Template for Team Responses to the Accreditation Standards

 

1. Review the Specific Standard Section

 

Standard III: A.5.a.

 

5. The institution provides all personnel with appropriate opportunities

for continued professional development, consistent with the

institutional mission and based on identified teaching and learning

needs.

 

a. The institution plans professional development activities to meet the

needs of its personnel.

 

 

 

2. List of Team Members working on this Standard

 

Bob Bradshaw, Lesley Buehler, Lyle Engeldinger, Linda Evers, Anu

Ganguly, Kathleen Johnson, Gil Joseph, Tina Miller, Deb Parziale,

William Wong

 

3. Read and Review Self-Study Questions and Suggested Source of Evidence

 

Major reference source for analyzing accreditation standards:

Accreditation Commission Self Study Guidelines, August 2004, Guide to

Evaluating Institutions

http://www.ohlone.edu/org/instruction/docs/200408accredcomm-

guidetoevaluatinginstitutions.pdf

 

4. Locate and Review the Evidence. Include Suggested Sources of Evidence

from the Guide to Evaluating Institutions as well as additional

engagement activities conducted by your Team, such as team meetings,

special meetings of existing groups, special focus groups, open forums,

surveys, etc)

 

List of evidence being reviewed and engagement activities being

conducted:

 

List of evidence being reviewed and engagement activities being

conducted: Assessment See Standard III-A.5.b

Activities:

Development of Innovation and Technology Center (ITC) for faculty and staff

professional development Individual Flex Projects by Full-Time

Faculty

 

Funded Staff Development Conferences

Fixed and Floating Flex Workshops

Learning College Activity Week, August 2006 & January 2007

New Faculty Orientation Program and Mentoring

Title III Faculty Mentors in

active/collaborative/technology-assisted learning

methods

Interpreting Mentoring Program

Microsoft Online Academy

Department/Division Meetings

Interpreters Office Flip Chart for sharing ideas for improvement of new developments

Guest Speakers from State Chancellors Office or other

 

Brown Bag Science Lunch Seminars

Unity Week

Staff Development Web Site: includes calendar of activities,

reports of individual flex projects,funded staff development conferences

and other pertinent information Workshops on Learning Space Design;

Partnership with Stanford University ASOC Events Science Division Brown

Bag seminars World Forums ITC Wiki and Web Site

 

Development of Experimental Classrooms; Implementation of classes;

faculty and staff training; blog, Curriculum Ongoing training for

CurricUNET, Course Review, Program Review

 

Faculty/Dean presentations at national conferences

Anu Ganguly, American Chemistry Society,

Classroom Research Vicki Curtis & Tom Blank, League of Innovation,

Learning Communities Marilena Tamburello, League of Innovation,

Brain Based learning Martha Brown & Mikelyn Stacey, League of Innovation,

Basic Skills Title III Faculty Innovation Projects in Active.

Collaborative and Technology-based Learning

Participation in National Project: Assessing Learning in Learning Communities sponsored by Washington Center, Seattle, Washington

Participation in National ACS Standardization Test

 

Wikis, Blogs, on-line dialogs

 

Webinars Instructional Skills Workshops Faculty Learning Communities:

Computing & Basic Skills Advisory Committees Alliant Doctoral Program

Hosts @ONE Workshops Attend @ONE workshops Classified Flex activities

 

Added classified training responsibilites to HR Hired adult education

specialist to develop classified curriculum "New ways to work" committee

 

5. Descriptive Summary

 

Draft a brief one or two paragraph description of what the College is

doing to meet the standard.

 

 

The College has a strong commitment to professional development of all its employees. Many professional growth opportunities are available and include fixed and floating flex workshops, funded conferences, partial tuition reimbursement for courses and for those in the Alliant Doctoral Program. In the last two years we have had a sufficient budget to fund all requested conference requests.

The College has created a Learning College" atmosphere in which all employees are encouraged to learn at work (in the moment). This philosophy is modeled by our managers and faculty leaders with the use of wikis and blogs and in the way this Accreditation report is written.

 

 

 

6. Integration Review

 

Is there an expression of our College Values? Is there a contribution to

our College Goals? Is there an expression of the Accreditation Themes?

 

 

Ohlone College has an active Staff Development Committee which supports the Learning College Model for faculty, staff and students. (College Goals 2 & 4).

 

Many Accreditation Themes are addressed in this standard.

The College provides $35,000 to the Staff development Committee each year to pay for conferences, workshops, courses and orientation for Faculty and Staff. Additionally the College is paying partial tuition for several people who are working toward the Doctoral degree from Alliant Univerity on site at Ohlone.

 

• Classified Staff have additional money available through their departments to attend improvement trainings, e.g., Datatal workshops. (Institutional Commitment)

*College Services are used to maintain the Staff Development Budget and provide conference/course reimbursements. (Organization)

 

Over the last two years the Staff Development Committee has undergone a total review of all its processes. (Evaluation, Planning, and Improvement; Dialog)'' Some of the accomplishments include:

• Faculty: Flex guidelines were updated to include all contract language and current policies and procedures and disseminated to all faculty. Revised flex guidelines are also included on the Staff Development web site.

 

• Classified Staff, working with Lyle Engeldinger, developed a Proposal for the Ohlone College Classified Flex Program. This proposal was approved by the Staff

Development Committee and Presidents council, and CSEA.

 

• Revised staff development forms (Request for Staff Development Funding, Staff Development Activity Report, Individual Flex Project for Full-Time Faculty,) to require individuals to specifically write how they are working toward district strategic goals and how the staff development activity supports student success with a report on implementation and assessment of outcomes.

 

• Revised Staff Development Web Site; included all revised forms; developed activity calendar; included faculty individual flex projects, included report of all funded conferences for the year.

 

• Developed a Staff Development Data Base using Assess software to

electronically tract all staff development activities for faculty, staff and management sponsored by Staff Development or the Title III Grant.

 

• New Faculty Mentor program was revised and approved. This new plan supports the College mission of a Learning College Model. This plan facilitates the development of a First Year Faculty Professional Development Plan to provide flexibility in meeting new faculty needs and incorporates support for implementing teaching methodologies and developing curriculum to engage learners.

• Created a new position Lead Mentor for the new faculty mentors. This person will organize the mentor process, provide an orientation for the mentors, and act as a consultant.
• New faculty orientation program was developed and implemented by

the Faculty Senate in Fall 2004.

• Survey Assessment tool for determining Staff Development needs was developed and implemented Fall 2005.

 

7. Self Evaluation

 

Provide a rating of how well the College is addressing the specific standard using this scoring rubric:

 

1. Superior: College has worked in this area and considerable improvement is noted

2. Satisfactory: College has taken some actions to address the area and some improvement is noted.

3. Needs Improvement:

College has not adequately addressed the area.

 

Rating:

 

Draft a one or two paragraph explanation for this rating based upon your

assessment of the Colleges activities in relation to the standard. Pay

particular attention to the quality of our involvement and interventions

since the last WASC self-study report.

 

3 - Superior

 

8. Planning Agenda

 

If the assessment process does not identify areas in need of change,

simply state, No Plan Required

 

If the assessment process identifies areas in need of change, a planning

agenda for improvement should be developed. The planning agenda should

identify the activities and processes the institution should implement,

or is implementing, to produce improvement. How will these plans be

incorporated into the evaluation and planning processes of the

institution? How will the outcomes of this planning agenda improve

student learning and foster institutional improvement in general.

 

Plans: Revise the evaluation process for fixed and floating flex

workshops. |

 

Increase money available to staff development from the college general

fund.

 

Adapted from: Self Study Manual, August 2006, A Publication of the

Accrediting Commission for Community and Junior Colleges Western

Association of Schools and Colleges; and City College of San Francisco

Self-Study Template