Strategies - FDRC (Faculty Development Resource Centre)

The most powerful forms of professional development often combine learning strategies. To promote the development of new instructional skills, training may be combined with coaching, study groups, and action research. To promote the skillful implementation of a standards-based curriculum, study of the subject with a content expert may be combined with curriculum replacement units and a course on the development of rubrics.

1. Instructional capacity

“Capacity" means the maximum production of an institution or educational system if the product is defined as high quality instruction. The instructional capacity of an institution appears to be determined by the intellectual ability, knowledge, and skills of the faculty; the quality and quantity of resources available for teaching; and the social organization of instruction.

2.Systems-thinking planning

2.1 Faculty development and change process: Cut from the same cloth.

Systems-thinking planning can be guided by the following questions:

• What are our goals for our students?

• What must we (the adults) learn in order to help our students learn?

• What is the best design for the adult learning?

• What is in place in our school that we would need to change or strengthen in order to meet our learning goals and our student goals?

• How would we know if we were achieving our goals?

• This web will be comprised of those who provide faculty development as their primary role or who have faculty development as a significant part of their portfolio of responsibilities.

3. Two measures capture nontraditional strategies.

3.1 Active, Project-Centered Instruction

This measure includes the Faculty Members working on independent, long-term projects, problems with no immediate solution, and technical writing skills; using hands-on activities; de-emphasizing paperwork and individual work.

3.2 Discussion-Oriented Instruction

 This measure focuses on discussions only through brain storming, Critical thinking, Problem Solving, and Decision Making.

3.3  Technology Integration

Technology provides a useful tool for accessing various means of professional learning. It provides for the individualization of teacher and administrator learning through the use of      CD-ROMs, e-mail, the Internet, video conferencing and other distance learning processes. Technology enables educators to follow their unique learning goals within the context of academic faculty development plans. They may download lesson plans, conduct research on a particular topic, or compare their students' work with that of students in other institutions or even other countries who are participating in similar lessons. Technology also makes it possible for teachers to form virtual learning communities with educators in institution throughout the country and around the world. For example, teachers may become members of online subject-area networks, take online courses, and contribute to action research projects being done in various locations around the country.