Dr Suzanne Horn Summary
Dr. Suzanne Horn is an Associate Professor in the Master of Arts in Teaching (MAT) program in the Spadoni College of Education. Dr. Horn has completed her first semester (fall 2016) en route toward her submission of her tenure file application during fall 2019 third year review and ultimately toward promotion at Coastal Carolina University. Because the Spadoni College of Education conducts its annual evaluations on a calendar year, the determinations descriptors (i.e., outstanding, very good, good, needs improvement) outlined in the Performance Expectations Elaborations do not apply for this evaluation. Therefore, this letter is a formative review of Dr. Horn’s first semester. The Promotion and Tenure Faculty Annual Evaluation Rubrics (cited
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in the 2013-2014 Spadoni College of Education Policies and Procedures Handbook) is used as a point of reference as well as will be used in subsequent annual faculty evaluation reviews.
TEACHING:
During her first semester, Dr.
Horn taught two courses with two sections of one course (e.g., EDSC 518 and EDSC 547) with 8 students in EDSC 547 and 25 students in each of the EDSC 518 sections. The quantitative faculty evaluation means ranged from 2.37 to 2.85 with a total mean of 2.65. Even though not part of this evaluation period, it is important to note that Dr. Horn was an adjunct instructor during the 2016 Summer II term for the MAT program, teaching two sections of EDSC 508. In Dr. Horn’s annual faculty evaluation activity log, she provided “Other Evidence” to support effective teaching. This evidence included items aligned with A) Course evaluation narratives, F) Professional development, and G) Student supervision. The qualitative portions of the evaluations revealed consistent comments referring to Dr. Horn’s strengths in the classroom as being knowledgeable, enthusiastic, and passionate about the subject matter. In general, her students state that she provides real-life stories and experiences that enhance her instruction. Dr. Horn’s students provided consistent feedback for improvement that suggests the need for organization; clarity and consistency of expectations for assignments and instruction; effectiveness of responses to questions; timeliness of grading; consistency of grading aligned to rubrics; and use of cell phone during …show more content…
class.
While Dr. Horn participated in the required new faculty workshops, she also participated in thirteen CeTEAL professional development courses (distance learning, online application, Adobe, peer instruction, and Moodle) to improve her teaching. Dr. Horn stated that she also enhanced her teaching by taking two graduate level special education courses toward completing an educational specialist degree in special education from North Central University. To complete the internship supervision work of a previous MAT English faculty member, Dr. Horn supervised one intern during the fall semester. Due to the intern’s progress, the internship was extended into spring semester.
In Dr. Horn’s course evaluation narrative, she clearly states reasons, complications, and unexpected demands that she faced as she attempted to acclimate to her new role as an associate professor and MAT program coordinator. Dr. Horn has the desire to become an effective instructor, therefore she will need to be reflective and take action on her teaching and practice as she acclimates herself to effectively transition into instructional practices and behaviors necessary to meet the needs of her graduate-level students at Coastal Carolina University as well as set specific approaches to immediately address the negative responses from her students. Dr. Horn may want to also assess the balance between her teaching and program coordination to ensure that her quality of teaching is not continuously negatively impacted.
SCHOLARSHIP:
During her first semester, Dr. Horn has made progress in the area of scholarship. Evidence included items aligned with: D) Presentations and I) SPA report. For fall 2016, she had two proposals to present accepted, one at a state conference (SCATE) and one at a regional conference (SRATE). Due to Hurricane Matthew, Dr. Horn was unable to present her prepared presentations at the regional conference. Dr. Horn also rewrote and submitted the NCTE SPA report for the reaccreditation of the Master of Arts in Teaching – English program which received national recognition in spring 2017.
Dr. Horn has identify two areas of research interest (teaching candidates how to self-regulated and co-teaching between general and special education teachers). Dr. Horn will need to learn how to manage and sustain her scholarly productivity level as she progress toward promotion and tenure while maintaining a high level of teaching and providing other contributions and services to the profession.
SERVICE:
During her first semester, Dr. Horn cited evidence for service included items aligned with: A) University/ college committees, G) Promotion/marketing activities, I) Grant, project, resource, or event administration, J) Unit administration/coordination, and K) Report writing. Dr. Horn serves as the college’s library liaison, inadvertently attended monthly meetings of one university level committee (calendar committee), two college level committee (petition and leadership committees), and one ad-hoc committee (policy and handbook committee).
Dr. Horn serves as the program coordinator of the Master of Arts in Teaching – Secondary Program. The MAT received two collaborative COOL grants, one COOL Marketing Grant ($4,700) and one COOL Incentive Grant ($16,200 with her portion of the grant of $7,650). As part of the marketing grant, Dr. Horn organized the program faculty to promote and market the program through print ads, use of multimedia platforms, attend grad fairs and recruitment receptions, presented to student content specific groups in other colleges, and create a Teach at the Beach campaign. As part of the incentive grant, Dr. Horn manages, with the supports of two other MAT faculty, the realignment of the program into a hybrid format which will provide additional time to expand the MAT candidates’ field experience opportunities during the fall semester. Dr. Horn was also the writer of the TEAL Online Assessment report for the Master of Arts in Teaching – English program.
SUMMARY:
Resulting from my review of Dr.
Suzanne Horn’s self-evaluation (Annual Faculty Evaluation Activity Log), reviews of course evaluations and student narratives, and first-hand knowledge of her performance and based on the current criteria outlined in the Performance Expectations Elaborations: Criteria and Standards for Promotion and Tenure for 2013-2014, Dr. Horn knows that she has areas to grow. Dr. Horn is attempting to acclimate herself as a new faculty member in the Spadoni College of Education, but will need to begin efforts toward scholarly publications and addressing the concerns made by her students.
As she proceeds toward tenure and promotion, I recommend that she focus on the improvement of her teaching, increase her service within the college and university and possibly within her professional community, begin researching and writing for publication and/or major grants, continue to present her work at professional conference at all levels, and grow in the area of becoming a more reflective and responsive
practitioner.
Though Dr. Horn identified six goals/explanations as her focus for this forthcoming academic year, I suggest that she identify about 4-6 specific professional goals to focus on in order to effectively gage her progression within that allotted timeframe.
in the 2013-2014 Spadoni College of Education Policies and Procedures Handbook) is used as a point of reference as well as will be used in subsequent annual faculty evaluation reviews.
TEACHING:
During her first semester, Dr.
Horn taught two courses with two sections of one course (e.g., EDSC 518 and EDSC 547) with 8 students in EDSC 547 and 25 students in each of the EDSC 518 sections. The quantitative faculty evaluation means ranged from 2.37 to 2.85 with a total mean of 2.65. Even though not part of this evaluation period, it is important to note that Dr. Horn was an adjunct instructor during the 2016 Summer II term for the MAT program, teaching two sections of EDSC 508. In Dr. Horn’s annual faculty evaluation activity log, she provided “Other Evidence” to support effective teaching. This evidence included items aligned with A) Course evaluation narratives, F) Professional development, and G) Student supervision. The qualitative portions of the evaluations revealed consistent comments referring to Dr. Horn’s strengths in the classroom as being knowledgeable, enthusiastic, and passionate about the subject matter. In general, her students state that she provides real-life stories and experiences that enhance her instruction. Dr. Horn’s students provided consistent feedback for improvement that suggests the need for organization; clarity and consistency of expectations for assignments and instruction; effectiveness of responses to questions; timeliness of grading; consistency of grading aligned to rubrics; and use of cell phone during …show more content…
class.
While Dr. Horn participated in the required new faculty workshops, she also participated in thirteen CeTEAL professional development courses (distance learning, online application, Adobe, peer instruction, and Moodle) to improve her teaching. Dr. Horn stated that she also enhanced her teaching by taking two graduate level special education courses toward completing an educational specialist degree in special education from North Central University. To complete the internship supervision work of a previous MAT English faculty member, Dr. Horn supervised one intern during the fall semester. Due to the intern’s progress, the internship was extended into spring semester.
In Dr. Horn’s course evaluation narrative, she clearly states reasons, complications, and unexpected demands that she faced as she attempted to acclimate to her new role as an associate professor and MAT program coordinator. Dr. Horn has the desire to become an effective instructor, therefore she will need to be reflective and take action on her teaching and practice as she acclimates herself to effectively transition into instructional practices and behaviors necessary to meet the needs of her graduate-level students at Coastal Carolina University as well as set specific approaches to immediately address the negative responses from her students. Dr. Horn may want to also assess the balance between her teaching and program coordination to ensure that her quality of teaching is not continuously negatively impacted.
SCHOLARSHIP:
During her first semester, Dr. Horn has made progress in the area of scholarship. Evidence included items aligned with: D) Presentations and I) SPA report. For fall 2016, she had two proposals to present accepted, one at a state conference (SCATE) and one at a regional conference (SRATE). Due to Hurricane Matthew, Dr. Horn was unable to present her prepared presentations at the regional conference. Dr. Horn also rewrote and submitted the NCTE SPA report for the reaccreditation of the Master of Arts in Teaching – English program which received national recognition in spring 2017.
Dr. Horn has identify two areas of research interest (teaching candidates how to self-regulated and co-teaching between general and special education teachers). Dr. Horn will need to learn how to manage and sustain her scholarly productivity level as she progress toward promotion and tenure while maintaining a high level of teaching and providing other contributions and services to the profession.
SERVICE:
During her first semester, Dr. Horn cited evidence for service included items aligned with: A) University/ college committees, G) Promotion/marketing activities, I) Grant, project, resource, or event administration, J) Unit administration/coordination, and K) Report writing. Dr. Horn serves as the college’s library liaison, inadvertently attended monthly meetings of one university level committee (calendar committee), two college level committee (petition and leadership committees), and one ad-hoc committee (policy and handbook committee).
Dr. Horn serves as the program coordinator of the Master of Arts in Teaching – Secondary Program. The MAT received two collaborative COOL grants, one COOL Marketing Grant ($4,700) and one COOL Incentive Grant ($16,200 with her portion of the grant of $7,650). As part of the marketing grant, Dr. Horn organized the program faculty to promote and market the program through print ads, use of multimedia platforms, attend grad fairs and recruitment receptions, presented to student content specific groups in other colleges, and create a Teach at the Beach campaign. As part of the incentive grant, Dr. Horn manages, with the supports of two other MAT faculty, the realignment of the program into a hybrid format which will provide additional time to expand the MAT candidates’ field experience opportunities during the fall semester. Dr. Horn was also the writer of the TEAL Online Assessment report for the Master of Arts in Teaching – English program.
SUMMARY:
Resulting from my review of Dr.
Suzanne Horn’s self-evaluation (Annual Faculty Evaluation Activity Log), reviews of course evaluations and student narratives, and first-hand knowledge of her performance and based on the current criteria outlined in the Performance Expectations Elaborations: Criteria and Standards for Promotion and Tenure for 2013-2014, Dr. Horn knows that she has areas to grow. Dr. Horn is attempting to acclimate herself as a new faculty member in the Spadoni College of Education, but will need to begin efforts toward scholarly publications and addressing the concerns made by her students.
As she proceeds toward tenure and promotion, I recommend that she focus on the improvement of her teaching, increase her service within the college and university and possibly within her professional community, begin researching and writing for publication and/or major grants, continue to present her work at professional conference at all levels, and grow in the area of becoming a more reflective and responsive
practitioner.
Though Dr. Horn identified six goals/explanations as her focus for this forthcoming academic year, I suggest that she identify about 4-6 specific professional goals to focus on in order to effectively gage her progression within that allotted timeframe.