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VALENCIA'S FACULTY INDUCTION & DEVELOPMENT PROCESS
Individualized Learning Plans
& The Teaching/Learning Academy
Part I: The development process of the
Individualized Learning Plan (ILP) and the Teaching/Learning Academy (TLA)
KEY POINTS:
1.
Collaboration:
In 2001, the initial program design
relied on a highly collaborative process involving all the
stakeholders. Staff from the office for Curriculum Development,
Teaching and Learning (Now called Teaching and Learning Support) worked with the Deans,
Faculty Council, Provosts, CLO, the VP for Student
Affairs, and
the Faculty Academy Steering Committee.
The
Faculty Academy Steering Committee (a college-wide, Faculty Coucil appointed committee comprised
of representatives from the entire academic community) advised
that the emerging tenure process focus on the following principles:
- focus on teaching and learning issues
- anchor in learning outcomes for faculty
participants
- tailor to faculty candidates’ individual
needs
- base in research and theory
- offer multiple options for the participants
- give/receive frequent assessment/feedback
to/from participants, and
- separate faculty development from evaluation for tenure.
2. Shared Governance:
The ILP/TLA
was approved by the College Learning
Council (December 2001) and endorsed by the
Faculty Council (January 2002) with the
understanding that the tenure process and the supporting faculty development (TLA) are fluid processes that
require continual assessment for improvement.
Part II: The ILP and TLA Program
Descriptions
KEY POINTS:
1. Individualized
Learning Plan (ILP Description)
(ILP Graphic):
Each faculty candidate develops his or her own ILP, co-written
by the dean that spells out the Learning Outcomes (LO) to be demonstrated.
Learning Outcomes are related to the development of the Essential Professional Competencies
of a Valencia Educator. Most ILPs
include an Action
Research (AR) project.
2.
Teaching/Learning Academy:
TLA is the term used to describe
the multifaceted faculty development support program for tenure
candidates designed to help them achieve their ILP goals. Candidates’
learning needs are addressed through seminars, workshops, roundtables,
and one-to-one coaching.
Questions
regarding the tenure process frequently come up and are not always
easily separated from the learning design issues; however, it
is essential to note that the Teaching/Learning Academy’s
cycle of support serves to support and facilitate the candidates’
ILP work, one element of the tenure process. The TLA remains separate
from the evaluators of tenure-track faculty work and decision makers about
faculty tenure.
The TLA Leadership Team consists
of tenured faculty members representing campus and discipline
diversity.
3. Curriculum:
The TLA curriculum supports
understanding and application of the Essential Competencies of a Valencia Educator.
4.
Assessment:
Growth in the Essential Competencies
and achievement of the Learning Outcomes are documented, in a
paper or online portfolio with artifacts that demonstrate the tenure canidate's learning. The portfolio
is assessed and eventually evaluated based on the Valencia Standards of Scholarship.
ILP work is assessed and evaluated by the candidate’s ILP Review
Panel.
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