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
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--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
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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.
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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.
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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:
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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.
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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.
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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
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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.
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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
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• 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
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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
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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
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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
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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)
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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
Communicating & Publicizing course offerings and
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
Communicating & Publicizing course offerings and
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
Equity Score Care- Implementation Coaching
Technology in & out of Classroom
April 2017
ELAC Leadership Summit
Equity Score Care- Implementation Coaching
May 2017
Equity Score Care- Implementation Coaching
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
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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.
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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
Deliverables Presentation
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
Deliverables Presentation
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.
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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
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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.
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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)
9:00am – 12:30pm New Faculty Institute- Fall Prep (For newly hired full-time instructors teaching in the fall)
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)
9:00am – 12:30pm New Faculty Institute- Fall Prep (For newly hired full-time instructors teaching in the fall)
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