2016-17 Professional Development Plan€¦ · West!Los!Angeles!College! 201612017!Professional!Development!ProgramPlan! 6!!! ThetypesofprofessionallearningactivitiescoveredinthisplanareeligibleforFLEXcredit

2016-‐17 West Los Angeles College

2016-‐2017

PROFESSIONAL DEVELOPMENT PLAN

West Los Angeles College 2016-‐2017 Professional Development Program Plan

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West Los Angeles College

PROFESSIONAL DEVELOPMENT PROGRAM PLAN

Table of Contents

PROFESSIONAL DEVELOPMENT PROGRAM PLAN ..................................................................... 2

History of Professional Learning at West Los Angeles College ............................................. 3

Program Leadership ............................................................................................................................ 3 Dean of Teaching and Learning ................................................................................................................. 3 Professional Development Coordinator ................................................................................................. 4

Mission Statement ................................................................................................................................ 4 Professional Development Philosophy ......................................................................................... 5

Professional Learning for Faculty ................................................................................................... 5 Article 23 of the 2014-‐2017 AFT Faculty Collective Bargaining Agreement .............................. 5 FLEX Program for Faculty ............................................................................................................................ 5

Professional Learning for Classified Staff .................................................................................... 6 Article 17 of the 2014-‐2017 AFT College Staff Guild Collective Bargaining Agreement ......... 6

Professional Learning for Administrators ................................................................................... 6 Article 14 of the LACCD and Teamsters Agreement 2014-‐2017 ..................................................... 6 The Deans’ Academy ...................................................................................................................................... 7 Presidents Academy ...................................................................................................................................... 7

Program Model ...................................................................................................................................... 7 Professional Learning Week (FLEX Week) ............................................................................................ 8 Spring Summit ................................................................................................................................................. 8 Annual Leadership Retreat ......................................................................................................................... 8 Tech Fair ............................................................................................................................................................ 8 Online Workshops .......................................................................................................................................... 9 Focused Inquiry Groups (FIGs) ................................................................................................................ 10 A Faculty Professional Development Academy: West Connect ..................................................... 10 Achieving the Dream ................................................................................................................................... 10 3CSN (California Community College Success Network) ................................................................. 10

EMP and the Quality Focus Essay (QFE) Action Project ........................................................ 11

How is Success Measured? .............................................................................................................. 13

Accomplishments for 2015-‐2016 ................................................................................................. 13 Goals for 2016-‐17 .............................................................................................................................. 14


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History of Professional Learning at West Los Angeles College West Los Angeles College offers a wide variety of ongoing professional learning opportunities for faculty and staff to enhance their skills at facilitating student success. West continues to be at the forefront of professional development connected to student learning. In addition to serving as a pilot college for the Online Education Initiative (OEI), the Common Assessment Initiative (CAI), and the California Community College Professional Development Clearinghouse, faculty and administrators at West lead statewide trainings on Reading Apprenticeship, Growth Mindset, and Habits of Mind. Professional development programs are designed to enhance the expertise of faculty, staff, and administrators in order to increase student achievement. In September 2014, Governor Brown signed Assembly Bill 2558, which “authorizes the use of state funding for professional development activities if it becomes available in future years and specifies that districts that apply to participate in the Community College Professional Development Program must provide professional development opportunities to both faculty and staff.” This plan ensures that the professional learning needs of all employee groups are addressed.

Program Leadership Because the goal of professional learning is to increase student learning and student achievement, professional development at West Los Angeles College is overseen by the Dean of Teaching and Learning and the Professional Development Coordinator. A Professional Learning Subcommittee of the Student Success Committee, made up of faculty, classified staff, and administrators was established in Spring 2015. It is chaired jointly by the Professional Development Coordinator and the Dean of Teaching and Learning and is charged with planning professional learning opportunities in support of the College’s mission for all personnel. In addition to its co-‐chairs, the Professional Learning Subcommittee includes seven faculty (appointed by the Academic Senate), three classified staff (appointed by AFT Staff Guild 1721A), and two administrators. Dean of Teaching and Learning Part of the Dean of Teaching and Learning’s charge is faculty development, investigating and implementing new tools and resources for instruction, and creating and supporting strategies that actively engage students in the learning process. The position was established in Fall of 2011.


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Professional Development Coordinator In 2014, a Faculty Professional Development Coordinator was selected. The Professional Development Coordinator is charged with planning and coordinating professional learning opportunities for faculty. The coordinator also chairs the Professional Growth Committee and co-‐chairs the Professional Learning Committee with the Dean of Teaching and Learning. The Professional Growth Committee is a committee established by Article 23 of the Faculty Contract. Its membership consists of one academic administrator selected by the college president, one faculty member selected by the AFT, and two faculty members selected by the Academic Senate. At West, the Professional Development Coordinator is appointed by the Academic Senate and serves as the committee chair. West’s Professional Growth Committee reconvened in Fall 2014. The purpose of the Professional Growth Committee is to adopt procedures for administering the Professional Conference and Tuition Reimbursement Fund, an annual allocation. The Professional Growth Committee meets a minimum of two times a year to evaluate applications for tuition reimbursement.

Mission Statement The goal of Professional Learning at West Los Angeles College is to: • Inspire and increase faculty, staff, and administrator involvement in professional learning

activities in order to create a college culture of learning. • Develop, apply, and assess proven, effective learner-‐centered strategies. Professional Learning at West is aligned to the mission of the College and the goals of the Educational Master Plan. Specifically, it addresses Strategic Goals 1.1, 1.2, 1.3, 1.4, 4.1, 4.2, and 4.3. Professional Learning at West also supports the achievement of the goals in the Student Equity Plan and the Achieving the Dream Initiative. The importance of a robust professional learning program is noted in ACCJC Accreditation Standard III.A.14:

The institution plans for and provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on evolving pedagogy, technology, and learning needs. The institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.


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A robust professional learning program that addresses the needs of all employees ensures the college continues to meet the accreditation standards.

Professional Development Philosophy Based on our Mission Statement, West Los Angeles College believes that a successful professional development plan should include the following key elements: • A wide variety of trainings and workshops that actively engages faculty (across all

disciplines), staff and administrators in order to enhance classroom instruction and student services;

• The creation of a community of adult learners that explores topics that support each year’s focus/theme;

• Activities to enhance continuous and active engagement throughout the year of the community of learners, not just a one-‐time attendance.

Professional Learning for Faculty Article 23 of the 2014-‐2017 AFT Faculty Collective Bargaining Agreement Article 23 of the 2014-‐2017 AFT Faculty Collective Bargaining Agreement outlines the policies and process for tuition reimbursement for faculty. Article 23 also articulates the district policy on conference travel reimbursement. The May 2013 Academic Senate Policy for Faculty Conference Travel and Tuition Reimbursement clarifies local policy. FLEX Program for Faculty The flexible calendar program was initiated by six California community colleges in 1976 as a pilot project authorized by Assembly Bill 2232 (1975). The six pilot colleges were El Camino, Grossmont, Cosumnes River, Saddleback, San Jose City, and Evergreen Valley. These six pilot colleges were allowed to reduce the number of required instructional days from 175 to a minimum of 160. The bill provisions allowed the colleges to replace up to 15 days of regular instruction with alternative activities such as professional development. At West Los Angeles College, five instructional days have been replaced by FLEX days. Full-‐time faculty are required to report at least 33.5 hours per year (July 1 to June 30) of professional development activities. Part-‐time faculty (and full-‐time faculty teaching hourly classes above their regular loads) are required to perform half as many hours as their standard hourly unit load. For example, faculty who teach a three-‐hour class in the Fall and six hours in the Spring as part of an hourly load would be required to perform 4.5 hours of professional development (9 hours/2). For full-‐time faculty, these hours are in addition to the 33.5 hours per year.


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The types of professional learning activities covered in this plan are eligible for FLEX credit. Faculty may choose to take credit-‐bearing courses to fulfill their FLEX obligation; however, if the faculty member is using those credits for salary advancement, s/he may not also use them for FLEX credit.

Professional Learning for Classified Staff Article 17 of the 2014-‐2017 AFT College Staff Guild Collective Bargaining Agreement The AFT and the District agree that the District shall allocate $10,000 for Professional Staff Development to the colleges each fiscal year. The $10,000 fund shall be distributed equally among the nine colleges and the Educational Services Center (ESC). The allocation shall be placed in each worksite’s Staff Development Fund to sponsor workshops and training for Unit 1 members. All workshops and training shall go through the Staff Development Committee with final approval by two (2) Staff Guild Members (See D.2 below). State Funding for Professional Development that is earmarked for classified employees shall be proportionally allocated. There shall be at least two (2) AFT Staff Guild members, appointed by the AFT Staff Guild, on the colleges’ and Educational Services Center (ESC) Staff Development Committees. In accordance with Assembly Bill 1725, Clerical/Technical employees shall have the option to attend Staff Development activities and shall be afforded appropriate release time.

Professional Learning for Administrators Article 14 of the LACCD and Teamsters Agreement 2014-‐2017 For training and retraining, the “District and/or College may provide in-‐service and other forms of training, as necessary, for all Unit members in areas including, but not limited to, relevant law, rules, policies and procedures. The District shall provide training for Unit members on the District’s Harassment Policy as per LACCD Board Rule 15011.” For professional growth, the “ District shall establish a fund of at least $20,000 per fiscal year for the purpose of tuition reimbursement and reimbursement for conference attendance requested by the Unit Member and approved by the college president. The fund shall be administered by the Associate Vice Chancellor of Human Resources or his/her designee. Each Unit member may receive tuition reimbursement to a maximum of $2,000 for any fiscal year up to the maximum of $20,000 per year for the entire unit. In no case shall


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tuition reimbursement exceed 50% of the actual tuition for any educational term, however, all allowable expenses may be reimbursed for conference attendance.” The Deans’ Academy A joint venture of the Los Angeles Community College District and the Administrators’ Association The Deans’ Academy is designed to increase knowledge of all aspects of the LACCD. The Academy helps deans perform job responsibilities better and create an environment that will better meet the needs of students, fellow administrators, faculty, staff and the community. The training program is ongoing, with at least seven sessions during the 2015-‐2016 academic year. These sessions are a combination of informational programs, interactive workshops and training labs. The sessions are held at the Educational Service Center and several of the District Colleges. The Program also includes working with colleagues in the development of a project, learning skills that will assist in preparing to compete for higher-‐level positions, and learning effective leadership skills. Guest speakers also present topical subjects. Presidents Academy For Senior Administrators, the District offers the Presidents Academy, a cohort-‐based training program for senior-‐level administrators aspiring to become community college presidents.

Program Model Each year, the Academic Senate selects a theme related to college goals and priorities. Fall Professional Learning Day (a mandatory FLEX day for all full-‐time faculty), the Leadership Retreat, and Spring Summit—as well as other activities throughout the year—are planned around the Senate theme. The Professional Development Program Plan also pays special attention to providing professional learning opportunities for all employees: faculty, staff, and administrators. Each year, as part of the Program Review cycle, the college conducts a needs assessment for professional learning. Division faculty analyze SLO data results and reflect on where they could use additional training to meet students’ needs. The Professional Learning Subcommittee will identify the professional learning needs that are surfaced during Program Review and—where possible—will schedule learning opportunities to meet those needs in order to support faculty, enhance teaching practices and to increase student engagement.


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Professional Learning Week (FLEX Week) In collaboration with the Academic Senate, AFT Faculty Guild, and College administration, West plans and hosts annual Professional Learning Week (formerly known as FLEX Week) the week prior to the fall semester. Several workshops are scheduled on topics such as effective mentoring, supporting educational success for former foster youth, and classroom management. New full-‐time faculty are also oriented to the college that week, as are new and continuing part-‐time faculty. The week culminates in Professional Learning Day, which kicks off the Fall semester. Spring Summit The Student Success Committee instituted a Spring Summit in February 2014. Specifically designed for the entire College (rather than just for faculty, who are required to attend the fall professional development day), it focused on student success, provided a forum for dialogue, and offered an opportunity to discuss the draft Strategic Directions for the new Educational Master Plan. The 2015 Spring Summit, “Innovative Strategies to Increase Student Success,” provided an opportunity for faculty and staff to share their expertise with the campus community. Annual Leadership Retreat The College governance policy stipulates an annual Leadership Retreat, “focusing on best practices in instruction and services.” In describing the Leadership Retreat, the governance policy notes that “All are leaders.” That is, the entire community is invited not just to attend the retreat, but also to plan it. Faculty, staff, and administrators from across the campus come together to plan the annual Leadership Retreat. Since 2012, topics have been: SLOs, Program Review, and Planning (2012), Student Support (Re)defined (2013), and Social Justice in Action: Closing the Achievement Gap (2014). The theme for the 2015-‐16 academic year is Student Equity: Milestones and the Road Forward. Tech Fair The College provides many opportunities for training through its Tech Fair workshops. The Tech Fair provides faculty and staff with workshops on various aspects of technology, specifically to enhance teaching, delivery of services, and provide training on the use of instructional technology to improve student success. Faculty and staff lead workshops for other faculty and staff on innovative uses of technology in the classroom to improve the student experience in online, hybrid and on-‐campus courses. West’s Tech Fairs include workshops on using technology in the classroom and encourage faculty-‐to-‐faculty exchanges in using technology in courses and student services. In spring 2007, Tech Fair was founded with 12 workshops and featured speakers from LaGuardia Community College who discussed First Year Experiences, Learning Communities, and ePortfolios. West’s Tech Fair has grown to more than 180 workshops year-‐round and


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hosts thematic Keynote Speakers during the spring Tech Fairs. Unlike other professional development activities, Tech Fair workshops are presented by West’s faculty and staff. These workshops provide opportunities for adjunct faculty to participate in professional learning activities and develop as campus leaders in their respective disciplines. This approach creates a group of experts on campus that not only present workshops, but also serve as ongoing resources for the campus community. Following the inaugural Tech Fair in Spring 2007, workshops have been offered each fall and spring with a keynote speaker invited every spring. While Tech Fair started as a professional development activity focused on technology, it has expanded to include a Teaching and Learning track with workshops focused on sharing and discussing pedagogy to improve teaching and learning. Tech Fair workshops are organized into four tracks:

1. Digital Campus: Presentations in this track focus on technologies that enhance campus services, activities or processes, for examples “Alternate Media for Persons with Disabilities,” “Using Smart Classrooms” and “Online Learning and the Role of Multimedia in Improving Students’ Understanding of Difficult Concepts.”

2. Teaching and Learning: Presentations in this track focus on sharing and discussing pedagogy to improve teaching and learning, such as “How Good is my Online Class?” “Understanding the Articulation Process,” “The SLO Assessment Cycle and How to Approach It,” “Building Academic Roadmaps,” “Ways to Evaluate an Online Instructor” and “Backwards Design for Creating Learning Plans.”

3. Technology and the Classroom: Presentations in this track focus on discussing and demonstrating instructional technology strategies, techniques, issues and solutions. Several examples are “Just-‐in-‐Time Teaching Strategies,” “Life is Better With a Website-‐Enhanced Classroom,” “Making Sure Students are Watching Assigned Videos,” and “Online Student Presentations in Real Time: Best Practices.”

4. Web 2.0 and Social Software: Presentations in this track focus on tools that support the joint creation of content, user-‐centered design and collaboration, for examples “Using Video to Enhance Online and Hybrid Classes,” “ePortfolio using eFolio,” “Embed Technology into Instruction.”

The College organizes Tech Fair workshops, which are designed for a small group setting, so that faculty and staff can hold more discussion; and ideas can be shared and customized for individual disciplines and departments. The real benefit has been the faculty-‐to-‐faculty exchanges as we all learn more about what is possible in using technology in West’s courses and student services to enhance student success. Online Workshops Faculty can attend online courses hosted by @ONE. Online courses last four to five weeks and are facilitated by expert colleagues. Although courses begin and end on specific dates, the work is done asynchronously. @ONE online courses include topics such as “Introduction to Online Teaching and Learning,” “Designing Effective Online Assessments,”


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and Building Online Community with Social Media.” More information is available at http://www.onefortraining.org/online-‐courses Faculty can also take online courses from the Etudes Cyber Teachers’ Institute Pedagogy Series. Participants of these online pedagogy courses learn how to design, assess and evaluate online courses and student work, publish content with accessibility in mind, and implement appropriate teaching methodology for the online classroom. The program consists of five courses and provides an educational environment that challenges participants to rethink the teaching in the discipline and approach to online teaching. View offerings at https://etudes.org/events/pedagogy-‐courses/ Focused Inquiry Groups (FIGs) Ongoing Focused Inquiry Groups (FIGs) also provide venues for the exploration of ideas for improvement. An English as a Second Language (ESL) professor set up a FIG on the Reading Apprenticeship approach to helping students take charge of their own learning, which has been meeting regularly since 2014; an English professor led the FIG on cultural competence that set up the Culturally Responsive Teaching and Learning program; a librarian and an ESL professor led the FIG that set up the One College/One Book program for 2015-‐2016; a kinesiology professor has established a FIG on the flipped classroom; and a dean piloted an innovative video-‐supported FIG based on the book, What the Best College Teachers Do. A Faculty Professional Development Academy: West Connect Each year, West welcomes a group of outstanding new faculty to our academic community. The Faculty Professional Development Academy: West Connect includes events for new and tenure-‐track faculty to provide information and resources; opportunities to expand perspectives by interacting and exchanging ideas with peers; and workshops relating to practical topics, instructional strategies, and implications for teaching. West Connect is intended primarily for new and tenure-‐track faculty; all faculty—including part-‐time and tenured—are welcome. Events are scheduled monthly during the fall and spring semesters. Achieving the Dream West was recently recognized as an Achieving the Dream Leader College, which is a national designation awarded to community colleges that commit to improving student success and closing achievement gaps. As a Leader College, West has an ongoing commitment to review student achievement, identify gaps, and base systematic planning on the analysis of relevant data to improve student success. 3CSN (California Community College Success Network) West Los Angeles College faculty, staff, and administrators participate actively in 3CSN (the California Community College Success Network). This network fosters student success by


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addressing the needs of underserved students and increasing the capacity of community colleges to help these students succeed in completing certificates, degrees and/or transfer requirements. The theory of change drives all 3CSN professional learning activities, curricular and institutional redesigns, and communities of practice to produce powerful learning and working across campuses. 3CSN focuses on building networks that work by identifying a shared problem, creating a shared vision of the possible for addressing it, and building a sustained community of practitioners focusing on the problem. West faculty and staff are active participants in 3CSN statewide leadership initiatives and networks, regional summits, workshops, and training activities. Our faculty, staff, and administrators present at 3CSN events and lead communities of practice at West including:

• Basic Skills Leadership Institute (BSILI) • Achieving the Dream • California Acceleration Project • Growth Mindset • Habits of Mind • Reading Apprenticeship Project • LACCD Faculty Teaching and Learning Academy

Through participation in 3CSN professional learning networks and communities of practice, West faculty and staff continue to be effective leaders committed to the improvement of student outcomes and success.

EMP and the Quality Focus Essay (QFE) Action Project Professional learning and assessment of student outcomes play a key role in improving student success and teaching effectiveness. Providing faculty, staff, and administrators with professional development for learner-‐centered strategies and improving outcomes assessment not only provide a measurement of learning but also insight into improvements in teaching practices and pedagogy. Strategic goal 1.2 of the EMP and West’s third QFE Action Project is to “create a culture in which faculty develop and apply expertise in proven, effective learner-‐centered teaching strategies.” PROJECT GOALS ACTION STEPS a) Establish an exemplary professional learning program.

1. Professional Learning Committee reviews and evaluates current professional learning offerings at West.

2. Research professional learning programs at other institutions to identify effective models.

3. Assess professional learning needs across the campus.


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PROJECT GOALS ACTION STEPS 4. Construct a cohesive program of professional learning

offerings based on the identified needs. 5. Publicize the College’s professional learning offerings. 6. Launch new set of offerings. 7. Facilitate participation in the offerings.

b) Offer and incentivize ongoing training in proven, effective learner-‐centered teaching strategies (e.g., Reading Apprenticeship, Five Day Experiential Learning Institute).

1. Review and evaluate current training offerings in effective learner-‐centered teaching at West.

2. Research training and incentives at other institutions to identify effective models.

3. Assess learner-‐centered teaching needs across the campus.

4. Consolidate current learner-‐centered teaching offerings into a cohesive training program.

5. Supplement Professional Learning program with new offerings if needed.

6. Publicize the College’s professional learning offerings. 7. Launch new set of offerings. 8. Evaluate training and improve it as warranted.

c) Implement learner-‐centered strategies.

1. Research implementation of learner-‐centered strategies at other institutions to identify effective models.

2. Document current, proven learner-‐centered teaching strategies in a handbook or other reference resource.

3. Supplement current strategies with other proven strategies if needed.

4. Implement learner-‐centered strategies, beginning with selected courses and/or programs.

5. Publicize/document the implementation of learner-‐centered strategies.

6. Evaluate the effectiveness of implemented learner-‐centered strategies, make improvements as warranted, and identify the most effective strategies.

d) Facilitate forums for dialogue on newly developed and implemented learning/teaching strategies.

1. Professional Learning Committee assesses learner-‐centered teaching strategies applied across the campus.

2. Identify forum topics and the number of forums to hold, plus the resources required.

3. Plan, organize and publicize forums. 4. Document the forums’ dialogue on newly developed and

implemented learning/teaching strategies. 5. Establish Professional Learning Communities to conduct

interdisciplinary assessments of student learning. 6. Evaluate the forums and recommend improvements as

warranted.


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How is Success Measured? Success of the Professional Development Plan is measured using the measurable goals of West’s EMP. The PD Plan’s goals are aligned with EMP Strategic Direction 1: Dedication to Learning

ü Improve student achievement, both overall and among historically lower-‐achieving groups

ü Create a culture in which faculty develop and apply expertise in proven, effective learner-‐centered teaching strategies

ü Foster ethical and affective development as well as cognitive development in all student populations

ü Inspire and increase the rate of faculty, staff, and administrators' involvement in professional learning activities

The PD Plan is also aligned with the LACCD Strategic Plan Goals 2: Teaching and Learning for Success – Strengthen effective teaching and learning by providing a learner-‐centered educational environment; help students attain their goals of certificate and degree completion, transfer, and job training and career placement; increase equity in the achievement of these outcomes. The Professional Development Program aligns offerings and activities in support of these established goals to ensure a comprehensive program that is focused on achieving defined outcomes through the training of our most valuable resource: our employees. After each event, participants are asked to complete a survey to evaluate the effectiveness of the event and attendee satisfaction. One of the 2015-‐2016 goals is to collaborate with the Office of Research and Planning for continuous, systematic evaluation of professional learning opportunities.

Accomplishments for 2015-‐2016

1. Established a Professional Development Plan.

2. Supported the development of the Culturally Responsive Teaching training series.

3. Drafted content for the College Accreditation Self-‐Evaluation Report standards that align with professional learning.

4. Implemented the One College, One Book project. 5. Planned and scheduled the Fall 2015 Professional Learning Week.

6. Coordinated the Spring 2016 Spring Summit.

7. Planned schedules for Fall 2015 and Spring 2016 West Connect workshops. 8. Supported Tech Fair Fall 2015 and Spring 2016 planning.


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9. Planned the Annual Leadership Retreat.

10. Expanded Reading Apprenticeship to create a STEM RA community of practice. 11. Established a Habits of Mind Leadership community of practice.

12. Held classified staff movie day screening and discussion on meeting the needs of students with autism.

13. Held over 145 Tech Fair workshops on topics ranging from Humanizing the Online Classroom to Fostering Student Learning through Smart Teaching.

14. Obtained a Basic Skills Transformation grant, which will enable the college to provide professional development in acceleration and enhanced non-‐credit.

15. Worked with the Academic Senate to support training for equity in faculty hiring.

Goals for 2016-‐17 This year’s Professional Learning Goals are:

1. Contribute to the planning and scheduling of the Fall 2016 Professional Learning Week.

2. Coordinate the Spring 2017 Spring Summit. 3. Continue support for the Culturally Responsive Teaching training series.

4. Collaborate with the Office of Research and Planning for continuous, systematic evaluation of professional learning opportunities.

5. Advance professional learning goals of the Educational Master Plan and Quality Focus Essay.

6. Implement a Habits of Mind initiative on campus, including training for faculty and staff.

7. Conduct a needs assessment survey of professional learning for classified staff and administrators.

8. Recruit, select, and train faculty trainers for evidence-‐based, high-‐impact, learner-‐centered teaching strategies training.

9. Recruit and select faculty to be trained in evidence-‐based, high-‐impact, learner-‐centered teaching strategies.

10. Create a FIG for ongoing training and support of faculty as they implement one of the evidence-‐based, high-‐impact, learner-‐centered teaching strategies.

11. Support CTE, English, and mathematics faculty as they contextualize foundation skills in CTE pathways.

12. Embed self-‐reflection and goal setting into the FLEX reporting process to strengthen the relevance of FLEX activities to an individual’s professional development.

Documents

2016-17 Professional Development Plan€¦ · West!Los!Angeles!College! 201612017!Professional!Development!ProgramPlan! 6!!! ThetypesofprofessionallearningactivitiescoveredinthisplanareeligibleforFLEXcredit