Indiana County Teacher Training Program Indiana Community College Group #7 – Angela Cassidy, Chris Kozletsky, Anthony Newberry & Tressa Wright April 26, 2006

Summary Indiana Community College (ICC): Local 2 year college Enrollment relies heavily on good relationships between their Admissions Department and the local high schools. Director of ICC and the Admissions Representative are proposing to the President of ICC and the Board of Directors a program that will help strengthen the relationship between the schools and also help with marketing ICC.

Indiana Community College (ICC):

Local 2 year college

Enrollment relies heavily on good relationships between their Admissions Department and the local high schools.

Director of ICC and the Admissions Representative are proposing to the President of ICC and the Board of Directors a program that will help strengthen the relationship between the schools and also help with marketing ICC.

Group Beliefs The Purpose of Educating Adults Making a positive change in the learner’s personal and working environment. Adding professional development to a learner’s life. The Program Planning Process Facilitators ensuring all tasks are completed in a timely manner. Facilitating all areas in the programming process and delegating responsibility to qualified participants. (Caffarella 2002; p. 39)

The Purpose of Educating Adults

Making a positive change in the learner’s personal and working environment.

Adding professional development to a learner’s life.

The Program Planning Process

Facilitators ensuring all tasks are completed in a timely manner.

Facilitating all areas in the programming process and delegating responsibility to qualified participants.

(Caffarella 2002; p. 39)

Group Beliefs Adults as Learners Extends upon the learner’s current knowledge. Offers hands-on, real life information that is useful to both the learner and the organization he or she works for. The Learning Process Based around familiar situations. Variety of learning methods including individual and collaborative techniques. (Caffarella 2002; p. 39)

Adults as Learners

Extends upon the learner’s current knowledge.

Offers hands-on, real life information that is useful to both the learner and the organization he or she works for.

The Learning Process

Based around familiar situations.

Variety of learning methods including individual and collaborative techniques.

(Caffarella 2002; p. 39)

Program Parameters The idea of the program being proposed is to: Offer high school teachers in Indiana County a way to earn one credit towards their Act 48 requirement. Make connections with the local high schools. Establish these relationships in order to be able to go into classrooms and recruit students. Good advertising in the sense that if a teacher knows of a student that is not ready for a four year university, the teacher might suggest ICC to the student.

The idea of the program being proposed is to:

Offer high school teachers in Indiana County a way to earn one credit towards their Act 48 requirement.

Make connections with the local high schools.

Establish these relationships in order to be able to go into classrooms and recruit students.

Good advertising in the sense that if a teacher knows of a student that is not ready for a four year university, the teacher might suggest ICC to the student.

Anticipated Model Components List of the anticipated components useful for this program: Identifying program ideas Developing program objectives Designing instructional plans Devising transfer-of-learning plans Formulating evaluation plans Making recommendations and communicating results Selecting formats, schedules, and staff needs

List of the anticipated components useful for this program:

Identifying program ideas

Developing program objectives

Designing instructional plans

Devising transfer-of-learning plans

Formulating evaluation plans

Making recommendations and communicating results

Selecting formats, schedules, and staff needs

Ethical Considerations Ensure proper staffing Make sure class size is not too large Require evaluations Include minimum program fee Listen to the learners concerns, wants, and needs Listen to the instructors concerns, wants, and needs

Ensure proper staffing

Make sure class size is not too large

Require evaluations

Include minimum program fee

Listen to the learners concerns, wants, and needs

Listen to the instructors concerns, wants, and needs

Planning Context The People Admissions Representative and Director in charge of setting up the PowerPoint class being offered. Admissions Representative will do most of the planning work. Directors main responsibilities are overseeing the process and approving all activities.

The People

Admissions Representative and Director in charge of setting up the PowerPoint class being offered.

Admissions Representative will do most of the planning work.

Directors main responsibilities are overseeing the process and approving all activities.

Planning Context The Organization Structural Factors Admissions Representative Instructor Political Factors Relationships Cultural Factors Education at ICC

The Organization

Structural Factors

Admissions Representative

Instructor

Political Factors

Relationships

Cultural Factors

Education at ICC

Planning Context The Wider Environment ICC Marketing Relationships Teacher Participants State Requirements Classroom Use Local students Learning environment

The Wider Environment

ICC

Marketing

Relationships

Teacher Participants

State Requirements

Classroom Use

Local students

Learning environment

Contextual Knowledge Power Shaping needs Setting agendas Determining populations Making decisions Allocating resources Negotiation Formulating evaluation plans Preparing budgets Ethical Practice

Power

Shaping needs

Setting agendas

Determining populations

Making decisions

Allocating resources

Negotiation

Formulating evaluation plans

Preparing budgets

Ethical Practice

Solid Base of Support Director of ICC Admissions Representative Instructor Learner Operating Procedure Mission Environment Governing Board of Directors Goal

Director of ICC

Admissions Representative

Instructor

Learner

Operating Procedure

Mission

Environment

Governing Board of Directors

Goal

Ensuring Support

Identifying Program Ideas Interviews Admissions Representataive w/Guidance Counselors Paper-based Questionnaires Development of ideas Key points Conversations with colleagues, friends and family

Interviews

Admissions Representataive w/Guidance Counselors

Paper-based Questionnaires

Development of ideas

Key points

Conversations with colleagues, friends and family

Instructional Plan Learning Objectives Content Heading Key Points Instructional Techniques Estimated Time Assessment Plan Instructional Resources Room Arrangement Rationale (Caffarella (2002). pg. 194)

Learning Objectives

Content Heading

Key Points

Instructional Techniques

Estimated Time

Assessment Plan

Instructional Resources

Room Arrangement

Rationale

(Caffarella (2002). pg. 194)

Administrative Plan Location Room layout Staff Staff role Designated person for each role Internal or external to the organization Paid/volunteer (Caffarella 2002, p. 302)

Location

Room layout

Staff

Staff role

Designated person for each role

Internal or external to the organization

Paid/volunteer

(Caffarella 2002, p. 302)

Administrative Plan Marketing Program Name/Proposed Date Target Audience Promotional Materials Questionnaires Promotional flyers ICC mug Target Time Proposed Cost (Caffarella 2002; p. 326)

Marketing

Program Name/Proposed Date

Target Audience

Promotional Materials

Questionnaires

Promotional flyers

ICC mug

Target Time

Proposed Cost

(Caffarella 2002; p. 326)

Administrative Plan Budget – Development, Delivery and Evaluation Costs Internal/External staff Instructional Materials Facilities Food Equipment Marketing Plans General Costs (Caffarella 2002; p. 308-309)

Budget – Development, Delivery and Evaluation Costs

Internal/External staff

Instructional Materials

Facilities

Food

Equipment

Marketing Plans

General Costs

(Caffarella 2002; p. 308-309)

Evaluative Plan Systematic Evaluation Procedures Desired results Improvements Act 48 Requirements Informal Opportunities for Evaluation Data Evaluation Approach Participant Level Systems Professional/Expert Review

Systematic Evaluation Procedures

Desired results

Improvements

Act 48 Requirements

Informal Opportunities for Evaluation Data

Evaluation Approach

Participant Level

Systems

Professional/Expert Review

Data Collection Observations Of learners Of instructor Interviews Written Questionnaire Preliminary End-course Portfolio Performance Review

Observations

Of learners

Of instructor

Interviews

Written Questionnaire

Preliminary

End-course

Portfolio

Performance Review

Data Analysis/Integration Participant’s Learning Quantitative Qualitative Program Operations Quantitative Qualitative

Participant’s Learning

Quantitative

Qualitative

Program Operations

Quantitative

Qualitative

Criteria for Program Success Overall Success of Course Final Portfolio Project Grades Minimum score Act 48 Requirements Guidelines met

Overall Success of Course

Final Portfolio Project Grades

Minimum score

Act 48 Requirements

Guidelines met

References Caffarella, R. S. (2002). Planning Programs for Adult Learners. (2 nd ed.) San Francisco: Jossey-Bass.

Caffarella, R. S. (2002). Planning Programs for Adult Learners. (2 nd ed.) San Francisco: Jossey-Bass.

Questions