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Faculty Development Standards -
FDRC (Faculty Development Resource Centre)
FDRC advocates that at least one-quarter of teachers'
work time be given to professional study and collaborative work. It
believes, this time should not be implemented through isolated
"in-service days" but should be embedded in teachers' daily work and
more closely linked to improving student learning. In many western
institutions, this "job-embedded" approach to Faculty Development is
being implemented in the form of study groups, action research,
training, coaching, and the joint planning of lessons and critiquing of
student work.
Standards for Faculty Development provide direction
for designing a professional development experience that ensures
faculties acquire the necessary knowledge and skills. Faculty
Development must be results-driven, standards-based, and job- embedded.
Standards for Faculty development aims to improve the learning of all
students:
I. Context Standards
Organizes staff into learning communities whose goals are aligned with
those of the academic and regulatory bodies (HEC)
Requires skillful institution and community leaders who guide continuous
instructional improvement.
Requires resources to support faculty’s learning and collaboration.
II.
Process Standards
Uses disaggregated student data to determine teachers learning
priorities, monitor progress, and help sustain continuous improvement.
Uses multiple sources of information to guide improvement and
demonstrate its impact.
Prepares educators to apply research in decision making.
Uses learning strategies appropriate to the intended goal.
Applies knowledge about human learning and change.
Provides educators with the knowledge and skills to collaborate.
III. Content Standards
Prepares faculty to understand and appreciate all students, create safe,
orderly and supportive learning environments, and hold high expectations
for their academic achievement.
Deepens faculty’s' content knowledge, provides them with research-based
instructional strategies to assist students in meeting rigorous academic
standards, and prepares them to use various types of classroom
assessments appropriately.
Provides faculty with knowledge and skills to involve similar task
holders and other stakeholders appropriately.
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