Standard 5. Element One: Qualified Faculty

The professional education faculty at Virginia State University are dedicated, committed to, and model the elements of the Professional Education Programs Unit’s conceptual framework: the development of competent, caring, effective, and reflective practitioners. As reflective practitioners, both candidates and faculty are capable of examining all aspects of the teaching/learning process; and they possess the essential dispositions that create a positive learning environment. The academic preparation of the faculty members; the composite professional experiences they possess; their research, scholarship, and professional and community service activities; and their total commitment to the goals and objectives of the Professional Education Programs Unit are responsible for the success of the professional education programs at Virginia State University.

Faculty in the Professional Education Programs Unit at Virginia State University are well qualified and exceptionally prepared to serve the candidates enrolled in the professional education programs at Virginia State University. They hold earned degrees and certificates from some of America’s most prestigious universities and professional schools, including universities with national and international reputations for their teacher education programs. Faculty assigned to the Unit teach a combination of undergraduate and graduate courses.

To insure a highly qualified faculty, faculty awarded tenure and promotion to the associate and professor ranks must have an earned doctorate in their teaching area. The professional education faculty meet this requirement (Virginia State University Faculty Handbook, Exhibit 5.1).

There are 56 full-time and part-time/adjunct faculty members who teach in the unit’s initial and advanced programs, at Virginia State University. Of this number, 46 faculty members (82%) hold earned doctorates: 20 hold Ph.D.’s, 24 hold Ed.D.’s, 1 holds a HSD (Health Science Doctorate), and 1 holds a DMA (Doctorate of Musical Arts). Ten (10) faculty members (18%) have master degrees (e.g., M.S., M.Ed., and M.M.). Among the full-time faculty assigned to the Unit, there are 26 who are tenured (46%), 16 who are in tenure track positions (29%), and 14 (25%) who are non-tenured. Of the 14 non-tenured faculty members, 6 (43%) are adjunct/part-time faculty. Faculty who hold master degrees have extensive experience in PK-12 education. All faculty who teach courses in the advanced programs have earned doctorate degrees.

Professional education faculty and school-based clinical faculty are well qualified to supervise the candidates enrolled in the teacher education programs at Virginia State University. Their vitae (Exhibit 5.2) document their extensive work in PK-12 schools, including their experiences observing student teachers, providing professional development workshops, and participating in university/school collaboration and articulation programs, as well as their areas of certification (Table 57).

Cooperating teachers who work with VSU’s teacher education candidates are highly qualified, clearly understand the VSU Conceptual Framework for the Professional Education Programs Unit, and are committed to the goals and objectives of preparing candidates who are competent, caring, and effective reflective practitioners. PK-12 teachers assigned the responsibility of clinical supervisor must hold at least a bachelor’s degree, have a minimum of three years of teaching experience, and meet the appropriate licensure requirements for the area they supervise. University supervisors hold at least a master’s degree, are experienced professionals, and have expertise in the subject area for which they have been assigned. The Professional Education Programs Unit requires that all Cooperating Teachers and University Supervisors have the appropriate PK-12 teaching experience before being assigned these responsibilities.

The advanced programs housed in the Professional Education Programs Unit vary in the type of field experiences required; therefore, there may not be a common set of requirements for supervisors of field experiences/internships and special projects. However, the professional faculty assigned to supervise these activities must have preparation, knowledge, and experience appropriate for supervision in these areas. They must also participate in orientation and development activities designed by the programs within the unit.

Table 57 provides a summary of faculty qualifications and supports the information discussed in this narrative.