INDIANA UNIVERSITY – PURDUE UNIVERSITY
FORT WAYNE
SCHOOL OF EDUCATION
POLICY HANDBOOK
School of Education Policy Handbook
Table of Contents
Page
56
I. General Statement and Introduction 3
II. School of Education Mission Statement 6
III. School of Education Conceptual Framework 8
IV. Governance 10
A. Descriptions of Faculty, Departments, Chairs, Associate Dean, Dean 11
B. Governance Flowchart 18
C. Descriptions of Standing Committees 19
D. Descriptions of Advisory Committees and Councils 21
E. Descriptions of Ad Hoc Committees 23
V. Faculty 24
A. Limited-Term Lecturers 25
B. Evaluation of Non-Tenured and Tenured Faculty 27
C. Meetings 28
D. Salaries 28
E. Faculty Absences 30
F. Budget Review 30
G. Nomination and Election of Faculty Representatives 31
H. Faculty Evaluations of the Dean and Chairs 31
I. Student Evaluations of Faculty 32
J. Travel Monies 32
K. Multicultural Faculty Recruitment Goals 32
L. Faculty Complaint Procedure 33
VI. Promotion and Tenure Documents: Process and Procedures 34
APPENDIX
A. Evidence for Promotion and Tenure in the School of Education 38
B. Procedure for Yearly Evaluation of Faculty 49
C. Job Descriptions for Non-Academic Staff 56
I.
General Statement and Introduction
THE IPFW SCHOOL OF EDUCATION
GENERAL STATEMENT
“I believe that education is the fundamental method of social progress and reform. All reforms which rest simply upon the law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile… But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move… Education thus conceived marks the most perfect and intimate union of science and art conceivable in human experience.”
John Dewey, My Pedagogic Creed, 1897
The School of Education is dedicated to a conceptual framework that serves our students effectively. The foundation for the growth of learners is grounded in research and the interaction between and among students and faculty. In addition, self-reflection, discussions of best practice and interest in the greater community are critical components of our mission. Experimentation in regard to teaching methods, strategies, and assessment is encouraged. Respect for democratic ideals and diversity of thought guide responsible members of the learning community to respond in an ethically appropriate and professional manner.
We recognize the critical link between teaching and research in that research influences best pedagogical practices. The purpose of research is to examine variables that affect teaching and learning, to find new truths, and to report these findings in a manner that will contribute to craft knowledge.
The faculty of the School of Education is the policy council for all School of Education academic programs and must vote and approve all curricular and programmatic changes. The School of Education reviews all recommendations of the teacher education council and those consistent with applicable Indiana teacher certification requirements. The School of Education seeks to follow all guidelines set forth by agencies of the state government responsible for Indiana certification of teachers and other school personnel. In matters relating to certification of school personnel, this unit acts in liaison between Indiana University Purdue University Fort Wayne and agencies of state government responsible for teacher certification and appropriate units of Indiana University- Bloomington and Purdue University- West Lafayette.
Introduction
This handbook states official policies of the School of Education, Indiana University – Purdue University Fort Wayne. Additional policies pertaining to the School of Education faculty and/or students may be found in:
· The Faculty Handbook for Indiana University
· The Faculty Handbook for Indiana University – Purdue University Fort Wayne
· The Student Handbook for Indiana University
· The Student Handbook for Indiana University- Purdue University Fort Wayne
· The Student Handbook for the School of Education at Indiana University – Purdue University Fort Wayne
Materials contained herein represent an evolution of documents beginning in November 1976 to the current document. Future actions of the policy-making body of the School of Education will be distributed to the faculty with directions for insertion into the Policy Handbook.
This document is authorized by action taken at the School of Education faculty meeting of December, 2002. The following was moved, seconded, and approved:
A Policy Handbook is maintained of all actions taken by the School of Education from the time of the merger of the two education units of Indiana University and Purdue University on the Fort Wayne campus. A copy of the handbook is distributed to all School of Education faculty and is compiled and maintained by the Faculty Affairs Committee.
The previous School of Education Policy Handbook, along with a disk of its contents, will be placed in the Dean’s office and in the SOE professional library for future reference.
II.
School of Education Mission Statement
The Mission Statement of the IPFW School of Education (adopted 1/10/96):
To prepare professionals in teaching, counseling and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
1. Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2. Improving the human condition by creating positive learning environments;
3. Becoming change agents by demonstrating reflective professional practice;
4. Solving client problems through clear, creative analyses;
5. Assessing client performance, creating and executing effective teaching, counseling and educational leadership, by utilizing a variety of methodologies reflecting current related research;
6. Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effectively communicating with all stakeholders.
III.
School of Education Conceptual Framework
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IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following Conceptual Framework for our programs:
1. Democracy & Community
Effective educators*, such as teachers, counselors, and administrators need to be a part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the School of Education should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the School of Education must integrate critical habits of mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and the social circumstances that they and their students bring to the educational setting. Consequently, the School of Education needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well grounded in the content which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend teach, and of their students. Consequently, the School of Education should immerse educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual settings. Through on-site campus activities and field=-based experiences students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students. Consequently, the School of Education must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the School of Education must provide opportunities for educators to develop as leaders in their profession and in their communities.
*Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors. 02/09/00
IV.
Governance
A. Descriptions of Faculty, Departments, Department Chairs, Associate Dean, Dean
B. Governance Flowchart
C. Descriptions of Ad Hoc Committees
D. Descriptions of Advisory Committees and Councils
IV
Governance
A. Descriptions of Faculty, Departments, Chairs, Associate Dean, Dean
1. Faculty
a. Faculty include all full time assistant, associate, and full professors. Faculty are hired by the School of Education and serve in one of the two departments, depending on their program area.
2. Departments
The faculty members participate in one of two departments. Currently, the Department of Educational Studies includes the faculty in the following program areas:
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a. Early Childhood Education
b. Elementary Education
c. Educational Foundations
Currently, The Department of Professional Studies includes faculty in the following program areas:
a. Secondary Education
b. Special Education
c. Counseling
d. Educational Administration
The faculty have been designated to specific departments so as to have roughly half the SOE faculty in each department. Should programs change, expand, or contract, or the numerical balance is not maintained, or should the existing division of program areas become inefficient for academic functioning, then the organization of the department structure shall be reconsidered.
3. Chairs
The Dean will appoint a chair for each department from among the tenured faculty. The Chairs will serve at the discretion of the dean.
a. Duties of Chairs
The Chairs will have the following specific responsibilities:
The Department Chair heading an academic/professional area at IPFW is the designated leader and faculty administrative officer responsible for the effective and efficient operation of that department within the policies, directions, and plans of the campus as a whole. The Chair is expected to establish and maintain a collegial, productive work climate that ensures the academic integrity and curricular coherence of his/her area.
b. Leadership and General Administrative Responsibilities
1. To understand and implement SOE and campus policies relevant to governance, academics, and personnel.
2. To provide the general leadership for the department which results in a productive and positive work climate, collegial relations among faculty, faculty and staff, faculty and students.
3. To develop department goals and objectives, which are linked to those of the SOE, the strategic plan of the campus, and the mandates of the Indiana Professional Standards Board.
4. To recommend course schedules and faculty assignments to the Dean which are designed to meet student needs.
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5. To plan and schedule department meetings and events.
6. To ensure that faculty and associate faculty maintain regular, posted office hours.
7. To monitor the department budget.
8. To prepare such reports, inventories, and surveys providing such information as requested by the Dean or other campus officials.
9. To chair all meetings of the department and to serve as its advocate.
10. To ensure that all required department correspondence is completed in a responsible and timely manner.
11. To serve on the Dean’s Cabinet.
12. To serve on the Dean’s Council.
c. Instructional Responsibilities
1. To assist each faculty member in defining his/her creative or research agenda, service and teaching load, and to annually assess the adequacy of both.
2. To plan and coordinate appropriate and timely responses through the Dean for the preparation and publication of required accreditation and/or campus data and reports.
3. To monitor the quality and integrity of all programs in the department/area, bringing such matters regarding these issues to the attention of the Dean in a timely manner.
4. To annually prepare written evaluative reports regarding faculty and staff which comply with campus policies and administrative guidelines/timelines.
5. To recommend to the Dean appropriate personnel actions and salary merit and equity adjustments based on evaluative reviews of faculty.
6. To recruit, supervise and schedule associate faculty.
7. To process grievances regarding faculty and staff through the Dean and to appropriate campus personnel.
8. To provide appropriate and timely career counseling to all faculty/associate faculty when appropriate or requested by them or by the Dean.
d. Student Responsibilities
1. To establish and supervise a system of effective academic student advisement by the faculty and/or staff or advising center.
2. Where applicable, to receive, hear and process student queries, criticisms/grievances regarding faculty, associate faculty and/or courses curricula and grades.
e. Community Relations
1. To serve as the official spokesperson for the department within and without the campus.
f. Other Responsibilities
1. To perform such other responsibilities as assigned by the Dean or other appropriate campus officials.
2. To participate on the Dean’s Cabinet and Dean’s Council
3. To participate on the SOE Community Advisory Council
g. Evaluation of Chairs
1. Chairs will be evaluated annually by the Dean. Faculty in each department will also evaluate the work of the chairs annually. (See Senate Document SD 92-13)
4. Associate Dean
a. The Associate Dean of the School of Education reports to the Dean of the School of Education.
b. The Associate Dean holds the following responsibilities:
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1. To understand and implement SOE and campus policies relevant to governance, academics, and personnel.
2. To prepare Unit Assessment Report for the Indiana Professional Standards Board
3. To prepare NCATE Annual Report
4. To coordinate NCATE activities culminating in the NCATE visitation