PROFESSIONAL DEVELOPMENT PLAN FOR

THE CROWNPOINT INSTITUTE OF TECHNOLOGY

REVISED MARCH 2006

This Revised PDP supersedes all previous plans, policies and or actions taken by this governing board of CIT, and /or its appointed committees, including directives, and memorandum

1

Table of Contents Professional Development Plan

I. Introduction to the Professional Development Plan

II. The Plan A. Introduction B. Scope of the Plan C. Effective Date D. Philosophy E. PDP Purpose F. Participation G. Competencies H. Individual PDP I. Needs Assessment J. How the Assessment will be Conducted K. Criteria for IPDP Approval L. Mandatory Activity M. Prior Approval N. Documentation and Validation O. Progress and Evaluation P. Reimbursement Policy Q. Appeals III. Professional Development Activities

A. Introduction B. Mandatory Activities C. Additional PDP Activities

IV. Institutional Support A Payment of Fees B Travel C Release Time and Substitutes D Leave With and Without Pay E Facilities V. Files and Documents VI. Appendices

A. Teaching Competencies- Faculty and Vocational

VII. Forms

2

SECTION I: AN INTRODUCTION TO THE PROFESSIONAL DEVELOPMENT PLAN In order for the Crownpoint Institute of Technology to fulfill it’s Mission, Vision and Philosophy, it is imperative that the Institute develop a plan of action that provides it’s employees a vehicle for personal and professional growth that serves the interest of the students, the Institute and the individual. This revised PDP is designed to focus on the goals of both Faculty and Staff, for without the cooperation, development and vision of both, there can be no future. Within the pages of this Revised PDP, you, the employees of CIT, will find information to guide you in developing, initiating and completing your PDP goals. To simplify the process, this new PDP guide is divided into Faculty and Staff Requirements so that there is no confusion as to what is expected of each individual contributor at the Institute. In order to provide each employee with a clear and concise overview of exactly what is expected of them when filling out their PDP/IPDP, any employee that wishes to go over this document in the Navajo language can see Ms. Brenda Tom in the Human Resources Office. All other employees that would like assistance with their PDP/IPDP can do so by meeting with the Human Resources Director. SECTION II: THE PLAN A. Introduction The Crownpoint Institute of Technology, also known as CIT, is located in Crownpoint, New Mexico, in the eastern region of the Navajo Indian Reservation, also referred to as the Navajo Nation. CIT is accredited under the North Central Association of Colleges and Universities and offers programs leading to an Associates of Arts and Science degree as well as many vocational-technical training programs and adult education classes. Since its inception in 1979, the Institute has carried on a program of offering high quality Dine’ philosophy education and training programs which will ultimately contribute to the economic development plans of the Navajo Nation. Through its Professional Development Program, CIT can prepare both Faculty and Staff to deliver the highest quality education to its students and prepare them for the future. The Professional Development Plan that follows is based upon the needs of Faculty and Instructional Staff and the needs of General, Professional and Administrative Staff. With an eye toward the future where technology will control the destiny of Institutions like CIT, the PDP guidelines contained herein are geared toward upgrading the technology skills of each and every employee so that they are prepared to take on the challenges that lie ahead. B. Scope of the Plan PART I

3

1. Faculty and Faculty Staff a. The Professional Development Plan for CIT will provide the means by which Faculty and Faculty Staff can attain and maintain required professional job competencies within their field and fulfill the requirements set forth by the Accreditation Committee regarding education and certification. b. The revised PDP has been designed for the CIT academic staff using guidelines from prior regulations set forth by the New Mexico State Board of Education’s Division on Professional Development Standards that was closed in 2003, along with current guidelines and requirements set forth by CIT to insure accreditation and certification compliance. c. Other certifications and endorsements may be maintained within the framework of the PDP. The Professional Development Plan is an institutional plan of the highest standards to insure CIT instructors are providing the highest caliber of education its students. d. An Individual Professional Development Plan (IPDP) will consist of a detailed, two year “action plan” that conforms to the guidelines set forth in Faculty Participation Section II-C. 2. Faculty Participation All full time instructors are required to participate in the Institute’s Professional Development Plan (PDP) in accordance with the guidelines developed by the Institute. The only exception to this policy is for Instructors at or approaching retirement as covered herein. a. Instructors in the Associates degree program or the Arts and Science degree programs who are paid on the faculty scale and have not yet been awarded a Masters or Professional Degree that is both consistent with their instructional duties at the Institute and acceptable in meeting the advanced degree requirements necessary for the Institute’s ongoing accreditation are required to devote their Professional Development Plan exclusively to the pursuit of such a degree. b. Instructors in programs other than those mentioned above who have not earned a baccalaureate degree are required to devote their professional Development Plan exclusively to the pursuit of such a degree before enrolling in any other personal development programs. c. Instructors who have met or exceeded their degree requirements should prepare their Professional Development Plan to include seminars, workshops, university courses and all other programs that are directly related to their course of instruction. Any programs that are not directly related to the instructor’s course of study, but may provide personal or professional development closely related to the individuals professional goals must be approved by the Dean of Instruction. A list of proposed, qualifying PDP ACTIVITIES can be found in section III. d. Part time instructors, instructional staff and adjunct faculty must submit an Individual Professional Development Plan outlining career goals, specific courses of study for a degree at the Associates, Bachelors or Masters level Certification Courses, seminars, workshops, professional licenses and all other courses of study that would directly benefit the Institute and the Individual. Individual Professional Development Plans for those instructors and staff named herein must be submitted and approved by the Dean of Instruction. A list of proposed, qualifying PDP ACTIVITIES can be found in section III.

4

e. Instructors approaching retirement may substitute pre-retirement instructional activities such as financial courses for PDP activity provided they submitted a resignation to retire within one year and have fulfilled their certification requirements to cover this period until retirement. PART II 1. General, Professional and Administrative Staff a. The Professional Development Plan for employees other than the Instructional staff has been revised to include what the Institute feels are necessary guidelines to insure the highest level of job competency by each and every employee. CIT is committed to insuring that each and every employee has the most up to date job skills by providing degree, certificate, licensing and training programs through the individuals PDP. b. An Individual Professional Development Plan (IPDP) will consist of a detailed, one-year “action plan” that conforms to the guidelines set forth in Staff Participation Section II-C. 2. General, Professional and Administrative Staff Participation a. All exempt employees at Supervisor level and above are required to prepare a one year Professional Development Plan by September 15th. New employees hired at this level must submit their IPDP during the first 60 days of employment. All employees at Supervisor level and above must show, as part of their IPDP, a seminar, certification program, college course, workshop, or other course of study in Management Training or Managerial Techniques that would benefit both the Institute and the individual. b. Exempt employees below the level of supervisor and all non-exempt employees should submit an Individual Professional Development Plan to their immediate supervisor by September 15th of each year. This plan should include a specific course of study that is job related and include a detailed plan of on-going education through a degree or vocational program, on the job training, distance learning, seminars, workshops and other related programs that will better prepare an individual for his/her current job or for a different position with the Institute. c. Participants in the PDP program that chose to enroll in an Associated, Bachelors or Masters Degree program must select a course of study directly related to their current job description. Name of the Degree program and a full description of the curriculum for the selected course of study must accompany the request. No more than 6 credits may be taken in any one semester. C. Effective Date The revised PDP will become effective as of June 01, 2006 D. Philosophy 1. Philosophy Statement It is the philosophy of the Crownpoint Institute of Technology that staff development opportunities be systematically planned and made available to all staff in order to allow personal

5

development and insure that the Institute effectively fulfills its mission of providing the following services to the Navajo Nation:

• Post Secondary Associate Degree programs and Vocational-Technical Education. • Economic Development Opportunities and Training • Navajo Cultural Preservation Activities

IPDP Philosophy The Institute believes that an Individual Professional Development Plan must be created by an individual participant within the framework of the larger PDP created by the Institute. The IPDP must be flexible enough to permit participants to engage in PDP activities that might not be available or known at the time the IPDP was developed and approved. Instructors must design their IPDP to meet all academic requirements as set forth in their contract or as required by the Institute to meet its accreditation requirements. For staff, they must design their IPDP to meet the ever expanding technology advances of their profession. The Institute believes that professional development is a continuous process and that an individual’s professional growth and development are never complete. Likewise, the PDP of the Institute is in a constant evolution of development and is tied in to the level of growth that each and every employee aspires to and eventually will attain. Each year, every employee from both Faculty and Staff are asked to revise and submit a new Development Plan and so the progression is endless. Professional Development can be viewed as an investment on the part of both Employees and the Institute with the ultimate beneficiary being the students. It is for that reason that the investment on the part of both the Employee and the Institute reflects the highest level of initiative and integrity to secure the future of each and every student at CIT. E. PDP Purpose

• The primary purposes for the development of a Professional Development Plan are as follows:

• Accountability • Quality of Instruction and other Supportive Services • Accreditation • Individual Professional and Personal Growth

F. Participation by Institute Employees As previously discussed, the PDP program at CIT is vital to “all” employees. As such, we are not placing any time or group restrictions on participation and encourage every employee to develop and submit a PDP before the deadline dates. Faculty and Faculty staff as well as Managers are required under the revised PDP to meet certain requirements that are mandates of continuing employment, so they are of a priority nature. All employees, regardless of degree or program requirements are urged to participate in on or off campus technology based learning programs to enhance their computer skills from basic use of the computer to more advanced programming skills.

6

G. Competencies 1. Faculty Competencies: a. A list of “Teaching Competencies”, “Vocational Instructor Competencies” and a source list of “Competency-Based Education Modules” can be found in Appendices A1 to A2. It is expected that each CIT instructor attain and improve on the competencies agreed upon with Department Heads and the Dean of Instruction. Appendices A1 and A2 lay out the competencies for secondary and vocational instructors considered essential to their professional growth. b. Other than teaching, the following are activities, while not mandatory, are ones that all CIT instructors should be involved in: Academic Counseling Workshops Consulting Publications Cultural Sharing Memberships (Community, Professional Organizations) Public Relations Public Speaking Technology Improvement Research 2. Staff Competencies: All Staff employees at the level of Supervisor and above are now required to show Professional growth and improvement in their individual “Management Skills” and must complete at least one course of study each year in a “Management” seminar or workshop that will effectively enhance their people and/or leadership skills. All regular staff employees that are not at the level of Supervisor or above must include in their IPDP, any training and/or cross-training that is recommended by their supervisor that will update and strengthen their required job skills. All employees are urged to take classes or workshops that will enhance their technology skills. Computer skills and related activities are to be taken whenever possible. H. Individual Professional Development Plan (IPDP) Faculty must submit their IPDP based on a two year plan of action on or before September 15th of each year. This plan must follow the guidelines set forth in Section B and must be approved by the Instructor’s Department Head and Dean of Instruction. Faculty IPDP activity that requires a leave of absence must be approved by the President. A list as well as copies of required documentation forms can be found under Files and Documentation. Staff employees must submit an IPDP based on a one year plan of action on or before Sept 15th of each year. I. Needs Assessment Faculty: What is Assessed 1. Role Specific Instructor Needs

7

• Classroom Delivery Skills • Navajo Nation Law- Dine Philosophy • Course Content • Communication Skills • Cultural Sensitivity • Credentials • Technology Tools for Classroom delivery

2. Role Related Instructor Needs

• Job Placement Skills • Cultural Sensitivity • Level of Instructor Involvement

3. Personal Instructor Needs

• Transportation • Housing • Day Care • Compensation • Wellness Programs

4. Organizational Related Needs and Policies

• Travel • Housing (Grounds, Maintenance of Resident Housing) • Leave Policy • Employee Policy Manuals • Faculty Policy Manual

5. Interpersonal Needs

• Team Building • Training • Organizational Communication • Morale • Cultural Sensitivity

6. General Needs

• Public Relations • Facilities (Expansion and Upgrading) • Funding • Organizational Assessment • Educational Climate • Professional Demeanor

8

Staff: What is Assessed 1. Role Specific Employee Needs

• Job Performance Skills • Cultural Sensitivity • Credentials • Technology Tools and required training in their use. • Communication Skills

2. Role Related Employee Needs

• Cultural Sensitivity • Interpersonal Skills • Awareness Skills

3. Personal Instructor Needs

• Transportation • Housing • Day Care • Compensation • Wellness Programs

4. Organizational Related Needs and Policies

• Travel • Housing (Grounds, Maintenance of Resident Housing) • Leave Policy • Employee Policy Manuals

6. General Needs

• Public Relations • Facilities (Expansion) • Funding • Organizational Assessment • Work Climate • Professional Demeanor

J. How will CIT Assess the Needs? 1. Whether Assessment is for Faculty or Staff, it will be conducted by one or more of the following organizations or committees:

• CIT Staff and Management • PDP Advisory Committee • CIT NCA Steering Committee • CIT Curriculum Advisory Committee

9

• CIT Employee Advisory Committee • Outside Groups ( Accreditation Board, Navajo Nation) • Consultants • Federal Funding Sources

2. What Levels within CIT Shall be assessed?

• Faculty • Instructors • Managers • Administrators • Staff • CIT as an Organization • General

3. Process of Evaluation to be used

• Self-Evaluation • Peer Assessment • Supervisory Assessment • Student Assessment • Vendor Assessment • Work Output vs. Projected

4. Tools and Techniques for Assessment

• Observation • Questionnaire • Interview • Combination of the above

K. Criteria for IPDP Approval In both the development and approval of any IPDP, the following factors must be taken into account so that the content and purpose of the IPDP meet the required objectives:

• The Activity in the PDP is relevant to the professional development needs of the participant. In the case of faculty and instructional staff, is it geared toward degree and certification requirements that must be fulfilled. In the case of management, does it contain at least one course of study that pertains to Management Skill enhancement and for all other staff, is there activity to enhance technology skills and awareness.

• Is the activity related to the participant’s job or to a possible future job within the Institute

to which the employee aspires and what are the long term benefits to CIT. The manner in which the activity is to be evaluated and validated must be agreed upon at the time the IPDP is approved. If the activity is not in not in keeping with an employee’s required guidelines or if the activity is not deemed beneficial to the employee’s career goals or objectives, another course of study must be substituted within 30 days.

10

L. Mandatory Activity Faculty and Vocational Instructors are all required to devote their entire IPDP to obtaining Advanced Degrees ( if required) before any other activities are approved. Beyond these requirements, there are four mandatory requirements that must be scheduled outside the time allocated for degree programs. These mandatory requirements include New Teacher Orientation, Instructional Planning, Institutional Implementation and Supervised Internship. These are described in SECTION III, ACTIVITIES. Regular Staff Supervisors and above are required to fulfill the mandatory requirement of one Management Class per year. All other Regular Staff are not restricted to any particular activities, but must, if possible, enroll in at least one technology course of study each year. M. Prior Approval of IPDP Activities Before any monies for PDP/IPDP activities can be reimbursed to the employee, if is necessary that all activities have prior approval from the employee’s Director or Dean as well as that of the Human Resources Director and CIT President. Required forms are in the Documentation section and can also be obtained from the Human Resources Department. N. Documentation and Validation of Activities Completion of each activity will be documented in the most appropriate manner either by official grade report, a certificate of completion, trip report, activity completion form or any other agreed upon form of documentation that can be placed in the employee’s personnel file as a permanent record. O. Progress and Evaluation Progress and evaluation will be based on the content of the IPDP submitted and approved by the individual employee. If at any time, the employee’s supervisor or Department Head has just cause to believe that a participant is not progressing satisfactorily toward his/her required IPDP goals or has failed to submit or resubmit IPDP goals, a meeting with the employee and his/her Department Head will be arranged and report submitted to the employee’s personnel file At this meeting, the situation will be reviewed and recommendations made to guide the employee’s professional growth during the upcoming year. If there is no improvement during the subsequent year, the Dean of Instruction or Department Head may recommend Administrative action to the President including probation, suspension or termination. P. Reimbursement Policy 1. Faculty Reimbursement Provisions

• An Instructor earning college credits toward a degree program, upon proof of successful completion of a course or courses, shall be reimbursed tuition fees and book costs,

11

provided such fees and costs do not exceed the average tuition rate per credit hour charged at other colleges and universities in New Mexico.

• The credits that shall be reimbursed may not exceed 12 credit hours per year unless approved by the Dean of Instruction.

• Cost of books and other course related items will be reimbursed if prior approval is granted by the Dean of Instruction and the President

• All instructors enrolled in a degree program taking 6 credits or more during their contract term are required to sign an agreement at time of enrollment that they will continue with the Institute for one additional year for each $ 3000 toward a bachelors degree and $ 5000 toward a Masters degree of reimbursed credit hours. If an instructor leaves before the additional year of service, they will be legally responsible for the repayment of all tuition fees, books and other costs on a pro-rata basis. If an instructor’s contract is not renewed for any reason, or the instructor is released before or during the contract year for any reason other than cause, the repayment agreement shall be considered null and void. If the instructor is released for cause, the agreement will remain in force and he/she will be responsible for the repayment of all reimbursed costs on a pro-rata basis.

• Instructors taking courses, seminars, workshops and other IPDP programs that are not for the purpose of obtaining a degree will be reimbursed upon proof of successful completion of the Activity.

• Successful completion of coursework for degree programs shall mean a grade of C or better. Grades below C will not be reimbursed.

• Successful completion of non-degree coursework, seminars, workshops, etc. shall require a certificate, grade slip or others acceptable proof showing the employee completed the activity.

2. Staff Reimbursement Policy

• A staff employee other than Faculty will be reimbursed for all courses, workshops, seminars and similar programs upon proof of successful completion of the Activity.

• Staff employees who enroll in a degree program that has been approved by their Department Head will be reimbursed for tuition, books and other course material upon proof of successful completion on the course or courses.

• The credits that shall be reimbursed may not exceed 12 credit hours per year unless approved by the Department Head.

• Cost for books and other course related material will be reimbursed if prior approval is granted by the Department Head and the President.

• All staff employees enrolled in a degree program taking 6 credits or more during their contract term are required to sign an agreement at time of enrollment that they will continue with the Institute for one additional year for each $ 3000 towards a Bachelors degree and $ 5000 towards a Masters degree of reimbursed credit hours. If the staff employee leaves before the additional year of service, they will be legally responsible for the repayment of all tuition fees, books and other costs on a pro-rata basis. If a staff employee’s contract is not renewed for any reason, or the staff employee is released before or during the contract year for any reason other than cause, the repayment agreement shall be considered null and void. If the staff employee is released for cause, the agreement will remain in force and he/she will be responsible for the repayment of all reimbursed costs on a pro-rata basis.

12

• Successful completion of coursework for degree programs shall mean a grade of C or better. Grades below C will not be reimbursed.

• Successful completion of non-degree coursework, seminars, workshops, etc. shall require a certificate, grade slip or other acceptable proof showing the employee completed the activity.

Q. Appeals Regarding Disputes or Disagreement Disputes or disagreements concerning the IPDP that may arise between the Participant and the Supervisor should be resolved at the lowest level possible. Issues which cannot be resolved at the Dean or Director level shall be treated as grievances and submitted and resolved as outlined in the Employee Handbook. SECTION III: PDP ACTIVITIES A. Introduction To insure that the minimum level of competency is possessed by each and every Instructor, the following four activities, in addition to the Mandatory Degree Requirements set forth in SECTION II must be included in every Instructor, IPDP. B. Mandatory Activities outside of Degree Requirements 1. New Instructor Orientation This Activity is for all full time instructors new to the Institute and will cover topics such as:

• Facilities, policies, personnel, organization • Lesson planning and presentation • Classroom materials, development • Student evaluations • Safety procedures • Development of an instructor’s PDP

2. Instructional Planning This activity will be required of all full time instructors who lack the teacher training or prior classroom experience. The primary emphasis will be on the assessment of teaching competencies and identification of needed skills. 3. Instructional Implementation This activity will be required of all full time instructors who lack the teacher training or prior classroom experience. The primary emphasis will be on the assessment of teaching competencies and identification of needed skills.

13

4. Supervised Internship This activity will be required as a sequel to the Instructional Planning and Implementation sections for those full time instructors designated by the Dean of Instruction to participate in a supervised internship program. The primary emphasis of this unit will on implementation of the skills learned in the previous sections. C. Additional PDP Activities for Instructors 1. PBTE- Performance Based Teacher Education The PBTE modules developed by Ohio State University offer an excellent means of gaining instructional skills. 2. Independent Study Projects

• The Independent Study Projects are appropriate for instructors who are looking to make a contribution to their profession. Independent study projects may include:

• Curriculum development • Translation of new technology training needs into curriculum • Program development • Audio-visual productions to improve the teaching of concepts • Field surveys • Researching and producing a position paper on an issue of importance to CIT • Readings in the Professional literature

3. Committee Memberships Service on a committee or task force will provide an instructor the opportunity of learning more about the organization and operation of the Institute. 4. Occupational Upgrading and Experiences This activity is for the Instructor who wants to maintain contact with businesses, industry and government and who feel they would like to sharpen their skills through extended contract activity during school breaks. The planned activity must be directly related to the area of instruction taught and utilize a “hands-on” participatory approach. 5. Consulting Consulting as a PDP activity is most appropriate for an instructor that has attained a more experienced level of teaching. The consulting must be in or related to the instructor’s area of teaching. Consulting may be related to an Independent Study Project which uses new techniques and requires considerable research that could provide the basis for curriculum change or development or provide substantial personal development.

14

6. University Studies PDP participants are encouraged to enroll in courses offered by colleges and universities that will help an instructor meet hi/her personal development goals. Courses taken online provide an excellent means of upgrading skills without the need of time away from the job. 7. Workshops, Seminars, Conferences These provide an excellent means of upgrading skills and learning about new innovations in a particular field of instruction. It allows flexibility to substitute or change activities as necessary. 8. Professional Mentoring Mentoring an intern can provide an opportunity to observe at close range, the work of a future instructor. It also helps the instructor develop leadership skills that are transferable to the classroom. Instructors are responsible for making all arrangements for the proposed internship. 9. Team Teaching and Exchange Teaching Team teaching and exchange teaching may be used to enhance the flexibility of the Institute in meeting training needs of students, improving program articulation and facilitating curriculum revision. 10. Employment Exchange This activity is for more senior faculty members who would like to exchange duties with a person in an institution comparable to CIT or with a member of the business community, industry or government. The Institute will offer the same pay and benefits to its employee and the cooperating organization will be responsible for its financial obligations to its employee. 11. Professional Organization Membership Instructional personnel will be expected to obtain and maintain memberships in professional organizations that are germane to their teaching activities. The organization may be occupationally oriented, educationally oriented or specialty oriented. Active membership will include attending meetings, holding office, engaging in activities and writing publications or white papers. 12. Community Service The Institute encourages its employees to become involved and active in community service organizations. Community service projects and groups that are associated with an instructors field of teaching will qualify for PDP activity.

15

SECTION IV: INSTITUTIONAL SUPPORT A. Payment of Fees Instructors and Staff must recognize that funds to support professional development activities are limited and as such, the Institute must use its resources to fund those individuals whose IPDP’s are essential to the continuation of educational programs at CIT. While the Institute will strive to approve all IPDP programs, it is essential for all employees to be understanding if all or part of their IPDP is turned down for economic reasons. As previously stated, all courses, seminars, workshops etc., will be paid in full and all degree credit hours will be paid in full provided a C or better average is shown, provided they have been approved by the appropriate Department Head. B. Travel The Institute will provide and/or pay for reasonable expenses while an employee is attending a professional development activity outside the local area. Travel and per diem will not exceed actual authorized expenses in accordance with CIT’s travel policies. All expenses over the allowable limits must be paid out of pocket by the employee. C. Release Time and Job Coverage The Institute will provide reasonable release time along with substitutes for instructor and if possible, temporary or coverage labor for staff to allow participation in PDP activities that cannot be accomplished outside of school hours. D. Leave With or Without Pay The Institute may grant leave with or without pay for professional development purposes. Leave is authorized as outlined in the Employee Handbook by the Department Head and CIT President. E. On-Campus Facilities The Institute will provide, without charge, the use of its facilities for professional development purposes such as in-service programs, university classes, seminars, etc. SECTION V: FILES AND DOCUMENTATION All PDP submittals require recordkeeping and documentation since they provide the basis for certification, re-certification, accreditation, salary increases and promotional opportunities. All completed IPDP files are placed in the employee’s personnel file and are available in the Human Resources Department. It is suggested that Instructors maintain a copy of their IPDP as well. Faculty PDP forms are based on a 2 year plan of action with an IPDP plan designed for 1 year of activity that will be accomplished in the current contract year. Each year, every faculty member is required to file a new PDP and IPDP based on the goals and objectives of the prior year. This is done to meet the needs of changing academic and staff requirements. Each year, the PDP and IPDP must be approved by the Department Head. Each activity on an employee’s IPDP must be submitted and approved separately on a “Prior Approval Application for PDP Activity” form.

16

Staff PDP and IPDP forms are for a one year action plan and course of study. Staff employees are required to submit a PDP and IPDP each contract year, thus allowing an employee to take the information and direction from the prior year and build a new PDP plan for the coming year. Independent PDP Projects usually require greater explanation than is possible on the IPDP forms. The document which is used to describe such project work is the “Independent PDP Projects” form and is applicable to the following activity:

• Independent study projects • Institutional ad hoc committee membership • Occupational Experience and Upgrading • Workshops, seminars, conferences • Organizational Memberships • Professional Internships • Community Service Projects

A form is completed for each independent project and the bottom portion is filled in when the activity is completed. Required PDP activity such as degree programs and Management classes are the responsibility of the employee, not the supervisor. Failure to complete your required course of study for an advanced degree deemed necessary for continued accreditation or failure to take a required management course could have an impact on your Performance Review. The PDP and IPDP programs are there for a reason and the Institute expects every employee to recognize and respect that responsibility. All PDP and IPDP forms are available from the Human Resources Department along with assistance in filling out the required information.

17

SECTION VI: APPENDICES

Appendix A-1 TEACHING COMPETENCIES

The New Mexico State Board of Education has defined 9 areas of teaching competencies that are considered essential for all secondary level educators. The 9 areas are listed below along with descriptors and in some cases, indicators that will assist instructors and supervisors in developing a program to attain and improve on each and every competency.

1. The instructor accurately demonstrates knowledge of the content area and approved curriculum.

2. The instructor appropriately utilizes a variety of teaching methods and resources for each area taught.

3. The instructor communicates with and obtains feedback from students in a manner that enhances student learning and understanding.

4. The instructor comprehends the principles of student growth, development and learning and applies them appropriately.

5. The instructor effectively utilizes student assessment techniques and procedures. 6. The instructor manages the educational setting in a manner that promotes positive student

behavior and a safe and healthy environment. 7. The instructor recognizes student diversity and creates an atmosphere conducive to the

promotion of positive student involvement and self-concept. 8. The instructor demonstrates a willingness to examine and implement change as

appropriate. 9. The instructor works productively with colleagues, parents and the community.

1. THE INSTRUCTOR ACCURATELY DEMONSTRATES KNOWLEDGE OF THE CONTENT AREA AND APPROVED CURRICULUM. a. Communicates accurate and up-to-date knowledge of subject matter Are there subject matter errors in the lesson? Are there unusual delays during the lesson due to lack of knowledge? Are materials current to include the most recent developments in the subject? Are students confused by the instructor’s limited knowledge? b. Gives clear explanations relating to lesson content and procedure Are oral and written communications relatively free of errors? Are communications at a level of understanding for the majority of students? Are written handouts legible? Are the instructor’s verbal lessons clear and distinguishable? c. Enhances and extends approved curriculum Does the instructor introduce new ideas outside published text or handouts? Are new developments in the field of study introduced via internet or handout?

18

d. Preparation, involvement and interest in the lesson Is the instructor well organized and prepared? Is involvement communicated through careful and thorough preparation of lesson materials? Do students understand directions and explanations? Does the instructor exhibit a positive attitude? Is the instructor on time for class? Does the instructor strive to involve all students in learning activities? Does the instructor praise students when appropriate? 2. THE INSTRUCTOR APPROPRAITELY UTILIZES A VARIETY OF TEACHING METHODS AND RESOURCES FOR EACH AREA TAUGHT. a. Designs appropriate opportunities for large and small groups and independent student learning experiences. Does the size of the group facilitate achievement of the objectives of the lesson? Is transition from one group size to another carried out smoothly? Does the instructor make use of a variety of group sizes to enhance the learning process? b. Selects from a variety of teaching methods for specific instructional goals and purposes. Do the materials relate to the lesson plan? Do content, material and media achieve objectives Do the materials selected make the lessons clear to all students? Does the instructor use a variety of teaching aides such as film, internet, powerpoint? c. Integrates a variety of resources into instruction including field trips, supplemental printed material, manipulative and technology. Does the instructor use visual and technological teaching to enhance student learning? Does the instructor use field trips to present students with real life learning situations? d. Implementing learning activities in a logical sequence Does the instructor provide proper procedural order to the students: simple to more complex, concrete ideas to more abstract, familiar to unfamiliar? Are presentations done in an orderly manner? e. Student participation in the learning process Does the instructor provide effective opportunities for the students to practice skills and apply knowledge they have learned? Are students involved in independent work assignments? Does the instructor require students to participate in answering questions? Are students required to turn in homework assignments? 3. THE INSTRUCTOR COMMUNICATES WITH AND OBTAINS FEEDBACK FROM STUDENTS IN A MANNER THAT ENHANCES STUDENT LEARNING AND UNDERSTANDING. a. Effectively explains, demonstrates or communicates the relevance of topics or activities. Does the instructor fully explain the level of importance and relevance or each topic covered? Does the instructor ask questions which clarify the purpose and importance of a topic? Does the instructor consistently communicate to students the instructional intent, direction and plan?

19

b. Establishes and states expectations for student performance Are students given a clear understanding of what the instructor expects of them? Are students made aware of what is needed to pass the course? Does the instructor show, by example, the level of performance required for assignments? c. Presents directions and explanations in a variety of ways to insure student understanding d. Solicits communication from students about their learning for the purpose of ongoing instructional planning. Does the instructor ask students if they grasp the material presented and if not, what they feel was the block in communication? Does the instructor alter lesson plans when students feel the material is presented in a manner that is too difficult to learn? Does the instructor take action to involve inattentive students? Does the instructor encourage alternative answers to questions? Is the instructor patient in waiting for a student’s thoughts to emerge? e. Communicates with students about their progress Does the instructor “listen” to students? Is there a free flow of ideas in the classroom? Does the instructor properly deal with the learning needs of each student? Is the instructor properly trained in dealing with special learning requirements? Does the instructor inform poor performers of what is required to bring them up to an acceptable level of performance? 4. THE INSTRUCTOR COMPREHENDS THE PRINCIPLES FO STUDENT GROWTH, DEVELOPMENT AND LEARNING AND APPLIES THEM APPROPRIATELY. a. Consistently integrates the use of cognitive thinking skills such as critical thinking problem-solving, divergent thinking, inquiry and decision making into instruction Does the instructor challenge student answers to develop critical thinking? Are students encouraged to ask questions and solve problems in class? Does the instructor encourage creative thinking individually or as a group? b. Adapts teaching techniques to accommodate a range of student learning levels, rates, styles, and special needs. Is the instructor aware of teaching techniques used in each of the above situations? Are the teaching techniques being used appropriate and effective? c. Adapts materials and media to address a range of student learning levels Does the instructor use material and media that addresses students with special learning needs, yet maintains the interest of other students? Does the instructor use visuals to motivate students? 5. THE INSTRUCTOR EFFECTIVELY UTILIZES STUDENT ASSESSMENT TECHNIQUES AND PROCEDURES.

20

a. Selects appropriate assessment tools and strategies for specific learning outcomes. Is the instructor trained in the use of assessment tools to determine student performance? Are the tools being used appropriate for the student population in the course. b. Integrates assessment data from multiple sources into instructional planning and improvement. Does the instructor utilize all available data from past and present classes to plan lessons? Does the instructor consult with other instructors and former students to obtain valuable planning data? c. Maintains documentation of student progress. Does the instructor maintain test and quiz grades? Are research and other class papers counted for grades or just done as busy work? Does the instructor have a methodology of assessing student participation levels as part of their overall performance? Does the instructor give feedback to students on their progress and grades? Does the instructor send out mid-term grades to inform poorly performing students of their status in class and need to improve? d. Maintains communication with students about their progress Does the instructor communicate progress reports to students? Does the instructor give special attention to students who are challenged or need One on one assistance and monitor their progress more extensively? Does the instructor praise students when appropriate? Is the instructor supportive and reassuring when discussing their progress? 6. THE TEACHER MANAGES THE EDUCATIONAL SETTING IN A MANNER THAT PROMOTES POSITIVE STUDENT BEHAVIOR AND A SAFE AND HEALTHY ENVIRONMENT. a. Identifies, explains and models constructive behavioral patterns. Has the instructor laid down a foundation of ground rules for class behavior? b. Establishes and teaches effective and efficient routines. Are student aware of classroom routine and what is expected of them each day? c. Engages students in establishing expectations for building a learning community in the classroom. Does the instructor discus goals and objectives that are required in the classroom to build a sound learning environment? Are student suggestions utilized in the instructor’s plan of action? d. Prepares and arranges materials in advance for easy student accessibility. Are handouts, reference books and materials prepared for each student? Does the instructor use up to date materials to stimulate the learning process? e. Minimizes distractions and interruptions Is the instructor focused on the lesson plan to minimize down time? Has the instructor planned on how to keep interruptions and distractions out of the classroom?

21

Does the instructor have a way of controlling and re-focusing the students if a disrruption should occur? f. Develops a classroom management system that promotes acceptable and appropriate student behavior. Are acceptable standards of behavior outlined to students at the beginning of the semester? Does the instructor enforce policy in the classroom? Are standards for classroom behavior sufficient to instill a sense of comfort, safety and positive learning in the classroom? Are behavior problems handled privately when possible? Is the group punished for the actions of an individual or small group? g. Identifies hazards, assesses risks and takes appropriate action. Has the instructor provided for the safety of each and every student? Are proper precautions taken in classes where the danger of injury to a student is at a high level? Are instructors properly trained to take immediate action in case of an accident? 7. THE INSTRUCTOR DEMONSTRATES A WILLINGNESS TO EXAMINE AND IMPLEMENT CHANGE AS APPROPRIATE. a. Seeks out information on methodology, research and current trends in education to enhance and improve the quality of learning. Does the instructor integrate new materials into the curriculum to enhance the learning Process? Are the materials related to the lesson plan and do they make the lesson clear? Do students work with manipulative materials? Are textbooks that contain the most up to date material selected by the instructor? Is material from the internet used to update student learning? b. Collaborates with colleagues in the research and design of improved instructional strategies. Does the instructor take an active part in faculty discussions to improve learning? Does the instructor have a good working relationship with other faculty members? Is the instructor open to sharing information? c. Participates or leads in the study and implementation of instructional improvements. Does the instructor take an active role in committees and instructional groups? Has the instructor introduced or supported institutional reform initiatives? 8. THE INSTRUCTOR WORKS PRODUCTIVELY WITH COLLEAGUES, PARENTS AND THE COMMUNITY. a. Actively promotes collegial relationships with other faculty professionals. Does the instructor exchange information with other faculty members? b. Provides communication between students, parents and community that can support student learning.

22

c. Uses and teaches others in conflict resolution strategies as appropriate. Is the instructor knowledgeable in conflict resolution? d. Actively involves the community in student learning. Does the instructor bring in community leaders and speakers to share Navajo culture and Learning with students and other faculty? Does the instructor develop community related projects for students? Is the instructor aware of the needs of the community and how student project involvement could be beneficial? 9. THE INSTRUCTOR RECOGNIZES STUDENT DIVERSITY AND CREATES AN ATMOSPHERE CONDUCIVE TO THE PROMOTION OF POSITIVE STUDENT INVOLVEMENT AND SELF-CONCEPT. a. Acknowledges and validates the ideas, learning needs, interests and feelings of students with disabilities and/or from culturally and linguistically diverse backgrounds. Does the instructor have training and/or experience teaching students with learning needs? Is the instructor integrating Dine philosophy into the curriculum? b. Consistently recognizes student performance and achievements. Does the instructor recognize and respond positively to students’ efforts? c. Understands how students differ in their approach to learning and adjusts instruction to meet diverse needs. Instructor is able to adjust lesson plan and delivery to meet the needs of all students? Does the instructor recognize special needs students? d. Designs opportunities for each student to succeed based on individual learning needs. e. Designs activities that require active involvement and creativity. Does the instructor follow a course of study that challenges students and requires active participation from all students? f. Develops student self-esteem, motivation, character and sense of civic responsibility. Does the instructor foster a sense of harmony and teamwork in the class? g. Engages students in setting high standards of performance.

23

APPENDIX A2 VOCATIONAL INSTRUCTOR COMPETENCIES

In 2003, the New Mexico State Board of Education defined a list of competencies considered essential for the Vocational Education Instructor. These competencies can be used separately or in conjunction with the 9 sets of teaching competencies in Appendix A1. The competencies listed below are deemed appropriate for occupational instructors at the post secondary level and all Vocational Instructors are required to attain and improve upon the competencies agreed to by the Instructor and the Dean of Instruction. 1 Establish performance objectives based on task analysis. 2 Assess student performance levels and career goals and objectives. 3 Establish student performance objectives. 4 Implement objectives in the curriculum- a. develop a unit of instruction b. develop a lesson plan c. Use correct grammar and spelling d. Use correct technical skills 5 Use standardized test data in vocational mode. 6 Assess student performance in regard to Attitude, Knowledge, Skills. 7 Evaluate instructional effectiveness. 8 Evaluate basic skill levels through approved testing. 9 Identify current theories of learning being developed 10 Identify motivation techniques 11 Analyze and integrate adult learning techniques 12 Apply generic teaching skills to classroom instruction 13 Establish realistic goals and objectives for each student 14 Determine the relevance of career education, counseling, advising, guidance and basic education to vocational education. 15 Employ skills and learning reinforcement techniques 16 Develop public relations with organizations that are potential student employers 17 Direct field trips that provide workforce level training as their main objective 18 Conduct group and panel discussions and symposiums

24

19 Direct students in mentoring programs of fellow students 20 Employ simulation techniques 21 Guide students in problem solving techniques 22 Introduce, present and summarize a lesson in the specific field of study 23 Employ oral questioning techniques 24 Show instructional technique in dealing with challenged and gifted learners 25 Use a team teaching approach 26 Use audio-visual, internet or electronic media to present information 27 Project instructional resource needs 28 Manage budget and reporting responsibilities 29 Present upgrades and improvements to the existing vocational facility 30 Provide for student safety and first aid needs 31 Incorporate trade professionals into the learning process SECTION VII: FORMS

Attached is a list of all forms required for submittal and documentation of PDP and IPDP work for both Faculty and Staff. Additional Copies of these forms can be obtained from the Human Resources Office or online at www.citech.edu

1. Individual Professional Development Plan 2. Prior Approval 3. Independent PDP Projects 4. Workshops, Seminars and Conference Reports.

25