Template for Team Responses to the Accreditation Standards
1. Review the Specific Standard Section
Standard III: A.5.b.
With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.
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
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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:
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List of evidence being reviewed and engagement activities being conducted:
What professional development programs does the institution support?
See Standard III: A.5.a
Developed Staff Development Program Plan for 2007-08 which supports the College Mission and Goals and the Title III Grant. Theme of the year is: Engagement in Learning. Focus areas include:
Technology in the Classroom and Workplace; Active and Collaborative Learning Methodologies, Assessment and Planning, Basic Skills, Multicultural Education Across the Curriculum, Environmental Sustainability, Health and Wellness, Enhancing the Work Environment as a Learning Space.
How does the institution identify teaching and learning needs of its faculty and other personnel?
Assessment:
Personnel Request
Staff Development Needs Assessment, September, 2006
Learning College Activity Week Assessment, January 2007
Survey to Classified Staff 2005-06
Survey of Evening Students 2005-06
Planning and implementation of experimental classrooms and ITC
Planning for New Ways to Work Program for Classified Staff
Planning for opening of Newark Center
Planning for the new Student Services Center
Staff Development Activity Reports for funded workshops
Title III Grant Goals and Objectives
Survey of Students, Faculty and Staff Completed by Office of Research, Spring 2007
What processes ensure that professional development opportunities address those needs?
Review of flex offerings by the Staff Development Committee
Review of applications for Staff Development funds by Staff Development Committee
Development and implementation of workshops by the ITC Coordinator and staff
Development and implementation of workshops by the Staff Development Coordinator
Access Data Base – electronic method to keep track of professional development activities of faculty, staff and managers.
How does the college ensure meaningful evaluation of professional development activities?
Staff Development Workshop Evaluation Forms
Staff Development Activity Report for funded conferences, courses, projects
Reports from Access Staff Development Data Base
What impact do professional development activities have on the improvement of teaching and learning? How does the institution evaluate that improvement?
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. Faculty are encouraged to provide flex workshops to department or college-wide audience to share what they have learned and implemented.
Faculty surveys and student satisfaction surveys are distributed annually.
Faculty are evaluated at least every three years which includes discussion of professional development activities and teaching and learning strategies used..
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5. Descriptive Summary
Draft a brief one or two paragraph description of what the College is doing to meet the standard.
The Staff Development Committee is active in assessing professional development needs, providing workshops, and evaluating their effectiveness.
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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?
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 College’s activities in relation to the standard. Pay particular attention to the quality of our involvement and interventions since the last WASC self-study report.
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2 – Satisfactory
This is the first year the Staff Development Committee has completed a more formal assessment of faculty and staff educational needs. The workshop evaluation processes are being revised to assess how faculty/staff work toward district strategic goals and how the staff development activities support student success. Faculty and staff are encouraged to reflect and report on implementation of new ideas and assessment of outcomes. This process continues to be reviewed and modified with the goal of creating at a more intentional assessment of needs which will form the basis of planning and implementing workshops and then have a follow-up evaluation.
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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.
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
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