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Professional Development: “Design on A Dime”. November 2, 2013 10:45 – 11:35 Session S155 Grand C/D . Laurice Garrett , Sabine Eggleston, JoAnn Lewin Edison State College Ft. Myers, Florida. Our home institution:. We are soon to be: Florida SouthWestern State College.

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professional development design on a dime

Professional Development:“Design on A Dime”

November 2, 2013 10:45 – 11:35Session S155

Grand C/D

Laurice Garrett, Sabine Eggleston, JoAnn LewinEdison State College Ft. Myers, Florida

slide2

Our home institution:

We are soon to be: Florida SouthWestern State College

edison state college
Edison State College
  • Served 24,034 students 2011-2012
  • Serves five counties
  • Three campus locations and

one regional center

  • Programs: 17 Associate and 10 Bachelors Degrees
our professional development design on a dime involves four main focus areas
Our Professional Development “Design on a Dime” involves four main focus areas:
  • A Community of Best Practices
  • Adjunct Training and Development
  • Peer Observations
  • An Online Repository for Ideas and a Place for Discussions
slide8

Groups of educators who come together voluntarily at least once a month. Group members are committed to improving their practice through collaborative learning (National School Reform Faculty, 2010).

slide9

A venue for “open sharing” and collegial conversations among professionals without fear of judgment or negative criticism (Spanneut, 2010).

slide10

An opportunity to “have robust conversations about improving teaching and learning that … ultimately lead to improved student learning” (Yendol-Hoppey & Fictmen Dana, 2010, p. 118).

slide12

Reduction in isolation of teachers.

  • Higher likelihood that teachers will be well informed, professionally renewed, and inspired to inspire students.
  • Commitment to making significant and lasting changes.
slide14

Increased meaning and understanding of the content that teachers teach and the roles that play in helping all students achieve expectations.

  • (Some of the items are adapted from Hord, 1997)
logistical issues
Logistical Issues
  • Advertising
  • How often do you meet?
  • How to disseminate the information from each session
agreements
Agreements
  • Begin promptly.
  • Limit the time we meet to strictly one hour.
  • Only respectful behavior is allowed.How can we learn from each other if we go in with closed minds? If necessary, we must learn how to agreeably disagree.
we primarily concentrate on topics in each of these three areas
We primarily concentrate on topics in each of these three areas:
  • Pedagogy/Teaching Practices
  • Math Topics
  • Technology
slide20

Learning Styles of Students

  • Engaging students
  • Difficult/controversial topics
  • Attendance
  • Grading policies/Assessment
  • Group work
math topics examples of topics covered
Math Topics -examples of topics covered
  • Factoring
  • Rational Functions & Their Graphs
  • Logarithms
technology examples of topics covered
Technology – examples of topics covered
  • Use of classroom equipment, such as doc cams, SMART products, clickers
  • Effective use of calculators
  • How to post notes
  • How to use online resources
the best things about our community of best practices
The Best Things about OurCommunity of Best Practices
  • Collegiality
  • Safe place to discuss areas of concern
  • Sharing
  • Professional Development
issues and concerns
Issues and Concerns:
  • Involvement of adjuncts
  • Keeping it “fresh”
  • Logistics
slide34

Why create an Adjunct Training?

  • Smoother beginning of the semester
  • Lends consistency of instruction between full time instructors & adjuncts
  • Allows for greater collegiality
slide35

When do you hold an adjunct training?

  • Before the beginning of the semester-- Approximately 2 hours for each module, on a Saturday
  • During the semester around midterm-- An evening for about 1 hour
slide38

The Modules for the Training

  • Course Specific
    • Syllabi
    • Calculators
    • Expectations
    • Final Exam
slide42

The Modules for the Training

  • Classroom Technology
    • SMART board/ Smart Notebook
    • SmartView (calculator)
slide45

The Modules for the Training

  • Classroom Technology
    • Sympodium
    • Document Camera
slide48

The Modules for the Training

  • Technology & Homework Delivery System
    • Features of the homework delivery system
    • Calculator features
slide49

The Modules for the Training

  • Course Administration
    • Attendance verification
    • Record keeping
    • Management system tools
slide51

Payment for Completion

$50 per module for adjuncts

“College Service” for Faculty presenting

slide53

What worked well?

  • Adjuncts feel included
  • Better prepared to start semester
  • Opportunity to share material and knowledge
  • Great collegiality
  • Contact person(s) throughout the semester
slide54

Plans for the Future

  • Each campus offering?
  • Single day option?
  • Evening option?
  • Webinar option?
  • Funding?
slide56

Suggested by one faculty member but not well-received by department members prior to our West Point experience

  • After West Point, the idea was reintroduced to the Math Department but not included in unit plan until 2011-12
  • Original Goal: 60% of all Math faculty (fulltime and adjunct) would participate
slide57

People liked the idea, in theory.

  • They were concerned about what would happen with documentation from the observations (i.e. – could the results from the observations adversely affect evaluation…who would see the documentation?).
slide58

Not everyone who did an observation took the time to complete the documentation.

  • Logistically challenging in that people teach at significantly different times/days, etc.
  • Participation is totally voluntary.
first forms
First “Forms”
  • Collected more detailed information
  • Required signature of both participants
  • Required feedback from both participants
2011 12 results
2011-12 Results
  • 45.6% of fulltime faculty participated*
  • 12.5% of adjunct faculty participated*
  • 27.9% of all math department faculty participated*

*A faculty member was counted as a participant if (s)he observed another faculty member or was observed by another faculty member AND documentation was submitted

adjustments for the second year
Adjustments for the Second Year
  • The documentation form was condensed down from three pages to one page
  • Faculty were provided with an open/closed list in Excel so that they could search by course, by campus, by time, or by instructor to arrange for visitations
  • Reminders were sent to faculty encouraging participation
slide62

At one department meeting, a few faculty members shared what they had seen when they did observations

  • Fulltime faculty were encouraged to observe adjuncts so that the adjuncts would more easily be able to be a part of the program
2012 13 results
2012-13 Results
  • 57.9% of fulltime math department faculty participated
  • 31.4% of all faculty teaching at least one college credit math class participated
2013 14
2013-14
  • The department once again endorsed including peer observation in the unit plan
  • No changes have been made to the reporting formBUT…
slide74

Responsibility for evaluation of adjunct classroom instruction has shifted to the department chair and fulltime instructors

  • Major concern that this will affect the collegial relationship that currently exists with PEER observation
from this fall
From this fall...
  • Congratulations! You are the first to submit an observation report. I\'m sure there should be an award for this. I just don\'t know what it is yet!Thanks for your participation in this program.JoAnn
  • JoAnn,I received my reward by observing another professional...and the discussion we had afterward!I helped her with some things since it is her first time teaching this course...so we BOTH benefited.
slide77

We are in the process of creating an online repository of ideas and a discussion space. It is currently housed in Canvas, our online platform.

it includes sections for
It Includes Sections for…
  • Course resources
  • Notes from Community of Practice
  • List of Professional Development Opportunities
  • Discussion Boards.
slide79

References

Hord, S. (1997) Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Southwest Educational Development Laboratory

National School Reform Faculty www.nsrfharmony.org

Spanneut, G. Professional Learning Communities, Principals, and Collegial Conversations. Kappa Delta Pit Record v. 16 no. 3 (Spring 2010) p. 100 -3

Yendol-Hoppey, D. & Fichtman, Dana, N. (2010) Professional Development: Building Expertise Within the Four Walls of Your School. Thousand Oaks, CA.: Sage.

http://www.csun.edu/~hcmth014/comicfiles/allcomics.html

slide80

Thanks for coming!

Please feel free to contact us with any questions and/or comments.

Laurice Garrett [email protected] Sabine Eggleston [email protected] JoAnn Lewin [email protected]

Edison State College

8099 College Parkway

Ft. Myers, FL 33906

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