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A Model for Helping Faculty See How Their Scholarship, Service, Teaching and the Unit's Accreditation all fit Together.
Unformatted Document Text:  Section I: Content A. Statement of the Issue:The preparation of teachers, counselors, school librarians and administrators is becoming an increasingly complex process. The normal expectations and requirements of a faculty member in higher education are compounded by escalating requirements placed on teacher education at the local, state and national level. It is hard for faculty to picture how they all fit together. B. Literature Review:An important part of being a leader is to be able to take a complex concept and make it accessible to a wider audience. This was also described by Ernest Boyer in his 1990 publication, Scholarship Reconsidered: Priorities of the Professoriate as part of the “scholarship of integration”. This model was created to foster discussion and understanding. C. Contribution: This proposal fits under Strand IV: Conceptualizing leadership amidst social change. It helps foster discussion and understanding of how all the different aspects of what it takes to be successful in higher education and especially teacher education fit together. A important role of for a leader is to make everyone in the organization feel important, valued and cognizant of how each individual performance impacts the others and the institution as a whole. D. Relevance:This model has implications for policy and for fostering exemplary practice. One responsibility of a Dean for a College of Education is to be able to guide faculty and administration into seeing how all the pieces fit together and assist in the translation and definition of the role and responsibility each of us has in keeping a teacher education program successful. Whether it is in coming together to develop a new conceptual framework, asking faculty to model the dispositions we strive to develop in our teacher candidates, or finding ways to truly include the input of school partners, community and students in making decisions, it is critical that all involved understand how each task fits into the bigger picture. E. Implication for Action: In the past unit accreditation was seen as an occasional event, something imposed from outside the system. Now it is viewed as an ongoing process of assessment and renewal; an indicator of internal quality. If understood, this fosters ownership, creates a more collaborative environment within a teacher education unit, and encourages cooperation with other entities on campus and within the community. Understanding does not always come easily. One way to build strength in a teacher education program is to include those who have been successful in the field and gone on for higher degrees such as former Nationally Board Certified Teachers, school principals and superintendents. As faculty move between public school education and higher education it is often difficult for them to see how their individual scholarly activity, service or teaching fits into the process of external program reviews and unit

Authors: Grant, Kay.
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Section I: Content
A. Statement of the Issue:
The preparation of teachers, counselors, school librarians and administrators is becoming
an increasingly complex process. The normal expectations and requirements of a faculty
member in higher education are compounded by escalating requirements placed on
teacher education at the local, state and national level. It is hard for faculty to picture
how they all fit together.
B. Literature Review:
An important part of being a leader is to be able to take a complex concept and make it
accessible to a wider audience. This was also described by Ernest Boyer in his 1990
publication, Scholarship Reconsidered: Priorities of the Professoriate as part of the
“scholarship of integration”. This model was created to foster discussion and
understanding.
C. Contribution:
This proposal fits under Strand IV: Conceptualizing leadership amidst social change. It
helps foster discussion and understanding of how all the different aspects of what it takes
to be successful in higher education and especially teacher education fit together. A
important role of for a leader is to make everyone in the organization feel important,
valued and cognizant of how each individual performance impacts the others and the
institution as a whole.
D. Relevance:
This model has implications for policy and for fostering exemplary practice. One
responsibility of a Dean for a College of Education is to be able to guide faculty and
administration into seeing how all the pieces fit together and assist in the translation and
definition of the role and responsibility each of us has in keeping a teacher education
program successful. Whether it is in coming together to develop a new conceptual
framework, asking faculty to model the dispositions we strive to develop in our teacher
candidates, or finding ways to truly include the input of school partners, community and
students in making decisions, it is critical that all involved understand how each task fits
into the bigger picture.

E. Implication for Action:
In the past unit accreditation was seen as an occasional event, something imposed from
outside the system. Now it is viewed as an ongoing process of assessment and renewal;
an indicator of internal quality. If understood, this fosters ownership, creates a more
collaborative environment within a teacher education unit, and encourages cooperation
with other entities on campus and within the community.
Understanding does not always come easily. One way to build strength in a teacher
education program is to include those who have been successful in the field and gone on
for higher degrees such as former Nationally Board Certified Teachers, school principals
and superintendents. As faculty move between public school education and higher
education it is often difficult for them to see how their individual scholarly activity,
service or teaching fits into the process of external program reviews and unit


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