Introduction We’ll present ways to develop effective faculty development

Overview The actual instances of professional development are only one small part of an overall plan.

Steps for Developing a Faculty Development Plan Determine Comprehensiveness Gathering Information Determine Shared Beliefs and Principles Address Special Considerations Build your Plan Ongoing Assessment 5

STEP 1 Determine Level of Comprehensiveness

Professional Development: A Comprehensive Approach Organizational Development Leadership Development Instructional Development New Faculty Development What is included?

STEP 2 1. Conduct a needs assessment 2. Assess current situation 3. Compare the two outcomes 4. Use findings to direct the development of your plan Use Tools to Gather Information

Conduct Needs Assessments

Assess Current Situation

Compare

Use Findings to Direct Your Plan

STEP 3 Determine Shared Principles and Beliefs

Professional Development: Principles and Beliefs What principles and beliefs are foundational to effective professional development?

STEP 4 Address Special Considerations

Professional Development: Special Considerations There are issues that must be given special consideration when building upon the principles and beliefs.

STEP 5 Presentation Title runs here l 00/00/0017 Build your plan!

Combine all information into a Professional Development Plan Presentation Title runs here l 00/00/0018

STEP 5 Ongoing Plan Assessment

Assessing Professional Development There is an overarching context that encompasses the principles and beliefs of the comprehensive approach that can be used for assessing professional development.

Faculty Development Get the Biggest Bang for The Buck! Our Experience: Pearson Instructor Education (PIE) 13 courses Pub Well-received Didn’t market as well as expected

Pearson’s Experience To redevelop faculty development courses in 2009 Studied the Market: Faculty (career, and community college) DoE and Fac. Dev. Specialists IDs and curriculum development specialists

Also considered… Customer feedback from Customer requests from 2004 – 2009 Combined with the results of the market survey

Results Good content Too long More application Follow up process In-service Program or Sequence of Courses

All well and good, but… We need more information. How do we translate those results (needs assessment) into training that will benefit everyone? Let’s back up…

Why Faculty Development? Instructors need skills Content knowledge, work experience No formal education in instructional skills Assumption: better instructors yield more successful students (higher retention rates) Instructor/student relationship is key to retention

What Factors do we Consider? These 3 factors affect instructors, students, and school. ValueApplicationTime

Instructors - valued by the school, valuable to the students. Students – valued by the instructors who are invested in student success, receiving value from their investment of time and $$. School – valuable instructors, whose efforts yield a return on investment of time and dollars in the form of increased retention

Instructors –quickly absorb and apply concepts, tips, and techniques to the classroom. Students – apply what instructors are teaching to grow real-world skills. Must see the relationship. School – apply concepts presented in training to growing an increasingly professional and skilled faculty, reputation.

Instructors – time is limited, must see quick ROI for time invested. Students – juggling work, home, family, school – need direct relationship between school and career. School – time/resources and facilities are limited. Need to see quick results, to retain students and build the school.

So How Do We Determine… What skills need to be acquired, what behaviors need to be changed? Constraints Preferences Final Outcomes

One Approach… Needs Assessment: Identify what and how we will train Addresses the issues of  Value  Application  Time

School’s Needs Assessment Instructors Department Heads Program Chairs Administration Student Evaluations

Needs Assessment Instructors – perception of own needs, training preferences Managers – perception of instructors’ needs, preferences for format, approach Administration – perceived training needs, constraints, training rationale Students – instructor relationship which reflects applicability and feeling valued.

Pearson’s Needs Assessment Reviews, Feedback, Requests Results: Restructured the courses Tightened the focus Deleted some courses Built new courses Where Will Your Needs Assessment Lead?

Value, Application, Time Show connection between training and translation to the classroom Evaluate based on observable application of training concepts to instruction Provide paid opportunities for instructors to share and reflect on training concepts (use as in-service?)

Value, Application, Time…cont. Use training concepts as a base from which to solicit tips and techniques from instructors. Publish the good ones, share the wealth. Increase collegiality and peer support. Promote from within. Spotlight instructors and students who demonstrate examples of connecting concepts, application, and career.

Value, Application, Time…cont. Keep training times manageable Keep training concepts manageable, easy to absorb, and bite-size Evaluate bite-size concepts to build confidence, and lay a good foundation Intersperse unpaid training with paid training; individual work with group work

Value, Application, Time Pearson’s Results: Smaller, more targeted courses Additional scenario-based application exercises Onsite course-coordinated workshop 3-step follow up process Suggested program of faculty development

Summary To Get the Most from the Investment of Training Dollars and Time: Carefully (thoroughly) analyze need ID Value, Application, Time as it applies to your institution and faculty Evaluate and follow-up, require accountability Don’t train in a vacuum, skills must be usable and relevant

More Information Presenters: Ann Jackson, Ed.D Linda Malcak