The “Meta-Profession” of Being a College Teacher

The “Meta-Profession” of The “Meta-Profession” of Being a College TeacherBeing a College Teacher

(C) M. Theall SCC 2011

A presentation for faculty and administrators at

Sinclair Community CollegeOctober 21, 2011Michael Theall Ph.D.

Raoul’s tale ….

Once upon a timeOnce upon a time

at a bankat a bank

in Jacksonville, FL ….in Jacksonville, FL ….


Proposition # 1

Given the missions of higher Given the missions of higher education and the nature of education and the nature of

teaching and learning as teaching and learning as human activities, faculty are human activities, faculty are

the college’s critical the college’s critical resourcesresources


Corrolary:

To be effective, successful, To be effective, successful, productive, and productive, and

professionally satisfied, professionally satisfied, faculty need a variety of faculty need a variety of

skills AND adequate skills AND adequate institutional supportinstitutional support


Professional development…

must reflect institutional must reflect institutional realities and the interests realities and the interests

and needs and needs of the stakeholdersof the stakeholders

WHY?WHY?(C) M. Theall SCC 2011

Because …

two of the activities most important in two of the activities most important in the professional lives of the faculty the professional lives of the faculty

[[ [[ i.e., professional growth and i.e., professional growth and performance evaluationperformance evaluation]]]]

are determined, influenced, and are determined, influenced, and carried out by local stakeholders.carried out by local stakeholders.


Basic Premise:

Evaluation without Evaluation without development is punitive development is punitive

Development without Development without evaluation is guesswork.evaluation is guesswork.


Basic Premise:

Development and evaluation Development and evaluation systems will not be complete systems will not be complete

until they are based on an until they are based on an understanding of the work that understanding of the work that faculty are expected to do, and faculty are expected to do, and the skills that are required to do the skills that are required to do

that work successfully!that work successfully!(C) M. Theall SCC 2011

Basic Premise:

ALL DEVELOPMENT ALL DEVELOPMENT and EVALUATION and EVALUATION

ARE LOCAL!ARE LOCAL!


In higher education…

Who are the stakeholders? Who are the stakeholders?

What is (or should be) their What is (or should be) their influence?influence?


Traditional stakeholder model


Development and Evaluation Stakeholdersin a revised model


In the Meta-Profession,

Collegiality is a foundation Collegiality is a foundation for professional development for professional development

and satisfaction, and the basis and satisfaction, and the basis for a strong profession.for a strong profession.


How do you promote collegiality?

In general? At Sinclair CC?

Please take a few moments to identify some critical (and observable) behaviors that you would consider “collegial.”

Please share your thoughts with others so that we can create a list of possibilities to consider, choose from, and connect to today’s presentation.


Collegial behaviors:


How do you promote collegiality?

At Sinclair CC?

Please take a few moments to identify the ways in which the faculty and the College can promote these collegial behaviors.

Again, please share your thoughts with others so that we can create a list of possibilities to consider, choose from, and connect to today’s presentation.


Institutional strategies


An approach…

Thinking Thinking ““Meta-Professionally” Meta-Professionally”

about the work about the work and skills and skills

of the facultyof the faculty(C) M. Theall SCC 2011

Faculty are “Meta-Professionals”


BaseBaseProfessionProfession

CollegeCollege TeachingTeachingProfessionProfession

(C) M. Theall SCC 2011AccountantAccountant NurseNurse HistorianHistorian

The AcademyThe Academy

AccountingProfessor

NursingProfessor

HistoryProfessorBase ProfessionBase Profession

All faculty are drawnAll faculty are drawnfrom a pool of peoplefrom a pool of peopleprepared in a content-prepared in a content-specific ‘base’specific ‘base’profession.profession.

Base profession includes….

Content ExpertiseContent Expertise Practice/Clinical SkillsPractice/Clinical Skills Research Techniques Research Techniques (strategies for keeping (strategies for keeping

current)current) (C) M. Theall SCC 2011

Roles of the Professoriate:

TeachingTeachingScholarly & Creative Scholarly & Creative

ActivitiesActivitiesServiceService

AdministrationAdministration(C) M. Theall SCC 2011

Roles of the Professoriate

The performance of these The performance of these roles often requires skills roles often requires skills and knowledge beyond and knowledge beyond that of one’s disciplinary that of one’s disciplinary

expertise.expertise.(C) M. Theall SCC 2011


24

The META-PROFESSION of College Teaching FACULTY ROLES

FACULTY SKILL SETS TEACHINGSCHOLARLY &

CREATIVE ACTIVITIES SERVICEADMINIS-TRATION

BASE-PROFESSION SKILLSContent Expertise A A A A OCCA A N

Practical-Clinical Skills FREQ FREQ OCCA A NResearch Techniques OCCA FREQ A N A N

META-PROFESSION SKILLSInstructional Design A A OCCA OCCA A N

Instructional Delivery A A OCCA OCCA A NInstructional Assessment A A OCCA OCCA A N

Course Management FREQ OCCA OCCA A NInstructional Research A N FREQ OCCA A N

Psychometrics/Statistics OCCA FREQ OCCA A NEpistemology OCCA OCCA OCCA A N

Learning Theory FREQ OCCA OCCA A NHuman Development OCCA OCCA OCCA A N

Information Technology FREQ FREQ OCCA OCCATechnical Writing OCCA FREQ OCCA A NGraphic Design OCCA OCCA OCCA A NPublic Speaking FREQ FREQ OCCA FREQ

Communications Styles FREQ FREQ OCCA FREQConflict Management OCCA A N OCCA FREQ

Group Process OCCA A N OCCA A AResource Management OCCA A N OCCA A A

Personnel Supervision & Management A N A N OCCA A AFinancial & Budget Development. A N A N OCCA A A

Policy Analysis & Development A N A N OCCA FREQ

Legend > > > Almost Always Frequently Occasionally

AlmostNever

Teaching Context DifferencesProfessional

Skill SetsStandard

ClassroomLarge

LectureSmall Group

Clinical/Practicum Tutorial Mentoring

Distance/On-line

Base ProfessionContent Expertise

Practical SkillsResearch Techniques

Meta-ProfessionI nstructional Design

Instructional DeliveryI nstructional Assesment

Course ManagementI nstructional ResearchPsychology/ Statistics

EpistemologyLearning Theory

Human DevelopmentInformation Technology

Technical WritingGraphic Design

Public SpeakingCommunication StylesInterpersonal Comm.Conflict ManagementGroup / Team Skills

Resource ManagementPersonnel Management

Budget Development& ManagementPolicy Analysis & Development

LEGENDALMOST ALWAYS FREQUE NTLY OCCASION ALLY

ALMOST NEVER


Expertise in, and Need for Skills

How do we know which How do we know which skills are necessary?skills are necessary?

How do we knowHow do we knowif we are skilled enough?if we are skilled enough?


Expertise and Frequency of Need SIGNIFICANT DIFFERENCES BETWEEN RATINGS OF EXPERTISE AND FREQUENCY OF NEED

META-PROFESSION EXPERTISE NEED FOR SKILL IN ROLESKILL SETS RATINGS TEACHING SCHOLARSHIP SERVICE ADMINISTRATION

Instructional Design 1.94 N E E EInstructional Delivery 1.73 N E E E

Instructional Assessment 2.00 N E E ECourse Management 1.89 N E E E

Instructional Research 2.21 N N E EPsychometrics/Statistics 2.73 E N E E

Epistemology 2.59 N E E ELearning Theory 2.03 N E E E

Human Development 2.36 N E E EInformation Technology 1.93 N E E E

Technical Writing 1.95 E N E EGraphic Design 2.69 N N E EPublic Speaking 1.72 N E E E

Communications Styles 2.17 N E E N Conflict Management 2.33 N E E N

Group Process 2.17 N E E NResource Management 2.74 E E E N

Personnel Supervision & Management 2.34 E E E NFinancial & Budget Development. 2.76 E E E N

Policy Analysis & Development 2.80 E E E N

RED = EXPERTISE RATING SIG STRONGER THAN NEED E = EXPERTISE STRONGERBLUE = NEED RATING SIG STRONGER THAN EXPERTISE N = NEED STRONGER


Expertise and need …

Do all academics share Do all academics share opinions about the levels opinions about the levels of expertise in, and need of expertise in, and need

for the skills?for the skills?


Disciplinary Differences in Ratings SIGNIFICANT DIFFERENCES BETWEEN STEM & EDUCATION/SOCIAL SCIENCE FACULTY


Instructional Design ED/SO ED/SO ED/SO ED/SO ED/SOInstructional Delivery ED/SO ED/SO STEM ED/SO ED/SO

Instructional Assessment ED/SO ED/SO ED/SO ED/SO ED/SOCourse Management ED/SO ED/SO STEM ED/SO ED/SO

Instructional Research ED/SO ED/SO ED/SO ED/SO ED/SOPsychometrics/Statistics ED/SO ED/SO ED/SO ED/SO ED/SO

Epistemology ED/SO ED/SO ED/SO ED/SO ED/SOLearning Theory ED/SO ED/SO ED/SO ED/SO ED/SO

Human Development ED/SO ED/SO ED/SO ED/SO ED/SOInformation Technology STEM STEM STEM STEM STEM

Technical Writing STEM STEM STEM STEM ED/SOGraphic Design ED/SO STEM STEM ED/SO ED/SOPublic Speaking ED/SO STEM STEM ED/SO ED/SO

Communications Styles ED/SO ED/SO ED/SO ED/SO ED/SOConflict Management ED/SO ED/SO ED/SO ED/SO ED/SO

Group Process ED/SO ED/SO ED/SO ED/SO ED/SOResource Management ED/SO STEM STEM ED/SO ED/SO

Personnel Supervision & Management ED/SO ED/SO ED/SO ED/SO ED/SOFinancial & Budget Development. ED/SO STEM STEM ED/SO ED/SO

Policy Analysis & Development ED/SO ED/SO ED/SO ED/SO ED/SO

GREEN = ED/SOCIAL RATING SIG STRONGER THAN STEM ORANGE = STEM RATING SIG STRONGER THAN ED/SOCED/SO = ED/SOCIAL RATING STRONGER; STEM = STEM RATING STRONGER


Administrator and Faculty Ratings SIGNIFICANT DIFFERENCES BETWEEN FACULTY AND ADMINISTRATOR RATINGS


Instructional Design F F F A AInstructional Delivery F A F F A

Instructional Assessment F F F A ACourse Management F F F F F

Instructional Research F F A A APsychometrics/Statistics A A A A A

Epistemology A A A A ALearning Theory A A F A A

Human Development F A A A AInformation Technology F F F F A

Technical Writing F F F A AGraphic Design F F F A APublic Speaking F F F A A

Communications Styles F F F A AConflict Management F F F F A

Group Process F F F A AResource Management A F F F A

Personnel Supervision & Management F F F F AFinancial & Budget Development. A F A F A

Policy Analysis & Development A A A A A

PURPLE = FACULTY RATING SIG STRONGER THAN ADMINTEAL = ADMIN RATING SIG STRONGER THAN FACULTYF = FACULTY RATING STRONGER; A = ADMIN RATING STRONGER


You may ask …..

How can a How can a ““Meta-Professional” approach Meta-Professional” approach

support and improve support and improve professional enrichment professional enrichment

and fair evaluation?and fair evaluation?



The Institutional Expertise Advantage

The META-PROFESSION of College Teaching FACULTY ROLES

FACULTY SKILL SETS TEACHINGSCHOLARLY &

CREATIVE ACTIVITIES SERVICEADMINIS-TRATION

BASE-PROFESSION SKILLSContent Expertise A A A A OCCA A N

Practical-Clinical Skills FREQ FREQ OCCA A NResearch Techniques OCCA FREQ A N A N

META-PROFESSION SKILLSInstructional Design A A OCCA OCCA A N

Instructional Delivery A A OCCA OCCA A NInstructional Assessment A A OCCA OCCA A N

Course Management FREQ OCCA OCCA A NInstructional Research A N FREQ OCCA A N

Psychometrics/Statistics OCCA FREQ OCCA A NEpistemology OCCA OCCA OCCA A N

Learning Theory FREQ OCCA OCCA A NHuman Development OCCA OCCA OCCA A N

Information Technology FREQ FREQ OCCA OCCATechnical Writing OCCA FREQ OCCA A NGraphic Design OCCA OCCA OCCA A NPublic Speaking FREQ FREQ OCCA FREQ

Communications Styles FREQ FREQ OCCA FREQConflict Management OCCA A N OCCA FREQ

Group Process OCCA A N OCCA A AResource Management OCCA A N OCCA A A

Personnel Supervision & Management A N A N OCCA A AFinancial & Budget Development. A N A N OCCA A A

Policy Analysis & Development A N A N OCCA FREQ

Legend > > > Almost Always Frequently Occasionally

AlmostNever

Development and Evaluation Stakeholdersin a revised model


Figure 1. Scholarship & Practice


Figure 2. Scholarship & Practice Interactions

learning assessment

data collection analysis resources references

action

interpretation prescription


Figure 3. Scholarship & practice:

Assessment - SoTL - Improvement Synergy learning assessment

data collection analysis resources references

action

interpretation prescription


8 Steps to Develop a Comprehensive Faculty Evaluation System (Arreola, 2007)

Determine Determine the faculty role modelthe faculty role model the faculty role model parameter valuesthe faculty role model parameter values the definitions of the rolesthe definitions of the roles the role component weightsthe role component weights the appropriate sources of informationthe appropriate sources of information the source weightsthe source weights the data gathering methodsthe data gathering methods the design & selection of formsthe design & selection of forms


Source – Impact Matrix (Arreola, 2007)

Data Sources > > > > Students Peers Dept. ChairComponent

WeightsRole Components v v v v V V V V

Instructional Delivery100% 25

0% 0

0% 0 25%

Instructional Design25% 5

75% 15

0% 0 20%

Instructional Assessment40% 10

40% 10

20% 5 25%

Content Expertise0% 0

80% 20

20% 5 25%

Course Management0% 0

0% 0

100% 5 5%

Total Source Impact Weights 40% 45% 15% 100%


8 Steps to Develop a Comprehensive Professional Enrichment System (Theall, 2008)

Determine: Determine: the needs for enrichment functions; the needs for enrichment functions; the principal clients of services; the principal clients of services; the configuration & location of programs;the configuration & location of programs; the allocation of resources;the allocation of resources; the intended impact of programs;the intended impact of programs; the connections to other campus programs.the connections to other campus programs. the leadership structure;the leadership structure; the processes to create & implement programs.the processes to create & implement programs.


Function – Client Matrix (Theall, 2008)

Clients > > > > Faculty Depts. Admins. OthersFunction Weights

Functions v v v v V V V V

Instructional Consultation85% 25.5

15% 4.5

0% 0

0% 0 30%

Course/Curriculum Design20% 5

70% 17.5

10% 2.5

0% 0 25%

Assessment Support30% 6

30% 6

30% 6

10% 2 20%

Formative Evaluation80% 12

20% 3

0% 0

0% 0 15%

SoTL Support90% 9

10% 1

0% 0

0% 0 10%

Total Client Weights > > > 57.5% 32% 8.5% 2% 100%


A question (or two) …

“Whatever happened to THE faculty?”

(Schuster, 1990)

“What has happened to the professoriate?”

(Katz, 2006)


What is …

““a body of persons a body of persons having a having a

common purpose common purpose or common duties”or common duties”


What is …

““a body of persons having a a body of persons having a common purpose common purpose or common duties”or common duties”

… a college


Who is:

“One who chooses to, or is chosen to

work with others”


Who is:

“One who chooses to, or is chosen to

work with others”

…a colleague


In the Meta-Profession,

Collegiality is a foundation Collegiality is a foundation for professional development for professional development

and satisfaction, and the basis and satisfaction, and the basis for a strong meta-professionfor a strong meta-profession

so that …so that …


Somewhere, some time, back at the bank…

We might hear,

““Let me help you with this. Let me help you with this. After all, you’re a college After all, you’re a college

professor.”professor.”


A sampling of sources

Go to:http://www.cedanet.com/meta

for a discussion of the ‘meta-profession’ of the professoriate

http://www.idea.ksu.edu/podidea/index.htmlto access a series of short essays on teaching & evaluation

http://ntlf.com/pod/index.htmlfor an overview & bibliography of faculty evaluation

http://www.developfaculty.com/online/index.htmlfor access to on-line resources on teaching and learning


http://www.cedanet.com/meta

http://www.idea.ksu.edu/podidea/index.html

http://ntlf.com/pod/index.html

http://www.developfaculty.com/online/index.html

Documents

The “Meta-Profession” of Being a College Teacher