1. Jacksonville, FL March 2013 Welcome, Bienvenido, Bienvenu Teaching Certification Programs Key Questions for Design & Refinement Judith Longfield Georgia Southern University 912.478.0078 jlongfield@georgiasouthern.edu

2. Jacksonville, FL March 2013 Today’s Agenda  Seat Reform Project  Background Survey  How Did You Learn to Teach?  Key Questions &Evolution of Certificate Orientation to Teaching TA Certificates Faculty Certificates Teaching Academy  Where Do We Go from Here?  It’s Your Turn

3. Jacksonville, FL March 2013 Good, better, best. Never let it rest. Until your good is better. And your better is best. SRFIDC Team Do You Need to Move to a Good Seat? Think-Pair-Share Why was it difficult to change seats? Think of as many reasons as you can.Think-Pair-Share

4. Jacksonville, FL March 2013 Seat Reform Project Change is difficult, even when it’s easy.  I already have a good seat.  How can I tell which seat is best?  It was too much trouble to move my stuff.  I always sit by the door/front/back/window.  There were no open seats—no place to go.  I’m uncomfortable; I don’t want to stand out.

5. Jacksonville, FL March 2013 How Did You Learn to Teach? Was this you learning to teach college? Sink or Swim Model of Faculty Development

6. Jacksonville, FL March 2013 Background Survey Your Prior Experiences  Did you receive any training related to college teaching?  Have you participated in a Certification Program? Your Campus  Do you have a Certification Program on your campus?  If yes, who is it for, what is its purpose and how long has it been in existence?  If no, do you have plans to start one? What is your timeline for starting one?

7. Jacksonville, FL March 2013 How Did You Learn to Teach? Think-Pair-Share If you had training...  When did it take place?  Was it ineffective in helping you learn to teach? If training was not available...  How did you learn to teach?  What kind of training do you wish you had received? What should effective training look like?

8. Jacksonville, FL March 2013 Evolution of Certificate 2010 - Spring, Grad School Dean inquires about TA Training 2010 - Fall, Training proposal for TAs submitted to Dean 2011 - Spring, training series piloted & TA Certificate proposal submitted to Dean Intro to Course Design & Teaching  Teaching Goals Inventory  Bloom’s Taxonomy & Objectives  Syllabus Basics Assessment for Learning  Assessment Essentials  CAT - Case Study & Jigsaw  Grades, Grading & Rubrics Active Learning  Ways to EnGage Students  The First Day Legal Issues Initial Training Questions  Who are the TAs? What do they teach?  What do they need to know about teaching?  What is the most effective way to prepare them to teach?  How long should the training be? Initial Training Questions  Who are the TAs? What do they teach?  What do they need to know about teaching?  What is the most effective way to prepare them to teach?  How long should the training be?

9. Jacksonville, FL March 2013 Evolution of Certificate 2010 - Spring, Grad School Dean inquires about collaboration 2010 - Fall, Training proposal for TAs submitted to Dean 2011 - Spring, training series piloted & TA Certificate proposal submitted to Dean Training Program Questions  Are three 3-hour sessions enough? Too much?  Realistically, how much time do TAs have to devote to learning to become an effective instructor? Training Program Questions  Are three 3-hour sessions enough? Too much?  Realistically, how much time do TAs have to devote to learning to become an effective instructor? Certification Program Questions  Why have a Certificate Program? What’s its purpose?  For whom should it be designed? What elements should be required?  Should a time for completion be set? What time? Certification Program Questions  Why have a Certificate Program? What’s its purpose?  For whom should it be designed? What elements should be required?  Should a time for completion be set? What time?

10. Jacksonville, FL March 2013 TA Certificate Requirements  Attend Orientation to Teaching  Observe 3 classes  Attend departmental course OR 10 CLTS seminars/events  4+ meeting with faculty mentor  2 teaching observations by their departments  Final self-evaluation/reflection We’re all set for the required training!

11. Jacksonville, FL March 2013 Evolution of Certificate 2010 - Spring, Grad School Dean inquires about collaboration 2010 - Fall, Training proposal for TAs submitted to Dean 2011 - Spring, training series piloted & TA Certificate proposal submitted to Dean 2011 - Summer, Certificate for Lecturers & Temps created Faculty Certificate Key Questions  Should faculty certificate requirements be the same or different as the TA ones?  If different, what should be changed, added or removed? Faculty Certificate Key Questions  Should faculty certificate requirements be the same or different as the TA ones?  If different, what should be changed, added or removed?

12. Jacksonville, FL March 2013 Faculty Certificate Requirements Certificate of Teaching in Higher Education  Attend Course Design series OR 6 CTLS seminars  Observe 3 classes—Open Doors  Conduct midterm evaluation  Be observed by CTLS staff  Join Reading Roundtable or FLC  Create a Teaching Portfolio with a Teaching Philosophy Faculty Training Key Questions  Should new faculty also be trained? Do they need a different kind of training?  How do we make TAs & new faculty aware of the training & the Certificate Programs? Faculty Training Key Questions  Should new faculty also be trained? Do they need a different kind of training?  How do we make TAs & new faculty aware of the training & the Certificate Programs?

13. Jacksonville, FL March 2013 Orientation to Teaching Post-Orientation Key Questions  What do TAs & new faculty still need to know in order for their students to learn effectively?  How can we help them learn these additional teaching- learning skills?  Is more training the key or additional certificate requirements needed?  How much more training? What should the goal be?  What should be added to the certificates? Post-Orientation Key Questions  What do TAs & new faculty still need to know in order for their students to learn effectively?  How can we help them learn these additional teaching- learning skills?  Is more training the key or additional certificate requirements needed?  How much more training? What should the goal be?  What should be added to the certificates? 2011 - Fall, required Orientation to Teaching series for TAs conducted by CTLS, attended by some new faculty; Certificates Programs announced

14. Jacksonville, FL March 2013 TA Certificate Requirements Initial Certificate Additional Certification Key Questions  If the CTLS is “certifying” TAs, shouldn’t we observe them teach?  Would an advance certificate for TAs solve the identified questions? Additional Certification Key Questions  If the CTLS is “certifying” TAs, shouldn’t we observe them teach?  Would an advance certificate for TAs solve the identified questions?

15. Jacksonville, FL March 2013 TA Certificate Requirements Advanced Certificate  Completion of Initial Certificate in Higher Education Teaching  Two semesters of teaching  Teaching observation & feedback by CTLS consultant + self-analysis  Socratic teaching portfolio – evaluated using rubric

16. Jacksonville, FL March 2013 Evolution of Certificate 2012 - Spring, Teaching Academy piloted Attended by 3 TAs & 7 faculty, first TAs complete certificates

17. Jacksonville, FL March 2013 What Is a Teaching Academy? Goal is to facilitate professional development of instructors who...  establish learning-centered objectives & communicate them  determine if student are meeting the objectives  plan learning-centered courses, assignments & assessments  actively engage students with diverse learning preferences  modify their teaching strategies to improve student learning Weekly Topics: 1.Learning-Centered Teaching 2.Planning for Active Learning 3.Student Motivation 4.Engaging Students in the Learning Process 5.Fostering Community 6.Effective Tests 7.Effective Feedback & Rubrics 8.Classroom Management Post-Academy Key Questions  Did it work? Were attendees able to implement strategies?  What needs to be revised or dropped? What needs to be added? Post-Academy Key Questions  Did it work? Were attendees able to implement strategies?  What needs to be revised or dropped? What needs to be added?

18. Jacksonville, FL March 2013 Teaching Academy Results  Pre- & post-Teaching-Learning Beliefs did not change significantly  Classroom observations demonstrated use of strategies  Interviews showed participants thought Academy was helpful

19. Jacksonville, FL March 2013 Evolution of Certificate 2012 - Fall, Orientation to Teaching required of TAs, new faculty urged to attend; first faculty complete certificates - now available to ALL faculty

20. Jacksonville, FL March 2013 Evolution of Certificate 2010 - Spring, Grad School Dean inquires about collaboration 2010 - Fall, Training proposal for TAs submitted to Dean 2011 - Spring, training series piloted & TA Certificate proposal submitted to Dean 2011 - Summer, Certificate for Lecturers & Temps created 2011 - Fall, required Orientation to Teaching series for TAs conducted by CTLS, attended by some new faculty; Certificates Programs announced 2012 - Spring, Teaching Academy piloted, TAs complete certificates 2012 - Fall, Orientation to Teaching required of TAs, new faculty urged to attend; first faculty complete certificates - now available to ALL faculty 2013 - Spring, Teaching Academy attended by 4 TAs & 30 faculty

21. Jacksonville, FL March 2013 Where Do We Go From Here?  Although we did pre- & post-Teaching-Beliefs surveys AND collected “satisfaction” data at the end of training sessions, how do we know attendees are implementing suggestions?  How do we build relationships with departments that have their own TA teaching courses?  Should the Teaching Academy be expanded & offered for credit?  If the Orientation to Teaching & Teaching Academy keep growing, can we accommodate the increased numbers? How many is too many?  What if so many TAs & faculty sign-up for Certificate Programs that we can’t keep up with individual consultations, observations, etc.?

22. Jacksonville, FL March 2013 It’s Your Turn  What surprised you most about the evolution of the Georgia Southern Certification Programs?  Compared to the “sink or swim” model, how effective are training & Certificate Programs in helping TAs & new faculty learn to teach?  Would a Certificate Program work on your campus? What would you need to do to make it happen? Think-Pair-Share

23. Jacksonville, FL March 2013 Thanks! Gracias! Merci! “Teaching without learning in just talking.” Good luck answering key- question puzzle pieces as you expand your teaching-learning world! Judith Longfield 912.478.0078 jlongfield@georgiasouthern.edu