Section 3: Staff Development
Consider including these leaders in discussions related to Section 3 of the self-assessment, listed in no particular order:
· Staff Development Coordinator
· Provost/Chief Instructional Officer
· Counseling and Advising staff
· Institutional Researcher
· Developmental Educational operation-level administrator
· Lead faculty members in Developmental Education programs, including the following:
o Reading
o Writing
o Mathematics
o ESL
o College Success/Study Skills
o Counseling
· Lead faculty members who teach college-level courses in English and mathematics
· Other college-level faculty who do not teach English or mathematics
· Others as appropriate (e.g., CEO and CFO, representatives of Collective Bargaining Units, Academic Senate representatives)
Upon completion of this section, please verify who participated by name and job title:
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Effective Practice 3.1: Administrators support and encourage faculty development in basic skills, and the improvement of teaching and learning is connected to the institutional mission.
The research and analytical literature consistently points to the relationship of high-level administrative support to the success of faculty in developmental programs and services.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
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Strategies Related to Effective Practice |
Where Strategies Occur |
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3.1.1 |
Department, program, and/or institutional goals related to the improvement of developmental education are established. |
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3.1.2 |
Professional development activities for developmental education faculty and staff are actively supported by senior administration. |
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As applicable, briefly describe how this practice occurs/exists at your institution:
boxes will expand when text is entered
What evidence exists to support the efficacy of this practice?
What barriers/limitations exist to implementing or enhancing this practice?
How might this practice be advanced or expanded upon in the future?
Effective Practice 3.2: The faculty play a primary role in needs assessment, planning, and implementation of staff development programs and activities in support of developmental education programs.
Contemporary literature on staff development theory and practice supports the assertion that staff development activities should be designed by faculty who know their needs, can develop forums geared toward teaching excellence, and can design sustained and collective efforts.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
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Strategies Related to Effective Practice |
Where Strategies Occur |
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3.2.1 |
Developmental education faculty are involved in the design, planning, and implementation of staff development activities related to developmental education. |
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3.2.2 |
Developmental education staff development activities address both educational theory and practice. |
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3.2.3 |
Staff development activities are widely attended and viewed as valuable by developmental education faculty and staff. |
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3.2.4 |
The staff development program for developmental educators is regularly evaluated by participants, and data collected are used for continuous improvement. |
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3.2.5 |
New faculty are provided staff development activities that assist them in transitioning into the community college academic environment. |
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3.2.6 |
Staff development activities promote interactions among instructors. |
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As applicable, briefly describe how this practice occurs/exists at your institution:
boxes will expand when text is entered
What evidence exists to support the efficacy of this practice?
What barriers/limitations exist to implementing or enhancing this practice?
How might this practice be advanced or expanded upon in the future?
Effective Practice 3.3: Staff development programs are structured and appropriately supported to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning.
Clearly articulated goals linked to systematic sets of programs and activities are a key factor in successful staff development.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
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Strategies Related to Effective Practice |
Where Strategies Occur |
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3.3.1 |
Developmental education staff development activities are clearly linked to department, program, and/or institutional goals. |
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3.3.2 |
Developmental education staff development activities are not based around “one-shot” workshops; rather, staff development activities are comprehensive and ongoing. |
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3.3.3 |
Staff development activities are adequately funded, funding is ongoing, and development activities are coordinated by specific designated staff as part of their core responsibilities. |
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As applicable, briefly describe how this practice occurs/exists at your institution:
boxes will expand when text is entered
What evidence exists to support the efficacy of this practice?
What barriers/limitations exist to implementing or enhancing this practice?
How might this practice be advanced or expanded upon in the future?
Effective Practice 3.4: Staff development opportunities are flexible, varied, and responsive to developmental needs of individual faculty, diverse student populations, and coordinated programs/services.
Literature and research on faculty development contains a broad spectrum of theoretical frameworks and specific programmatic activities that can support the improvement of developmental education teaching and learning.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
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Strategies Related to Effective Practice |
Where Strategies Occur |
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3.4.1 |
Peer Mentoring |
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3.4.2 |
Instructional Consultation |
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3.4.3 |
Reflective Teaching |
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3.4.4 |
Scholarship of Teaching & Learning |
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3.4.5 |
Classroom Assessment Techniques |
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3.4.6 |
Great Teacher Seminars |
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3.4.7 |
Academic Alliances (e.g., K-16 Inter-Segmental Partnerships) |
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Other (specify activity: _________________________) |
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Other (specify activity: _________________________) |
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Other (specify activity: _________________________) |
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As applicable, briefly describe how this practice occurs/exists at your institution:
boxes will expand when text is entered
What evidence exists to support the efficacy of this practice?
What barriers/limitations exist to implementing or enhancing this practice?
How might this practice be advanced or expanded upon in the future?