Staff Development Planning
Staff Development Committee (CCFT Contract 9.2.2)
9.2.2.1 Procedures and timelines for the use of staff development days shall be prepared
by the Staff Development Committee.
9.2.2.2 The Staff Development Committee shall consist of:
(a) the Vice President of Instruction or designee
(b) three (3) unit members selected by the Faculty Senate
(c) three (3) unit members selected by the CCFT
(d) three Deans
(e) one CCEU member
(f) one Student Senate member
Mission Statement
Enhance our educational mission through professional development and build partnerships with
faculty, staff, and administration.
Vision
The vision of Staff Development at Cabrillo College is to strengthen and support a dynamic
learning and working environment that promotes personal, professional and organizational
development for all staff. The program seeks to promote lifelong learning, leadership, diversity
awareness, innovative and effective teaching methodology, learning technology, and
understanding the needs of the student population in the college, and how to respond.
Staff Development Goals
Provide a comprehensive and systematic program of professional development that supports the
mission of the college and promotes a collegial and collaborative campus climate and culture
through trainings, workshops and retreats.
1.
Facilitate a focus on student success and educational excellence through flex
workshops and the Teaching and Learning Center.
2.
Increase the knowledge, skills and abilities of staff through flex workshops, retreats,
in-house training, and encourage conference attendance.
3.
Encourage the understanding and appreciation of cultural differences and diversity by
offering programs that focus on diversity in the workplace and classroom.
4.
Train all staff in the use of existing and emerging technologies in a manner that is
meaningful, comprehensive and systematic.
5.
Train all staff in environmental health and safety in a systematic manner that supports
the integrity of the college and promotes a safe, physical environment for all staff.
Outcomes
Cabrillo faculty and staff will develop professionally through participation in appropriate
learning activities designed to help the improvement of performance in the workplace.
Areas of Emphasis
Professional development activities will primarily focus on student success, and teaching and
learning. Additional areas of emphasis will include student learning outcomes, learning
Revised 5-19-11, 9-22-11, 10-10-11(MA), 2-29-12
Prepared by F. Van Meter, Staff Development Committee
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communities, inter-departmental collaboration, safety, health and wellness, and the accreditation
self-study. The Flexible Calendar is the primary means by which professional development
activities for faculty are delivered. The Chancellor’s Office states, “The purpose of the flexible
calendar program is to provide time for faculty to participate in development activities that are
related to ‘staff, student, and instructional improvement’ (title 5, section 55720). The flexible
calendar program is a component of the staff development program and the major vehicle for
faculty participation in development activities.
The flexible calendar program allows faculty (full-time, part-time, instructional and noninstructional) the time to work individually or with groups to achieve improvement in three
distinct areas, staff improvement student improvement, and instructional improvement.”
Staff Development Plan
Flex activities approved by the Staff Development Committee will demonstrate ways to promote
a positive organizational culture, support improvement of teaching, and nurture leadership. As
the college changes, it is the Committee’s responsibility to foster workshops and activities that
define who we are, build morale, and support continual self-improvement. Strategies may
include establishing a peer mentoring program, supporting the development of training for
faculty and staff evaluators, providing a centralized online clearinghouse for campus/community
professional development events, and supporting activities to help the college understand what it
means to redefine services in a time of economic uncertainty.
Staff Development needs are assessed on a regular basis through the following processes:
input from Flex participant evaluation forms, flex contract completion data, and Staff
Development surveys. Based on results from two campus-wide surveys in 2010–2011, and
evaluation form results from flex events, the top professional development needs for faculty and
staff are:
1. Technology training: computer training, and computer applications training, phones, and
messaging. This scored highest regarding needs of classified staff.
2. Interpersonal communications: team dialog, role definitions, problem-solving, customer
service, confrontation and conflict management, social support, connectedness,
community-building
3. Emergency preparedness (Note: The number of emergency preparedness training
sessions have increased in the past year.)
Flexible calendar program participants are primarily faculty. However, all college personnel
should be involved in flexible calendar development activities. Types of professional
development may include leadership training, basic skills/learning communities training,
technology training, all college convocation, division/department meetings, sabbatical program,
new faculty orientations, and classified appreciation day. Personal development activities are a
part of faculty/staff improvement as long as they can be connected to the improvement of
performance in the workplace. These personal development activities should be reviewed and
evaluated as part of the staff development and flexible calendar program in accordance with the
mission of Cabrillo.
The Staff Development Committee partners with the following groups to provide
professional development activities for Flex Week: Faculty Senate, Student Services, CCFT,
CCEU, Administration, and the Board of Trustees.
Approved 2/29/2012 Staff Development Committee
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List of Activities
Taken from Guidelines for the Implementation of the Flexible Calendar Program
http://www.cccco.edu/Portals/4/AA/Basic%20Skills%20&%20ESL/Flex_Calendar_Guidelines_
04-07.docx.pdf
The following list of development and instructional improvement activities are intended as a
guide and not intended to be limited to these activities. It should be noted that some activities can
address more than one category.
Staff Improvement
• Developing new programs (e.g., a workshop on designing curriculum/ programs)
• Faculty and counselor meetings to address areas of concern (e.g., academic advising,
prerequisites, referring students for services)
• Faculty and staff (e.g., tutors, lab assistants) meetings to improve learning resource
support services to students
• Workshops on how to mentor students or how to mentor faculty
• Orientation/education (e.g., new faculty; role of the academic senates; training students,
staff, and faculty to serve on committees; changing role of technology in education)
• Student, faculty, and staff diversity (e.g., sexual harassment workshops, affirmative
action conferences, cultural diversity seminars, multicultural activities)
• Meetings designed to improve a cohesive working relationship among members of the
group (e.g., departments, divisions, committees, mixture of college constituencies)
• Workshops on how to write grants
• Workshops or individually designed activities to improve or enhance a person's skills or
knowledge in his/her own discipline
• Wellness activities that assist individuals to be physically and mentally better able to
perform their jobs (e.g., humor in the workplace, stress reduction, self-defense, nutrition,
exercise, weight reduction)
• Learning a second language to better communicate with the diverse student population
• Disaster preparedness (e.g., district procedures, first aid, review of facilities to determine
areas of need)
• Improving or learning how to deal with computers and technology
Student Improvement
• Teaching a class in shortened format during a flex period
• Developing a new program to meet changing student needs
• Faculty and staff (e.g., tutors, lab assistants) meetings to improve services to students
• Review of learning resource materials to eliminate out-dated items and make
recommendations for additions
• Creating self-study modules and/or computer-assisted instruction
• Student advising (e.g., academic advising of students by faculty)
• Mentoring of students
• Faculty participation in student orientation programs
• Matriculation services (e.g., special orientation for ESL students, workshops in specific
disciplines for students with undecided majors)
Approved 2/29/2012 Staff Development Committee
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Meetings (department/division/college-wide) specifically to discuss strategies for
improving service to students
Institutional research focused on meeting the needs of the students (e.g., job market
surveys, transfer ratios, ethnicity data on students, gender equity, campus climate)
Writing grants aimed to improve services to students
Articulation to improve transfer processes
Outreach for special projects (e.g., Math, Engineering, and Science Achievement
[MESA] program)
Conducting special workshops for students (e.g., understanding the college schedule,
transfer requirements, setting academic goals)
Instructional Improvement
• Attending workshops on teaching methods or techniques (e.g., classroom-based research
training; Instructional Skills Workshops (ISW); local, regional, national Great Teachers
Seminars)
• Development or revision of programs, course curriculum, learning resources and
evaluation.
• Developing a new course
• Modifying an existing course to comply with changing institutional or discipline
requirements (e.g., changing theories in a discipline, articulation with transfer
institutions, critical thinking, multiculturalism, writing across the curriculum)
• Significant modification of a course to address the learning needs of diverse students
(e.g., creating self-paced learning modules)
• Developing student readiness programs specific to course disciplines
• Faculty and counselor meetings to address areas of curriculum
• Review of learning resource materials to eliminate outdated items and recommend
additions
• Creating self-study modules and computer-assisted instruction modules
• Student, faculty, and staff diversity (e.g., sexual harassment workshops, affirmative
action conferences, cultural diversity seminars, multicultural activities)
• Departmental or division meetings to discuss overall curriculum and program review
• Institutional research (e.g., job skill requirements, research on transfer ratios, ethnicity
data on students and staff. gender equity, campus climate)
• Grant writing to secure funds for improvement of instruction
Approved 2/29/2012 Staff Development Committee