty, providing encouragement and support for developing scholarly work around teaching, inquiry, and service. S6 Personnel Workload policies and practices permit and encourage faculty not only to be engaged in a wide range of professional activates, including teaching, scholarship assessment, advisement, work in schools, and service, but also to professionally contribute on a community, state, regional, or national basis. Formal policies and procedures have been established to include on-line course delivery in determining faculty load. The unit’s use of part-time faculty and of graduate teaching assistants is purposeful and employed to strengthen programs, including the preparation of teachings assistants. Clinical faculty are included in the unit as valued colleagues in preparing educators. Unit provision of support personnel significantly enhances the effectiveness of faculty in their teaching and mentoring of candidates. The unit supports professional development activities that engage faculty in dialogue and skill development related to emerging theories and practices.
G(5) The unit ensures that faculty who supervise field experiences are academically prepared and professionally experienced in a school setting.	S5 Qualified Faculty [See G(1)]
G(6) Any part-time and adjunct faculty and graduate students in teaching roles provide integrity, quality, and continuity of teacher preparation programs.	S5 Qualified Faculty [See G(1)] S5 Unit Evaluation of Professional Education Faculty Performance The unit’s systematic and comprehensive evaluation system includes regular and comprehensive reviews of the professional education faculty’s teaching, scholarship, service, collaboration with the professional community, and leadership in the institutions and profession. S5 Unit Facilitation of Professional Development [See G(4)] S6 Personnel [See G(4)]
G(7) Faculty and teaching in the unit are of high quality reflecting current research and best practice consistent with the curriculum goals of the program.	S5 Qualified Faculty [See G(1)]
G(8) Faculty and cooperating school personnel model and reflect the best practice in the delivery of instruction.	S5 Modeling Best Professional Practices in Teaching [See G(4)] S5 Modeling Best Professional Practices in Scholarship [See G(4)] S5 Modeling Best Professional Practices in Service [See G(4)] S5 Collaboration [See G(4)]
G(9) Faculty use a variety of instructional strategies that reflect an understanding of different models and approaches to learning.
G(10) Instruction encourages the candidate’s development of reflection, critical thinking, problem-solving, and professional dispositions.
G(11) Teaching in the unit reflects knowledge and experiences with diversity and exceptionalities.	S5 Modeling Best Professional Practices in Teaching [See G(4)] S5 Modeling Best Professional Practices in Scholarship [See G(4)] S5 Modeling Best Professional Practices in Service [See G(4)] S5 Collaboration [See G(4)]
G(12) The institution systematically evaluates the effect of faculty on candidate performance and fosters faculty professional development.	S5 Unit Evaluation of Professional Education Faculty Performance [See G(6)]
G(13) The unit’s faculty demonstrates knowledge, skills, and dispositions which model best professional practice, assessment, and scholarship.	S5 Modeling Best Professional Practices in Teaching [See G(4)] S5 Modeling Best Professional Practices in Scholarship [See G(4)] S5 Modeling Best Professional Practices in Service [See G(4)]