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.

Professional Education Faculty (PEF) members demonstrate abilities in their respective fields through excellence in instruction, research and scholarship, and professional service. They work within the scope of the college’s vision, mission, and philosophical beliefs; articulate the conceptual framework on course syllabi; model best practices; and support candidates’ acquisition of knowledge, skills, and dispositions. The University of Hawaii Board of Regents Policies Agreement between the UH Professional Assembly and the Board of Regents (UHPA Contract) and respective department promotion and tenure criteria and procedures delineate expectations for faculty performance at each professorial rank.

5.1 Qualified Faculty

The PEF comprises university and public school partners who teach classes, supervise field experiences and clinical practice, and advise teacher education candidates. It consists of full-time, tenured, and tenure-track College of Education instructional and specialist faculty and others employed in part-time, non-tenure track term positions. See Table 5.1 for a breakdown of instructional faculty members' degrees by rank and department.

Specialist faculty (n=13) may be assigned to academic departments or service units. They possess doctoral (n=3) or master's degrees (n=9) and one is a doctoral candidate. They normally do not have research expectations. The specialist faculty members with doctorates and the doctoral candidate often have the same responsibilities as instructional faculty. The three with master's degrees assigned to departments are responsible for field experience and student teaching supervision, undergraduate methods courses, and student teaching seminars. The three with masters degrees assigned to the Office of Student Academic Services have advising responsibilities.

There is a growing awareness of and attention to College faculty diversity in terms of ethnicity, gender, and rank. These changes are reflected in Tables 5.2 and 5.3.

Faculty members evidence a range of experience in diverse higher education and P–12 public school settings. In addition, COE faculty members are licensed in the fields in which they teach or supervise initial and advanced candidates.

College faculty members model dedication to teaching initial and advanced program candidates as well as a unique sensitivity to and appreciation of issues related to working, living, and teaching in Hawaii. Many hold leadership positions in their respective professional associations, and a number serve as consultants for Hawaii’s schools and community agencies.

Public school teachers and administrators often are hired as part-time instructors, adjunct faculty members, and field supervisors. Employment of public school teachers strengthens collaboration between the college and its school partners, provides an impetus for program development and improvement, and helps to represent pedagogy that is tied to the real world.

School-based clinical faculty/mentors for the BEd, Post-Baccalaureate, MEdT, and MEd programs are licensed in fields in which they teach or supervise initial program candidates (e.g., Elementary Education, Secondary Education subject areas, Special Education, Counselor Education). Personal and professional qualifications include: (a) effective teaching performance; (b) commitment to working with prospective teachers; (c) positive attitude toward self, students, and the profession; (d) commitment to professional growth through innovative teaching; (e) effective oral and written communication skills; and (f) professional and ethical behavior.

Many mentor teachers also hold membership in the National Education Association, Hawaii State Teachers Association as well as professional organizations specific to fields of interest (e.g., Council for Exceptional Children, International Reading Association, National Council of Teachers of English, National Council of Teachers of Mathematics).

In 2005-06, there were 174 (31%) male and 388 (69%) female mentor teachers. For the same year, there were 5 (1.5%) African Americans, 227 (67.2%) Asian Pacific Islanders, 9 (2.7%) Hispanics, and 97 (28.7) Caucasians. Table 5.4 illustrates the degrees, teaching or counseling licenses held by mentors, and accrued years of experience.

5.2 Modeling Best Professional Practices in Teaching

Faculty Content Knowledge
Full-time tenured and tenure-track faculty members have terminal degrees and/or professional preparation in their respective teaching areas, and demonstrate thorough understanding of content specialty areas. Professional education, adjunct, and clinical faculty members engage in regular professional development sessions and recognize the importance of maintaining up-to-date knowledge. Faculty members integrate their research, creative activities, and professional service/consultation activities into teaching. Review of faculty vitae and annual activity reports indicates their widespread participation at specialty area conferences as well as membership and leadership roles on committees at local, state, national, and international levels. School-based consultation and professional development presentations reinforce faculty members’ knowledge of content issues related to contemporary classrooms.

Excellence in teaching is evidenced by high mean scores on candidates’ evaluations of course instruction and university-wide recognition of individual faculty members’ excellence in teaching (see Table 5.12). Several College faculty members have been recognized with excellence in teaching awards. From 2001-06, 45% of our full, associate, and assistant professors, as well as instructors, were awarded for teaching, research, and service at the national and university levels; 11% were awarded at the local level.
Mentor teachers, counselors, and administrators who oversee candidates’ field experiences and internships also demonstrate content knowledge. Mentor teachers hold Hawaii licensure credentials and exhibit understanding of the Hawaii Performance Standards for Teachers and/or School Counselors.

Conceptual Framework as Basis for Teaching
As illustrated in course syllabi, faculty members align the conceptual framework with content, learning processes, and outcomes. Instructional strategies and assignments ensure candidates' active participation in learning. They address institutional, state, and national professional association standards as well as content objectives based on knowledge, skills, dispositions, and outcomes expected of candidates in initial and advanced programs. The programs link respective SPA standards to course activities, assignments, and outcomes. Furthermore, field experiences and internships provide opportunities for candidates to work in technology-supported classrooms and settings that reflect diverse population demographics. See COE Evaluation and Conceptual Framework.

Research, Theory, and Current Development Reflected in Teaching
COE faculty members’ instruction reflects individual research efforts as well as current theories, developments, and research in their fields of specialization. Faculty attend state, national, and international professional conferences and meetings of learned societies on regular bases and apply the research and new knowledge to which they are exposed to the programs and courses for which they are responsible. In addition, faculty members often enroll in professional development courses, appropriate training sessions, and workshops. Instructional faculty members maintain a research workload that complements their teaching workload, as illustrated in faculty vitae and workload agreements. Many faculty members also integrate field based, applied research, or qualitative research components in their individual classes as course requirements.

Valuing Candidate Learning and Assessing Candidate Performance
Each initial and advanced program has developed and implemented a system for valuing candidate learning and assessing candidate performance. Review of course syllabi indicates that faculty members provide opportunities for candidates to practice, demonstrate, evaluate, critique, synthesize, and reflect upon their learning and teaching abilities. Faculty members teach and model best practices; they also may mentor candidates as they participate in joint research, publications and presentations.

Programs integrate assessment and evaluation at various transition points throughout the candidates’ tenure in the program. Assessment techniques include: (a) formal and informal evaluation of demonstration lessons; (b) evaluation of specific field experience and clinical practice tasks; (c) completion of integrated literature reviews to assess understanding and knowledge; and (d) submission of professional papers and theses that are evaluated according to specific criteria. See Standard 2, Element 1 for discussion regarding assessment of candidate learning as well as COE Evaluation and Conceptual Framework.

Role of Faculty Self-Assessment of Candidate Learning and Performance
Faculty members believe assessment is integral to teaching and provides a mechanism for feedback, improvement, and professional development. As indicated in Standard 2, all college programs have assessment plans, which embed self-assessment systems to assist faculty in evaluating and reflecting upon their impact on candidate learning and performance. See Table 5.12 for summative faculty course evaluations for the 2004-05 and 2005-06 academic years.

One example of faculty self-assessment involves EECE program candidates’ evaluation of student teaching in which they indicated the need to develop additional assessment competencies. Faculty members, therefore, made a concerted effort to help candidates "think like assessors" by using use the backward design lesson plan format as a common template in many courses.

Program improvements also occur as a result of reviewing evaluations across programs. Faculty seek to provide coursework and internship experiences that: (a) link with one another; (b) reflect best/recommended practices; (c) integrate theory, research and practice; (d) account for candidates’ unique differences; (e) ensure a link between candidates’ learning and their impact on students’ learning; and (f) reflect an ever changing and more sophisticated teaching and learning process.

Candidate Reflection, Critical Thinking, Problem Solving and Dispositions as Focus of Teaching
As Standard 1 and Standard 3 show, faculty members recognize that teaching and learning emphasizes a shift from teacher-centered to learner-centered strategies that actively involve candidates in relevant, integrated pedagogical problems. Instructional activities and learning experiences, therefore, stress reflection, critical thinking, problem solving, and professional dispositions as means to engage initial and advanced program candidates in effective teaching behaviors. Table 5.5 documents representative instructional activities.

Instructional Strategies Reflecting Different Learning Styles and Diversity Topics
Faculty members’ knowledge and application of strategies that complement the racially, ethnically, and culturally diverse student bodies in Hawaii's university and public school settings is the foundation of the College's teacher preparation and professional development programs. Standard 4 Tables (Multicultural Proficiencies, Initial Preparation Required Courses, and Advance Preparation Course) enumerate multicultural proficiencies addressed in classes, and a list of initial and advanced preparation classes that address diversity. In addition, Standard 4 Tables (Awareness of Diversity, Knowledge of Diversity, Skills of Diversity, and Dispositions of Diversity) evidence courses that focus on diversity awareness, knowledge, skills, and dispositions.

Faculty members also integrate technological applications into instruction, and they demonstrate an ability to teach via technology and distance delivery formats, including web-based instruction, audio and video conferencing, and PowerPoint presentations, all of which complement candidates' learning styles. See expanded discussion of faculty members' commitment to technology in Standard 6, Element 5.

Field experiences and clinical practice provide candidates with myriad opportunities to design and demonstrate developmentally appropriate instructional strategies that accommodate P-12 students’ diverse learning styles and individual differences, socioeconomic levels, cultural backgrounds, and previous knowledge and learning experiences. Mentor teachers provide feedback regarding the appropriateness of instructional strategies while modeling effective teaching strategies in interactions with children and youth.

Distance Education Programs
The COE offers distance education programs, on a statewide basis, in elementary, secondary, and special education, as well as the graduate fields of Curriculum Studies, Early Childhood Education, Educational Administration, Educational Foundations, Rehabilitation Counseling, and Special Education. Hawaii’s geography and high mobility make distance education imperative so professionals can upgrade qualifications, knowledge, and skills. See expanded discussions of distance education programs in the Introduction and associated resources in Standard 6, Element 5.

5.3 Modeling Best Professional Practices in Scholarship

Faculty members recognize the importance of scholarly work related to teaching, research, and their areas of specialization. They define themselves as teacher scholars who engage in the scholarship of teaching in which they conduct inquiry and research into effective teaching practices and translate knowledge into action. Scholarship, research, or other creative activity is a component of instructional faculty members’ workload agreement, as specified in the Agreement between the University of Hawaii Professional Assembly and Board of Regents (UHPA Contract), and respective department promotion and tenure criteria and procedures. Table 5.6 summarizes the number of instructional faculty members and the aggregate percent of their annual workloads devoted to research.

Faculty members demonstrate a balanced record of research and creative activity that includes peer-reviewed published works, which are available nationally. These efforts encompass P–12 curricula; educational methods, materials, and systems; tests or other assessment instruments; evaluation of educational programs or systems; basic and/or applied research, and technology-related materials. Table 5.7 represents the scholarly contributions for faculty members by rank and department.

In addition to publications and presentations, faculty members actively seek external funds through grant writing to support personnel preparation, curriculum development, and research interests. The College realizes about $20 million annually in externally funded grants and contracts as well as those secured via internal UHM grants. Table 5.8 illustrates the grant funds generated by faculty members, by rank and department, during the past five years.

Faculty members are involved in research projects with the HI DOE, as well as local schools. Furthermore, many faculty members hold editorial board memberships and serve as reviewers for national and international level journals.

5.4 Modeling Best Professional Practices in Service

COE faculty members are committed to providing professional service activities across the spectrum of the educational arena. During the past five years, they have developed and implemented statewide initiatives that impact public education in Hawaii, served on accreditation teams for public schools and other institutions of higher education, worked in P–12 settings as consultants for curriculum projects, and provided professional development workshops for paraprofessionals, teachers, counselors, and administrators. Table 5.9 delineates faculty memberships, by rank and department, in local, state, national, and international organizations.

Finally, faculty members serve as: (a) editorial board members and reviewers of manuscripts for academic journals; (b) conference program committee members and reviewers of proposals for conference presentations; (c) coordinators for national conferences; and (d) advisors for local and state programs and/or policy-related entities, among other service activities. Table 5.10 summarizes the number of instructional faculty members and the aggregate percent of their annual workloads devoted to research.

Table 5.11 delineates professional service activities of faculty members by rank and department.

In summary, professional service supports the college vision, mission, and philosophy by providing direction that informs educational policy and by engaging in dynamic partnerships to improve the overall quality of education in Hawaii. All faculty members engage in professional service activities at various levels, both internal and external to the university.

5.5 Collaboration

Collaboration is essential for improving the overall quality of teacher education, teaching, and learning. The College, therefore, actively seeks and receives perspectives from those other then university-based teacher educators in an attempt to provide candidates with balanced perspectives for their future roles and responsibilities. See Collaboration Initiatives among faculty and P-12 school personnel.

Collaboration with P–12 Settings
As indicated previously, the Hawaii Institute for Educational Partnerships (HIEP) facilitates various collaborative activities, including the development of P-12 partner schools that serve as sites for field experiences, student teaching, and internships. Collaboration allows professional exchange among university and public school faculty to ensure: (a) the simultaneous preparation of teachers and school renewal; (b) classroom teachers’ acquisition, development, and refinement of mentoring skills necessary to share responsibility for teacher education candidates; and (c) college faculty members’ modeling and demonstration of exemplary instructional strategies to work effectively with children and youth. See Standard 6, Element 1 for a more detailed discussion of HIEP collaborative activities.

Collaboration within the college and across university settings
Faculty members collaborate within the college and across university settings in the design and implementation of grant activities, initial teacher preparation and advanced professional development programs, and statewide systems. They also collaborate across the broader professional community.

Grant Development/ Procurement, Teacher Preparation/Advanced Programs, and Statewide Systems
Faculty members in Education and in Arts and Sciences engage in intensive collaboration to conceptualize the content area components of the elementary and secondary pre-service teacher education programs and to ensure consistency with institutional, state, and national professional content standards. The partnerships, which occur in conjunction with the Teacher Education Committees, continue during program implementation and evaluation. See Standard 6, Element 1 for a more detailed description of the Teacher Education Committees. In addition, the Department of Educational Administration works in partnership with the HI DOE in the distance delivery of a master's degree for neighbor island teachers and administrators. The program, which is a direct response to the shortage of public school administrators and supervisors, prepares personnel for a broad range of administrative positions in K-12 and higher education.

The Department of Educational Foundations works closely with the Hawaii Association of Independent Schools to develop and implement a master’s degree program that focuses on private school leadership and governance issues. In addition, there is a long history of successful collaboration between the Department and the East-West Center. Many of the department's international students are East-West grantees, and several East-West faculty members have affiliate standing in the department.

The Department of Special Education collaborates with Hawaii Families as Allies, the Learning Disabilities Association, and Supporting Parents Information Network to improve services for students with emotional and behavioral challenges and those with learning disabilities. Department faculty members also collaborate with HI DOE colleagues as well as those at universities external to Hawaii to design and deliver special education preparation programs to offset critical teacher shortages.

College faculty and leadership personnel are members of the statewide Teacher Education Coordinating Council (TECC), which was created officially in 1965 by the State legislature, as specified under the Hawaii Revised Statutes, Chapter 304, University of Hawaii, Section 304-20, College of Education. The authorizing statute states that the TECC will identify, study, take action, or make recommendations on matters of education of common interest to the department of education and institutions of higher learning in Hawaii. The TECC membership includes the HI DOE Superintendent and COE Dean, as well as representatives from the UHM Colleges of Arts and Sciences, Hawaii Teachers Standards Board (HTSB), and each state approved teacher education program.

Collaboration across the Broader Professional Community
Several faculty members engage in ongoing collaboration with members of the broader professional community, including, for example: (a) serving on national advisory boards and statewide committees, (b) participating in meetings with HI DOE personnel; (c) co-authoring manuscripts and textbook chapters with colleagues from other universities; and (d) making joint professional presentations at state, national, and international conferences.

5.6 Unit Evaluation of Professional Education Faculty Performance

Evaluation is an important consideration to faculty. It occurs according to specified cycles, and considers the evaluation of instruction, as well as peer and department chair assessments of a faculty member's performance.

Evaluation of Instruction
The evaluation of instruction relates to excellence in teaching, and faculty members must provide evidence of high quality teaching, such as summary reports of course evaluations as part of the faculty review process. These activities are consistent with University policies regarding student evaluation of faculty teaching as a basis for informing decisions about curricular change and personnel actions (e.g., contract renewal, promotion, and tenure), and improving teaching performance.

Faculty members conduct confidential course evaluations at the conclusion of each semester. Most use a standard Course and Faculty Evaluation (CAFE) form; others (e.g., Counselor Education) rely on evaluation forms that are specific to departments and programs. Faculty members designate a candidate to distribute, collect, and return the evaluation forms to their respective department offices. Course evaluation data summaries, which consist of numerical counts and averages, as well as candidates’ anonymous written comments, are distributed to faculty members the following semester. The data summaries are posted as public information. Table 5.12 illustrates that faculty performance on course evaluations ('1'= Low to '5'=High) is generally high and exceeds that of faculty across the university.

Faculty Evaluation
Faculty contributions to teaching, research and scholarship, and service are evaluated for retention, tenure, promotion, and post-tenure review. The current Agreement between the UH Professional Assembly and the Board of Regents (UHPA Contract) describes standard university-wide faculty evaluation policies.

In 1995, the COE Faculty Senate personnel committee suggested a format and content for faculty retention, promotion, and tenure dossiers. The format, although not prescriptive, includes various components for consideration and inclusion in the self-evaluation process. The Vice Chancellor for Academic Affairs periodically reviews and approves individual department procedures for faculty evaluation related to promotion, tenure, contract renewal, and post-tenure review.

COE Full-Time Faculty
The specific components of the evaluation dossiers for tenure-track (probationary) and tenured faculty are specified in an annual document from the Office of the Vice Chancellor for Academic Affairs, which also conducts informational meetings each Fall Semester for faculty who will apply for tenure and/or promotion during the current academic year.

Evaluation of tenure-track (probationary) faculty for retention occurs annually prior to review for tenure and promotion. The evaluation process includes: (a) faculty self-assessment/dossier; (b) Department Personnel Committee (DPC) peer assessment; and (c) department chair performance review. The DPC, which consists of tenured department faculty, reviews a faculty member's dossier and forwards a written recommendation to the department chair, who also conducts an independent written evaluation. Both recommendations are forwarded to the Dean who determines annual contract renewal based on a faculty member's progress toward tenure and promotion.

Tenured faculty members must submit a comprehensive post-tenure review dossier every five years after receiving tenure. The purpose of the review is to assess faculty performance in the areas of instruction, research and scholarly activity, and service appropriate to professorial rank. Post-tenure evaluation processes safeguard academic freedom and include (a) faculty self-assessment, (b) peer assessment, and (c) department chair performance review. At the end of each academic year, faculty members file an annual activity report. All reviews of full-time faculty include their workload agreements and annual activity reports both of which require them to address teaching, research and scholarship, and professional service. The department chairs and dean monitor the relationship between workload agreements and annual activity reports.

COE Limited-term Contract and Part-time Faculty: Limited-term faculty may carry full instructional, research, and service responsibilities; adjunct faculty may teach one course a semester and are limited to teaching 15 credits per academic year. The department chair, in consultation with the department personnel committee, annually evaluates limited-term contract faculty members. In addition, limited-term and part-time faculty members who serve in instructor positions administer the University Course and Faculty Evaluation (CAFE) or alternate department form to evaluate courses and instruction.

COE Clinical Faculty members are primarily the mentors or host teachers for field experiences and internships. Evaluation is effected through candidates' evaluation of student teaching and internships. In all cases, department chairs review data from the evaluation forms. In addition, aggregate data or identified patterns may be the basis of discussions at the program level, especially when these concern accountability or program improvement.

5.7 Unit Facilitation of Professional Development

The College supports the professional development of faculty through various policies and practices that enable them to: (a) engage in continuous learning opportunities that heighten their awareness and knowledge of contemporary and emerging issues relevant to specific fields of expertise; and (b) ensure high performance levels in teaching, research, and service. Faculty members attend professional meetings and conferences at state, national, and international levels as well as those offered locally and within the university setting.

Full-Time Faculty
Professional development as an individual initiative is integral to each full-time faculty member’s performance evaluation. The college and university facilitate faculty members’ professional development in several ways.
1. The University-wide Center for Teaching Excellence, which is housed in the Office of Faculty Development and Academic Support (OFDAS), offers workshops, seminars, and other professional development opportunities for faculty throughout the calendar year.

2. Sabbatical Leave opportunities are available for tenured faculty at the rank of Assistant Professor or higher after six years of full-time creditable service to the University. The purpose of sabbatical leave is to provide faculty members with opportunities for further professional growth and development in their fields of specialization. Seven faculty are awarded sabbatical leaves per year. .

3. Intramural Grant Development Opportunities (e.g., University Research Council Seed Grants and Research Relations Funds) are designed specifically to support professional development are available to full-time faculty members every year. In addition, the University provides support for teaching and curriculum development.

4. The College’s annual budget includes up to $1650.00 per year for each full-time faculty member’s professional development and travel to state, regional, national, and international conferences and other professional meetings for the purposes of presenting research and other scholarly activities. College funds expended for faculty travel to conferences from 2001-2002 through 2005-2006 are in Table 5.0.

The University Research Council also supports faculty travel, on a competitive basis, to conferences and professional meetings for the purposes of making professional presentation; 25 faculty members received $38,155 during 2005-06.

5. The Associate Dean for Research supports grant development and procurement to external agencies. A total of 69 proposals were submitted in 2005-06, of which 41 were awarded for a total of $20,988,053.

6. The College sponsors symposia and colloquia that feature faculty research projects and scholarly activity. Faculty Research Presentations provide mutual support for faculty as well as development of a research agenda for the college. The Daeufer UHPA Education Lecture Series supports presentations and seminars by nationally renowned scholars.

7. The Office of Technology and Distance Programs, offers an array of workshops to enhance faculty members' knowledge of technology applications in education, and to integrate best practices into teaching and scholarship. During the 2005-06 academic year, 122 participants attended 18 hands-on workshops, which provided faculty with skills to deliver technology enhanced and distance courses, and to support the College's laptop initiative. See 2005 Fall Technology Workshops and Spring 2006 Technology Workshops. See Standard 6 Element 5 for a complete discussion of technology resources.

8. The College supports the professional development of probationary tenure-track faculty. It provides one semester course release for every probationary faculty member within the first three years of employment. The purpose of the course release is to focus on developing a research agenda. Each department develops a mentoring plan and identifies individual mentors for probationary faculty. The Office of Faculty Development and Academic Services (OFDAS) also sponsors a mentoring program for new faculty members.

Part-time Faculty, Clinical, and Affiliate Faculty
The College recognizes the importance of professional development for part-time and school faculty particularly as it relates to (a) preparing candidates, (b) planning and evaluating preparation programs, and (c) school renewal. Opportunities for professional development for part-time faculty members include participation in OFDAS Center for Teaching Excellence activities as well as university classes.

Mentor teachers, who participate in the initial teacher preparation programs, participate in orientation and appreciation workshops designed to enhance their mentoring competencies. Mentors and other public school personnel often are members of College of Education task forces and committees (e.g., teacher education committees, program advisory committees, and MEdT Executive Council).

In addition, the Hawaii Institute for Educational Partnerships (HIEP) facilitates the professional development of mentor teachers through: (a) seminars and workshops that focus on school renewal and restructuring, and their attendance at professional conferences and meetings; (b) collaboration with higher education personnel in planning, implementing, and evaluating field-based teacher preparation programs; and (c) the Hawaii Associates Program in which College faculty and mentor teachers make a commitment to inquiry-based instruction in public school settings. See Standard 6, Element 1 for a more detailed discussion of HIEP and its subsequent activities.

Summary

College of Education faculty members’ qualifications, performance, and development clearly meet the elements of NCATE Standard 5. Annual review and evaluation of their achievements indicate faculty members’ involvement and expertise in instruction, research and scholarship, and professional service is of very high quality. Faculty members are committed to achieving excellence via attendance at professional conferences, meetings, and symposia as well as attention to program and course design and the concomitant assessment of their effectiveness as educators. College of Education faculty members are aware of the issues that surround diversity and technological advancement and work to address these issues in programs and courses. They also collaborate with colleagues to provide leadership and advance scholarship at state, national, and international levels. Finally, it is evident that faculty members engage in professional development activities on a continuing basis as an attempt to maintain currency in areas of interest and expertise.

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