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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. 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.

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

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. 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.

2 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. 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.

3 Areas listed as less important mightindicate opportunities for program or position growth. 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. 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.

4 All four suggested learning outcomes forinitial certification are included. 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. 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.

5 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. 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.

6 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. 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.

7 Design and deliver a learner-centered instructional activityInventory requested by:Inventory completed by:Date: Section 1I - Sample Tools & Strategies11A. Outcomes are written for learnercomprehensionB. All necessary skills are includedin the outcomesC. Appropriate learning activitiesare selected and describedD. Course and gradingrequirements are includedE. Flexibility is built into the courseto address multiple learningstyles and individual are assessed by avariety of measurementsG. Assessments include a varietyof activities includingperformance-based and theory-based assessmentsH. Industry standards areintegrated where appropriateI. Learners are thoroughlyinformed of safety and otherpoliciesJ. Instructor contact and accessinformation is provided in aclear mannerGeneral comments on instructionalmethods and materials:SkillStandardreferencePerforma nce IndicatorsDemonstrated level of skillNotes, comments, references,and description of evidenceNot evidentorobservedNoviceSkilledMasterB1B1 B2B2B2B3B3B4D2E1 2.

8 Design and describe a learner-centered courseCritical Skills Inventory (cont.)12 RESOURCE GUIDE: Professional Decvelopment & assessment using the Skill Standards for Professional -Technical College InstructorsComprehensive Skill Standards Inventory: Standard AA1: Obtain required equipment, systems, Tools , supplies, and : Set up instructional systems,equipment and /or : Maintain instructional systems,equipment and/or : Develop a growth and replacementplan for systems, equipment : Supervise learning : Research, select, and evaluate off-campus learning : Evaluate and monitor the safety ofthe instructional areas and of ImportanceHow important or relevant is thisactivity for my job?Self-AssessmentHow well am I performing thisactivity for my job?Critical Function A:Manage Learning EnvironmentsN/A Low Mod High Very HighN/A Low Mod High Very HighKey Activity and DescriptionOn the chart below, rate the level of importance and your ability for the key activity and Comments: Section 1I - Sample Tools & Strategies13B1:Identify, evaluate, and modify : Create, evaluate, and : Create, evaluate, and : Implement curriculum, outcomes, : Integrate curriculum with otherfaculty in the department and in otherinstructional of ImportanceHow important or relevant is thisactivity for my job?

9 Self-AssessmentHow well am I performing thisactivity for my job?Critical Function B:Develop Outcomes,Assessments and CurriculaN/A Low Mod High Very HighN/A Low Mod High Very HighKey Activity and DescriptionOn the chart below, rate the level of importance and your ability for the key activity and Comments:Comprehensive Skill Standards Inventory: Standard B14 RESOURCE GUIDE: Professional Decvelopment & assessment using the Skill Standards for Professional -Technical College InstructorsComprehensive Skill Standards Inventory: Standard CC1: Develop, review, and update programcourse : Recruit and work with advisorycommittee and employers to meetchanging needs of the program : Identify, evaluate, and modifyprogram outcomes and : Identify and develop core and : Maintain (or obtain) : Research, identify, evaluate, andimplement current industry standardsand : Coordinate program developmentwith other college programs of ImportanceHow important or relevant is thisactivity for my job?

10 Self-AssessmentHow well am I performing thisactivity for my job?Critical Function C:Develop and Review ProgramsN/A Low Mod High Very HighN/A Low Mod High Very HighKey Activity and DescriptionOn the chart below, rate the level of importance and your ability for the key activity and Comments: Section 1I - Sample Tools & Strategies15D1:Prepare and/or gather currentinstructional materials : Provide individual and : Initiate, develop, and implement student : Modify instructional material andmethods based on student andindustry assessments and of ImportanceHow important or relevant is thisactivity for my job?Self-AssessmentHow well am I performing thisactivity for my job?Critical Function D:Provide Student InstructionN/A Low Mod High Very HighN/A Low Mod High Very HighKey Activity and DescriptionOn the chart below, rate the level of importance and your ability for the key activity and Comments:Comprehensive Skill Standards Inventory: Standard D16 RESOURCE GUIDE: Professional Decvelopment & assessment using the Skill Standards for Professional -Technical College InstructorsComprehensive Skill Standards Inventory: Standard EE1: Respond to student : Provide information or referrals tomeet student : Assist students with job : Provide academic advisingE5: Provide career : Serve as student activity advisor of ImportanceHow important or relevant is thisactivity for my job?


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