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


  1. Faculty strive to become empowered learners and organizational leaders who use learning processes and self assessment to continuously improve performance.

  2. Faculty fully accept responsibility for facilitating student success.

  3. Facilitators of learning (teachers) as well as personal growth (mentors) focus on improving specific learning skills through timely, appropriate and constructive interventions.

  4. Process educators design, apply, and refine distinct methodologies to assist students in achieving learning outcomes across diverse contexts.

  5. 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.


  1. Illustrate relation of event to big picture (via Compass).

  2. Articulate outcomes necessary for an effective event.

  3. Provide a menu of modular activities that produce transferable outcomes.

  4. Define levels of certification for facilitators.

  5. Design facilitation manuals (prompts/processes before, during, and after event that adds value).

  6. Create added value in marketing Pacific Crest products.

  7. Help Regional Professional Development Center directors determine annual programming.

  8. Support efficient customization to address an institutional need.

  9. Integrate sales process (esp. publications) into program design.

  10. Shift ownership of faculty development curriculum away from Dan.

  11. Design an exemplar institute handbook (event design documents as well as finished product).


  1. Broaden areas of competence/excellence (build strength in multiple professional educator dimensions)

  2. Internalize basic set of items from PE knowledge table

  3. Continue on a journey of professional development (help them see progress through use of certification system)

  4. Help participants value/embrace self-growth

  5. Understand the Compass for Higher Education and its implications for implementation

  6. 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

Integrated Performance

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. 


Activity Design Institute Designer Facilitator Problem Solver
Advanced Teaching Institute Researcher Facilitator Self-grower
Assessment Institute Assessor Self-grower Evaluator
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
Teaching Institute  Teacher Learner Collaborator



Change Agent



  sets criteria

observes with details

analyzes against criteria

creates relevant action plans

provides interactive feedback

has assessment mindset



risk taker



plays roles

does more than fair share

supports others in their roles

communicates openly and effectively

shares credit

client focused

blends process & content

systems thinker

cleverly integrates solutions to sub-problems





Life-long Learner  


determines what is valued

rewards performance


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



efficient learner

utilizes people and resources

assesses learning


identifies qualities

creates performance criteria

collects performance data

creates effective measurement instruments

measures what matters



Problem Solver  

Professional Developer



respects mentee

empowers mentee to develop goals

assess self-assessments


Identifies problems

defines problems

identifies key issues

identifies assumptions

reuses solutions

serves others

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



Servant Leader






mentors others

growth oriented


models performance

takes care of others


Provides visions

has positive outlook

student centered

committed to active learning

uses embedded assessment

develops rapport

produces productive learning environments

cutting edge

tool user

seeks to add value,
not just glitz


quick on the uptake

promotes efficient use by others