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Last Updated May 10, 2016

Integrated Professional Development Strategic Plan

2016-2019

Office of Professional Development

East Los Angeles College

Los Angeles Community College District

Approved by PD Committee 5/31/2016 *Approved by Academic Senate 5/10/2016 P a g e | 2

--Los Angeles Community College District

Board of Trustees--

Scott J. Svonkin, President

Mike Eng, Vice President

Mike Fong

Andra Hoffman

Sydney K. Kamlager

Ernest H. Moreno

Nancy Pearlman

Milo Anderson, Student Trustee

--Los Angeles Community College District

Administration--

Dr. Francisco C. Rodriguez, Chancellor

Dr. Adriana D. Barrera, Deputy Chancellor

Dr. Felicito Cajayon, Vice Chancellor for Economic

and Workforce Development

Ryan Cornner, Vice Chancellor for Educational

Programs and Institutional Effectiveness

Jeanette Gordon, Chief Financial Officer/Treasurer

Kevin Jeter, General Counsel

James D. O’Reilly, Chief Facilities Executive

Albert Roman, Vice Chancellor for Human

Resources

--East Los Angeles College Administration--

Marvin Martinez, President

Julie Benavides, Vice President of Student Services

Dr. Laura M. Ramirez, Vice President of Academic

Affairs

Dr. Ann Tomlinson, Vice President of Administrative

Services

Jeremy Allred, Dean of Admissions and Records

Ruben J. Arenas, Dean of Institutional Advancement

Paul De La Cerda, Dean of Economic Development

Erlinda De Ocampo, Associate Vice President of

Administrative Services

Martha Ermias, Assistant Dean of Grants

Management

Evelyn Escatiola, Interim Dean of Academic Affairs

Danelle Fallert, Dean of EOPS/CARE

Dr. Carol Kozeracki, Dean of Academic

Affairs/Liberal Arts

Sonia Lopez, Dean of Student Activities

Vi Ly, Dean of Academic Affairs/Liberal Arts

Kerrin McMahan, Dean of Academic Affairs/Liberal

Arts

Nghi Nghiem, Associate Vice President of

Administrative Services

Dr. Vanessa Ochoa, Associate Dean of Academic

Affairs

Al Rios, Dean of Academic Affairs/South Gate

Dr. John Rude, Associate Dean of Resource

Development

Angelica Toledo, Dean of CalWORKs and CTE

Christopher Whiteside, Dean of Career Technical

Education

Classified Management

Lindy Fong, Director of Financial Aid

Gonzalo Mendoza, Manager of College Information

Systems

Abel Rodriguez, Director of Facilities


Executive Summary

The Office of Professional Development (PD) at East Los Angeles College (ELAC) is responsible for strategically

integrating planning across the campus to deliver high quality training, development, and enrichment to all

professionals at ELAC. PD efforts have long been a vital characteristic of the community college and is central to

the achieving the college mission and vision.

PD at ELAC is supported by state-wide legislation, the state and local Academic Senates, and the American

Federation of Teachers (AFT) agreement with the Los Angeles Community College District. Recent changes in

legislation call for PD to be more inclusive of all employee groups on campus, specifically staff and administrators.

ELAC’s Integrated Professional Development Strategic Plan successfully maps out how the college will move

forward in light of both recent legislation and local planning.

The campus has a specific collection of individuals and teams primarily responsible for implementation of the PD

plan. Those responsible include the Dean of Institutional Effectiveness and Advancement, Coordinator and Staff of

Professional Development, as well as the Professional Development Committee.

The Integrated Professional Development Strategic is guided by the Education Master Plan, plans for five of the

campus initiatives, and individual unit/department goals. The three planning elements are linked together and

ultimately make up the PD action plans. The action items are separated into four organizational components:

Teaching & Learning; Service & Support; Effective Leadership; and Community Building.

Because this document is living, changes and updates to appendices are expected as more of the plan unfolds.


Section -1- Background of Professional Development

ABOUT EAST LOS ANGELES COLLEGE

Mission Statement

East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential,

and to successfully pursue their aspirations for a better future for themselves, their community and the world.

Goal 1: Increasing student success and academic excellence through student-centered instruction, student-

centered support services, and dynamic technologies.

Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this

to identify and implement effective models and programming to remedy these gaps.

Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's

presence in the community, maximizes access to higher education and provides outlets for artistic, civic,

cultural, scientific and social expression as well as environmental awareness.

Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as

well as evaluation and improvement of all college programs and governance structures.

In collaboration with the District’s Mission, ELAC is committed to advancement in student learning and student

achievement that prepares students to transfer, successfully complete workforce development programs, earn

associate degrees, and pursue opportunities for lifelong learning and civic engagement.

VISION

Through our emerging focus on student-centered instruction, student-centered services, and integrated learning, East

Los Angeles College will be an exemplary model for student academic achievement, skill development, and artistic

expression.

Definition of Professional Development

Professional Development is the process of creating, enhancing, and synthesizing staff knowledge, skills, and

competencies in order to realize the college mission of high student achievement. Here, the term staff encompasses

all college employees, including faculty, administrators, and staff of all levels and categories. Ongoing Professional

Development is expected of all who serve, teach, and lead students. While Professional Development enhances ones

capacity to serve in her/his assigned area, development activities go beyond the regular, day-to-day tasks and duties

required by a particular position.

For classroom faculty, Professional Development is facilitated through the Flexible Calendar Program (Flex). Flex

requires faculty to participate in development activities related to “staff, student, and instructional improvement.”

The Flex program allows full-time and part-time faculty paid time to work on Professional Development related

activities individually and with groups for a specified number of hours (Title 5, Section 55724; AFT Faculty

Contract 2014-17, Article 10).

California Legislation & State Academic Senate Policy on Professional Development

The following descriptions of state and local policy actions reflect an agreement and focus on the importance of

professional development at the community college for all employees.

In 2014, Assembly Bill No. 2558 established the Community College Professional Development Program, to be

administered by the board of governors, the purpose of which is to provide state general funds to community

colleges for supporting locally developed and implemented faculty and staff development programs.


Also in spring 2014 ASCCC / CA Academic Senate Resolution 12.01 resolved in part that “the Academic Senate for

California Community Colleges work with the California Community Colleges Chancellor’s Office and other

constituent groups to establish through statute ongoing consistent and sustainable funding for the Professional

Development Program.”

In addition to the state-wide focus on implementing and funding professional development for all employee groups,

the Los Angeles Community College District and the Los Angeles College Faculty Guild, Local 1521, AFT, have

agreed upon a Flexible Calendar Program specific to faculty. The role of East Los Angeles College Academic

Senate is to develop and implement policies for faculty professional development activities per Title 5, Section

53200.

For the Flex program, the professional development schedule will run from July 1 to June 30 each year, reporting

once a year. Reports on professional development activity are due from faculty the day after the last professional

development day of the spring semester. Final reporting will be completed by June 30 by the Professional

Development Coordinator. (Memorandum of Understanding with LACCD and AFT 2014-17 Art.10 --- Professional

Development Rules and Practices)

Philosophy and Approach to Professional Development

At ELAC, Professional Development efforts are rooted in the college mission and vision. The efforts are

contextualized by the view of professional development as a strategy for overall organizational success. As such,

development activities are first designed to promote key organizational components, and secondarily designed for

specific employee groups.

The four organizational components are listed below:

Teaching and Learning

Support and Service

Effective Leadership

Community Building

Undoubtedly, the processes of teaching and learning are the core of the institution’s purpose and are facilitated daily

by strategic support and services that help carry out the instructional activity. Effective leadership across all levels

and units provide both guidance and support that empowers individuals to perform important organizational

functions. Still, it is community building that ties employees to the spirit of the college mission, to the institution’s

history, and to each other.

Time away from teaching and administrative duties allows instructors to function as learners for a period of time as

they update skills and fulfill the need to stay abreast of continual changes in curriculum advancement, instructional

improvement, pedagogy and technology. In turn, staying abreast brings a wider perspective to teaching, enhances

teaching effectiveness, prevents burnout, and renews enthusiasm.

Professional Development Team

Although on-going professional enrichment and growth is the personal responsibility of the employee, the college

has individuals dedicated to facilitating professional development across the campus and across units. The key roles

include the Dean, Coordinator, Director, and Committee who all assist with PD at ELAC.

Dean of Institutional Effectiveness and Advancement:

The Dean of Institutional Effectiveness and Advancement assists in the direction and oversight of the Office of

Professional Develop and its subunits including the Teaching and Learning Center. The Dean guides integrated

professional development planning and promotes alignment with the college goals and objectives. Oversight of

assessment and evaluation of professional development efforts and activities are also part of the Dean’s role.

Coordinator of Professional Development:


The Professional Development Coordinator is an integral position in a team of professionals working in the

college’s Office of Professional Development. The Professional Development Coordinator reports to the respective

supervising dean within the Office of Institutional Effectiveness and Advancement. The Professional Development

Coordinator, in collaboration with the college’s Professional Development Committee, contributes to the

development and supports the implementation of a comprehensive professional development plan to improve

student success across all college programs and services. The Professional Development Coordinator advises and

assists the faculty who participate in such programs and conducts appropriate evaluations of professional

development activities. The Coordinator also provides leadership, planning, budget guidance and evaluation of the

professional development plan and performs other related duties as assigned by the supervisor.

Director of Professional Development:

Develops, implements, manages, and evaluates professional development programs, events, and activities for

classified staff and administrators at a college of the District. The Director evaluates campus-wide professional

development needs through assessment, needs analysis, surveying, and consulting with administrators and classified

staff. Additionally, the Director supports, through collaboration with supervisors and management, the participation

of classified staff in appropriate professional development activities. Collaborating with college administration is

also required to secure additional funding for professional development activities as needed. Like the coordinator,

the director collaborates with the college participatory governance committees to develop, organize, monitor, and

evaluate professional development activities aligned with college planning goals and objectives.

Professional Development Committee:

As stated in the committee bylaws, “the Professional Development Committee will be generally responsible for

advising and assisting the Professional Development Coordinator in all matters related to the creation and promotion

of professional learning opportunities for college employees. The Professional Development Committee aligns its

goals with the college’s plans as a basis for developing and implementing professional development activities. The

committee also reviews and assures completion of Educational Master Plan priorities related to professional

development.

The committee shall be comprised of the following constituencies.

a. Faculty representatives appointed by Academic Senate.

b. Administration representatives appointed by the President or designee.

c. Classified staff.

d. The Professional Development Coordinator chairs the committee.

Professional Development Classified Staff:

The staff performs complex clerical duties for the office including inputting Flex hours, coordinating room

reservations for trainings, and managing technology loan program. Staff assist in the daily operation of the Office of

Professional Development and the Teaching and Learning Center. Also a part of the staff role is facilitating

communication with the campus community including responding to inquiries and promoting activities, among a

variety of other duties as required by specific job descriptions.

Although these roles are assigned to the Professional Development unit, campus members not assigned to the Office

of Professional Development are encouraged to work with the team to put forth ideas, plans, and feedback regarding

professional development for individuals or units. In this way, the entire campus has access to both engaging in

development and proposing activities.

Physical Space

With the new construction of campus facilities, there are a variety of spaces available for professional development

activities. Still, the Office of Professional Development and the Teaching and Learning Center are specifically

designed to be flexible spaces available to all employee segments. Being centrally located next to the Mail Room

and Reprographics allows users to have easy access to needed resources.


Accountability—Evaluation of Professional Development Programming

The Office of Professional Development employs a variety of tools to evaluate and verify professional development

activities. The Coordinator of Professional Development is primarily responsible for carrying out annual evaluation

and assessments. However, the Coordinator facilitates evaluation efforts in collaboration with the Office of

Institutional Effectiveness and Advancement, Learning Assessment Office, and other relevant campus committees.

Evaluation

For evaluation of needs, the Annual Update Plan (AUP) is completed by all college units and includes questions

relevant to professional development. Upon their submission and posting, the AUP goals are reviewed for needs

related to professional development.

To evaluate and assess the quality of specific activities, the Office of Professional Development hosts on online

survey that facilitators use for training activities. Survey results are shared with event facilitators and used in

determining development activities planning.

Additionally, the Office of Professional Development has established Administrative Unit Outcomes. Achievement

of the outcomes is evaluated annually and reported to the campus Learning Assessment Office and also reported in

the AUP for the Office of Professional Development. The annual review is complimented by a comprehensive

Program Review at the designated intervals over 5 years.

Verification

Currently, the faculty is the only group for which professional development hours (using the Flexible Calendar

program) must be verified. For on-campus activities used for Flex hours, participants sign-in on the sign-in sheet

provided by the event facilitator. The sheet includes participant names, event date and time (hours), and event tile.

For individual and off-campus activities, faculty members submit copies of work products, conference attendance

fee/registration receipts, and/or completion certificates that confirm the requested hours.


Section -2- Plan Integration & Analysis

Employees at ELAC

ELAC is home to more than 1,500 administrators, faculty, and staff members. The largest group of employees is the

adjunct faculty, with administrators being the smallest. Details from ELAC’s Office of Institutional Effectiveness

and Advancement’s fall 2015 employee snapshot are included below.

Academic Administrators: 20 Classified

Classified Managers 10

Classified Supervisors 28

Confidential: 2

Crafts: 23

Maintenance and Operations: 72

Technical and Clerical: 234

Classified Total: 369

Faculty

Regular Faculty: 316

Adjunct Faculty: 897

Total: 1,213

Professional Development across the State: Integrate all Employee Segments

Faculty Professional Development is within the purview of the Academic Senate as 1 of the areas of oversight

granted in the “10+1”. As such, former professional development efforts focused on the faculty unit, with few

requirements or expectations of other employee groups. Today, legislation now ties the involvement of all employee

groups (faculty, staff, and administrators) to funding for professional development. This effort of integrating all

segments in professional development is bolstered by the recommendations from the Student Success Taskforce and

the California Community College Chancellor’s office findings that encourage the advancement of professional

development across the state. Still, power to determine how to implement and direct professional development lies

at the district level and with the Academic Senate, in consultation with administration.

Integrating Individual Plans

The creation of the Professional Development Strategic Plan is rooted in the idea that efforts and strategies across

the organization are more effective when streamlined, leveraged, and integrated. Analyzing important overlaps,

connections, and similarities among projects and initiatives gives the Professional Development Plan an

organization-wide perspective that accounts for learning needs across employee groups, units, and organizational

divisions. Ultimately the synthesis of major campus plans and initiatives results in a plan that is supportive,

achievable, and lasting.

The Professional Development Strategic Plan integrates plans and goals from three areas: Educational Master Plan

Subcommittee, Campus Initiatives & Projects, and Campus’ Annual Update Plans.

Integrating the Educational Master Plan

The Educational Master Plan is an essential tool that directs efforts at ELAC:

“The Educational Master Plan serves as the college’s guiding strategy on educational issues and

seeks to fulfill the College Mission and Strategic Goals through the implementation of educational

objectives” (East Los Angeles College, 2012, p. 5).

The Educational Planning Subcommittee assigns action plans and objectives to units who are responsible for

completing the plan and meeting the objective. Some of the items are explicitly assigned to Professional


Development Committee while others significantly involve professional development. As part of the planning

process, the Educational Master Plan objectives assigned to Professional Development are incorporated in this

integrated strategic plan.

Educational Master Plan Action Items linked to Professional Development:

17. Develop a year-round professional development program that provides faculty with effective

instructional strategies related to the needs of first-year students.

18. Develop a comprehensive series in research-based principles of instruction.

19. Integrate successful strategies identified by course-and program level Learning Outcomes assessments

into professional development programs.

21. Work with faculty in providing effective and proactive intervention strategies to assist those who are

struggling earlier in the semester

25. Provide appropriate training and support implementation of grade norming.

30. Provide professional development training to support faculty in identifying the unique academic needs

of the student population and addressing identified equity gaps.

38. Develop a method to evaluate the effectiveness and classroom application of student-centered

instruction strategies offered through Professional Development.

45. Expand campus dialogue on student outcomes.

The Master Plan objectives and action items assigned to Professional Development are linked to other campus

initiatives, goals, and projects.

Integrating Campus Initiatives and Projects

ELAC is actively engaged in transformational initiatives sponsored by local, state, and federal groups. Although

each effort and its origin are unique, there are important linkages across efforts. Five efforts in particular were

targeted: Adult Education, Basic Skills, Student Equity, Student Support and Success Program, Student Equity, and

Title V. After careful analysis of the projects and initiatives, important connections and overlaps in action plans,

strategies, and goals were identified. The most frequently mentioned strategy or plans were highlighted and listed

below. Listed items appear in at least two of the five initiatives or projects.

The overlapping strategy or plans offer important direction for the Professional Develop plan for the year.


Integrating Unit Goals from Annual Update Plans

As part of the college’s regular planning agenda, departments/units complete an Annual Update Plan , which entails

the task of developing action plans of goals for the academic year. For the purposes of Professional Development

planning, the Annual Update Plan is central to understanding the needs and direction of units. The goals listed on the

AUP were collected and analyzed for common themes, plans, and needs. Elements that are most commonly

mentioned across departments/units are plugged into the PD workshop planning for the year.

The top 3 unit goals are identified by campus division below. These goals are not taken from Cluster plans, rather

are taken directly from units/departments:

Instructional and Support Programs and Services:

• Program visibility; increasing awareness of services; communicating to publics about availability

• Recruiting students; reaching out to students on and off campus, getting more students to take advantage

• Transfer- increasing transfer knowledge, awareness, services, and partnerships to ultimately increase

Administrative Support Units:

• Technology for administrative purposes; improving usefulness of technological support

• Improving technology used by and with students

Campus Initiative Actions Plans:-Student Success Advocates

-First Year Experience-Assessment and Orientation

-Culturally Responsive Teaching -Early Alert Use and Training

-Reading Accross the Curriculum -Curriculum Alignment

-Basic Skill Instructor Training

Student Equity

Student Success and

Support Program

Basic Skills InitiativeTitle V

Adult Education


• Staff training for unit-specific items/tasks

Academic Departments, Counseling, & Library

• Developing new courses, certificates, and degrees for specific areas ranked the highest

• Increasing course, certificate, degree and transfer completion ranked the next highest

• Publicize, promote, market, have a presence, getting the word out there about course offering, the

department, and field ranked the highest

Integrated CAMPUS AUP Goals and Topic Areas Plans 2015-2016

Across the campus, there is a clear overlap of goals, action plans, and strategies for improving student success and

the success of all those involved with the educational process. The themes highlighted here are translated into an

annual and long-term plan for Professional Development at ELAC.

Instructional and Support

Programs and Services:

•Program visibility; increasing awareness of services; communicating to publics about availability.

•Recruiting students; reaching out to students on and off campus, getting more students to take advantage

•Transfer- increasing transfer knowledge, awareness, services, and partnerships to ultimately increase

Administrative Support Units:

•There is a need to explore technology needs of the support units in Administrative services

•Improving technology used by and with students

•Staff training for unit-related items/tasks

Academic Departments, Counseling, &

Library

•Developing new courses, certificates, and degrees for specific areas ranked the highest

•increasing course, certificate, degree and transfer completion ranked the next highest

•Publicize, promote, market, have a presence, getting the word out there about course offering, the department, and field ranked the highest

Top Unit Goals:

Increasing successful

completion of courses and

transfer

Communicating and Publicizing

program availability and

offerings

Better using technology in office

and instruction settings


Section 3-Plan for Professional Development Activities and Services

Given the unique and clear overlap of goals and action plans across initiatives and units, the Office of Professional

Development will develop activities and services that cultivate and amplify current efforts as well as activities that

address areas of improvement not currently mentioned in plans. Specifically, nearly all planning documents mention

training for faculty, with few mentioning staff and even fewer (if any) mentioning administration. The directive

from the state is to incorporate all groups in enrichment planning.

Professional

Development

Focus

Description of Action/ Strategy Related Initiative

or Project

Reflected in at

Least 2 AUPs

Related Ed

Plan Goal

Teaching and

Learning

Culturally Responsive Training Equity; Title V X 17, 30

Curriculum Aligning

Adult Education,

AUP

X 17, 19, 25

Basic Skills Best Practices

Basic Skills, Title V,

Equity

X 7, 17, 18, 19,

21, 30

Develop Courses and programs

AUP; Basic Skills X 17, 19, 25, 30

Professional Development College

District 21, 30

Service and

Support

South Gate Center PD Basic Skills; Title V X 7

Staff Summit Title V

Corporate Center PD

Reading Across the Curriculum Title V 7, 18, 30

Assessment/ Orientation 3SP X 33

First Year Completion

Title V, Basic Skills,

3SP, AUP

X 7, 17

Early Alert Training 3SP, Equity, Title V 7, 17, 20, 21,

30

Technology and Equipment Uses Title V X 7, 20, 30

Completion and Transfer Support Equity, Title V, 3SP,

AUP

X 7, 19

Student Success Advocates Equity, Title V, 3SP 7, 17, 21, 30

Teaching and Learning Center PD Unit- College 17, 19, 20, 30

Effective

Leadership

Deans Academy District --

Chancellor's Leadership Program

District --

Community

Building

Opening Day ALL ALL

Communicating & Publicizing

course offerings and program

services

Title V, 3SP, Equity,

AUP

X 17, 33

Adjunct Winter Colloquium Title V, ALL

New Faculty Institute Title V, BSI ALL

Emergency Preparedness --

Equity Score Card- Change Labs Equity; Title V 30

Equity Score Card- Implementation

Coaching

Equity; Title V 30

PD Assessment ALL ALL


Teaching and Learning

Culturally Responsive Training-

The Culturally Responsive Training is a speaker and workshop series that trains participants in creating an equity-

minded campus environment, in- and outside of classrooms. The series challenges participants to interrogate deeply

held perceptions and expectations and to engage in practices that achieve more equitable outcomes across campus.

The training is a monthly 4-6 hour session held on Fridays. It features nationally renowned speakers and interactive

workshops.

Curriculum Aligning-

As local and state agencies legislate greater alignment between educational sectors, the need for curriculum

alignment continues to grow. The faculty and administrators who oversee key areas will work within and outside the

campus to understand and develop curriculum that aligns in ways that advance student achievement. While much of

this work has happened in the Basic Skills Initiative, additional work and support is needed in Adult Education

efforts.

Basic Skills Best Practices

Faculty and staff work together to identify best instructional and support practices for basics skills students and

students in their first year, who often enter at pre-college levels of math and English.

Develop Courses and Programs

Faculty work to develop cutting edge programs within and across disciplines.

Professional Development College

The Los Angeles Community College District Academic Senate facilitates training through the professional

development college. The college focuses on issues related to leading classrooms.

Service and Support

South Gate Center PD

ELAC’s South Gate Educational Center has needs specific to it’s population, location, and facility size.

Administrators, staff, and faculty work together to develop, enhance, and promote programing at SGEC through

SGEC-specific committees and initiatives.

Staff Summit

In ELAC’s commitment to developing staff, the Staff Summit is a summer-time conference focusing on developing

important staff skills, competencies and knowledge bases.

Corporate Center PD

As ELAC continues to expand geographically, staff now stationed at Corporate Center require specialized training

to manage new and emerging challenges and requirements.

Reading Across the Curriculum

The program focuses on the development of college-level reading habits and strategies useful across all disciplines.

It also provides faculty with specific tools and processes for helping raise students reading levels, based on the

discipline.

Assessment/ Orientation

The ongoing development of the Common Assessment Initiative requires that staff, faculty, and administrators

quickly plan and prepare for new requirements of Assessment, Orientation, and Counseling. The changes will

impact enrollment, preparation, and ultimately student’s success. All groups must be involved in this important shift.

First Year Completion

Continued efforts focusing on First Year students are evolving, with growing attention on the teaching and support


strategies needed to support this particular group. The efforts of this PD focus will be tied to enhancing serves,

curriculum, and instruction for this population.

Early Alert Training

The LACCD offers a digital system for alerting students about their progress and status in a particular course.

However, more exploration, study and training on the technology is needed. The additional training and exploration

will yield important information about how to support student across the term.

Technology and Equipment Uses

New Technologies are emerging within and outside of the District. All groups on campus must have access to

regular and ongoing training that enhances the skill with current and developing technology.

Completion and Transfer Support

Campus wide, there is a focus on completion and it’s tied also to transfer. Specific strategies for supporting students

through the entire process of completion and transfer is central to the mission of the college and to PD.

Student Success Advocates

This groups is designed to be a well-trained group of classroom faculty work diligently to keep up with important

developments in transfer and students support. They function as advocates for students enrolled in their classrooms,

providing additional mentoring, monitoring, and requirements to access campus services.

Teaching and Learning Center (TLC)

The TLC is a physical space open to all staff, faculty, and administrators. It provides important meeting, learning,

and development resources for innovative and strategic planning for student success.

Effective Leadership

Deans’ Academy District

The Academy provides District-wide training for administrators and is a means for enhancing effective and quality

leadership for administrators at ELAC.

Chancellor's Leadership Program

The Program is primarily designed for senior level leaders across the District and provides space for important high-

level discussions, visioning, and development.

Community Building

Opening Day

The annual opening meeting continues to evolve and blossom into an all-employee activity designed to bring the

campus together. At the core, the day is faculty focused with important trainings and information provided for that

group. Still, it provides sessions and experiences from which all groups benefit.

Communicating & Publicizing course offerings and program services

Trainings will be offered in techniques of recruitment and publicity for units and programs who need to build

interest.

Adjunct Winter Colloquium

During the winter term, a special session for adjuncts is held to provide important support, updates, and feedback

needed to support students.

New Faculty Institute (NFI)

The NFI is an annual training program for newly hired faculty members. It has three components: Pre-Fall


Workshop, The Fall Seminar, and The Spring Project. It both orients faculty to the institution while also engaging

faculty in discussions about effective teaching practices.

PD Assessment ALL

Regular and ongoing assessment of all PD activities is facilitated by the Office of Professional Development.

Through surveys, report analysis, and committee participation, the coordinator develops and realigns PD efforts to

meet the needs of the campus.

Budget Sample

Personnel Travel Equipment Supplies TOTAL

$240,960 $22,265 $25,638 $83,251 $627,894

Budget by Campus Initiative or Fund

Basic Skills $42,839

Equity $61,193

Title V $402,617

3SP $30,424

Adult Education $52,490

District PD $30,010

PD 100 $27,920

TOTAL $647,493

(20K- Variance)


Annual Planning and Training Calendar

April 2016

PD Strategic Planning

May 2016

CRT

Student Success Advocates

Communicating & Publicizing course offerings and

program services

June 2016

Graduation Participation

Flex Reporting Locally and Statewide

July 2016

Opening Day Planning

Staff Summit Planning


program services

August 2016

Staff Summit

Opening Day

RAC

NFI-LAUNCH

September 2016

Complete Opening Day Assessments

Complete Annual Update Plan

Completion and Transfer Support Training

October 2016

Plan for Winter Faculty Colloquium

ELAC Leadership Summit

Technology in& out of Classroom

November 2016


program services

Emergency Preparedness

December 2016

PD Assessment

January 2017

Adjunct Winter Colloquium

Assessment of Annual Update Plan Goals

February 2017

Equity Score Care- Implementation Coaching

Completion and Transfer Support Training

March 2017


Technology in & out of Classroom

April 2017

ELAC Leadership Summit


May 2017


New Faculty Institute- Campus Presentation

June 2017

Graduation

Ongoing Activities:

Culturally Responsive Teaching

Dean’s Academy

Department Specific Training as needed

Emergency Preparedness

New Faculty Institute

Reading across Curriculum

PD Assessment


NFI Syllabus

New Faculty Institute

Facilitator Information

J. Edward Stevenson

Office: G1-101

Phone: 323.415.5078

E-mail: [email protected]

Office Hours:

T/W 3:00-4:15pm

Meeting Information

Monthly Friday Meetings:

9:00am- 12:30pm

Location: G1-101

“Being an Advocate of

Student Success!”

About the Institute: This series of workshops focuses on preparing new

tenure-track faculty members to successfully work

with the ELAC student body in advancement of our

educational mission and to successfully navigate

through the tenure process. Participants will be

introduced to the college organizational structure,

critical campus support services provided for students

and faculty, key support personnel, college policies

and procedures, curriculum and academic policy

oversight, and pedagogy in higher education.

Institute Learning Outcome:

Faculty members utilize appropriate personnel services and students services resources.

Faculty members demonstrate an understanding of student success strategies relevant both to their discipline and

ELAC student population.

Required Materials:

TBD

Flex Obligation:

As required by the State and Faculty contract, Faculty members complete Professional Development hours. Full

time faculty are expected to complete 33.5 hours (generally). New Faculty Institute participants will have all hours

met by way of their participation in the institute. No additional Flex hours are needed for those who participate fully

and regularly.

Institute Segments:

The institute is divided into three main segments: 1- Fall Prep Segment, 2- Fall Segment, and 3- Spring Segment.

Each segment builds upon the knowledge and experience brought to the institute by participants. It positions

participants as… teachers, among other teachers who together share experiences, expertise, and incorporate new

ideas.

Because of a campus-wide focus on innovative student success, the New Faculty Institute culminates in a

presentation at which participants provide a summary presentation of their individual or collective efforts to

implement a particular student success strategy linked to the colleges overall plan and strategies.

The segments and related deliverables are presented below.


Institute Focus Term Time

Commitment

Deliverables Presentation

Securing Digital

and Physical Access

Pre-Fall

(Flex

Week)

3-half days in

August

E-mail access, roster access, key

access, computer set up; pay and

benefits information

None.

Institute Focus Term Time

Commitment


Orientation and

Best Practices

Fall Sep.-Dec.

9a-12:30pm

**3rd Fri of the

Month

Basic ability to navigate campus

services for employees and students;

Ability to incorporate effective teaching

strategies relevant to ELAC population

and faculty discipline

Yes- To small

groups of NFI

participants

Institute Focus Tern Time

Commitment


Success

Interventions

Strategies

Spring Jan.-May

9a-12:30pm

**2nd Fri of the

Month

Implementation and status report on use

of Student Success Intervention strategy

Yes- To

campus

community

Design of Institute Sessions- Woven into each session is an appreciation for community, diversity, rigor, support, and innovation:

Community: Through regularized group activities in-class, faculty engage with and support each other as

they discover new concepts.

Diversity: Cultural Competence is woven into every course design, challenging faculty participants to

recognize differences, be open to differences, and learn about difference in the context of the specific

course.

Rigor: Using the Kolb Model of Learning, class sessions challenge learners to understand, experiment,

evaluate, and test course concepts.

Support: Each faculty member is respected by the facilitator who takes measures to monitor progress and

provide relevant and timely assistance.

Innovation: An unending pursuit of new concepts, learning technologies, and student success strategies

foster passion and enthusiasm needed to reveal important innovations.

Institute Norms:

Participation—

Respect for others and your self will be essential in this course. It is our collective responsibility to make our

classroom a safe place to learn and interact with others from diverse ethnic, racial, social, sexual orientation, and

disability backgrounds.

Due Dates—

We are on a tight schedule. Having timely access to your expertise, knowledge, and insights is vital.

Attendance—

The Institute meets on the 3rd Friday of the month during the fall, and meetings shift to the 2nd Friday during winter,

and spring terms. Participants should plan to attend all meetings.

Special Accommodations—

This institute will be challenging in more ways than one. The goal is to provide you with the needed resources and

to assist you in meeting the challenge of joining the ELAC faculty. If you require any additional accommodations,

feel free to see me before or after sessions or connect with me via e-mail. Your ultimate success as an instructor is

the goal. Together we can take steps to ensure that you reach that goal.


NFI Content Schedule

August: 3-Day Fall Prep

• Personnel and Academic Resources Information

for Faculty; Keys, rosters, e-mail, payroll, rating-in

packets, transcripts, and other documents

• Introduction to New Faculty Institute

• First Semester Survival

• Introduction to Professional Development

• Introduction to ELAC, its students, structure,

mission and vision

Preparing to Teach:

Syllabus design and college expectations

• Classroom management policies and procedures

• Admission Process: Adding, Dropping, Excluding

September

• First Month Check-in and Questions

• Introduction to the Student Services Units (Tour)

• Identify the departments and personnel that provide

student and faculty academic support

• Faculty Evaluation- The contract

Teaching as Innovation:

• Share and learn about innovating teaching

strategies and practices to improve student learning

at ELAC.

• Teaching/learning styles and methodologies

• Presentation techniques, instructional strategies and

technology

October

Teaching as Transformation:

• Academic support program and services: Library,

Tutoring, MESA, FYE, and others

• Faculty Union and Academic Senate

• Academic Freedom

• College Governance

• Understand the process and faculty responsibility

in shared governance through the Academic Senate

• Identify opportunities for campus involvement

• Practice innovative teaching-learning

methodologies

November

Teaching As Prevention and Intervention

• Success Interventions (Fall & Spring)- Learn about

and select campus initiative that will best support

your department and teaching.

• Tenure Process Update

December

Teaching As Prevention and Intervention

• Collaborative Intervention & Success Projects

(spring): Reading Across the Curriculum, Student

Success Advocates, Early Alert Adopters

• Midyear check in

January

• Collaborative Intervention & Success Projects

(Spring): Reading Across the Curriculum, Student

Success Advocates, Early Alert Adopters New

Year welcome back-

February

• Implement Success Intervention Project

March

• Monitor Success Intervention Project

April

• Midterm report on project progress

May

• NFI Campus-wide Presentation of Project Results

June

• Participate in ELAC Graduation

• Evaluation and Assessment of all activities


Opening Day Agenda

THURSDAY, AUGUST 25, 2016 8:00 a.m. – 3:30 p.m.

Theme: G.I.F.T.S.: Great Ideas for Teaching and Service

8:00 – 8:40 Registration, FLEX Check in & Continental Breakfast

9:00 – 10:00 Master of Ceremonies/Overview

Welcome and State of the Campus Address – President Marvin Martinez LACCD Board

Member (TBA)

10:15 – 11:15 Workshop Session A*

11:30 – 12:30 Workshop Session B*

12:30 – 1:30 Lunch – Working Lunch

1:30 -2:30 Afternoon Academic Round Tables OR GIFTS_ Good Ideas for Teaching

2:30-3:30 Closing Remarks

Grand Opening of Office of Professional Development & Teaching and Learning Center.

& New Staff & Faculty Reception at G1-101 Patio

*All workshop sessions available to all staff; However, Student Services Staff would be able to return to their

offices after the opening session.

The session takes place across three lunch areas: G3 Foyer, F5 Cafeteria, and F5 Multipurpose Room. Each round

table will feature one speaker who will deliver a ten-minute, interactive presentation on a topic related to his/her

own professional research, field, educational practice, or leadership practice. Seats will be specially marked and

reserved speakers only. After time expires, speakers move to the next assigned table. The process repeats until the

session time expires.

After a brief closing at the Afternoon Academic Round Tables, the New Faculty & Staff Reception and the Grand

Opening Reception will be held immediately outside of the G1-101 office in the patio space. The Reception and

Grand Opening feature beverages and light edible items.


Flex Week Activities (SAMPLE)

MONDAY, AUGUST 22 – E7-415 NEW FACULTY ORIENTATION! (Continental Breakfast provided)

9:00am – 12:30pm New Faculty Institute- Fall Prep (For newly hired full-time instructors teaching in the fall)

9:00am – 12:00pm eLumen is an assessment management system (AMS) recently purchased by ELAC. Find out

how this AMS can help you with your classroom assessment.

TUESDAY, AUGUST 23 – E7-415 NEW FACULTY ORIENTATION -INFORMATION TECHNOLOGY AND

CLASSROOM INSTRUCTION (Continental Breakfast provided)


10:30am – 12:00pm

12:00pm – 12:55pm Lunch

1:00pm – 2:30 SharePoint/ACE Learn about some of the technology resources on campus such as the Microsoft

SharePoint and the ACE (Academic Computing Environment). Discover how various technologies can help you

extend beyond the traditional classroom environment. Two sessions available.

WEDNESDAY, AUGUST 24 – E7-415 NEW FACULTY ORIENTATION & ENGAGING STUDENTS WITH

WEB 2.0 TECHNOLOGY (Continental Breakfast provided)


12:30pm – 1:20pm Lunch

1:30pm – 3:30pm Engaging Students with Web 2.0 Technology - Learn about CMSs, Social Networks, Reusable

Learning Objects, Blogs and Wikis, Posting Tutorials, Videos, and Podcasts for your class.

THURSDAY, AUGUST 25 – OPENING DAY

8:00am – 3:30pm Mandatory flex day for all full-time faculty.

SATURDAY, AUGUST 27—E7-415 ADJUNCT FACULTY—FALL ORIENTATION (AFT & Professional

Development Office) (Continental Breakfast provided) 9:00am —12:00pm

integrated professional development strategic plan · pdf fileintegrated professional...

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