scholarly journals Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Practices and the Entrepreneurial Mindset

2020 ◽  
Author(s):  
Heather Dillon ◽  
Lindy Mayled ◽  
Mark Nagurka ◽  
Maria-Isabel Carnasciali ◽  
Douglas Melton
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Development Program ◽  
Professional Development Program ◽  
Faculty Professional Development

Multi-Modal Professional Development for Faculty

2012 ◽  
pp. 43-65
Author(s):  
Sheri Anderson ◽  
Beth Oyarzun
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Evaluation Process ◽  
Professional Development Program ◽  
Community Of Learners ◽  
Design Development ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Social Events ◽  
General Training

This chapter describes a multi-modal faculty professional development program designed using the Analyze, Design, Development, Implement, and Evaluation process (ADDIE) and the Community of Learners model. The program includes a general training series, one-on-one trainings, on-demand training, as well as social events. The general training series is offered synchronously via face-to-face and webinar formats simultaneously. This training series is also offered asynchronously via training videos and slides that are published to a website. Additionally, the professional development program encourages faculty to support one another and share their experiences through social events and colloquiums. This multi-modal approach creates an adaptable and flexible environment that allows the professional development program to meet the needs of a diverse group of faculty.

Multi-Modal Professional Development for Faculty

2014 ◽  
pp. 958-980
Author(s):  
Sheri Anderson ◽  
Beth Oyarzun
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Evaluation Process ◽  
Professional Development Program ◽  
Community Of Learners ◽  
Design Development ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Social Events ◽  
General Training

This chapter describes a multi-modal faculty professional development program designed using the Analyze, Design, Development, Implement, and Evaluation process (ADDIE) and the Community of Learners model. The program includes a general training series, one-on-one trainings, on-demand training, as well as social events. The general training series is offered synchronously via face-to-face and webinar formats simultaneously. This training series is also offered asynchronously via training videos and slides that are published to a website. Additionally, the professional development program encourages faculty to support one another and share their experiences through social events and colloquiums. This multi-modal approach creates an adaptable and flexible environment that allows the professional development program to meet the needs of a diverse group of faculty.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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