Program Design (.pdf) Course Design for the Teaching Institute
Program Design for Pacific Crest Institutes
Criteria for Key Performance Areas
Mapping Between Events & Performance Areas
Key Aspects of Performance by Performance Area
LONG TERM BEHAVIORS
Faculty strive to become empowered learners and organizational leaders who use learning processes and self assessment to continuously improve performance.
Faculty fully accept responsibility for facilitating student success.
Facilitators of learning (teachers) as well as personal growth (mentors) focus on improving specific learning skills through timely, appropriate and constructive interventions.
Process educators design, apply, and refine distinct methodologies to assist students in achieving learning outcomes across diverse contexts.
The community of process educators continuously improves the concepts, processes, and tools used in teaching/learning by doing active observation and research in the classroom.
Illustrate relation of event to big picture (via Compass).
Articulate outcomes necessary for an effective event.
Provide a menu of modular activities that produce transferable outcomes.
Define levels of certification for facilitators.
Design facilitation manuals (prompts/processes before, during, and after event that adds value).
Create added value in marketing Pacific Crest products.
Help Regional Professional Development Center directors determine annual programming.
Support efficient customization to address an institutional need.
Integrate sales process (esp. publications) into program design.
Shift ownership of faculty development curriculum away from Dan.
Design an exemplar institute handbook (event design documents as well as finished product).
BROAD LEARNING GOALS
Broaden areas of competence/excellence (build strength in multiple professional educator dimensions)
Internalize basic set of items from PE knowledge table
Continue on a journey of professional development (help them see progress through use of certification system)
Help participants value/embrace self-growth
Understand the Compass for Higher Education and its implications for implementation
Help institutions gain organizational knowledge to carry out their strategic plan (this is the mission of CELT centers)
1. Integrate a learning methodology and learning theory in the design of curriculum
2. Identify and articulate compelling learning outcomes for programs and courses.
3. Identify the roles and purposes of assessment and evaluation in learning.
4. Improve self, student, and peer learning and growth by adopting an assessment mindset. (is a movement not a competency)
5. Create measurement systems and tools to establish and monitor performance in projects, programs and courses.
6. Use standard tools and technology for improving quality and productivity in learning.
7. Increase use and effectiveness of self-assessment in promoting personal and professional growth.
8. Facilitate and mentor learning and growth in a quality learning environment.
9. Cultivate attitudes, skills, and willingness to become a participant in the advancement of institutional mission
10. Improve performance in a second discipline of the scholarship of teaching and learning.
11. Implement new institutional systems, processes, structures, and policies with align and add value to the mission of the institution.
12. Live and perform in a multi-faceted learning environment (cooperative and collaborative learning, self-assessment and reflective practice, journaling, public performance, playing research/learner/educator at the same time, taking on more responsibility for self-directed learning & self-growth, participating in a community with shared values/interests/on-going improvements)
13. Communicate and team with others to produce more meaningful results than could be achieved individually.
14. Produce a change project that is recognized by an external agency, society, or professional organization
15. The faculty member given a new course to teach, designs a new quality course whose long-term behaviors, learning outcomes, and performance criteria align with the program profile, learning outcomes, and performance criteria. The course structure includes effective performance measures, tasks, assessment system and evaluation system. The faculty member can then design a series of quality activities that helps diverse learners achieve effective learning experiences and outcomes that produce the learning outcomes and performance expectations designed in the course. The faculty member can produce an effective learning environment that has characteristics of mutual respect, high expectations, and increasing challenges. The faculty member facilitates the use of assessment and self-assessment, especially on the increasing of student success by facilitating growth in self-assessment. The faculty member will use the course as a learning and growth experience to increase their professionalism within the program and department. Additionally, the faculty member will incorporate action research to improve teaching and learning.
Criteria for Key Performance Areas
Pacific Crest has designed its Faculty Development Program to grow performance in not only faculty but also in staff and administration; our goal is to produce quality performers in Higher Education across 16 key performance areas.
|Assessor||Focuses on the assessee’s needs; collaboratively designs an assessment process; stays focused on chosen design through careful observation; analyzes the data for meaning; uses interactive feedback to solidify strengths; offers clear action plans; shares insights to produce significant understanding without being judgmental.|
|Change Agent||Proactively convinces others that a particular project/effort is worthwhile and will be successful; persists and takes risks when facing difficulties that would deter most people.|
|Collaborator||Values the synergy of relationships and teams; plays a variety of roles effectively while helping others perform their role effectively; compromises self for the betterment of all.|
|Designer||Clearly defines desired results; creates precise dimensional learning outcomes; defines the activities and processes used to produce the results; identifies ways to embed assessment in order to increase quality; produces an evaluation system to assure desired results.|
|Evaluator||Knows where value is essential; designs the appropriate times for determining whether or not value is being produced by setting clear expectations and standards; uses unbiased judgments to reward performance.|
|Facilitator||Inventories and monitors collective needs; helps synthesize a clear set of outcomes; focuses on process rather than content; shares ownership in making decisions; and constantly strives for improved quality by strengthening the process.|
|Life-long Learner||Constantly seeks additional knowledge by systematically using professional development plans; leverages experts and resources; assesses own learning performance; and validates own learning.|
|Measurer||Identifies critical qualities; creates performance criteria; identifies best items to measure; effectively times when and how to measure with appropriate accuracy and precision.|
|Mentor||Enters into a defined relationship with respect for the potential of the mentee; plays the role of coach and advisor by helping establish the mentee’s personal goals; identifies activities and means to grow performance to achieve the desired results within a specific time period.|
|Ably identifies and defines problems frequently not seen by others; identifies issues and clarifies assumptions necessary to solve the problem; and effectively closes the gap between expectations and reality by using previous solutions to build upon past successes.|
|Professional Developer||Views the development and empowerment of people as the engine for change, both individually and on the organizational level; realizes goals in the strategic plan; develops and facilitates effective programs to achieve these ends.|
|Researcher||Identifies and states quality research questions by operating from a consistent inquiry mindset; uses appropriate methods; effectively articulates findings to a community of scholars.|
|Self-Grower||Consistently self-assesses in order to self-mentor one’s own performance and growth while increasingly challenging oneself and mentoring others.|
|Cultivates a clear vision of a desired future and ably shares through understandable stories; develops plans others can follow and models behavior for others while conveying belief in their ability and helping them succeed in realizing this vision.|
|Teacher||Uses a learner-centered approach to help learners prepare learning plans; cultivates productive learning communities; bonds with learners; helps learners meet their intended outcomes through the use of embedded assessment.|
|Technologist||Constantly monitors state-of-the-art technologies; learns quickly, selects appropriate tools; increases performance by creatively applying technology in innovative ways.|
MAPPING BETWEEN EVENTS & PERFORMANCE AREAS
|Activity Design Institute||Designer||Facilitator||Problem Solver|
|Advanced Teaching Institute||Researcher||Facilitator||Self-grower|
|Chairperson’s Institute||Servant Leader||Change Agent||Professional Developer|
|Course Design Institute||Designer||Teacher||Evaluator|
|Designing Learning Objects Institute||Designer||Technologist||Learner|
|Designing Online Classes Institute||Designer||Technologist||Facilitator|
|Facilitating Online Learning Institute||Facilitator||Technologist||Teacher|
|Facilitator’s Institute||Facilitator||Professional Developer||Mentor|
|Faculty Development Institute||Professional Developer||Servant Leader||Change Agent|
|Interactive Learning Systems||Technologist||Learner||Teacher|
|Leadership Institute||Servant Leader||Change Agent||Problem Solver|
|Learning to Learn Camp||Mentor||Assessor||Facilitator|
|Performance Measures Institute||Measurer||Researcher||Evaluator|
|Program Assessment Institute||Designer||Assessor||Measurer|
|Program Design Institute||Designer||Collaborator||Problem Solver|
|Research on the Scholarship of Teaching & Learning Institute||Researcher||Measurer||Collaborator|
|Strategic Planning Institute||Measurer||Collaborator||Designer|
|Student Success Institute||Mentor||Self-grower||Teacher|
KEY ASPECTS OF PERFORMANCE BY PERFORMANCE AREA
observes with details
analyzes against criteria
creates relevant action plans
provides interactive feedback
has assessment mindset
resilient persistent risk taker recruiter marketer
plays roles does more than fair share supports others in their roles communicates openly and effectively shares credit
does more than fair share
supports others in their roles
communicates openly and effectively
client focused blends process & content systems thinker
cleverly integrates solutions to sub-problems documenter
blends process & content
cleverly integrates solutions to sub-problems
determines what is valued rewards performance unbiased sets clear expectations and standards selects the appropriate times for evaluating
sets clear expectations and standards
selects the appropriate times for evaluating
outcome oriented values process over content develops shared ownership problem solver aware/on top of it
values process over content
develops shared ownership
aware/on top of it
curious self-directed efficient learner utilizes people and resources assesses learning
utilizes people and resources
identifies qualities creates performance criteria collects performance data creates effective measurement instruments measures what matters
creates performance criteria
collects performance data
creates effective measurement instruments
measures what matters
empowers mentee to develop goals
empowers mentee to develop goals
Identifies problems defines problems identifies key issues identifies assumptions reuses solutions
identifies key issues
serves others align to SP catalyst facilitator consultant
align to SP
has research mindset poses strong inquiry questions effectively uses research methods seeks to connect observations/data with theory networks with a community of scholars in field
poses strong inquiry questions
effectively uses research methods
seeks to connect observations/data with theory
networks with a community of scholars in field
self-assessor self-mentor self-challenge mentors others growth oriented self-actualizing
models performance takes care of others planner Provides visions has positive outlook
takes care of others
has positive outlook
student centered committed to active learning uses embedded assessment develops rapport produces productive learning environments
committed to active learning
uses embedded assessment
produces productive learning environments
cutting edge tool user seeks to add value, creative quick on the uptake promotes efficient use by others
seeks to add value,
quick on the uptake
promotes efficient use by others