ProfessionalDevelopmentPlan

InConsiderationforAdoptiontoDistanceEd&
InstructorTrainingandSupport

Createdfor:
AcademicAffairsDepartment
KlamathCommunityCollege
7390S.6thStreet
KlamathFalls,OR97603

Preparedby:
KarenCaverlyMolineaux
MastersofInstructionalTechnologyCandidate
Ft.HaysStateUniversity,2015

Overview:PurposeandDescriptionofPlan

KCCs
missionistoprovideaccessible,qualityeducationandservicesinresponseto
thediverseneedsofthestudent,business,andcommunity.KCCsupportsstudent
successinworkforcetraining,academictransfer,foundationalskillsdevelopment,
andcommunityeducation.

Thecollegeisundergoingchangeinthedemographicsofbothitsstudent
population,andtherequirementsofitsinstructorsbothinclassanddistanceed.
TherecentinitiativeoftheAdvancedDiplomaProgram/OregonPromisethat
providesareastudentswithanopportunitytotakedualcreditcourseswhileinhigh
schoolandgraduatewith1yearofcollegeeducationalreadycompleted,has
mandatedthatKCCinstructorshonetheirteachingskillstomeetthedemandsof
studentcenteredlearning.

Toaccommodatethisshiftinteaching/instructing,andcontinuetoprovideoptimum
studentsuccesssupport,theInstructionalInnovationsSupportandTrainingatKCC
mustimplementaplanthatensuresitsinstructorsarecompliantwiththerigorsof
dualcreditanddistanceeducation.Thisprofessionaldevelopmentplanmustalso
provideawayforinstructorstoreadilyintegratetechnologytoolsnecessaryfor
enhancingstudentcenteredlearning,meetingcourseobjectives,andcomplying
withState/Nationalstandards.

Asthereareamyriadoftechnologyissuesineducationtoday,bothintheK12and
higheredarenas,thistechnologyprofessionaldevelopmentplanseekstoaddress
tenofthem.Twoleadingreportsonthesubjecthavebeenreviewed,andwillserve
asabasisforthisplan

1.THEJournals2013articleentitled6TechnologyChallengesFacing
Education,byDavidNagel

and

2.Education.coms2012articleentitledTopTenIssuesShaping
TodaysTechnologyUsesinEducation,byM.D.Roblyer&A.H.
Doering.

Asaresultoftheinformationgiveninthesetwoarticles,theauthorhasidentified
thefollowingissuesineducationaltechnologyasonesthatarecurrentlythemost
relevantandreadilyseenatKlamathCommunityCollege.Theseissueshavealso
beencategorizedintoAreas,andaregroupedaccordingtotheirlikefeatures,in

ordertofacilitateafocusforprofessionaldevelopmentsessionsandactivitiesthat
willbeusedtoaddressthem:

Area1:
1. Theroleofdistanceeducation:Virtualschoolsarespringinguparoundthe
country.Parentswonder(a)Canallstudentssucceedinonline
environments?and(b)Willstudentslearnasmuchasinfacetoface
classrooms?(Roblyer&Doering,2012).

2.Changeineducationdelivery:Anincreasingshifttowardblendedlearning,
onlinelearning,andtechnologydrivencollaborativelearning(Nagel,2013).

Area2:
3.Informationliteracy:Societysincreasingdependenceontechnologyto
communicateinformationmeansthatstudentsmustlearntheskillstouse
informationtechnologieseffectively(Roblyer&Doering,2012).

4.Learninganalytics:theuseofdataandanalyticstocustomizeeducationfor
individualstudents(Nagel,2013).

5.Opencontent:openeducationalresources(OERs)aresignificant
technologiesthatwillimpacteducation.OERsareessentiallytheoppositeof
cumbersome,expensive,andquicklyoutdatedtextbooks(Nagel,2013).

6.Cloudcomputingidentifiedasthetoptrend:theuseofcloudcomputingin
teachingandlearning,includingcloudbased1to1programsusing
Chromebooksandcomputingplatformsthatallowforshareddesktops
(Nagel,2013).

7.Thegrowthinthepotentialofsocialnetworkstoallowteacherstoengage
studentsonline(Nagel,2013).

Area3:
8.Deliveringinformallearning:Rigidlectureandtestmodelsoflearningare
failingtochallengestudentstoexperimentandengageininformallearning,
But,opportunitiesforsuchinformallearningcanbefoundinnontraditional
classroommodels,suchasflippedclassrooms,whichallowforablendingof
formalandinformallearning(Nagel,2013).

9.Failuresofpersonalizedtraining:Theresagapbetweenthevisionof
deliveringpersonalized,differentiatedinstructionandthetechnologies
availabletomakethispossible.So,whileK12teachersseemtoseethe
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needforpersonalizedlearning,theyarentbeinggiventhetoolstheyneedto
accomplishit,oradequatetoolssimplydontexist(Nagel,2013).

10.Failuretousetechnologytodelivereffective,formativeassessments:
Assessmentisanimportantdriverforeducationalpracticeandchange,and
overthelastyears,wehaveseenawelcomeriseintheuseofformative
assessmentineducationalpractice.However,thereisstillanassessmentgap
inhowchangesincurriculaandnewskilldemandsareimplementedin
educationschoolsdonotalwaysmakenecessaryadjustmentsinassessment
practicesasaconsequenceofthechanges.Simpleapplicationsofdigital
mediatools,likewebcamsthatallownondisruptivepeerobservation,offer
considerablepromiseingivingteacherstimelyfeedbacktheycanuse
(Nagel,2013).

Rationale:AlignmenttoKCC/NationalGoals

ThisprofessionaldevelopmentplanwillsupportthefollowingKCCandNEA
(NationalEducationAssociation)goals:

ActivitieswillsupportISTE(InternationalStandardsforTechnologyin
Education)andOregonStateCommonCoreStandards,andrequirementsset
forthbyNASC(NorthwestAssociationofSchoolsandColleges),KCCs
accreditationagency
Planwillfosterinformation,communication,andtechnologyskillsnecessary
forsuccessin21stCenturyandICT(InformationandCommunication
Technology)learningskills
Plananditsactivitieswillusethelatest,bestpractices
PlanusesS.M.A.R.Tguidelines
Planisbasedonacommitmenttostudentcenteredteachingandlearning,
withasystemforcontinualassessmentandaccountabilityfortechnologyand
learning

ProfessionalDevelopmentPlanActivities:

Area1:
Toaddressissuesthatconcerntheroleofdistancelearningwithregardto
studentsuccessinonlineenvironments,studentlearningoutcomesinthevirtual
classroomvs.facetoface/oncampusclassroomsandprovidingqualityeducation
throughblendedlearning,onlinelearning,andtechnologydrivencollaborative
learningindistanceed.

Activities

KCCwillensurethat:
instructorsmeetacademic/teachingcredentialsinthe
fieldofwhichhe/sheisinstructing,includingonline
instructingexperienceandsyllabusadaptationtothe
virtualclassroom
instructorsprovideevidenceofcontinuationofacademic
knowledgeandskillsupdating
instructorsparticipateincampusledacademic
technologyissuestrainingregularly

Instructorswillparticipate/attend/seek:
*ongoingprofessionaldevelopmentsrelatedtothe
contentofsubjectstaughtandintegrationof
technologytoolstoenhancecontentdelivery/student
learning,suchas:
creditandnoncreditcoursesprovidedbycolleges
orothereducationalinstitutions
workshopsandwebinars
schoolanddepartmentalmeetings
studygroups
membershipstoprofessionalorganizations
otherworkgroups,internet/webbased
communities,selfpacedtutorials,readings,
conferences,andactionresearch

Timeframe

Ongoing,eachacademicterm

Goals

Tocreateandsustainaneffectivesystemforonline/oncampus
instructingandlearning.Toequatestudentsuccessonlineand
oncampus.Topromoteandfostercurrentinstructorskill
developmentandensureoptimuminstructorperformancein
teaching/learningtrendsandtechnology.

Standards
Met

ISTEA2,Digitalagelearningculture:Educational
Administratorscreate,promote,andsustainadynamic,
digitalagelearningculturethatprovidesarigorousrelevant,
andengagingeducationforallstudents

NEAGuidetoTeachingOnlineCourses

*Source:SREBSouthernRegionalEducationBoard.(2009).

Area2:
Toaddressissuesofsocietysdependencyonnewandemerging
technologythatdemandtheteachingofskillsininformationliteracy,theuseof
dataandanalyticstoenhanceeducationplanningforindividualstudents,theuseof
openeducationalresources(OERs)insteadoforinadditiontotraditionalcourse
textbookstofacilitateteachingandlearning,theuseofcloudcomputingtrendsin
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teachingandlearning,andtheuseofsocialnetworkstoallowteacherstoengage
studentsorfacilitatelearningthroughitsuseasatechnologytool.

Activities

KCCwillensurethat:
instructorshavegroupand/orindividualtraining
providedbasedonthetechnologyneedsoftheir
instruction,ex:GoogleDriveforcloudcomputing
instructorsunderstandthereportingcapabilitiesofthe
CMS/LMSandknowhowtoexportdataintotoolssuchas
Excelandotherapplicationsthatsupportdataanalysis,
sotheycananalyzestudentlearningoutcomes
instructorsareprovidedinstructiononnewandemerging
technologiesforintegrationintotheircoursework,ex:
usingFacebookineducation
instructorsareprovidedtrainingand/oronlinetutorials
oninformationliteracyskillsandOERs
instructorsunderstandandteach21stCenturySkillsin
eachcoursetheyinstruct
instructorsapplyanduseanalyticsasatoolforcourse
trackingandimprovement

Instructorswillassess:
*theirownskillsinusingsoftwareandfreeonline
technologyapplications,ex:OERs
theneedforcourseupdatingthatincludesuseor
integrationofnewandemerging
technologies/applicationsintocurrentcurriculum,ex:
usingTwitterorGoogleAppsforEducation
thebenefits/shortcomingsofnewtechnologyintegration
throughtheuseofanalyticstodetermine
outcomes/adjustmentstoinstructing
theirabilitytocontinuallyseekwaystoensurestudent
understandingsofinformationliteracydemonstrated

Instructorswillparticipate/attend/seek:
*professionaldevelopmentstoenhanceexisting
knowledgeandskillsofsuchthingsas:
cloudcomputingapplicationsthatincorporateword
processing,spreadsheets,presentationsoftware,
emailapplications,filemanagement,multimedia
applicationandtools,etc.
webbasedsocialnetworkingandcollaboration
tools
appropriateopensourcetools
informationliteracy

Timeframe

Ongoing,eachacademicterm

Goals

Topromoteandfosterateaching/learningenvironment,both
oncampusandonline,thatdemonstratesinformationliterate
students.Toenableandencouragetheuseoffreeonline
applicationssuchascloudcomputingandOERsforcollaborative
learning.Toprovidecontinualcourseanalysisandeffectiveness
throughtheuseofeducationalanalytics.

Standards
Met

ISTEA3,Excellenceinprofessionalpractice:Educational
Administratorspromoteanenvironmentofprofessionallearning
andinnovationthatempowerseducatorstoenhancestudent
learningthroughtheinfusionofcontemporarytechnologiesand
digitalresources.

NEAGuidetoTeachingOnlineCourses

*Source:SREBSouthernRegionalEducationBoard.(2009).

Area3:
Toaddressissuesofthefailuresoflectureandtestinstructingin
deliveringinformallearningvs.thestrengthsofflippedclassroomsforthesame,
thefailuresofthetechnologiesavailableforpersonalizedinstructingvs.thevisions
forabilitiestodeliverit,andthefailuresofnotusingtechnologytodelivereffective
formativeassessments.

Activities

KCCwillensurethat:
instructorsparticipateinnewandemerginginstructional
pedagogy,andcontentdevelopment
instructorsreceivetrainingontheCMS/LMSplatform
beingusedincludinghowtousethegradebookand
createassessmentsforgrading
instructorsdevelopandimplementinterventionplansfor
studentsbasedonindividualperformanceandstudent
data
instructorsreceivetrainingonthePrinciplesofUniversal
DesignandthefederalSection508accessibility
requirementforpeoplewithdisabilities,andincorporate
theuseonlinevideos,audios,andgraphicsintotheir
coursework

Instructorswillassesstheircourse(s)todetermine:
*ifstudentsareprovidedwithmultipleopportunities
throughmultiplemeansforinteractingwiththecourse
content
ifmultipletechnologiesareusedtodeliverthesame
contentindifferentways
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ifdifferentiatestoinstructionbasedonstudentlearning
styleandneedisimplemented
ifthecourse(s)createopportunitiesforselfreflection
andselfassessment
ifthecourse(s)createassignments,projects,and
assessmentsthatarealignedwithstudentsdiffering
visual,auditory,andhandsonwayoflearning
ifthecourse(s)includeauthenticassessmentand
continuousevaluationthroughpreandposttestingwith
studentfeedbackthroughoutthecourse

Instructorswillparticipate/attend/seek:
*professionaldevelopmentstoenhanceexisting
knowledgeandskillsofsuchthingsas:
assessmentcreationtoolssuchasindustry
standardstoolsandthoseinKCCsCMS/LMS
platform
implementinginclassandonlineassessment
measuresandmaterialstoensureinstrument
validityandreliability
usingformativeassessmentstogatherthe
informationneededtoadjustteachingmethods
andlearningactivities
usingsummativeassessments,suchastests,to
determinewhatstudentsknow,anddonotknow,
atspecifictimesduringthecourse
understandingthevarietyofwaysthatstudents
candemonstratecontentandconceptual
understanding,recognizingthatthesame
assessmenttechniquesusedonallstudentsmay
notbeanaccuratemeasureofindividualabilities
distinguishingbetweenthepurposesof
assessmentandgrading,andimplementing
gradingsystemsthataccuratelypresentstudent
achievement

Timeframe

Ongoing,eachacademicterm

Goals

Tocorrectandstrengthentheshortcomingsofoutdated,
traditionallectureandtestteachingmethods.Toimplement
andutilizecurrenttechnologytoolstoenhanceandenrichthe
teachingandlearningprocess.Toseekoutandimplement
innovativetechnologytoolsforuseindesigninganddelivering
formativeassessments.

Standards

ISTEA4,Systemicimprovement:EducationalAdministrators
providedigitalageleadershipandmanagementtocontinuously
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Met

improvetheorganizationthroughtheeffectiveuseof
informationandtechnologyresources.

NEAGuidetoTeachingOnlineCourses.

*Source:SREBSouthernRegionalEducationBoard.(2009).

KCCStrategicGoalsAlignment:

ThisProfessionalDevelopmentPlanmeetsthefollowing*KCCStrategicGoalsin
thetheseways:

Initiative1
ImproveProsperityThecollegewillimprovethesuccessofits
students,graduates,andprograms.Overthreeyears,improvementstostudent
employabilityortransferabilityareexpected.Reviewandanalysisofitsprograms
anddegreesisimportant.

Collegesuccessimprovementopportunitieswillbeachievedthrough
providinginstructorswithampleoccasionsfortrainingonnewandemerging
technologies,facetofaceandonlineeducationalpedagogy,methodsof
instructing/assessment/grading,andotherissuesidentifiedinthis
professionaldevelopmentplan.

Initiative2
ImproveAccessThecollegewillseektoimproveboththequantity
andrangeofstudentpopulationsenrollingatKCC.Overthreeyears,improvements
torecruiting,marketing,andadvertisingsystemsareanticipatedchangesin
physicalcampusesarerecommended,andagreementswithpublicschoolsand
UniversitieswillbenegotiatedtofacilitatethepathfromK12tocertificatesand
degreecompletion.

Improvementopportunitiesforboththequantityandrangeofstudent
populationswhoseekeducationthroughoutKCCscommunitieswillbe
achievedthroughtheuseofeffectivedistanceed/onlinelearningprogram
thatisnotonlyincluded,butisthemainfocusforprofessionaldevelopment
inthisplan.

Initiative3
EnhanceReputationforExcellenceThecollegewillenhanceits
reputationbothlocallyandstatewidethroughuniqueprograms,inadditionto
enhancedcustomerserviceandcampusquality.Overthreeyears,changeinand
enhancementstofundingsourceandrevenuestreams,academicreviewand
development,andemployeetrainingorincentivesareexpected.Foundational
systems,suchastechnologyinfrastructure,humanresourcepolicies,andphysical
plantmaintenanceareveryimportanttoupholdingareputationforexcellence.
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KlamathCommunityCollegesreputationforexcellencewillserveasasolid
foundationforitsachievementasaqualityeducationalinstitution,andits
reputationwillbesupportedandenhancedasaresultoftheissues
addressedandactivitiespresented,specificallyintheareasofacademic
reviewanddevelopmentandemployeetrainingorincentives,inthis
professionaldevelopmentplan.
*Source:KlamathCommunityCollegeStrategicPlan,201417.

PlanofAction:

So,howdoweaseducationadministratorsmeetthegoalsoftheinstitution,ensure
qualityteachingandlearning,anddedicatecommoneffortstotheultimateoutcome
ofoptimumstudentsuccess?Primaryeffortsinresearchareastart,withsufficient
researchinsourcesthatarecurrentandrelevanttotheissuesfacedineducation
withregardtouseoftechnology.

AccordingtoanarticlebyMelissaVenable,editorforOnlineColleges.net,Continued
learningisasimportantforcollegefacultymembersasitisforanyworking
professional[however,]professionaldevelopmentresourcesinhighereducation
continuetobelimitedintermsofthetimeandmoneyavailable,evenasthe
demandstostaycurrentandtechsavvyincrease(Venable,n.d.,
5Step
ProfessionalDevelopmentPlanforOnlineFaculty).

Bytakingthisintoaccount,areasonableplanofactionforselectingordesigning
anyprofessionaldevelopmenteventcanbedeterminedbycraftingtrainingsthat
arebasedonthefollowing*:

KeepitSimple:basetrainingsonafewselecttopics,suchasinstructional
strategies,curriculumandinstructionaldevelopment,disciplinesubjects,and
educationaltechnology

TimingisEverything:keeptrainingswithbusyindividualsinmind.Limitthe
timeofaworkshop,seminar,ortrainingtoonehourorless.Findresources
thatofferadditionalprofessionaldevelopmenttothosedesignedoncampus,
forexampleMOOCs(MassiveOpenOnlineCourses),WebinarsProfessional
AssociationEventsOERs,SocialMediaandlivechatsthroughsuchsocial
platformsasTwitter,LinkedIn,orInstagramCreateworkgroupsorblogs
andemailthemtocolleaguesetc.

CommonGround:sharelikeexperienceswithothersinthefieldbyattending,
participating,orpresentingatoneofthemanyeducationaledtechevents,
suchasNationalLibraryWeek,SocialMediaDay,ConnectedEducatorMonth,
OpenAccessWeek,DistanceLearningWeek,etc.orplantrainingevents,
webinars,andprofessionaldevelopmentactivitiestocoincidewiththose
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edtecheventstopromotecollaborationinsolvingtechissuesfacedin
education.

KCCSponsoredEvents:promoteexistingprofessionaldevelopment
opportunitiestofacultythroughlectureseries,educationaldiscounts
availableforinstructorsbasedonKCCsmembershipsoraffiliations,or
announceupcomingKCCbasedworkshops/tutorials/oneononetraining
assistanceprovidedbycampusprofessionals.

MarkettheNeed:contactinstructorsregularlythroughoutacademictermsto
stresstheneedformakingprofessionaldevelopmentapriority.Suggest
usingpersonalcalendarstoshowthereisalwaystimeforanhourortwoper
termforupdatingskills,addressingstudent/instructionalneedsandchanges,
andlearningnewandemergingtechnologiesandstrategiestoensure
studentsuccess.
*Source:Venable,M.(2015).

Conclusion:

Thetechnologiesusedintheeducationarenahavegrownbyleapsandboundsin
thelast40years,andmostdramatically,inthepast20.Itisthenunderstandable
thatwiththisepicgrowthcomesthetraditionalracetokeepupwithit.Itisonly
throughthecontinualanalyzingofsystems,theupdatingofskillsandpedagogy
applied,andtheimplementingofthebesttechnologytoolsforthejobthatwecan,
aseducators,hopetonotonlymeetthedemandsofqualityinstruction,butalso
meettheneedsforqualitylearning.

BecausethedemographicsoftheKCCcampusandeducationalprogramshave
shiftedtoafocusontheAdvancedDiplomaProgramanddualcreditstudies,the
needforinstructorstoupdatetheirskillsandaddressspecificissuesineducational
technologyhasarrived.

Asthisprofessionaldevelopmentplandemonstrates,theissuespresented
regardingtechnologyineducationareveryreal,andaresignificantintermsof
instructoreffectivenessandstudentsuccessgoals.However,theseissuesare
correctedonlythroughthediligenceofinstructorswhoaretrulyfocusedon
providingqualityinstruction,andtheeffortsofKCCadministration,byensuringthat
facultybeaffordedthequantityofrelevantprofessionaldevelopmentopportunities
needed.Thisistheonlywaytoguaranteethatinstitutionalandcourseteachingand
learninggoalsaremet.

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References

ISTEInternationalSocietyforTechnologyinEducation.(2015).
ISTEStandards:
Administrators.
ISTE.org.Retrievedfrom
http://www.iste.org/standards/
istestandards/standardsforadministrators

KlamathCommunityCollegeStrategicPlan,201417.KCCwebsite.Retrievedfrom
https://www.klamathcc.edu/getmedia/e3dc153edc1047078ffaf7f9876bb7
97/KccStrategicPlan201417.pdf

Nagel,D.(2013).
6technologychallengesfacingeducation.T
HEJournalwebsite.
Retrievedfromhttp://thejournal.com/articles/2013/06/04/6technology
challengesfacingeducation.aspx

NEANationalEducationAssociation.(2015).
Guidetoteachingonlinecourses.
NEA.org.Retrievedfrom
http://www.nea.org/assets/docs/
onlineteachguide.pdf

Roblyer,M.D.andDoering,A.H.(2012).
Toptenissuesshapingtodaystechnology
usesineducation.
Education.com.Retrievedfrom
http://www.education.com/print/tenissuesshapingtodaytechnology/

SREBSouthernRegionalEducationBoard.(2009).
Guidelinesforprofessional
developmentofonlineteachers.
SREB.org.Retrievedfrom
http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf

Venable,M.(2015).
5stepprofessionaldevelopmentplanforonlinefaculty.
OnlineColleges.net.Retrievedfrom
http://www.onlinecolleges.net/
a5stepprofessionaldevelopmentplanforonlinefaculty/

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