SUBCATEGORY THREE: DEVELOPMENT
Providing and supporting regular professional development for all employees (3.C.4, 5.A.4)
JCCC provides regular professional development opportunities for all employees (full-time and part-time faculty and staff). These include programs and courses offered through the Staff/Organizational Development Office, sabbaticals for both faculty and staff, and support for travel to external training events.
Staff/Organizational Development Programs: The College's Staff/Organizational Development Office oversees numerous programs and training opportunities for both staff and faculty to enhance both teaching and leadership skills as outlined in Table 3.3 below.
Table 3.3 Staff/Organizational Development Programs
New Faculty Orientation
A year-long program acquainting new full-time faculty with JCCC history, culture, procedures, and instructional issues.
Adjunct Certification Training (ACT)
A two-semester program providing tools and resources to assist adjunct faculty in becoming more effective educators in the classroom. Adjunct faculty who complete the ACT program will receive a one-time stipend of $800 and will be honored at the adjunct award dinner.
A customized program for six or more employees who have identified specific training needs to be addressed.
JCCC Leadership Institute
A 10-month program for full-time salaried or bargaining unit faculty members. Upon completion, participants will be able to demonstrate competency in organization strategy, communication, resource management, collaboration, advocacy, and professionalism.
Professional Development Days
A week-long program held prior to the beginning of each semester where faculty and staff attend sessions on a variety of topics.
Continuing Education Courses
Faculty and staff (full-time and part-time) take CE courses offered at JCCC as space allows.
Kansas City Professional Development Council
JCCC is one of eight member schools in the KCPDC, which offers supervisory development and faculty development opportunities for its employees. Two JCCC employees sit on the KCPDC Board.
Sabbaticals: The College has established sabbatical programs for both full-time faculty and staff. Qualifying staff and faculty must meet certain criteria: 1) have six years of full-time regular employment without interruption on or before the commencement of the sabbatical, and 2) submit a plan for the period of leave accompanying the request for leave in writing, directed to the College President and Board of Trustees for review. The number of sabbaticals granted per year is limited to 18 for faculty members and 3 for staff.
Once granted, the applicant may receive a sabbatical for either one-half of the contract year at full pay or a full contract year at half pay. A full written report by the employee on sabbatical leave regarding the use of the sabbatical leave is to be presented to the appropriate vice president for approval and president or designee for approval (3.C.4).
Travel Authorizations: The College has adopted Board Policy: Overnight Travel Operating Procedure 216.03 to support faculty and staff attending conferences, training, and other professional development opportunities. Employees are encouraged to seek out such opportunities and submit a travel authorization request. Once approved, the College either prepays or reimburses the employees for any expenses incurred while attending the professional development event (5.A.4).
Ensuring that instructors are current in instructional content in their disciplines and pedagogical processes (3.C.4)
The College has developed and implemented a faculty portfolio process, set forth in the Master Agreement, Section VI: Evaluation. Beginning in the fourth year of employment, full-time faculty members participate in the formative portfolio process. The goal of the formative portfolio process is identifying areas of engagement in which a full-time faculty member wishes to improve and develop; and the activities the faculty member undertook to support this improvement. Through the process of selecting and organizing material for a portfolio, a faculty member is able to reflect on and improve his or her teaching. The formative portfolio process is based on a five-year cycle:
- Year 1: The faculty member will develop and submit a teaching philosophy and personal statement to his or her dean and chair/director;
- Years 2–4: The faculty member will document his or her teaching and use evidence gathered to identify ways to stay current in instructional content and pedagogical processes; and
- Year 5: The faculty member will submit a finalized portfolio.
Throughout the portfolio cycle, the faculty member meets annually with his or her dean and chair to review progress made toward reaching identified teaching goals. A faculty portfolio website providing instructional videos and materials has been developed to assist faculty through the process (3.C.4).
Supporting student support staff members to increase their skills and knowledge in their areas of expertise (e.g. advising, financial aid, etc.) (3.C.6)
JCCC counseling faculty engage in regularly scheduled training and professional development programs throughout the academic year. Counseling faculty attend professional conferences, including the American Counseling Association (ACA), the National Association of Academic Advising (NACADA), the National Career Development Association (NCDA), the American Psychological Association (APA), and the Kansas Academic Advising Network (KAAN). Furthermore, JCCC’s Staff/Organization Development Office supports professional development retreats once a semester for counseling faculty.
The College also pays for student support staff members to maintain membership in professional organizations, such as the American Associate of College Registrars & Admissions Officers (AACRAO), Association of Veterans Education Certifying Officials (AVECO), American Counseling Association (ACA), and the National Association of Student Personnel Administrators (NASPA). JCCC also encourages student support staff to attend webinars offered through the National Institute for Staff and Organizational Development (NISOD), focusing on a variety of student success strategies (3.C.6).
JCCC provides professional development support for staff. Full-time staff can apply for funding to attend out-of-town professional development conferences, as well as participate in professional development opportunities offered on campus through Professional Development Days and the Continuing Education Division of the College. Full-time and part-time staff attend the Kansas Association of Colleges and Employers conference annually and all staff members recently attended the Midwest Association of Colleges and Employers conference.
Prior to the Fall term every year, the College holds a campuswide tutor orientation. At this orientation, tutors from all learning centers meet each other and hear from administration on the important role they serve at the College for student success. Additionally, each learning center has center-specific policies for tutor training. The Math Resource Center offers tutor seminars annually as well as requiring tutors to pass a certification exam every two years to maintain their status. The Writing Resource Center provides professional development for tutors through actions like providing support to tutors attending the Greater Kansas City Writing Center Project’s conference, holding practicum meetings every Friday, and requiring all tutors to be certified through the College Reading and Language Association. Additional faculty who support the work of the Resource Centers have funding resources for professional development as identified in the Master Agreement.
Aligning employee professional development activities with institutional objectives
The College seeks to provide all employees opportunities both internally through the Staff/Organization Development and externally through travel assistance to conferences and support for specialized training. As part of its strategic plan, JCCC has identified as a key task “foster[ing] a culture that inspires employees to proactively support students.” This task inspired the initiative to conduct the College’s first Employee Engagement Survey. In the items assessed, faculty and staff were asked to respond to the following statement: “I see professional growth and career development opportunities for myself at the College.” While the survey indicated 48% of employees responded positively, the College has identified this as one of the high impact items for employee engagement. Managers and their work teams have been tasked with developing action plans to encourage greater participation in professional development.