Professional Development ‘ - PowerPoint Presentation

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Professional Development ‘System’ Promotes Transformational Leadership Throughout the Organization

A holistic approach designed to provide the training, support, & accountability needed to transform the learning environment and increase instructor effectiveness for both full-time and adjunct faculty.

Mindset over Skillset!

92 yr. old BessieSlide2

“CCs are the only postsecondary institutions that promise to educate and prepare all interested Americans for future degrees and professions. We must develop the strategies that will enable us to effectively educate

all students. We must avoid the empty assurance of piecemeal approaches and partial solutions.”

Dr. Eduardo Mart, ‘America’s Broken Promise’Slide3
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June 22, 2015Mar. 28, 2016… ‘Diversity’

articleSlide5

Much more about mindset than skillset!...CC – MVP!!Single greatest thing one can do to increase opportunities in life is the pursuit of higher education!Two-thirds of jobs require postsecondary credentials

Culture of quality not determined by what is preached, but what is tolerated…..Must have an answer for the least effectiveThe multiplying effects of 100% participation (total team effort) result in much more than sum of parts.TEAMwork makes the DREAM work!!Slide6

National Crisis… ALL faculty need to hear the message‘Reclaiming the American Dream’….21st century report on CCs

Dramatic redesign of educational experiences…..(Grit!?)Professional dev. focused relentlessly on student successTransformation

in instructional strategiesUnacceptably low student attainment gapsTo remain open access, virtually

everything

else must change

Courageously

end ineffective

teaching practices

.

(Swimming!?)

One of the most

destructively discriminatory

practices today is the continued use of ineffective teaching strategies which inhibit upward mobility for those needing it the most.Slide7

New paradigm needed tomeet challenges of today.

45% > chance of completion (grad)

29%

> chance

5%

> chance!

Not dealing with students incapable of learning!Slide8

Lumina Foundation…“It is not just that learning matters, it matters most of all. It is about the learning, stupid!”Inspire and

facilitate learning with a diverse group of students!Slide9

Chronicle of Higher EducationBig changes in the classroom were on the way, according to an authoritative report by the federal government. Experts were realizing that disciplinary expertise and research prowess were no guarantee that a professor could teach. Some colleges were devising alternatives to rote learning, helping students integrate knowledge from different subjects, or challenging them with courses on contemporary problems

. Teaching was finally going to matter.That was 75 years ago!!Slide10

#1 problem faced by administrators when attempting to implement culture of standards & accountability across the General Academic Division??“Progress (improvement) requires change, and change has its enemies.”

J.F. Kennedy Faculty Resistance!Slide11

Quality Enhancement Plan (QEP)…..’Forcing function’Broad based (total) involvement of faculty and staff

Institutional research (data-driven decisions)Thorough review of current literature and best practices!!Increase student success rate in current and subsequent coursesRestructure

coursesIncorporate topics on reading strategies, note-taking, and learning styles.Assess effectiveness through

multiple evaluation measures

(

quantitative, qualitative, formative, summative, & direct/ indirect assessments

)

Data disseminated to institutional community, as well as faculty & staff

(

transparency

)Slide12

QEP research for best practices in MTH…Improve study strategies

Improve student retention

Actively engage students

Increase academic success skills

Increase comprehension skills

Incorporate real-world applications

Frequent testing

Small units of instruction

Positive and motivating

Regular reinforcement

Master all skills in each level before moving on

Self-paced… leave when finished for day

Actually work the math problems

Instant feedback

Guided solutions

Ease math anxiety

Ensuring students are on task

One-on-one assistance

Mini-lectures

Increase success for online courses

Improve writing

skills

Keep notebook to improve

organization

Clarity

and consistency among all parts of

courseSlide13

Chronicle of Higher Education“College leaders can set the tone at the top establishing a spirit of ‘positive restlessness’…a

willingness to continually improve.”Every email is an opportunity for p.d. & MVP!Constant improvement / growth mindset (lifelong learning) is for every professional….and is the prerequisite to a true culture of quality.

The only ‘mandate’ is that doing nothing is not an option! Slide14

I-CAN

Improvement, Constant

And

N

ever-ending

In

every

area related to student learning/success!Slide15
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Terry O’Banion… “If we are to improve on our record of student success the role of the teacher in creating learning must become the primary focus of

the Completion Agenda.“ ”To achieve even a modicum of success in reaching the goals of the Completion Agenda, will require leaders who will disturb the universe!” (Exorcist movie)

“The I-CAN program is an action model that addresses the recommendations of AACC’s report on Reclaiming the American Dream---a showcase on the value and substance of that report that should be shared nationally.”Slide17
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Evaluate effectiveness based on …Learning & Results… ..not Teaching & Activity

Especially true for professional development ‘activities’Must have ACTION for something to be developedEvery study concludes that the teacher is the most important aspect of a student’s learning!“The single most neglected aspect of higher education is the teaching of teachers

.” Gail Mellow, Pres. LaGuardia CC & author on CC educationSlide19

“Professional development focused relentlessly on student success.” RTADHours/yr of prof. dev. devoted to student learning/success Slide20

Professional Development StrategiesMindset before Skillset!Mission of higher education….INSPIRE & FACILITATE LEARNING!Relentless focus on leadership mentality

throughout organizationReclaiming the American Dream Report30 million word gapData, data, data… PMPs (logic over emotions)Avg. > one article or email per week on student learning/success.1-2 per term for collaborationTop ten articles for each division with discussion

Message relentless….’inspire & facilitate learning’Slide21

20 habits of highly effective educators

Posted by EdTech Times Staff on Apr 11, 2013 in Around the Web, Higher Ed, K-12

If you’re a long-time educator like me, you’ve probably seen every student trick in the book. These days, the constant stream of new technology means that student excuses are a little more elaborate than the sorry old “my dog ate my homework” tale. But that doesn’t mean that students aren’t still communicating with us through their excuses and frustrations.

And, when students don’t pay attention, turn in their assignments, or exhibit any interest in succeeding in your course, you may also find yourself getting frustrating and feeling demoralized.

When this happens, it’s time to shake things up, for the students and yourself! Take a look at these best practices from educators who use their creativity, dedication, and knowledge to optimize their students’ chances for success:

1.

Maintain

frequent contact

with students.

Learn student names

,

answer questions and emails promptly, and write thorough comments on student work. In online courses, maintain a continuous presence by responding to student posts and participating in chats on a regular and scheduled basis.

This is important because as some researchers have noted, “

The anonymous feeling of the online environment can make it easier for students to withdraw, participate minimally, or completely disappear from the course

.” Prevent that from happening by staying in touch with your students. [Check out our article on how to light social engagement afire].

2.

Keep a

back-up plan in reserve

.

Sometimes, the curricula and/or classroom exercises you have planned doesn’t work out. That’s OK—it happens to the best of us. Always have an alternative tactic in the queue so that you can keep students moving steadily toward the lesson or course outcomes.

3.

Switch the script.

Don’t rely on the same old tired teaching plans or lectures. If you’re bored, the students will be.

So try something new. When you want to refresh your teaching, search the web for sites geared toward pedagogy in your subject, or check out some of the general sites dedicated to teaching strategies, such as “A Brief Summary of the Best Practices in College Teaching” offered by the University of North Carolina.Slide22

**Link to entire article: http://teaching.berkeley.edu/large-lecture-classes

 Large Lecture Classes (This article is from the

Univ of California, Berkeley

)

.Ten things you can do to make your large lecture course

(or any class for that matter!)

more manageable and effective with reduced resources

The list below provides suggestions for conducting large lecture courses and associated pedagogy with reduced resources (less time, funds, support from GSIs, readers, other staff support). At first glance, these items do not appear to save time or energy. Indeed, some of the items require some upfront time on the instructor’s part. But in the end, all of them can save time, money, anxiety, and end of semester work on your part and on the part of students. Regardless of constricting budgets, these suggestions are also good pedagogy. The basic tenant is this: engage students more fully and actively in less material, clearly thought-out, and they will learn better, which saves everyone time and money.

1. Establish learning goals.

These are also called ‘unit objectives’, which are required for every unit of study in your courses (see faculty handbook).

Once you and your students

know

where you’re going, the trip is

easier

and

more efficient

.

And often the very act of creating learning goals results in reducing the amount of material to be covered, since you have brought your course into more focus.

Steps to take:

•Answer the question, “What do I want my students to know or be able to do after completing my course?” (e.g., critically analyze a text, understand the causes of WW I, be able to evaluate statistical evidence, locate scholarly research sources, and so on)Slide23

College leaders face huge challenges By Ellie Ashford, Published April 26, 2013; Community College Times

​SAN FRANCISCO—If the nation's community colleges are to reach the goal of doubling the number of students who earn a credential or transfer by 2020, it will require campus leaders who can rally faculty, staff and other stakeholders to focus and work together.

“We made that commitment. We can’t take it back now,” said Terry O’Banion, president emeritus at the League for Innovation in the Community College and senior adviser for higher education programs at Walden University. He spoke at a session on leadership during the annual American Association of Community Colleges conference.

He outlined five indicators that are likely to be used in 2020 to determine how community colleges measured up.

•

Leadership.

Whether the completion agenda succeeds will depend on whether colleges have visionary, substantive, committed and sustainable leadership.

Not just in administrative positions, but throughout the college….especially at the faculty/divisional level, where each faculty member is directly responsible for training the future leaders of our community (

with 50-150 students each semester!)

Mirroring those leadership behaviors to students is crucial to fulfilling the requirement to ‘lead by example’.

•

Faculty buy-in.

According to O’Banion, the lack of success at some colleges to reform campuses is because presidents “failed to engage a critical mass of faculty.”

The purpose of CC mission this century is so clear (

Reclaiming the American Dream

report) and so profoundly logical and obvious, that a lack of buy-in from individual faculty members says as much about the faculty member as it does about the ‘leadership’. Although change is stressful, avoiding change will be much more stressful as the years go by. WCC is fortunate to have a ‘critical mass’ that is not only pushing forward with innovation and change, but doing so with a contagious positive, can-do attitude that is crucial for true cultural institutional change.

•

Transforming vision.

Campus leaders must see the effort as truly changing the campus and sharing that vision.

Once again, these ‘leaders’ are throughout the institution and not just admin or senior faculty (

by years

). Senior faculty members have an obligation to provide the positive leadership mentoring for our junior faculty members, while the junior faculty members have an obligation to further inspire the senior members with their contagious enthusiasm for positive change!

•

A culture of evidence.

That will require bringing the faculty together to consider how to use the evidence to foster student success.

The learning curve on this part has been shortened considerably due to the amount of divisional leadership and professional development training in the area of pedagogy and instructional strategies. However, the real key has been the

setting of standards

for those instructional strategies that are proven to increase student learning, as opposed to the archaic method of assuming

all

faculty will embrace these strategies proven to be successful for

all

students and put them into

action

in the learning environment.

Let the transparent data do the work for you as a leader!Slide24
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Professional Development (‘forcing function’)Divisional meetings document (minutes) strategies…

Collaboration!Action Plans!...individual and divisionalIn response to all

p.d. activities!!Transparent data

Committee

chairs

Faculty

Spotlight award

Increase p

rof. dev.

devoted to best practices

Break-out sessions active & engagingSlide27

Instructional Leadership Challenge (ILC)Intense p.d. focused on building a leadership mindset Year long with 10 meetings/year (1/2 and full-day)One faculty member from each division….first cohort 24 instructorsAll FT faculty through in 5 years

Successful strategies to improve student successFast-paced and engaging sessionsSlide28

Action Plan no-no’sRepeatedly state what you are already doing‘Hope & prayer’ not an action plan

Initial reaction intuitively emotionalACT logically, not

react emotionally‘Q-TIP’

…student learning/success most important

Most responses limited due to self-imposed limitations

Grades are not most important factor in class…LEARNING is.Slide29

Instructional Leadership for 21st Century100% participation in basic best practices Three basics principles of instruction… I-CAN

Maximum Engagement.. (Frequent low-stakes assessments)Relevant Instruction.. (the WHY)Supportive Relationships.. (

Early intrusive intervention!)Makes connection w/ 3 folks on campus….completion chances double!!Slide30

Relevant Instruction…Slide31

Magnificent Seven… Crystal clear expectations (unit objectives)Early success to build confidence and inspire learning

Test (assess) early and oftenApply early intrusive intervention strategiesNo more than 10-15 min of lecture before engagement activityIncorporate life and study skills Grading scale which incorporates skills with contentSlide32

Best Strategies… Learning names….& USING THEM!! Article reviews… timed activities

‘Hellos’ in different languages (inspires learning)One-sentence summary of slide show or videoPre-Tests!Give essay question prior to quiz (objective to learn how to learn)

Positive reinforcement, especially when developing new skill Adrian puzzlesSlide33

Best Strategies… CREATE enhanced learning opportunities!Priming… create vision of relevancy/success; power in wordsDay ONE….week ONE objective is to create confidence in learning

(cannot skip first step!)Cognitive dissonance… mental stress or discomfort experienced by holding two or more contradictory beliefs, ideas, or values at the same time, performs an action that is contradictory to one or more beliefs, ideas or values, or is confronted by new information that conflicts with existing beliefs, ideas, or

values/principles.People – Politics -- PolicyPredict first, then check for logic… forces use of

observations

& hypothesis

(coins, gold bar, 4L liquid, pendulum, etc.)

First step(s) of logical thinkingSlide34

Questioning Techniques…Student names!!Frequency and type…Distribution…Positive Reinforcement…

Questioning the answer…Pwrpt video lectures…Slide35

Group work...Top ten reasons, lists, etc.Problem scenario (OHERC)Communication (puzzles)

Present scenarios requiring students to see a different perspective (diversity!)Meaningful & informative discussions free of personal attacks (“social &

intellectual maturity”)Slide36

Dynamic Dozen1. Warm, positive welcome statement in Blackboard.

2. Learn student names and use them throughout term. 3. Standardized list of unit ‘objectives’ available for students before beginning lectures

. 4. Provide frequent low-stakes assessments.

5.

Early,

intrusive

intervention with all at-risk students.

(supportive relationships)

6. Improving positive learning environment by use of

course evaluations

for self-assessment by faculty.

7. Limit straight lectures

(least effective ‘teaching’ strategy)

to no more than 15 minutes at a time before implementing an engagement activity.

(

maximum engagement

)

8. Incorporate relevant

life & academic skills

training.

9. Provide the opportunity for a minimum of three

writing assignments

throughout the term.

10. A

t

least one

online instructor-made

video for each course, with all internet, hybrid, & top

ten

enrollment course

having a

complete set of instructor-made lecture videos for all objectives. 11. Standardized grading scale for each course. 12. At least 50% of the

final exam

for any given course must be ‘standardized’ by department. Slide37

College Retention RateFall to Fall…. and Fall to SpringF ’12 

F ’13…retention rate increase- 16

%27% incr. ’12



’16

(

Low-income…>

30%

increase

!)

F ’14….

5.3%

increase in enrollment

!

(fastest growing CC in state!)

College Graduation Rate

Course success



retention



completion!

# AS/AA degrees

increased

67.2%

in 2014-15 over 2010-11

!

49%

increase in total graduation rates!

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The ONLY wrong answer in response to any issue or problem that affects student learning…….is to say you are doing - NOTHING!  What do you plan to do in response to this session?Slide39

For Speaking engagements

…

Tony HollandDean of InstructionWallace Community College

Dothan, AL 36303

tholland@wallace.edu