Lewis-Clark State College
Teacher Education Programs

Division of Education
Dr. Jannette Hill, Division Chair
500 Eighth Avenue, Lewiston, ID 83501
Phone: 208.792.2260

Elementary Teacher Education
Dr. Gwen Taylor, Program Coordinator
500 Eighth Avenue, Lewiston, ID 83501
Phone: 208.792.2263

Secondary Teacher Education
Dr. Lana Elliott, Program Coordinator
500 Eighth Avenue, Lewiston, ID 83501
Phone: 208.792.2093

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Standard Five: Faculty Qualifications, Performance, and Development

Teacher Education faculty members in the Division of Education at Lewis-Clark State College are well-qualified and model best professional practices in scholarship, service, and teaching. Faculty members support the goal for the unit, which is “to prepare caring professionals who teach for understanding in communities of learning.” Faculty members assess their own effectiveness as related to candidate performance and work to improve their effectiveness through this assessment. They collaborate with their colleagues in the division, throughout campus and around the community. The unit systematically evaluates faculty performance and facilitates professional development.

Qualified Faculty

Teacher Education faculty members within the Division of Education are well qualified to instruct courses, supervise field experiences and perform other professional duties associated with the programs offered. All tenured/tenure-track faculty members are hired after extensive national searches. As verified by their vitae, faculty members hold graduate degrees with emphases in the areas that prepare them to teach the subjects to which they have been assigned. Terminal degrees earned by faculty members include Doctor of Philosophy, Doctor of Physical Education, and Doctor of Education. The three faculty members who do not possess terminal degrees have earned the Master of Science in Education or Master of Education degrees and possess exceptional expertise and experience of value to the division. All faculty members in the Teacher Education Programs have experience teaching in elementary and/or secondary schools and 69% continue to hold current teacher and/or administrative certificates in various states/countries.

All faculty members at Lewis-Clark State College are evaluated annually based on their contributions to the institution and profession in teaching/advising, scholarship and service. Education faculty members are actively involved in all areas.

Some of the relevant experiences in the area of scholarship are:

Some of the relevant experiences in the area of service are:

Yearly, faculty members within the Division of Education submit updated vitae. Copies of these vitae are on file in the evidence room and delineate the scholarship and service accomplishments of each faculty member. Samples of products that exemplify faculty members’ engagement in scholarship and service are also displayed. SRIs (Student Reactions to Instruction) and yearly performance reviews that provide evidence of faculty members’ instructional expertise are available in the Education Office. Beginning Fall 2005 a revised form named Student Course Evaluations, SCE, was implemented.

A table summarizing full time faculty members’ degrees, degree institutions, rank, hiring dates, and division responsibility is available at Division of Education Full Time Faculty Members.

A table summarizing adjunct faculty members’ degrees, degree institutions, hiring dates, and division responsibilities is available at Division of Education Adjunct Faculty Members.

All field-based cooperating teachers are certified in the areas in which they teach or supervise, and are master teachers or well recognized for their competence in their field. School administrators are consulted regarding cooperating teachers’ qualifications. Fifty-eight percent of these teachers have additional certifications such as special education, reading, early childhood, educational technology, and National Board Certification. Forty-four percent have Master’s degrees. One hundred percent of the cooperating teachers have classroom experiences of three years or more. Our cooperating teachers are classroom teachers at various public and private schools throughout the Pacific Northwest. When a candidate needs a placement outside of the Pacific Northwest, the Director of Field Experience seeks such a placement. Several of our cooperating teachers serve as adjuncts and/or conduct seminars for our candidates during the internship year. Cooperating teachers are experts in their individual areas, and bring a rich background of field-based experiences to the elementary and secondary programs.

A table summarizing on-site teacher educators’ district of employment, grade level teaching responsibility, level of education, certification/endorsement level(s) and years of experience teaching is available at Division of Education On-Site Teacher Educators.

Teacher education faculty members with 50% or more of their loads primarily in education courses are involved in the supervision of field experiences. This provides continuity and accountability for the program and ensures that faculty members are in continual contact with the local schools. Adjunct faculty members collaborate with the LCSC team to ensure continuity of the programs, effective practices in teaching, and fieldwork experiences that meld theory and practice.

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Modeling Best Professional Practices in Teaching

Teaching by faculty members involved in teacher education reflects the conceptual framework and relevant research, theories, and current developments. Faculty members spend time in professional reading, conference attendance, and field-based research activities to continually assess and renew their own beliefs about and commitment to teaching. Faculty members exhibit intellectual vitality and encourage candidates’ development of reflection, critical thinking, problem solving, and innovative teaching strategies.

We are dedicated to fostering rigorous standards of teaching in faculty and in teacher candidates. These standards require a thorough knowledge base about, a commitment to, and a professional disposition towards the content being taught and the pedagogical practices being used. In order for teacher candidates to adopt and practice these standards, it is imperative that Lewis-Clark State College faculty members, especially those in the Division of Education, demonstrate and model excellence in teaching. Teacher Education programs currently accredited by NCATE are comprised of curricula that all have the following characteristics:

Faculty members are diligent to ensure that curricula designed for teacher candidates involve these characteristics. Through the educational experiences gained from on-campus coursework and on-site field placements, teacher candidates develop the knowledge, skills, and dispositions of a highly qualified teacher. Specific knowledge domains, skills, and dispositions are defined in our Conceptual Framework and Professional Standards for Teaching. These Professional Standards are the foundation of the teacher education curriculum. They ensure that the teacher candidate remains focused throughout preparation to become a teaching professional and can readily demonstrate these competencies to others. Candidates in teacher education programs provide evidence of their knowledge, skills, and dispositions through performance, demonstrating that they have developed into Dedicated and Knowledgeable Professionals, Content Specialists, competent Educational Designers, capable Educational Facilitators, insightful Educational Evaluators, and Reflective Professionals. Syllabi for education program courses and assessment forms used to evaluate candidate learning and performance are all based on our Conceptual Framework and Professional Standards for Teaching. The Professional Standards by Course-Elementary [PDF] and the Professional Standards by Course-Secondary [PDF] charts outline which courses in each program are responsible for developing the knowledge, skills, and dispositions related to each standard and required of our candidates prior to being recommended for teacher certification.

Teacher candidates at LCSC participate in multiple, school-based experiences with classroom teachers who demonstrate best practices. Field experiences, spanning five or more semesters, culminate in a yearlong internship. These experiences provide teacher candidates with opportunities to explore the connection between theory and practice and work with a variety of students, including those from culturally and socio-economically diverse and exceptional populations. Teacher candidates gain competence through frequent interaction with a community of skilled practitioners and gain confidence in their teaching skills through reflective practice. Teacher Education faculty members act as faculty supervisors for all upper-level field experiences. This close connection to teacher candidates and active involvement with area teachers, administrators, and schools, helps us achieve our goal of preparing dedicated professionals who teach for understanding in communities of learners.

Fundamental to our teacher education programs is the modeling of effective teaching practices by all education faculty members. All faculty members know and practice effective teaching strategies that are grounded in current research. Faculty are encouraged to strengthen and broaden their teaching skills through use of new strategies, guiding independent studies, teaching seminars and workshops, acting as consultants, and participating in professional development opportunities. Faculty vitae provide specific evidence regarding professional development and growth. Attending and/or presenting at state, regional, and national conferences is an excellent way to stay current concerning best practices in teaching and learning. Our faculty members regularly participate in professional conferences such as:

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Modeling Best Professional Practices in Scholarship

One of the basic tenets of our teacher preparation programs is the development of a professional knowledge base and the practice of intellectual vitality. Faculty members model intellectual vitality by engaging in scholarly efforts that enhance teaching, demonstrate expertise, and fulfill personal interests and passions. Acceptable categories of scholarship for our division are: (a) professional reading, (b) publications, (c) presentations at workshops and conferences, (d) attendance at professional conferences, (e) action research, and (f) consulting with school districts.

Faculty vitae delineate individual faculty member’s scholarly achievements. Recent promotion and tenure portfolios, which provide evidence of individual scholarly achievements, are available for review in the evidence room. In addition, examples of scholarly work for all full-time education faculty membersare displayed in the evidence room. All education faculty members participated in professional reading and discussion during the two previous academic years as reported here.

Professional Reading:

During the 2002-2003 academic year faculty members in the Division of Education participated in a series of book discussions after reading The Light in Their Eyes, Creating Multicultural Learning Communities by Sonia Nieto. 

During the 2003-2004 academic year faculty members in the Division of Education participated in a series of book discussions after reading A Framework for Understanding Poverty by Rudy K. Payne.      

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Modeling Best Professional Practice in Service

By its very nature, the teaching profession is founded on the principle of service. Our faculty members support school district teachers, colleagues, the college, and the community through a myriad of service activities. Evidence of service may include but is not limited to, activities in the following three service categories:  institutional, professional, and community.

Each faculty member’s campus committee responsibilities are listed on his/her vitae, which are available in the evidence room. Our faculty members are fully engaged in the work of the division and the campus as evidenced by the Education Campus Committee Assignments for 2005-2006 [PDF]. The Division of Education strives to have division representation on all campus committees. All division faculty members serve the institution through campus committee membership(s) as well as a minimum of one division committee membership.

Faculty members collaborate regularly and systematically with members of the broader professional community to improve teaching, candidate learning and the profession of teaching by their involvement in professional organizations at the local, national and international levels. A sample listing of professional organizations with active involvement by our faculty includes the following:

Faculty members’ commitment to community service is demonstrated by the following contributions:

The division supports candidate involvement in community service activities. Many of these events could not take place in their present form without the help and services of the LCSC Division of Education faculty members and teacher candidates. These services include (but are not limited to):

It is important to note that LCSC faculty members are actively pursuing grants and have grants that are current and integral to the efficient functioning of the unit. Examples of current grants are:

A complete listing of individual faculty memberships and participation activities can be found on faculty vitae located in the evidence room.

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Collaboration

Our mission is to prepare caring professionals who teach for understanding in communities of learning. Our collaborative nature supports the development of communities of learners. Due to the size of our campus and environment, faculty members have developed close working relationships with K-12 personnel based on our programs’ cadre model. Our program advisory boards provide additional collaboration between K-12 schools, the community, institutional units, and our faculty.

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Unit Evaluation of Professional Education Faculty Performance

Evaluation of teaching, scholarship, and service of the higher education faculty members with the express goal of performance improvement is a multifaceted process. Student Reactions to Instruction (SRI) (as of Fall 2005 named Student Course Evaluations, SCE) surveys are completed each semester for all classes. These surveys are available online to all students, who may complete the survey in complete anonymity. A single exception to the SRI process excludes tenured faculty teaching a course for the first time; they may elect to delay class evaluations for one semester. Student Reaction to Instruction data are summarized and provided to the individual faculty member and the division chair by the Office of Institutional Assessment. Based upon analysis of the results, the division chair may identify and confer with specific faculty who appear to be experiencing difficulty. Many faculty members in the Division of Education incorporate informal evaluation measures that invite candidate feedback. Examples include Intern I and II written response to program change, cadre meetings, class discussions, individual conferencing, and thought response questionnaires.

Faculty members within the Division of Education are formally evaluated on an annual basis. Each faculty member submits an individualized plan, the Professional Development Plan/Job Description, to the division chair. The division chair conferences with each faculty member to offer feedback and to discuss the congruence of this plan with the long and short-range goals of the college and the Teacher Education Program. Each Professional Development Plan/Job Description includes expectations in the areas of teaching (instruction, curriculum development and advising); scholarly activity/professional development (presentations, publications, conferences, program development, research); service (division, college, and community); and collegiality. At year’s end, division colleagues partner to review accomplishments made during the preceding year. After review, the Job Description is forwarded to the division chair and each faculty member revisits this individualized plan with her to review and evaluate the extent to which stated expectations were met. A final evaluation of the Professional Development Plan/Job Description by the division chair results in a recommendation to the Academic Dean, and then to the Academic Vice-President regarding continued employment and meritorious pay increase.

Peer review of faculty is encouraged. Review of syllabi, team teaching, collaboration, and class observation are utilized and are part of the Professional Development Plan/Job Description process. In addition to peer review, faculty members working with Intern I and II candidates in a public school setting are evaluated each semester by the interns and by the on-site teacher educators (cooperating teachers). Direct observation of classroom competence by the division chair is required for all first and second year faculty members. Direct observation of a faculty member is also required when promotion in rank, tenure acquisition, or tenure review is pending.

Based upon multifaceted evaluations and contracts, faculty members who exhibit shortcomings in the areas of teaching, scholarship, service, or collegiality are apprised by the division chair of the need to improve, and specific suggestions for improvement are identified. Faculty members who have met performance standards are invited to contribute to continued professional development at Lewis-Clark State College.

Cumulative evaluation data are collected for future promotion and tenure application (Policy and Procedure for Promotion in Rank, Tenure, and Periodic Performance Review found in the Faculty-Staff Handbook [PDF]).

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Unit Facilitation of Professional Development

Lewis-Clark State College is committed to providing professional development opportunities to all faculty members. LCSC believes it is critically important that those who teach future teachers have the opportunity to be continuous learners and to refresh their knowledge in their areas of expertise. Each faculty member’s ability to provide innovative educational experiences for all candidates is increased as s/he is provided opportunities for professional development.

Faculty members are encouraged to apply for professional development funds to present or attend conferences. Each faculty member in the division receives $350 from the unit's budget for professional growth activities. In addition, the college awards professional development grants to faculty members for individualized study and research. Faculty members are also encouraged to apply for grants to pursue research that will enrich educational experiences not only for the faculty member, but also for our elementary and secondary education candidates. In 2005 Dr. Ken Wareham received an Institutional Professional Development Grant to attend the KDP New Counselor Training Academy. Dr. Betsy Van Clief and Dr. Marika Botha received Faculty Development Grants to support their attendance at The National Convention for The American Alliance for Health, Physical Education, Recreation and Dance during the past three years. Dr. Botha received Faculty Development Grants during the 2002-2003 and 2003-2004 academic years to re-design on-line health courses.

Technology training workshops are offered on a regular basis to faculty members to ensure that all have an opportunity to become familiar with the upgrades to the college and division software. Such topics as webpage design, email, and WebCt are offered as needed based on faculty input. The home page on the college’s website provides ”technology tips” on a weekly basis. One facet of the education program is the Technology for Teachers Lab. The faculty members and support staff in this lab provide invaluable resources for both candidate and faculty training and assistance with all aspects of technology.

Our faculty members have a shared vision for what teacher candidates should know and be able to do. They are committed to quality teaching, productive scholarship, and responsible service. As they model exemplary practices to teacher candidates, they foster those qualities in candidates that will help them develop as graduates who possess competence and expertise as Dedicated Professionals, Knowledgeable Professionals, Content Specialists, Educational Designers and Facilitators, Educational Evaluators and Reflective Professionals. Our faculty members are caring professionals who teach for understanding in communities of learning.

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Next: Standard Six

NCATE Report: Overview | Conceptual Framework | Standard 1 | Standard 2 | Standard 3 | Standard 4 | Standard 5 | Standard 6
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Lewis-Clark State College, 500 Eighth Avenue, Lewiston, ID 83501
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Last Updated: 17 February 2006