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DOCUMENT RESUME JC 940 554 ED 374 861 Santa Rita, Emilio AUTHOR Counseling Faculty Development Program. TITLE Bronx Community Coll., NY. Dept. of Student INSTITUTION Development. 94 PUB DATE 74p. NOTE Tests/Evaluation Non-Classroom Use (055) Guides PUB TYPE Instruments (160) MF01/PC03 Plus Postage. EDRS PRICE *Faculty Community Colleges; *Counselor Training; DESCRIPTORS Development; *Faculty Evaluation; Feedback; *Inservice Teacher Education; Learning Activities; Learning Processes; School Counselors; Teacher Evaluation; Teacher Improvement; Teaching Methods; *Teaching Models; Two Year Colleges ABSTRACT Designed for use as a development activity for York, this program counselors at Bronx Community College in New and worksheets from provides discussion materials, questionnaires, Program. A brief the college's Counseling Faculty Development three components, introduction indicates that the program encompasses formative evaluation and empowering counselors in the teaching role, of the document supervision, and inservice training. The remainder three program consists of three sections corresponding to the counselors and describes components. Part I focuses on empowering model, providing a framework four stages of a self-directed learning beginning teaching counselors that facilitates a gradual shift in self-directed and (BTCs) from learners dependent upon an authority to questionnaires for independent learners. This section includes of development on evaluating the learning model and the effect II describes formative counselors and contains nine references. Part BTC's participate in evaluation through supervision, indicating that with supervisors, are observed, and then a pre-observation conference This section includes participate in a post-observation conference. post-observation conferences questionnaires for evaluating pre- and rating guide for evaluating counselor and teacher supervisors, and a part III describes the performance. Contains 18 references. Finally, including presentation of theory, components of inservice training, and classroom modeling techniques, practice under simulated for application. This conditions, providing feedback, and coaching training; evaluation forms section includes a syllabus for inservice and the inservice for the teaching learning module, courses, questionnaire. Contains 12 workshops; and P class teaching method references. (KP) ********************************************************************** that can be made Reproductions supplied by EDRS are the best from the original document. *********************************************************************** COUNSELING FACULTY DEVELOPMENT PROGRAM DR. EMILIO SANTA RITA Professor Department of Student Development City University of New York at BRONX COMMUNITY COLLEGE 1994 U S DEPARTMENT OF EDUCATION Othre 01 Educational Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCAIIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED aNTFR(ERIC) BY Klms document has been reptoduced as to Rita E. received from the person or organization ortginatin9 .1 (I Minor changes have been made to improve teproduction duality Pools 01 new 01 opinions stated inthisOCCu official men' do .01 necessarily represent TO THE EDUCATIONAL RESOURCES OF RI position or policy INFORMATION CENTER (ERICI BEST COPY AVAILABLE The Counseling Faculty Development program encompasses the following three components under the following headings: I - Empowering Counselors in the Teaching Role This component enuntiates the philosophy and template underlying the The Self-Directed model of Counseling Faculty Development Program. learning accommodates the variety of needs of Beginning Teaching By gradually Counselors (BTCs) with differing interests and skills. moving from the dependent learner in Stage One to the self-directed learner in Stage Four, the BTCs will have developed skills in self-directed academic learning that will transfer knowledge into classroom practice as well as provide a means for continuing their own professional development. II - Formative Evaluation and Supervision This component describes a formative-interactive process that helps foster It is directed toward improvement of a sense of efficacy and autonomy. It is teaching performance and based on objective feedback. collaborative; and, the supervisor is not involved in the summative Growth is promoted and is based on data arising evaluation of the BTCs. BTCs are provided with an opportunity for continuous in the classroom. This approach promotes analysis and has a problem-solving reflection. The approach has the characteristics of an effective orientation. This monitoring occurs regularly and frequently: monitoring system. relating specific teacher behaviors to student outcomes; promoting the solution of identified problems; and providing support and resources necessary to strengthen the areas of weakness. III - plservice Training For maximum effectiveness of the inservice training activities, this Where the fine component proposes a combination of training approaches. tuning of style is the focus, modeling, practice under simulated conditions, and practice in the classroom, combined with feedback, will be Where the mastery of a i :ut approach is the training activities of choice. the desired outcome, presentations and discussions of theory 4.:1 coaching The most effective training to application are necessary as well. activities, then, will be those that combine theory, modeling, practice, We can predict that if these feedback, and coaching to application. training activities are in fact combined in our inservice program, we can expect the outcomes to be considerable at all levels. EMPOWERING COUNSELORS IN THEIR TEACHING ROLES DR, EMILIO SANTA RITA Professor Department of Student Development City University of New York at BRONX COMMUNITY COLLEGE 1994 PAGE CONTENTS Stage One of Self-Directed Learning Model 2 DEPENDENT Stage Two of Self-Directed Learning Model 2 INTERESTED Stage Three of Self-Directed Learning Model 3 INVOLVED Stage Four of Self-Directed Learning Model 4 SELF-DIRECTED 5 REFERENCES EVALUATION OF THE SELF-DIRECTED APPENDIX A: LEARNING MODEL 6 COUNSELING FACULTY DEVELOPMENT APPENDIC B: QUESTIONNAIRE (CFD) 9 EMPOWERING COUNSELORS IN THEIR TEACHING ROLES Empowering counselors with the motivation and the structure to assess their needs and take charge of their professional development in their teaching role is an induction process that will serve the department of Student Development well as it moves into the 21st century. To allow for this growth, the proposed induction program will: have a developmental philosophy with a defined set of stages and 1. goals that are oriented to addressing the self-directed learning needs of the counselors as beginning teachers. provide continuous support aimed at breaking down isolation and 2. building cooperation, collaboration and collegiality; increase the knowledge base of the counselor as a beginning 3. teacher through special inservice, networking, peer coaching, and various other support mechanisms; use a vast array of training activities designed to identify and 4. address the personal and professional needs of counselors as beginning teachers; allow the counselor as a beginning teacher to take risks by 5. developing creative teaching ideas and new personalized ways of making a difference with students. This induction program will follow a Self-Directed Learning Model This model provides a framework that facilitates a gradual (Grow, 1991). shift in the beginning teaching counselors (BTCs)' thinking from learners who depend on an authority to learners who are self-directed and For example, rather than being told how they should change independent. their teaching methods from being teacher-centered to being student-centered, they will be encouraged to participate in learning They will be the students activities that are student-centered. Through their experiences as learners in these activities, themselves. they will realize the benefits of directing their own academic learning (Stover, 1990). As the BTCs take responsibility for their own learning, each begins to BTCs begin target the skills he or she needs to develop professionally. to analyze their own professional needs and make decisions regarding ways to meet those needs. 2 Stage One of the Self-Directed Learning Model (Semester I) In Stage One, the BTC is Dependent upon the supervisor who is seen as an Activities are: coaching Authority. with immediate feedback, drills, informational lectures, overcoming deficiencies and resistance. The supervisor directs the learning in the beginning because most BTCs, at this phase, are accustomed to the traditional didactic role of major Thus, the first-semester syllabus includes the college teacher. discussion themes on lesson planning, different types of questioning and planning how to utilize formative evaluation for one's growth and The BTCs can assume that their learning will be directed development. throughout the first semester of their professional development. Toward the end of this first semester of the induction program, the BTCs are guided through a self-analysis activity to help them identify Each BTC drafts a which of their teaching skills need improvement. pre-observation plan for professional development that serves as a guide (1) list his/her In this activity each is asked to: for the semester. (2) eliminate most perplexing problems in the teaching-learning process, those problems that cannot be changed by improving class instruction (i.e. (3) prioritize the college rules, physical plant problems, etc.), remaining problems, and (4) identify the most urgent problem to be Following this activity, each BTC schedules with the supervisor solved. the end-of-the semester class observation and post-observation conference. Stage Two of the Self-Directed Professional Development Model (Second Semester) In Stage Two, the BTC becomes an Interested participant and looks to the supervisor as a Activities are mainly: Motivator or. Guide. guided discussions and goal-setting in classroom management. The syllabus for the second semester mainly centers on classroom The supervisor begins to test the BTCs' readiness to become management. self-directed by providing opportunities for making decisions about their The roles in group discussions and their plans for classroom management. learning climate is purposely built upon cooperation than competition through group activities and interaction with fellow BTCs. Toward the end of the second semester, the BTCs advance the process of This process includes reflection self-directed learning by self-analysis. upon the quality of their year's work, and a determination of the goals Each BTC schedules with the supervisor the end-of-semester for learning. series of pre-observation, class observation and post-observation conferences. 3 Stage Three of the Self-Directed Professional Development Model (Semester 3) In Stage Three, the BTC is an Involved participant and looks to the supervisor Activities are as a Facilitator. seminars, group projects and discussions facilitated by supervisor. The third semester syllabus is concerned with development of teaching BTCs begin learning new teaching models by reading and methods. discussing specific sections of the required text (Joyce & Weil, Models 2f Dyads/triads of BTCs select a new model of teaching Teaching, 4th ed.). that they would like to learn well enough to be able to demonstrate it to The dyads/triads become experts in the selected teaching their group. model and together plan a lesson that demonstrates, through video tapes, Each dyad/triad takes the correct use of the model to the entire group. (a) introducing the full control of the class presentation that includes: (b) demonstrating the model, and (c) leading a discussion of the model, During the discussion, the use of the model with the rest of the group. entire group clarifies concepts of the model, its appropriate use in various Orientation and Career Development (OCD) courses and sessions, and Strong collegial bonds will be potential student responses to the model. Through the process of established through working together in a project. preparing the demonstration they will learn about teaching and learning They will have spent extra hours together from other perspectives. The group project will have given them a sharing teaching experiences. reason to learn about teaching from one another. (a) clarifying the tasks, The supervisor has the responsibility for: (c) reassuring the group members, (b) stimulating creativity, (d) encouraging collaboration and (e) providing feedback on ideas generated by During this creative process, the supervisor provides the group. guidelines only when they are sought. Toward the end of the third semester, each BTC targets the skills he The process requires the BTCs to or she needs to develop professionally. The process be actively involved in developing new teaching methods. consists of three major activities: (1) reflective self-assessment of (2) learning new models of teaching, and (3) learning to teaching skills, Each BTC schedules use supervision for applying the teaching model(s). with the supervisor the end-of-semester series of pre-observation, class observation and post-observation conferences. 4 Stage Four of the Self-Directed Professional Development Model (Semester 4) In Stage 4, the Br..0 is a Self-Directed learner and looks to the supervisor as The main activity is the a Consultant. preparation and presentation of each BTC's individual teaching project. In the last semester of acquiring self-direction, each BTC designs an individual teaching project besed on a teaching model that he or she would tacn !ITC prepares a proposal that includes: like to acquire and practice. (a) a description of the goals or objectives of the teaching model, (b) (c) concepts that are to be taught in discussion of the teaching model, the lesson, and (d) a plan for evaluation of the effectiveness of the teaching model through data collection and reflective analysis. Designing this individual project will produce positive attitudes and sufficient skills for the BTCs to continue developing skills and progress They will be able to pull themselves to learning other teaching methods. They will out of the grind of doing things the same year after year. start experimenting with different approaches to teaching: "Each of us needs to be engaged in a continuous process of trying something new" (Coombs, 1966, p. 248). The supervisor evaluates the finished project using the criteria This proposal serves as a learning included in the BTC's proposal. contract as each BTC schedules with the supervisor the end-of-semester series of pre-observation, classroom observation and post-ohservation conferences. Conclusion Most BTCs will be anxious about being self-directed in an academic setting and will need the security of a successful strategy to dispel The support that they will receive from each other and their anxieties. The sense of the supervisor will make it safe to risk learning a new way. accomplishment that they will experience after their model demonstration in a small group will convince them that they can be successful in This directing their own academic learning of new models of teaching. increased commitment to self-directed learning will provide the necessary These are new motivation for BTCs to increase their teaching skills. models to BTCs and can only be included in their repertoire of teaching methods if they are first learned and practiced in a safe setting such as a self-directed group before they are used in the actual classroom. The Self-Direction Model accommodates the variety of needs of BTCs with differing interests and skills in self-directed learning. By gradually moving from the dependent learner in Stage One to the self-directed learner in Stage Four, the BTCs will have developed skills in self-directed academic learning that will transfer knowledge into classroom practice as well as provide a means for continuing their own professional development through self-directed learning. REFERENCES Educational Fostering Self-Direction. Coombs, A.W. (1966). leadership, 23, 373-387. School. In A.M. Self-Esteem and Failure Covington, M.V. (1989). Social Importance Mecca, N.J. Smelser & J. Vasconcellos (Eds.), Berkeley: University of California Press. Q1 Self-Esteem. Lifelong Why Adults Learn in Different Ways. Even, MJ. (1987). Learning, 10(8), 22-25, 27. Adult Teaching Learners to Be Self-Directed. Grow, G.O. (1991). education Quarter, 41(3), 125-149. Models of gachinq Joyce, B., Weil, M. & Showers, B. (1992). MA: Allyn & Bacon. (4th ed.). Self-Directed Learning: A Guide for Learners Knowles, M.S. (1975). New York: Associated Press. and Teachers. Self-Directed Learning: the Missing Ingredient Posner. F.G. (1991). Changing Schools, 19(1), 1-9. for School Reform. Modeling a Student-Centered Approach in the Stover, L.T. (1940). Action in Teacher Education, Secondary Teacher Education Program. 12(1), 35-42. New Tool for Inservice Wohlman, I.S. & McDonald, E.C. (1989). Action in Teacher Education, 11(1), 17-20. Education. :1.0