Faculty Development Models

Carol Hesprich, Rebecca Ralph, and Cynthia Ray

Instructor: Melinda Medina
May 31, 2015

Online Workshops:

Phase 1:
Teacher as
Learner
Introduction:

Information gathering stage

Instructors seeking to
develop skills needed to
perform instructional tasks
using technology

Face-to-Face
Workshops:

Support and TrainingReducing fear and

resistance
Introduction to course
management systems
and programs
Demonstrations of best
practices used by peers
already incorporating
technology in teaching
Effective assessments
and evaluations
Syllabus development
Developing critical
thinking skills

Use of effective
online discussions
Making Transition
to online teaching
Building online
learning
communities
Collaborating online
Academic online
integrity, Legal and
Ethical Issues
Networking
technologies online
Virtual tours

Phase 2: Teacher as
Adaptor

Online
Workshops:

Introduction:
Experimental stage
Trying out various forms of
technology
Sharing experiences with
focus on task management
Using Mentors and Peers,
as well as lab situations

Face-to-Face
Workshops:

Authentic Assessment
Getting published
Effective Assessments
and Evaluations
Advance Pedagogical
Skill
Increase Mastery skills
Promote leadership and
mentoring
Promoting reflection
and Maximizing
student participation
Policies and procedures

Link online
pedagogy to
discipline
Increase technical
skill
Advanced
Technological
Training and Skills
Mentoring for online
teaching
Solidify On-line
presence

Introduction:
A clear relationship
between technology and
the delivery of curriculum
is forming at this stage.

Phase 3: Teacher as Colearner

Face-to-Face
Workshops:

A Systematic Planning Process

implemented
Identify Plan
Identify Instructional goals
Identify objectives, activities
goals

Online Workshops:

Focus on enhancing
instruction through the use
of technology

Choose and Identify and

Revise Instructional assess

Analyze instructional media

Instructional Learners

Introduction:
Greater awareness of learning outcomes is
developing in this phase, along with the ability
to determine the impact of various technological
approaches on student learning

Phase 4: Teacher as
reaffirmer or rejecter
Online Workshops:
Face-to-Face Workshops:

Implementing the Curriculum Types of

instructional Media/Technology
Non-projected Media Real objects
Models Field trips Kits Printed
materials (books, worksheets)
Visuals (drawings, photographs, graphs,
charts, posters)
Visual boards (chalkboard, whiteboard,
flannel board, etc.)

Practicality Is the equipment

(hardware) or already
prepared lesson material
(software) available?
Appropriateness in relation to
the learners Is the medium
suitable to the learners ability
to comprehend? Will the
medium be a source of plain
amusement or entertainment,
but not learning?

PhaseReferences
5: Teacher as
Online
Leader
Palloff, R.M. and Pratt, K. (2001). The Excellent
Online Instructor. Strategies for Professional
Workshops:
Development. Retrieved on May 27, 2015 from Promoting reflection and Maximizing student
participation https://careers.phoenix.edu/dashboard.html.
Advanced

Introduction:

Encouraged to expand
their roles to become
active researchers
Teach new members
Lead workshops
Work as mentors

Face-to-Face
Workshops:

Planning effective distance

learning programs
Faculty leadership
Mentoring Online Teaching
Increase mastery of online
teaching skills; promote
leadership and mentoring

facilitation skills
Advanced technical
skills
Promote advance
skill development
Introduce and
practice use of
advanced
technologies