The faculty, in aggregate, should have sufficient academic and professional qualifications to accomplish the school's mission (Standard Fd.5).

This standard points out that a faculty member may be qualified in one of two ways, academically or professionally. Further interpretation for professional qualifications states "both relevant academic preparation and relevant professional experience will be required in establishing a faculty member as professionally qualified. Normally, the academic preparation should consist of master's degree in a field related to the area of the teaching assignment. Normally, the professional experience should be relevant to the faculty member's teaching assignment, significant in duration and level of responsibility, and current at the time of hiring. The burden of justification regarding professionally qualified faculty rests with the school under review."

This interpretation leaves considerable room for professional judgment to determine whether the experience of the faculty member is relevant to the teaching area and whether it has been "significant in duration and level of responsibility." The word "significant" clarifies that short-term, entry-level experience is insufficient. The experience component of the faculty member's background must be sufficient to provide a rich basis for instruction.

To make this determination, the peer review team will want to know how the faculty member fits with the mission of the school. The school should provide information about why this faculty member was hired. That is, what contribution is expected from this faculty member, and how does the background of this faculty member fit that expectation? Further justification will come from outcome measures showing that this faculty member is making the expected contribution.