1. + Classroom Notebook: A New Look at Faculty Professional Development Innovations 2013 Dallas, TX Participant use #604 & #INND13

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3. + In the words of faculty…

4. + The GSCC problem? Developmental Education Millions attend local community college campus -- nearly 60% will have to take a remedial class 75% of developmental students will not graduate within eight years

5. + We can solve it Community college basic skills faculty Possess the wisdom Must be practitioners/researchers Form the center of the search for a basic skills pedagogy

6. + Project History Funded by the Bill and Melinda Gates Foundation GSCC 1.0 Project between The League, LaGuardia Community College and Knowledge in the Public Interest 24 faculty in Developmental Math and English Principal Investigators: Gail O. Mellow, President, LaGuardia Community College Diana Woolis, Co-Founder, Knowledge in the Public Interest Gerardo de Los Santos, The League for Innovation in the Community College GSCC 2.0 Project between the LaGuardia Community College Foundation and Knowledge in the Public Interest Principal Investigators: Gail O. Mellow, President, LaGuardia Community College Diana Woolis, Co-Founder, Knowledge in the Public Interest

7. + Tools ePortfolio Polilogue – Coffee Klatch, Choice Events, Pedagogy CirclesPathfinder

8. G ENERATE ePortfolio S YNTHESIZE Polilogue C URATE Library C OMMUNICATE Website Plan Assess Document Data Collection Share Test Refine Build Identify Collect Catalogue Share Reflect Converse Engage ROUTINES

9. + What we learned in 1.0 Patterns 63% found Patterns useful Would recommend to colleagues Polilogue and ePortfolio 79% highly useful Classroom practice log Tagging On average 5 tags a week 71% useful common language Classroom Assessment Techniques 71% of faculty used new techniques Still more to learn

10. + Project Results 1.0 Graphs prepared by CFAR for GSCC

11. + Project Evaluation Recommendations Pare down then number of faculty tasks Emphasize shared language of tagging, using tags with most impact. Help faculty use their pattern more effectively. Limit video taping

12. + Changes from 1.0 to 2.0 GSCC 1.0 Top 10% of developmental educators Nominated for application by College President 2- year inquiry process Focus on qualitative analysis of faculty work Developed themes Tested and revised model multiple times 3 face –to-face meetings GSCC 2.0 Solicited more typical faculty 154 applications for 24 faculty spots 25% adjunct faculty Developed a coaching protocol using 1.0 faculty as coaches. Focus on innovation, sharing, and change Developed Classroom Notebook Platform

13. + It’s time to rethink college education

14. + GSCC 2.0 Hypothesis GSCC is a project to increase the number of students succeeding in developmental education by improving individual faculty pedagogy. By reflecting on their practice, using formative assessment, and tagging their lessons, faculty will see their own pedagogical pattern and use their pattern to determine what to change to improve their practice. Using feedback from a community of peers, faculty experiment with new ways of teaching and assess the impact on student success.

15. + Classroom Notebook: A platform for engagement Autonomy and creativity Peer-to-Peer Faculty driven 1. FACULTY Culture Real-time class Structured reflection Formative Assessment 2. Embedded in PRACTICE Teacher qualities Instructional values Instructional approaches 3. Generates PATTERNS Shreds of Evidence (CATS) Class retention Passing course 4. Informed by EVIDENCE Online community Content creation and curation Analytics 5. Powered by “SOCIAL”

16. + Tagging and Themes

17. + Your turn Think of a lesson that you have taught recently. What might you have tagged it and why? Share with a partner.

18. + Themes: Used for Tagging Which do you use?

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20. + English Faculty FinalMidterm

21. + Math Faculty FinalMidterm 2012

22. + GSCC helps faculty create better, more effective classrooms

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31. + Our online platform empowers faculty to connect and learn from each other.

32. + Reflecting on Patterns I see that my pattern is still heavily organization and instructional evaluation with some amount of group activities, classroom climate, tailored instruction and challenge. I am glad it shows I am organized and that I am continually evaluating what happens in my classroom but I really what to increase challenge in the classroom and group activity. During the break I want to develop other lesson that challenge and I will look at what other math teachers have done using pathfinder to see if I can come up with something that challenges for every topic I teach. I will also strive to ask more questions. The project has forced me to focus more on looking at what the students learned through the cats and other short class assignments.

33. + Reflecting on Patterns. After considering what choices I’ve made that resulted in my current semester totals, I see that I completely neglected certain Tags that truly are representative of my teaching as pointed out by my team members, my coach, and I have also seen where I could have Tagged differently in my own videos. For example, I never Tagged my “Instructor Personal Qualities” because I found it odd to Tag myself with those qualities because I think it should be someone else’s judgment call to decide if I was “Passionate”, “Authentic”, or “Present”. With all of that said, seeing this Pie Chart influenced the choices I might make for a more “pleasing” outcome for next semester. I will look past that idea I have about using those Tags and make use of all of my Tags with a brief explanation of why I chose each one. Next semester, I will continue to present structured lessons and assess my students with challenging and various material as my Pie Chart illustrated I did this semester, but I will also stretch my own boundaries to explore other teaching and learning possibilities.

34. + Results? While GSCC completion rates were still lower than non-GSCC faculty completion rates, the difference had decreased from 2.7% to 1.0%.

35. + Results? GSCC faculty improved their pass and success of completers rates so that their rates are now higher than the non-GSCC faculty (0.5% higher for pass rates and 1.4% higher for success of completers rates.

36. + Next Steps for GSCC Hoping to roll out a coaching institute in Sept. 2013- using faculty from GSCC 1.0 and 2.0 Developing a professional development institute that will be available to individual faculty, campuses, and systems for January 2014.

37. + Questions? Contact: Marisa A. Klages LaGuardia Community College mklages@lagcc.cuny.edu 718-482-5677 GSCC Project Director