STANDARD 5

STANDARD 5: FACULTY QUALFICATIONS, 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 facilities professional development.

5a. Qualified Faculty

5a.1.What are the qualifications of the full-and part-time professional education faculty (e.g., earned degrees, experience, and expertise)? Please complete Table 11 or upload your own table at Prompt 5a.5 below.
The Early Childhood Education (ECE) program has fifteen full-time faculty members. Twelve faculty members have earned doctorates and three faculty members earned specialist degrees that give all ECE faculty exceptional expertise and that qualify them for the positions they hold. Thirteen full-time faculty are tenure-track, and two faculty are employed as instructors. The various positions held by faculty in public school systems were teacher, assistant principal, principal, assistant superintendent, human resource director, special education teacher, and student services director, which have provided many opportunities to gain expertise in teaching and supervision. Additional evidence can be found in the faculty vitae.

Currently, the unit is defined as the School of Education faculty, site-supervising teacher, and clinical faculty. With the addition of the five secondary teaching certificates, the unit will expand to include a representative from the secondary teaching preparation programs: one English, one history, one biology/chemistry, and one math. The representatives are as follows:

Christian Griggs (History)
Dr. Richard Hambrock (Math)
Dr. Dean Turner (Chemistry/Biology)
Dr. Lydia Postell (English)

Each secondary representative holds a terminal degree and is considered highly qualified in his or her field.

Table 11

Faculty Member	Assignment	Rank	Tenure Track	Scholarship	P-12 Experience
Carol Pate Ph.D. in Special Education (emphasis upon Emotional Behavioral Disorders) at Georgia State University	Undergraduate courses, Field Supervision, Advising	Instructor	No	Presented an in-service on co-teaching to the staff at Dalton High School last January and followed up with individual observations of co-teachers with verbal/written feedback; has only been employed with DSC for 1 year.	Thirty-two years professional experience in public school education: Inclusion teacher, Instructional Lead Teacher, middle and high school teacher
Debbie Baxter Ed. D., Administration and Planning, The University of Alabama	NCATE Coordinator, Undergraduate Courses, Advising	Assistant	Yes	Assisted in researching and drafting the revised conceptual framework Presented at national conference in Nov. 2009	Classroom Teacher grades K,1,2, Elem Instructional Specialist, Elementary Principal,Asst-Supt for Curriculum Instruction

H. Lynn Murphy Ed. D., University of Georgia, Instructional Supervision	Classroom Management, Senior Student Teaching Seminar, Field Supervision, Advising	Assistant	Yes	Admissions Appeals, Served on numerous School of Education Committees and Subcommittees. Administered the first teacher candidate job fair, Spring 2009.	Taught 5th and 6th grade Elementary assistant principal, & principal, Director of fine arts, Director of Student Services, & Director of Human Resources
Joan Chapman Educational Specialist in Leadership and Administration from University of West Georgia	Undergraduate Courses reading courses PE, Art, and Music, Advising	Assistant	Yes	Member and presenter at ATE (Association for Teacher Educators) at the August 2008 conference in Washington, D.C. Proposal submitted to ATE for Spring Conference (2010)	Title I Coordinator, Teacher Dalton Public Schools grades 3-6; Title I teacher-math & reading Principal Summer Programs Grades K-5; Special Education, Title I and Migrant Education

Larry Cooper Ed.D. School Leadership from Vanderbilt University	Undergraduate courses, Field Supervision, Advising	Associate	Yes	Board of Regents Area F Committee	Elementary and Middle School Principal, Social Studies and English Teacher
Lelia Mullis Ed.D., Curriculum and Instruction with Endorsement in Administration and Supervision. Ed.S. in Early Childhood Education	Director of Field Experiences, Certification Officer	Associate	Yes	GAYC Research Forum, will be presenting original research on building resilience in young children, Active member of NCATE Board of Reviewers as online reviewer Served on Human Subjects Review Committee at Dalton State College, Assessment Committee for School of Education, Teacher Education Council for School of Education	Classroom teacher - grades PK-5 for 23 years, College teacher and supervisor for 12 years
Merry Boggs PhD Curriculum and Instruction with an emphasis in Reading/Language Arts University of South Florida	Dean, Undergraduate Courses, Advising	Associate	Yes	10 publications Coordinator of Graduate Reading Program Vice President of Texas Reading Association	Professional Development Partnership School Faculty - worked 2 days a week in public schools for the last 3 years.
Orenda Gregory Specialist in Education, Early Childhood Education, University of West Georgia	Undergraduate courses, Field Supervision, Advising	Assistant	Yes		Elementary School Principal, Assistant Principal, Gifted Program Coordinator, and Elementary Classroom Teacher
Shannon Coulter Ph.D., Educational Psychology, University of Tennessee (Knoxville)	Undergraduate Courses, Advising	Assistant	Yes	Coulter, S.E., and Groenki, S. (2008) Explicit Vocabulary instruction for John Knowles' A Separate Peace; English Journal 97, 26-32 Coulter, S.E. and Cester, J.N. (2009). Finding and redefining the meaning of teaching: Exploring the experience of mid-career English teachers. American Educational Research Association, San Diego, April Coulter, S.E. (2008) Using Structured Interviews as alternative assessments in the secondary classroom. American Educational Research Association, New York, March.	High School English teacher 1998- 2006 Grossmont High School, La Mesa, CA
Sharon Beavers Ed.D Secondary Social Science Education University of Georgia	Undergraduate Courses, Field Supervision, Advising	Assistant	Yes	Completed dissertation for degree	33 years concurrent public high school teaching simultaneously
Sharon Hixon Ph.D. - Education - University of Tennessee (Knoxville)	Undergraduate courses, Field Supervision, Advising	Associate	Yes	Written two chapters in two different edited books currently in press	Taught 1st and 2nd grades in Baltimore city public schools Taught 4th and 5th grade language arts at Banner Private School
Susan Kennedy Ed. S. Instructional Leadership, Tennessee Tech University	Undergraduate Courses Field Supervision, Advising	Instructor	No	Faculty Mentor for student interns	Elementary grades teacher, Assistant Principal, and Principal
Lourdes Diaz Soto Ph.D. Curriculum and Instruction, The Pennsylvania State University	Goizueta Endowed Chair Undergraduate courses, Field Supervision	Professor	Yes	Soto, L.D. (2007) Praeger Handbook of Latino Education in the U.S. New York: Greenwood Publishing Presentations at AERA (New York City, San Diego); Qatar (invited speaker); and Bethlehem City, Palestine Conference Program Chair, Early Childhood Reconceptualists, New Zealand	Head Teacher (Principal) Dorado Academy (Pre-K to grade 6), Dorado, Puerto Rico Teaching Pre-Kinder through High School Staff Development for teachers and board of education members in PA and NY
Clare Hite PhD, Reading/Language Arts/Linguistics; University of South Florida	Teach courses in ESOL, lang arts, and children’s literature; supervise interns; coordinate ESOL Endorsement Program. Advising	Associate	Yes	Hite, C. & Evans, L.S. (2006). Mainstream first-grade teachers strategies for accommodating the needs of English language learners. Teacher Education Quarterly, 33(2), 89-110. Soto, L., Hixon, S., and Hite, C. (Expected 2009). Diversity, Linguistics and the Silencing of Social Justice in Education and Care. In G. S. Cannella and L. Diaz Soto (Eds.), Childhoods: A Handbook. Rethinking	Five years public school teaching, grades 3-12
Mary Edwards Ph.D. Curriculum & Instruction Texas A & M University	Undergraduate courses Field Supervision, Advising	Professor	Yes	PRISM Grants (NSF) 3 years (Total: $141,340.00) Goizueta Grant to fund Endowed Chair at DSC Grant Reader: Teacher Quality Grant (University of Georgia); CCCLC (21st Century Community Learning Centers) University of Florida ATE Proposal Reviewer Presenter at STEM Conference Partnerships for Effective STEM Education	Classroom teacher: Grades 6-8, Curriculum Director, Assessment coordinator, Staff Development Director, and Principal

5a.2.What expertise qualifies professional education faculty members who do not hold terminal degrees for their assignments?
The unit’s three faculty members not holding terminal degrees are well-qualified to prepare teachers. These faculty members earned advanced degrees and have experiential expertise in their area of teaching and supervision that qualifies them to prepare teacher candidates as shown in Table 11.

5a.3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?
All of the school-based faculty members that supervise DSC teacher candidates are licensed in the areas they teach and supervise in initial certification programs offered at Dalton State College. When the director of field placement sends requests to public school administrators for teacher candidate placements, the unit’s criteria for selection of site supervising teachers is given to the administrators. School administrators help in the selection of school-based faculty members that meet the School of Education requirements. Each semester, all school-based supervisors are required to complete a demographic form that includes years experience, teaching certificate(s), and additional endorsements. This information is collected and stored in an Access database and allows the unit to monitor the qualifications of school-based faculty.

Although not all secondary representatives of the unit hold teaching licenses in their area of expertise, they are all highly-qualified to prepare secondary teachers in their content areas. The unit’s secondary representatives have accomplished content expertise knowledge through terminal degrees, publishing, and presenting in their fields. The unit has plans to pair secondary representatives without public school experiences with SOE faculty with secondary teaching to collaborate as supervisors for field experiences and clinical faculty in middle and high schools.

5a.4.What contemporary professional experiences do higher education clinical faculty members have in school settings?
All full-time higher education clinical faculty members have contemporary experience in public school settings as an administrator or a teacher.(See Table 11). All adjunct clinical faculty members are recently retired or on leave from public school settings. Examples of professional experiences in public school settings include classroom teacher, director of Title I programs, elementary principal, assistant superintendent for instruction and curriculum, special education teacher, reading teacher, and social studies teacher. Part-time faculty members who supervise teacher candidates must submit a vita as evidence of their qualifications for the area for which they are employed as well as demonstrate leadership skills, mentoring skills, and a willingness to commit to the success of teacher candidates.

As previously stated some new secondary faculty representatives do not have contemporary professional experiences in school settings, but plans are in place to provide secondary unit representatives experiences in public schools.

5b. Modeling Best Professional Practices in Teaching

5b.1.How does instruction by professional education faculty reflect the conceptual framework as well as current research and developments in the fields? The unit’s faculty has a high level of expertise and experience in the content and pedagogy they teach. Delivery of instruction by the education unit’s faculty reflects the conceptual framework and research, theories, and current developments in the various fields of teaching. Course syllabi state the explicit link between course content and the conceptual framework outcomes. Additionally, the faculty values and demonstrates the four professional outcomes/goals (competence, caring, collaboration, and reflection) stated in the conceptual framework through instructional strategies and modeling practices. Specific examples of faculty demonstration of these four conceptual framework outcomes can be found on the individual faculty templates. A review of course syllabi will reveal that references are current and that faculty continually update their teaching through integration of recent publications.

5b.2.How do unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions?
Unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions through several different approaches. At times, unit faculty have created individual activities to focus singularly on the development of reflection, critical thinking, problem solving and professional dispositions. Also, unit faculty have created activities that integrate the synthesis of reflection, critical thinking, problem solving, and professional dispositions. Examples of both are provided below.

Examples of Singular Activities:

Critical assignment includes a reflective piece that requires teacher candidates to share how the critical assignments relate to developing mastery of a specific standard.
Critical thinking skills are developed through debates on current issues.
In class, scenarios are used to help teacher candidate’s resolve future classroom problems.
Professional dispositions are discussed in seminar courses.

Examples of Integrated Activities:

In both reading and math pedagogical courses, teacher candidates complete a case study on an individual student. The focus of the case study is to record reading/math error patterns and then develop an action plan to alleviate the reading/math error pattern. This activity requires teacher candidates to think critically, problem solve, and reflect.
Essay questions are used on course tests that require teacher candidates to reflect, problem solve, and think critically.
Teacher candidates are required to write a paper on how their beliefs may shape their future classrooms and interactions with other educational professionals.

5b.3.What types of instructional strategies and assessments do unit faculty members model?
Opportunities for faculty to demonstrate best practices and research-based strategies occur in the courses that each teaches. Examples of instructional strategies used in education courses include journaling, debates, role play, case studies, gallery walks, one-minute reviews, SQ5R, cooperative learning groups, demonstrations, modeling, web fieldtrips, simulations, video vignettes, lecture, individual and group presentations, think-pair-share, four corners, diversity rounds, fishbowl, jigsaw, diamonds nine, integrating arts, PowerPoints, and carousel. Faculty templates include a list of instructional strategies used in each faculty member’s class.

The unit’s faculty uses a variety of assessments to evaluate teacher candidates’ content knowledge and pedagogical knowledge. Examples of assessments include article critique, philosophy paper, quizzes, exams, self-assessments, critical assignments, projects/demonstrations, research papers and presentations, rubrics, pre-and post-assessments, checklists, essay questions, authentic learning projects, debates, lesson plans, unit plans, and field experience reflections. Faculty templates include a list of instructional strategies used in each faculty member’s class.

5b.4.How do unit faculty members incorporate the use of technology into instruction?

Although the unit faculty members are at varying levels of technology use, all incorporate the use of technology into instruction. All faculty members are engaged in the use of DSConnect, the portal through which students can register for courses, view mid-term and final grades, and communicate with faculty, staff, and students. Most faculty members use DSConnect to post PowerPoints, class notes, study guides, and other files for students in each course as well as conduct threaded discussions. GeorgiaView is another portal through which some faculty members post PowerPoints, class notes, study guides, and other files for students in each course as well as conduct threaded discussions. GeorgiaView also includes a grade book component used by several faculty members.

Faculty members in the early childhood program use LiveText to collect critical assignments, generate reports from critical assignments, and house teacher candidates’ e-portfolio. An e-portfolio is required for all teacher candidates in all teacher preparation programs. The e-portfolios is created in Block and Professional Education Semester I seminar courses and developed throughout the professional program as critical assignments from each course are placed in the e-portfolio under the appropriate INTASC standard. Teacher candidates receive instruction and support from faculty members in the development of their e-portfolios. Teacher candidates in the ESOL Endorsement program develop an ESOL portfolio which in under the direction and support and the ESOL director. Teacher candidates from the secondary programs will develop e-portfolios under the direction of secondary faculty.

Additional instructional technology integrated in courses taught by the unit’s faculty include PowerPoints, document camera, classroom response system, UnitedStreaming, WebQuest, and SMART Board®.

5b.5.How do unit faculty members systematically engage in self-assessment of their own teaching?
Each spring semester, the dean and each faculty/staff member conduct an annual review conference. DSC has established faculty evaluation guidelines in each of these areas: professional development, teaching, and service. This spring conference serves two goals: a) to review previous year’s accomplishments and b) set goals for the upcoming year. The conference is guided by the faculty/staff members’ reflection through completion of the faculty goal setting template.
Teaching is the main focus of the annual review conference. Using data from teacher candidate evaluations and reports, faculty begin the self-assessment process. Teacher candidates complete course evaluations for each course in fall and spring semesters. Faculty members receive a summarized course evaluation report for each course, including candidates’ comments for improvement, the following semester. Faculty members analyze these evaluations to improve and strengthen the course in future semesters. These reflections are included on individual faculty goals for the following year, both for the School of Education, and additionally, faculty members review the reports each semester from critical assignments and determine the weak area(s) to address in future course offering.

5c. Modeling Best Professional Practices in Scholarship

5c.1.What types of scholarly work are expected of faculty as part of the institution’s and unit’s mission?
Scholarship is defined as the systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school professionals. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy and the application of current research findings in new settings. Faculty members in the School of Education are expected to engage in scholarly work in fulfillment of the institution’s and unit’s mission as indicated below.

The mission of Dalton State College consists of the following core commitments: selection, support, and development of a talented, caring faculty and staff dedicated to scholarship and creating an open, cooperative, technologically enhanced learning environment; and excellence in a learning environment dedicated to serving a diverse student body.

The mission of the unit at Dalton State College is to prepare educators who will challenge a new generation of students to reach their highest potential, acquire a love for learning, and become productive citizens in a 21st century democracy. Through exemplary teaching, service, and scholarship, the unit is committed to preparing educators for a diverse community of learners.

Scholarship and/or professional development guidelines are set by each school or unit within the college. As outlined in the School of Education Annual Evaluation Guidelines, scholarship expectations fall within two levels: standard and significant. Expectations for professional development and/or research for standard performance include completion of four of the following:
Standard

Licensure in a professional organization
Membership in a service and/or professional organization
Revising courses
Attendance at state or regional conference
Regular reading of a professional journal with a reflection log
Participation in a book study group among faculty on a position-related topic
Development and submission of a conference presentation proposal
Attendance at departmental training (evaluation instruments, LiveText, etc.)

Significant

Achieving/maintaining vendor certification (Cisco, Microsoft, etc.)
Creation of a new course
Presentations at conferences
Publication in state or national journal
Publication in regional or nation PR journals
Attendance at national conference
Successful completion of a college course in a position-related area
Development and delivery of a presentation to the program, unit, or other faculty related to improving instruction
Development and submission of grant proposal (unfunded)
Development and submission of grant proposal (funded)
Outside reviewer on competitive grant proposal

Faculty members in the School of Education are considered to have standard performance upon the completion of four of the above criteria. High performance in the area of scholarship is awarded faculty members who complete five or more of the above, including at least one deemed as significant.

5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning? What percentage of the unit’s faculty is engaged in scholarship?
While Dalton State College’s primary emphasis is on teaching, the unit’s faculty recognizes the importance of engaging in scholarly work as evidenced in faculty vitae. Scholarship, as defined by Dalton State College, is directly related to the individual faculty member’s area of teaching and/or learning as faculty members choose which areas of scholarship they wish to pursue. Currently, nine of the fifteen (60%) full-time faculty members in the early childhood program are engaged in scholarship activities. Selected activities below demonstrate faculty’s commitment to scholarship.

presentations at local, state, national and international conferences
qualitative action research case study for dissertation
publication of scholarly articles in refereed journals
gathering data on teacher candidate content knowledge in science and social studies
grant submissions and reviewing
serving as a member of Board of Examiners for state-level accreditation
serving as a member of Editorial Boards for Reading Teacher and Action in TESOL
serving on the Board of Reviewers for NCATE/ACEI
serving as book reviewer for ACEI
working on 2 edited volumes
writing chapters for books and grant proposal for foundation
attending professional conferences

5d. Modeling Best Professional Practices in Service

5d.1.What types of service are expected of faculty as part of the institution’s and unit’s mission?
Service is defined as faculty contributions to college or university activities, P-12 schools, communities, and professional associations in ways which are consistent with the institution and the professional education unit’s mission.

Service guidelines are set by each school or unit within the college with the exception of the college-wide committee designations. College-wide committees are A-level, B-level, and C-level depending on the number of times that the committee meets during the years and the amount of work that is required for the committee members. As outlined in the School of Education Annual Evaluation Guidelines, service activities fall within two levels: standard and significant. Standard service activities are worth 1 point each while significant service activities are worth 2 points each. A-level committees are considered significant service activities, whereas B and C-level committees are considered standard service activities. Accumulation of 10-15 points in service results in standard performance for service within the School of Education. Accumulation of 16 or more points results in high performance for service within the School of Education. Faculty members may not receive points for service for which they receive a course release.

Standard Service Activities: Academic advising; advising/sponsoring an inactive student club; grading RTP essays; membership in a divisional search committee; membership on a Regents’ Academic Advisory Committee; membership in a service and/or professional organization; representing the college in recruitment and visible activities (includes serving as judge in a P-12 school event); membership on a B- or C-level committee; membership on divisional subcommittee; member of a DSC or divisional ad hoc committee meeting fewer than four times; member of peer evaluation subcommittee. (Each worth 1 point unless noted otherwise.)

Significant Service Activities: Advising/sponsoring an active student club; chair of any search committee; chair of a Regents’ Academic Advisory Committee; chair of a Standing Committee of the Faculty; conducting a program review; hosting a conference; organizing/participating heavily in Science Olympiad, College Bowl, etc.; preparation of funded grant proposals; service as a chair or other officer in a discipline-based organization at the national, regional, state, or local level; service on a campus-wide search committee; member of Editorial Board of Peer Reviewed Journal; presents a program to a P-12, DSC, or community group; formally mentors adjunct or new full-time faculty member and provides log; member of a DSC ad hoc committee meeting more than four times; membership on an A-level committee; chair of an A, B, or C level committee; chair of peer evaluation subcommittee. (Each worth 2 points unless noted otherwise.).

5d.2. In what types of service activities are faculty members engaged? Provide examples of faculty service related to practice in P-12 schools and service to the profession at the local, state, national, and international levels (e.g., through professional associations). What percentage of the faculty is actively involved in these various types of service activities? [A table could be attached at Prompt 5d.3 below to show different service activities in which faculty members are involved and the number involved in each activity.]

College-level Service:

Strategic Planning for DSC
Multicultural Committee for DSC
Diversity Committees
First-Year Experience Committee
Library Committee
Promotion and Tenure Committee
PREP Committee
Academic Council
Faculty Advisory Assembly Executive Council
Chair of the Fine Arts and Lecture Series Committee
Human Subjects Committee
Admission Appeals Committee

School of Education Service:

Faculty Search Committee
Dean Search Committee
Appeals Committee
Field Placement Committee
Conceptual Framework Committee
NCATE Committee
Teacher Education Council
Promotion and Tenure Committee
Teacher Candidate Dispositions Committee
NCATE Standard 1 Committee
NCATE Standard 2 Committee
NCATE Standard 3 Committee
NCATE Standard 4 Committee
NCATE Standard 5 Committee
Curriculum Committee

PK-12 Service

Governor’s Honors Semi-Finalist Judge
Member of the Selection Committee for Paraprofessional of the Year
Georgia Partnership for Reform in Science and Mathematics (PRISM) grant
Title I Program evaluator
Freshman Art Exhibit Judge
Working with Latina/o families
Recruitment of Latina/o students
Co-taught with public school teachers
Conducted workshops for public school teachers
Mentor Training for site teachers
Member of Chattanooga Public Education Leadership Fellow Selection Committee
Member of the Selection Committee for the Teacher of the Year contest
Math/Science summer institutes
Member of the Board of Directors for Junior Achievement
Provided free tutor training for tutors with Cool After School Program in Lafayette, GA
Judge of Social Studies Fair
Judge Science Fair
Judge of Technology Fair
Judge of the Art for North Georgia Fair
Judge of grants for local school system Education Foundation
Judge for local school district Ruritan essay contest
Member of Board of Directors for O. N. Jonas Foundation (Fine Arts for school systems)

5e. Unit Evaluation of Professional Education Faculty Performance

5e.1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants.
Dalton State College Faculty Handbook (see page 47) outlines the comprehensive procedures for annual evaluations. The unit developed guidelines for faculty evaluations based upon the existing Dalton State College Annual Faculty Evaluation process. Specificity is embedded in the unit’s guidelines for distinction between high and standard faculty performance in the areas of teaching, professional development and research, and service. Multiple tools are used to evaluate faculty including annual reports, faculty goals and productivity in the area of teaching, student evaluations, research/scholarly activities, and service.

While it is the policy of the college to evaluate only three courses over two semesters, the School of Education goes beyond this requirement and evaluates all education courses taught during the fall and spring semesters. Both full-time and part-time teaching faculty members are evaluated at the end of each semester by the teacher candidates. Results of the evaluations are compiled by the administrative assistant and given to the dean for review. Faculty are given composite scores and aggregated comments per course. Faculty use the course evaluations to improve instruction and course delivery for future semesters.

Non-tenured faculty are evaluated regularly as part of the pre-tenure review process and are provided feedback to assist in the achievement of tenure and promotion. Post-tenure reviews are conducted to assess the faculty member’s ongoing professional development.

Full-time faculty and adjunct faculty who supervise teacher candidates are evaluated by the candidates at the end of each semester. Data from the Dalton State College supervisors’ evaluations are included in the assessment system and reviewed annually.

5e.2. How well do faculty perform on the unit’s evaluation? [A table summarizing faculty performance could be attached at Prompt 5e.4 below.]
Faculty evaluations by teacher candidates indicate a high level of satisfaction for the instructors’ delivery of courses, supervision, and advisement.

Spring, 2009 Faculty Performance on Unit’s Evaluations

Course Evaluations	Average
ESOL 4240 (4 sections)	4.43
READ 3251 (4 sections)	4.44
READ 3262 (4 sections)	4.68
EDUC 4263 (4 sections)	4.60
EDUC 4261 (4 sections)	4.87
EDUC 3286 (4 sections)	4.68
EDUC 4289 (4 sections)	4.98

*This data will be collected, summarized and analyzed for secondary education courses.

Spring 2009 Dalton State College Supervisor Evaluation

Indicator	% Not Applicable	% Unsatisfactory	% Satisfactory
My DSC supervisor effectively supported DSC’s expectations for my placement.	1%	1%	98%
My DSC supervisor set a good example as a professional.	0%	5%	95%
My DSC supervisor made a positive contribution to my field placement experience.	1%	3%	96%
Indicator	% Not Applicable	% Unsatisfactory	% Satisfactory
My DSC supervisor provided relevant and useful feedback about applicable items listed on the assessment instrument(s).	0%	5%	95%
My DSC supervisor provided relevant and useful feedback about my professional behavior.	0%	3%	97%
My DSC supervisor maintained an attitude of encouragement and showed interest in my progress.	0%	3%	97%

My DSC supervisor was able to clearly convey his/her expectations	0%	3%	97%
My DSC supervisor encouraged on-going communication between him/herself, my site supervising teacher and me.	0%	6%	94%
My DSC supervisor was willing to assist if problems developed during my placement.	6%	2%	92%

*This data will be collected, summarized and analyzed for secondary supervisors.

2009 Advisement Evaluation (Block I Teacher Candidates)

Indicator	N/A	No	Yes	Out of the SOE	In the SOE	Via email	In person	Very Un-satisfied	Un -satisfied	Satisfied	Very Satisfied
My advisor explained the program requirements to me	26%	5%	67%
My advisor helped me to develop the semester's schedule that I needed and discussed courses	31%	8%	58%
My advisor was a faculty member:				5%	95%
My advisement sessions were generally						34%	66%
In general, I would rate my advising session as								2%	2%	26%	64%

*This data will be collected, summarized and analyzed for secondary majors.

5e.3. How are faculty evaluations used to improve teaching, scholarship, and service?
During the spring semester the dean schedules a conference with each faculty member to discuss the individual’s goals for the upcoming academic year in the areas of teaching, professional development and research, and service. Faculty members use course evaluations, needs and/or interests in professional development and scholarly activities, and potential service projects to develop annual goals. If necessary, goals can be amended prior to the faculty member’s evaluation at the end of spring semester. During the spring semester, the dean again meets with each faculty member to evaluate the accomplishment of those goals and to determine the overall evaluation for that academic year.

5f. Unit Facilitation of Professional Development

5f.1. How is professional development related to needs identified in unit evaluations of faculty? How does this occur?
The unit provides opportunities for faculty to stay current and develop new knowledge and skills related to individual professional assignments that, in turn, contribute to the advancement of candidates’ knowledge, skills, and dispositions as identified in the conceptual framework. Faculty members are encouraged to attend professional conferences and meetings pertaining to their specific content areas, to belong to relevant professional organizations, and to read professional journals and online publications.

The unit also endeavors to provide faculty with opportunities for professional development based on individual needs as well as the unit’s needs. Faculty members have participated in workshops and training to improve their use of technology in instruction and assessment of teacher candidates, attended Board of Regents' workshops to implement curriculum changes, and attended advisement workshops.

5f.2. What professional development activities are offered to faculty related to performance assessment, diversity, technology, emerging practices, and/or the unit’s conceptual framework?
Faculty are encouraged to attend conferences, workshops, and web seminars, The college and the unit offer professional development activities for faculty in a variety of areas including diversity, technology, emerging practices, and performance assessment. Examples of each are listed below.

Performance Assessment
Book Study – Teaching Unprepared Students
State-wide workshop for Georgia Framework for Teachers (GFT)
Training for Teacher Candidate Observation Instrument

Diversity
Dalton State College sponsored Professor Christine Sleeter Workshop
Goizueta Foundation Endowed Chair Brown Bag Luncheon Workshop
Board of Regents Workshops for Area F Courses including EDUC 2110, 2120, and 2130
AERA Conferences (School of Education faculty presentations)
Co-Sponsor Latino Club for Students

Technology

LiveText Training and Conferences
SmartBoard Training conducted by Educational Technology Center
ActiveBoard Training conducted by Educational Technology Center
Classroom Response System conducted by Educational Technology Center
Excel Training
PowerPoint Workshop
Microsoft Word
Vista and Georgia View training

Emerging Practices

Campus-wide Book Studies
Brown Bag Luncheon Study Groups
Professional Conferences for Content Areas
College-wide Brain-Based Learning Workshop
PRISM Grants
Science Technology Engineering and Math Conference
Classroom Management Conference

5f.3. How often does faculty participate in professional development activities both on and off campus? [Include adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants.]
At a minimum, faculty are encouraged to participate annually in professional development activities and more frequently as appropriate for individual members. The unit provides opportunities for tenured and non-tenured faculty to develop new knowledge and skills related to their professional assignments and to maintain and enhance knowledge, skills, and dispositions identified in the conceptual framework.

Faculty may receive tuition assistance for job-related courses taken in the University System of Georgia. Tuition assistance for graduate courses to update and extend content knowledge in assigned teaching responsibilities and for completion of doctoral courses is another example of financial support from the college for the purpose of professional development. During the 2008-2009 time period, faculty travel limits were not established. All faculty state and national travel requests were funded during the 2007-2008 academic year. Due to budget restraints, travel money has been significantly reduced for the 2009-2010 academic year. DSC did support a group of three faculty members attending the annual NCATE Conference in Crystal City, September 2009. Under this current budget challenge, the DSC Foundation has provided additional travel money for the unit’s faculty making presentations.