2012 Rey Ty Faculty Development Checklist

Planning for Faculty Development

Checklist

Rey Ty

Northern Illinois University

Source:• Patricia A. Lawler & Kathleen

P. King. (2000). Planning for Effective Faculty Development: Using Adult Learning Strategies. Malabar, Florida: Krieger Publishing Company. Checklist is from Appendix A.

OutlineI. Models

II. Preplanning

III. Planning

IV. Delivery

V. Follow-Up

http://www2.honolulu.hawaii.edu/facdev/index.htm

http://www.public.iastate.edu/~mstar/mentor/portfolio/sub/scholarship.htm

Models

Adult learn

Program Planning

Principles

Adult learn

Program Planning

Principles

Pre-Planning

Planning

Delivery

Follow-Up

Adult learn

Program Planning

Principles

Pre-Planning•Organizational culture

•ID Faculty Developer’s Role

•Assess needs

•Evaluate resources

•Set up goals

Follow-Up

•Evaluating

•Continue learning

•Assess the Faculty Developer’s Role

Planning•Choose a topic

•ID a presenter

•Prepare for delivery

•Prepare for support & transfer of learning

•Schedule the event

•Begin the evaluation

Delivery

•Build on the preparation

•Promote the program

•Implement adult learning principles

•Monitor the program

Reflection & Time

First Faculty Development

Program

Next Faculty Development

Program

Future Faculty Development

Program

Preplanning

Preplanning:Understanding Organizational Culture

1. List reasons for doing F.D. in general

2. … this specific F.D.

3. I.D. initiators of F.D.

4. What’s the institutional climate?

5. Review F.D. within the institution

6. Find out how F.D. is perceived on campus by faculty & administration

7. Find out past F.D. were successes & failures

8. I.D. who should be involved

9. Is an advisory committee needed?

10. I.D. & invite advisory committee members

11. Review mission & goals of the organization in relation to F.D.

Preplanning:Identify the Role of the Faculty Developer1. What’s your philosophy of

education?

2. What are your experiences that can be applied to FD

3. Explore your values regarding FD

4. Assess your network across the institution that may impact the process

Preplanning:Needs Assessment

1. ID faculty’s real & perceived needs.

2. ID institution’s r & p needs.

3. Choose appropriate needs assess-ment process.

4. Collect needs assessment.

5. Analyze data & prioritize needs.

6. How do needs coincide or conflict with institutional culture?

Preplanning:Evaluating Resources

1. List human, material, & financial resources needed for FD.

2. ID available resources.

3. ID additional sources of additional resources needed.

4. Find out if moral & real support is available.

5. Come up with a budget.

Preplanning:Set Up Goals

1. List human, material, & financial resources needed for FD.

2. ID available resources.

3. ID additional sources of additional resources needed.

4. Find out if moral & real support is available.

5. Come up with a budge.

Planning

PlanningSelect a Topic

1. Review needs assessment data.

2.Assess human, financial & material resources & organizational concerns.

3.Choose fitting content.

PlanningIdentify a Presenter

1. Review budget.2. Involve advisory body.3. Review potential presenters.4. Assess presenters’ appropriateness

to the topic.5. Presenter’s presentation skills &

delivery methods.6. Can the presenter tailor the program

to fit faculty & institutional needs?

PlanningPreparing for Delivery

1. Work with the presenter to incorporate faculty needs & adult learning principles.

2. Plan for incorporating adult learning principles.

3. Plan for learner involvement in the program.

4. Determine appropriate teaching techniques.

PlanningPrepare for Support & Transfer of Learning1. Assess the environmental

climate for support.2. Review resources for support.3. ID problems to transfer of

learning.4. Align F.D. efforts with

institutional mission

PlanningScheduling the Event

1. Review academic calendar.

2. Consider faculty schedules.

3. Confer with academic committee.

4. Include faculty in selecting date & time for F.D. program

PlanningBeginning the Evaluation

1. Review the purpose of evaluation.2. Choose areas to be evaluated both

during & at the end of the program.3. Incorporate a design review.4. Develop a formative evaluation plan.5. Determine evaluation methods to be

used.6. Plan for collecting data at the end of

the program.

Delivery

DeliveryBuilding on the Preparation

1. Review goals & objectives.

2. Assess overall picture of the program.

3. Reassess faculty & institutional needs.

DeliveryPromoting the Program

1. Develop a marketing plan.2. Prepare a timeline for promoting the

plan.3. Create publicity materials. 4. ID effective channels for distributing

publicity materials. 5. Provide opportunities for registration. 6. Get support from institutional sources.

DeliveryImplement Adult Learning Principles

1. Revisit adult learning principles: climate of respect, active participation, build on experience, collaborative inquiry, learn for action, & empower participants.

2. Incorporate learner-centered approaches in the program.

3. Ensure faculty needs are considered.4. use experiences of the faculty to enhance

learning.5. assess whether the program content &

delivery are relevant to faculty needs.

DeliveryMonitoring the Program

1. Engage in evaluative functions throughout the program.

2. Be present & available for trouble-shooting: schedule & timing, room arrangement, traffic flow, room temperature & ventilation, equipment set up & trouble-shooting, refreshments.

3. Contingency plans4. Gather data to summarize the

program.

Follow-Up

Follow-UpEvaluating

1. Design an appropriate summative evaluation plan.

2. ID questions evaluation data should answer.

3. Select appropriate evaluation methods.4. Collect evaluation data.5. Get feedback from advisory committee.6. Analyze evaluation data.7. Incorporate formative evaluation data.8. Prepare & distribute reports to all

stakeholders.

Follow-UpContinuing the Learning

1. Assess for transfer of learning.2. Engage in a continual needs assessment

process among the faculty.3. Observe the support for implementation of

new skills & learning.4. Align goals of learning with reward systems.5. Ensure faculty are supported through

change.6. Initiate collaborative opportunities for

support.7. Create opportunities for networking.

Follow-UpAssessing the Faculty Developer’s Role

1. Summarize the process from a holistically & retrospectively.

2. Reflect on learning outcomes & changes.3. Incorporate the evaluation reports.4. Complete the self-assessment tool.5. Invite perceptions & assessment from

constituents throughout the institution.6. Elicit observations from advisory committee.7. Integrate assessment & reflection

information.

SummaryI. Models

II. Preplanning

III. Planning

IV. Delivery

V. Follow-Up

Reference:•Patricia A. Lawler & Kathleen P. King. (2000). Planning for Effective Faculty Development: Using Adult Learning Strategies. Malabar, Florida: Krieger Publishing Company. Checklist is from Appendix A.

Planning for Faculty Development

Checklist

Rey Ty

Northern Illinois University

2012 Rey Ty Faculty Development Checklist

Documents

Diop-African Origin of Civilization- Rey Ty

Rey Ty. (2014). Syllabus on Inclusive Education

2012 Environmentalism Rey Ty Types

Philosophical Quotes Rey Ty

Philosophers Quotes Rey Ty

© 2010 Rey Ty - SEAsite

Rey ty political theory

2013 Rey Ty. What Do You See?

2013 rey ty philosophy made simple

2013 rey ty philosophy of thomas hobbes

2013 rey ty top 10 healthy vegetables

Rey Ty, History of Philosophy

1 Rey Ty Culture Shock 2006version

2013 rey ty verb tenses english grammar

2013 rey ty philosophy ethics

2011 rey ty-ferraro-conducting research

2013 rey ty philosophy thomas hobbes

Rey Ty U.S. Electoral College explained

5 rey ty 2013-07-24-intercultural-orientation-rey-ty-chinese-translation

(c) 2013 Rey Ty Chicago Geography