Clinical contemporary professional experiences in school settings at the levels that they supervise. Professional education faculty at the institution have earned doctorates or exceptional expertise, have contemporary professional experiences in school settings at the levels that they supervise, and are meaningfully engaged in related scholarship. Faculty teaching provides candidates little engagements with content and does not help them develop the proficiencies outlined in professional, state, and institutional standards. Faculty seldom model the use of information technology in their own teaching. Many faculty members have not developed systems for assessing whether candidates in their classes or under their supervision are learning.
Faculty have a thorough understanding of the content they teach.
Teaching by professional education faculty reflects the unit's conceptual framework and research, theories, and current developments in their fields and teaching. Faculty value candidates' learning and assess candidate performance. Their teaching encourages candidates' development of reflection, critical thinking, problem solving, and professional dispositions. Faculty use a variety of instructional strategies that reflect an understanding of different learning styles. They integrate diversity and technology throughout their teaching.