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Section 1I - Sample Tools & Strategies Sample Professional ...

Section 1I - Sample Tools & Strategies7 Sample Professional development and Assessment ToolsThe assessment Tools included here are offered as specific examples or suggestions of ways theskill standards can be integrated into a Professional development framework. All Tools areintended to be used for self-assessment as well as to track and integrate assessment feedbackfrom multiple INVENTORIESThe Inventories are each designed to bring a different range of skills to the attention of the certifica-tion candidate, and to provide a format and a forum for soliciting feedback on these skill Skills InventoryThe Critical Skills Inventory is comprised of performance indicators from skill standard areasidentified as essential elements of quality instruction.

Section 1I - Sample Tools & Strategies 7 Sample Professional Development and Assessment Tools The assessment tools included here are offered as specific examples or suggestions of ways the

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1 Section 1I - Sample Tools & Strategies7 Sample Professional development and Assessment ToolsThe assessment Tools included here are offered as specific examples or suggestions of ways theskill standards can be integrated into a Professional development framework. All Tools areintended to be used for self-assessment as well as to track and integrate assessment feedbackfrom multiple INVENTORIESThe Inventories are each designed to bring a different range of skills to the attention of the certifica-tion candidate, and to provide a format and a forum for soliciting feedback on these skill Skills InventoryThe Critical Skills Inventory is comprised of performance indicators from skill standard areasidentified as essential elements of quality instruction.

2 These performance indicators are listed ascriteria for two of the suggested learning outcomes for initial certification. The Inventory alsoincorporates levels of skill performance that are described with the learning outcomes in Section IIIof this Resource Guide. This tool does not incorporate a rating of the relative importance of eachperformance indicator to the instructional setting. It is intended as a screening or first-leveldiagnostic aide for all instructors, to be used for self-assessment or by hiring and tenure commit-tees, supervisors, and others who might help an instructor incorporate multiple perspectives of hisor her performance of critical skills into the Professional development Skill Standards InventoryThe Comprehensive Skill Standards Inventory lists all ten critical functions and each respective keyactivity included in the Skill Standards for Professional -Technical College Instructors.

3 Two sets ofcolumns are provided next to each key activity, one in which to indicate the relative importance ofthis activity for the specific position, and the other in which to indicate the level of skill demon-strated by the instructor. This tool is included both here and in the Curriculum Guide, and isdesigned to be filled out collaboratively by the instructor and his or her supervisor and/or listed as most important in which the instructor s skill is seen to be at the novice level mightbecome key elements of a Professional development plan. Areas listed as less important mightindicate opportunities for program or position growth.

4 Skills in which mastery is evident may bedeveloped into opportunities to share with Professional development GUIDESThe Professional development Guides are each presented as two-part forms. One part, thePlanning Form, is offered as a tool to help organize assessment feedback from the inventoriesand other sources into a direction for development and certification. The Planning Forms use thelearning outcomes for each level of certification as a framework for listing the skills that will beaddressed in the certification period and how these skills will be developed, measured, anddocumented. The other part, the Assessment Form, is to help monitor progress toward thedevelopment and demonstration of these skills as the certification cycle continues.

5 AssessmentForms can be used to solicit feedback similar to that provided by the inventories, but focused onthe specific skill areas selected by the development Guide for Initial CertificationThe Professional development Guide for Initial Certification organizes assessment results from theCritical Skills Inventory, the Comprehensive Skill Standards Inventory, and other assessment tools8 RESOURCE GUIDE: Professional Decvelopment & Assessment using the Skill Standards for Professional -Technical College Instructorsand discussions into a standards-based framework. All four suggested learning outcomes forinitial certification are included.

6 The spaces beneath each of the first three learning outcomes areto be filled in with performance indicators or assessment criteria selected or developed by thecertification candidate in collaboration with his or her tenure committee, supervisor, and othersinvolved in the Professional development and certification of the candidate. Performance indica-tors for the fourth learning outcome, relating to the development of the Professional developmentplan itself, are taken directly from the Skill Standards for Professional -Technical College development Guide for Standard Certification: Core SkillsThe Professional development Guide for core skills is designed to help the continuing instructorintegrate the assessment of core teaching skills into a customized Professional development learning outcomes focus on common themes of Professional development and certification forall teaching personnel.

7 Spaces are provided for performance criteria, to be selected or developedby the certification candidate in collaboration with his or her post-tenure committee, supervisor,and others involved in the continuing Professional development and certification of the form is not intended to provide space for all Professional development plan assessmentinformation, and it is assumed that other standards and indicators will be selected and assessedbased on the context and skill level of the instructor being development Guide for Standard Certification: Program-level and Other SkillsSimilar to the guide above, the Professional development Guide for program-level and other skillsis intended to help summarize assessment-related performance indicators and Strategies forprogram management and other skills around which Professional development is to be designedand focused during the assessment Tools AVAILABLE ELSEWHEREI ndustry-based assessments and the Skill Standards assessments that are included in theCurriculum Guide can also be integrated into the assessment and certification process.

8 Theseassessment Tools are narrow in focus and may be used to help refine assessment informationonce a general direction or area of interest has been 1I - Sample Tools & Strategies9 If I were presenting this assessment project as aclass for new instructors or as a tool for profes-sional assessment or development for practicinginstructors, I would start with the inventories get right to the meat of theknowledge and activities related to teaching. - Roger Bourret10 RESOURCE GUIDE: Professional Decvelopment & Assessment using the Skill Standards for Professional -Technical College InstructorsCritical Skills InventoryA.

9 Learning is supported andfacilitated by the appropriateuse of instructional media andequipmentB. Learner performance isassessed in relation topublished outcomesC. Instructional materials andstrategies appeal to multiplelearning styles and diverselearnersD. Learners are effectively orientedto the learning task, includingoutcomes, assessments, andprior and related skills andabilitiesE. Learning is facilitated with clearand effective presentations,demonstrations, and activelearner involvementF. Regular opportunities areprovided for learners topractice, perform, and receivefeedback on all requiredknowledge, skills and abilitiesG.

10 Instruction promotes theapplication, transfer andretention of learningH. Learner behavior standardss areconsistently and consturctivelyreinforcedI. Learner questions anddiscussions are effectivelyacknowledged, guided, andintegrated in the learningprocess in a postive waySkillStandardreferencePerformance IndicatorsDemonstrated level of skill Notes, comments, references, and description of evidenceNot evidentorobservedNoviceSkilledMasterA5B4 D1,D4D2D2D2D2D2D21. Design and deliver a learner-centered instructional activityInventory requested by:Inventory completed by:Date: Section 1I - Sample Tools & Strategies11A.


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