classroom notebook: a new look at faculty professional development innovations 2013 dallas, tx
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Classroom Notebook: A New Look at Faculty Professional Development Innovations 2013 Dallas, TX. Participant use #604 & #INND13. In the words of faculty…. The GSCC problem? Developmental Education. - PowerPoint PPT PresentationTRANSCRIPT
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Classroom Notebook: A New Look at Faculty Professional Development Innovations 2013Dallas, TX
Participant use #604 & #INND13
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+In the words of faculty…
+The GSCC problem? Developmental Education
Millions attend local community college campus -- nearly 60% will have to take a remedial class
75% of developmental students will not graduate within eight years
+We can solve it
Community college basic skills faculty
Possess the wisdom
Must be practitioners/researchers
Form the center of the search for a basic skills pedagogy
+Project History
Funded by the Bill and Melinda Gates Foundation
GSCC 1.0 Project between The League, LaGuardia Community College and Knowledge in the Public Interest
24 faculty in Developmental Math and English Principal Investigators:
Gail O. Mellow, President, LaGuardia Community College Diana Woolis, Co-Founder, Knowledge in the Public Interest Gerardo de Los Santos, The League for Innovation in the Community College
GSCC 2.0 Project between the LaGuardia Community College Foundation and Knowledge in the Public Interest Principal Investigators:
Gail O. Mellow, President, LaGuardia Community College Diana Woolis, Co-Founder, Knowledge in the Public Interest
+Tools
ROUTINES
+What we learned in 1.0
Patterns 63% found Patterns useful
Would recommend to colleagues
Polilogue and ePortfolio 79% highly useful Classroom practice log
Tagging On average 5 tags a week
71% useful common language
Classroom Assessment Techniques 71% of faculty used new techniques
Still more to learn
+Project Results 1.0
Graphs prepared by CFAR for GSCC
+Project Evaluation Recommendations
Pare down then number of faculty tasks
Emphasize shared language of tagging, using tags with most impact.
Help faculty use their pattern more effectively.
Limit video taping
+Changes from 1.0 to 2.0
GSCC 1.0
Top 10% of developmental educators
Nominated for application by College President
2- year inquiry process Focus on qualitative analysis of faculty work
Developed themes Tested and revised model multiple times
3 face –to-face meetings
GSCC 2.0
Solicited more typical faculty 154 applications for 24 faculty spots
25% adjunct faculty
Developed a coaching protocol using 1.0 faculty as coaches.
Focus on innovation, sharing, and change
Developed Classroom Notebook Platform
+ It’s time to rethink college education
+GSCC 2.0 Hypothesis
+Classroom Notebook: A platform for engagement
+ Tagging and Themes
+Your turn
Think of a lesson that you have taught recently. What might you have tagged it and why? Share with a partner.
+Themes: Used for Tagging
Which do you use?
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+English Faculty
FinalMidterm
+Math Faculty
FinalMidterm 2012
+GSCC helps faculty create better, more
effective classrooms
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+ Our online platform empowers faculty to connect and learn from each other.
+Reflecting on Patterns
I see that my pattern is still heavily organization and instructional evaluation with some amount of group activities, classroom climate, tailored instruction and challenge. I am glad it shows I am organized and that I am continually evaluating what happens in my classroom but I really what to increase challenge in the classroom and group activity.During the break I want to develop other lesson that challenge and I will look at what other math teachers have done using pathfinder to see if I can come up with something that challenges for every topic I teach. I will also strive to ask more questions.The project has forced me to focus more on looking at what the students learned through the cats and other short class assignments.
+Reflecting on Patterns
. After considering what choices I’ve made that resulted in my current semester totals, I see that I completely neglected certain Tags that truly are representative of my teaching as pointed out by my team members, my coach, and I have also seen where I could have Tagged differently in my own videos. For example, I never Tagged my “Instructor Personal Qualities” because I found it odd to Tag myself with those qualities because I think it should be someone else’s judgment call to decide if I was “Passionate”, “Authentic”, or “Present”.
With all of that said, seeing this Pie Chart influenced the choices I might make for a more “pleasing” outcome for next semester. I will look past that idea I have about using those Tags and make use of all of my Tags with a brief explanation of why I chose each one. Next semester, I will continue to present structured lessons and assess my students with challenging and various material as my Pie Chart illustrated I did this semester, but I will also stretch my own boundaries to explore other teaching and learning possibilities.
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Results?
While GSCC completion rates were still lower than non-GSCC faculty completion rates, the difference had decreased from 2.7% to 1.0%.
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Results?
GSCC faculty improved their pass and success of completers rates so that their rates are now higher than the non-GSCC faculty (0.5% higher for pass rates and 1.4% higher for success of completers rates.
+Next Steps for GSCC
Hoping to roll out a coaching institute in Sept. 2013- using faculty from GSCC 1.0 and 2.0
Developing a professional development institute that will be available to individual faculty, campuses, and systems for January 2014.
