Faculty Associate Handbook

Forward
Chapter 1: Mission of the Laboratory Schools
Chapter 2: Role of Faculty Associates
Chapter 3: Appointment and Employment Information
Chapter 4: Professional Growth & Evaluation of Faculty Associates
Chapter 5: University Benefits and Time Away from Work
Chapter 6: Absence Procedures
Chapter 7: Resignation and Retirement
Chapter 8: Probation Period and Laboratory School Continued Service
Chapter 9: Discipline & Dismissal
Chapter 10: Grievance Process
Chapter 11: Compensation Add links for Appendix B, C, D, E, and F
Chapter 12: Emergency Information
Appendix A: Procedures for Making an Application for Research in the Laboratory Schools

Chapter 2: Role of Faculty Associates

Teachers in the Laboratory Schools of Illinois State University are designated by the title Faculty Associate. The role of Faculty Associates is defined by the four-part mission of the Laboratory Schools: teacher education, research, teaching, and service to the profession.

All HILIA staff are employees of Illinois State University. Faculty hired as teachers of students who are deaf and hard of hearing, teachers of students who are visually impaired, and the speech and language pathologist, are designated by the title Faculty Associate. HILIA Faculty Associates may be assigned to HILIA programming in the home school district, within the Laboratory Schools, or a combination of both.

HILIA Faculty Associates, regardless of their role, will follow the guidelines outlined in the Faculty Associate Handbook.

Other employees who serve in the Laboratory Schools including but not limited to Administrative/Professionals, Civil Service, University Faculty, graduate assistants and student workers are not Faculty Associates. This Handbook does not apply to those employees who are not Faculty Associates.

Please see Appendix 4 for information for HILIA Faculty Associates

I.  Teacher Education

The Laboratory Schools serve as the primary placement site for clinical experiences in which excellence in educational theory and practice can be observed, studied, and experienced by teacher education candidates. University students are required to complete 100 hours of clinical experiences before student teaching. Faculty Associates work closely with faculty from a variety of University departments to blend professional theory and applied instructional practice. The schools also provide a laboratory for selective introduction of innovative and alternative techniques and methods. Faculty Associates contribute to clinical experiences in the following ways:

1. Clinical participation — providing opportunities for pre-service teacher involvement in specific skill demonstrations under controlled
2. General participation — providing supervised participation for pre- service teachers in any instructional phase of the school program and/or small group tutorial functions, including one-to-one experiences.
3. Directed observation — facilitating the examination of the instructional setting by pre-service teachers with specified intentions, using systematic recording to identify relationships relevant to student learning.
4. Demonstration — modeling by Faculty Associates of teaching styles, techniques, organizational grouping patterns, and appropriate management roles.
5. Curriculum development — maintaining innovative and exemplary programs, thereby acting as a dissemination model for pre-service teachers; and,
6. Student teaching — providing for student teaching under the direct supervision of a certified practicing clinician, fulfilling all State and University requirements and guidelines.

Building clinical coordinators assist with the placement of students at both University High School and Thomas Metcalf School and are available to respond to questions related to clinical experiences.

II.  Research

Research activities of the greatest potential for the Laboratory Schools are those which can be readily coordinated with the primary goals of (1) providing experiences in support of training educational personnel and (2) improving the quality of curriculum and instruction. Faculty Associates are encouraged to participate in research projects, possibly with various academic departments at Illinois State University and/or conduct their own research on classroom activities and practices. Research and developmental activities in the Laboratory Schools should result in investigations such as:

1. Studies directly related to the training of education personnel (the teacher training processes, characteristics of excellence in teaching);

2. Studies investigating general instructional processes (curriculum and materials testing, delineation of stages of learning, comparisons of instructional methods);

3. Studies of the efficacy of selected aspects of the school program (comparisons of special and regular teachers at various levels, teacher ability to use "packaged" materials, the advantages of specific methods of grouping for instructional purposes); and,

4. Studies of the characteristics of the learner (cultural influences, motivation, maturation, self-concept acquisition).

III.  Teaching

Recognizing a moral and ethical responsibility to the students who attend the Laboratory Schools and those who qualify for HILIA programming, the Laboratory Schools accept a third obligation, that of assuring a comprehensive, high quality academic program for the students enrolled. Since quality programs result from effective teaching, a set of core expectations has been defined for all Faculty Associates (further explained in Chapter 4):

1. The Learner and Learning

2. Instructional Practice

3. Content

4. Professionalism

IV.  Service to the Profession

In service to the Laboratory School mission which states faculty associates will “promote effective, high-quality education throughout the teaching profession and aid other educators in the process of improving the quality of education in their schools,” the Laboratory Schools will contribute to the effectiveness and quality of education throughout the profession. Faculty Associates can provide services to practicing educators in a variety of ways. Possible services might include:

1. Guest lectures - providing schools, colleges, universities, and education programs expert information on content and research-based methodologies and pedagogies (in-person or online);

2. Presentations - providing information and instruction on the use and implementation of specific educational techniques and programs.

3. Consultation services - providing expert information to practicing educators in the development, evaluation, or implementation of educational programs or techniques.

4. Direct observations - providing practicing educators the opportunity to directly observe faculty utilizing effective educational methods in the Laboratory Schools.

5. Publications - providing articles for publication in professional journals concerning effective educational programs and techniques.

6. Digital Media - providing expertise in the teaching discipline through various forms of digital media including, but not limited to, the creation of providing commentary on a podcast, blog, or website; giving a TED Talk; and cultivating a professional social media presence.