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Professional Development: “Design on A Dime” Laurice Garrett, Sabine Eggleston, JoAnn Lewin Edison State College Ft. Myers, Florida November 2, 2013 10:45.

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Presentation on theme: "Professional Development: “Design on A Dime” Laurice Garrett, Sabine Eggleston, JoAnn Lewin Edison State College Ft. Myers, Florida November 2, 2013 10:45."— Presentation transcript:

1 Professional Development: “Design on A Dime” Laurice Garrett, Sabine Eggleston, JoAnn Lewin Edison State College Ft. Myers, Florida November 2, 2013 10:45 – 11:35 Session S155 Grand C/D

2 Our home institution: We are soon to be: Florida SouthWestern State College

3 ∞ Served 24,034 students 2011-2012 ∞ Serves five counties ∞ Three campus locations and one regional center ∞ Programs: 17 Associate and 10 Bachelors Degrees Edison State College

4 The West Point Experience

5 Our Professional Development “Design on a Dime” involves four main focus areas: ∞A Community of Best Practices ∞Adjunct Training and Development ∞Peer Observations ∞An Online Repository for Ideas and a Place for Discussions

6 Community of Best Practices

7 What is a Community of Best Practices?

8 Groups of educators who come together voluntarily at least once a month. Group members are committed to improving their practice through collaborative learning (National School Reform Faculty, 2010).

9 A venue for “open sharing” and collegial conversations among professionals without fear of judgment or negative criticism (Spanneut, 2010).

10 An opportunity to “have robust conversations about improving teaching and learning that … ultimately lead to improved student learning” (Yendol-Hoppey & Fictmen Dana, 2010, p. 118).

11 What are the Intended Outcomes of a Community of Practice?

12 ∞Reduction in isolation of teachers. ∞Higher likelihood that teachers will be well informed, professionally renewed, and inspired to inspire students. ∞Commitment to making significant and lasting changes.

13 Sandra waves “hello!” from our Hendry/Glades campus.

14 ∞Increased meaning and understanding of the content that teachers teach and the roles that play in helping all students achieve expectations. (Some of the items are adapted from Hord, 1997)

15 Logistical Issues ∞Advertising ∞How often do you meet? ∞How to disseminate the information from each session

16 Round table discussions

17 Agreements ∞Begin promptly. ∞Limit the time we meet to strictly one hour. ∞Only respectful behavior is allowed. How can we learn from each other if we go in with closed minds? If necessary, we must learn how to agreeably disagree.

18 We primarily concentrate on topics in each of these three areas: ∞Pedagogy/Teaching Practices ∞Math Topics ∞Technology

19 Pedagogy/Teaching Practices examples of topics covered

20 ∞Learning Styles of Students ∞Engaging students ∞Difficult/controversial topics ∞Attendance ∞Grading policies/Assessment ∞Group work


22 Math Topics - examples of topics covered ∞Factoring ∞Rational Functions & Their Graphs ∞Logarithms

23 College Prep Faculty Compares Notes on Mixture Problems

24 Technology – examples of topics covered ∞Use of classroom equipment, such as doc cams, SMART products, clickers ∞Effective use of calculators ∞How to post notes ∞How to use online resources

25 Sign In Sheet Used to Register Participants

26 Example of a certificate issued for Professional Development

27 How do we assess our effectiveness in Community of Practice?

28 The Best Things about Our Community of Best Practices ∞Collegiality ∞Safe place to discuss areas of concern ∞Sharing ∞Professional Development




32 Issues and Concerns: ∞Involvement of adjuncts ∞Keeping it “fresh” ∞Logistics

33 Adjunct Training and Development

34 Why create an Adjunct Training? ∞Smoother beginning of the semester ∞Lends consistency of instruction between full time instructors & adjuncts ∞Allows for greater collegiality

35 When do you hold an adjunct training? ∞Before the beginning of the semester-- Approximately 2 hours for each module, on a Saturday ∞During the semester around midterm-- An evening for about 1 hour



38 ∞Course Specific ∞Syllabi ∞Calculators ∞Expectations ∞Final Exam The Modules for the Training




42 ∞ Classroom Technology ∞SMART board/ Smart Notebook ∞SmartView (calculator) The Modules for the Training



45 ∞ Classroom Technology ∞Sympodium ∞Document Camera The Modules for the Training



48 ∞Technology & Homework Delivery System ∞Features of the homework delivery system ∞Calculator features The Modules for the Training

49 ∞Course Administration ∞Attendance verification ∞Record keeping ∞Management system tools The Modules for the Training


51 Payment for Completion $50 per module for adjuncts “College Service” for Faculty presenting

52 Example of a certificate issued for College Service

53 ∞Adjuncts feel included ∞Better prepared to start semester ∞Opportunity to share material and knowledge ∞Great collegiality ∞Contact person(s) throughout the semester What worked well?

54 ∞Each campus offering? ∞Single day option? ∞Evening option? ∞Webinar option? ∞Funding? Plans for the Future

55 Peer Observations

56 ∞Suggested by one faculty member but not well-received by department members prior to our West Point experience ∞After West Point, the idea was reintroduced to the Math Department but not included in unit plan until 2011-12 ∞Original Goal: 60% of all Math faculty (fulltime and adjunct) would participate

57 ∞People liked the idea, in theory. ∞They were concerned about what would happen with documentation from the observations (i.e. – could the results from the observations adversely affect evaluation…who would see the documentation?).

58 ∞Not everyone who did an observation took the time to complete the documentation. ∞Logistically challenging in that people teach at significantly different times/days, etc. ∞Participation is totally voluntary.

59 First “Forms” ∞Collected more detailed information ∞Required signature of both participants ∞Required feedback from both participants

60 2011-12 Results ∞45.6% of fulltime faculty participated* ∞12.5% of adjunct faculty participated* ∞27.9% of all math department faculty participated* *A faculty member was counted as a participant if (s)he observed another faculty member or was observed by another faculty member AND documentation was submitted

61 Adjustments for the Second Year ∞The documentation form was condensed down from three pages to one page ∞Faculty were provided with an open/closed list in Excel so that they could search by course, by campus, by time, or by instructor to arrange for visitations ∞Reminders were sent to faculty encouraging participation

62 ∞At one department meeting, a few faculty members shared what they had seen when they did observations ∞Fulltime faculty were encouraged to observe adjuncts so that the adjuncts would more easily be able to be a part of the program

63 Samples from Completed Reports








71 2012-13 Results ∞57.9% of fulltime math department faculty participated ∞31.4% of all faculty teaching at least one college credit math class participated

72 What is the Future of Peer Observation?

73 2013-14 ∞The department once again endorsed including peer observation in the unit plan ∞No changes have been made to the reporting form BUT…

74 ∞Responsibility for evaluation of adjunct classroom instruction has shifted to the department chair and fulltime instructors ∞Major concern that this will affect the collegial relationship that currently exists with PEER observation

75 From this fall... ∞Congratulations! You are the first to submit an observation report. I'm sure there should be an award for this. I just don't know what it is yet! Thanks for your participation in this program. JoAnn ∞JoAnn, I received my reward by observing another professional...and the discussion we had afterward! I helped her with some things since it is her first time teaching this we BOTH benefited.

76 An Online Repository for our Ideas and a Place for Discussions

77 We are in the process of creating an online repository of ideas and a discussion space. It is currently housed in Canvas, our online platform.

78 It Includes Sections for… ∞Course resources ∞Notes from Community of Practice ∞List of Professional Development Opportunities ∞Discussion Boards.

79 References Hord, S. (1997) Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Southwest Educational Development Laboratory National School Reform Faculty Spanneut, G. Professional Learning Communities, Principals, and Collegial Conversations. Kappa Delta Pit Record v. 16 no. 3 (Spring 2010) p. 100 -3 Yendol-Hoppey, D. & Fichtman, Dana, N. (2010) Professional Development: Building Expertise Within the Four Walls of Your School. Thousand Oaks, CA.: Sage. html

80 Thanks for coming! Please feel free to contact us with any questions and/or comments. Laurice Garrett Sabine JoAnn Lewin Edison State College 8099 College Parkway Ft. Myers, FL 33906

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