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Re-Design for the PID Program
- 1. The Re-design of theProvincial Instructor Diploma (PID) Program NCSPOD 2010 Karen Belfer
- 2. PIDP Background Provinciallyrenown Started in 1978- hasn’t changed For new instructors Provides the basic tools to be successful in the classroom Participant’s feedback is very positive Provincially funded until 2002- became cost recovery in 2005
- 3. PIDP Background: Courses 6 Courses and a Practicum = 180 classroom hours PIDP 3101 Design of Instruction PIDP 3102 Instructional Techniques PIDP 3103 Instructional Media PIDP 3104 Evaluation of Learning PIDP 3105 Evaluation of Instruction PIDP 3106 Elements of Instruction PIDP 3107 Practicum
- 4. Background on PIDPFaculty Average number of years teaching in the PIDP: 15 Masters in Education Great “teachers” They teach others curriculum development
- 5. Background for theRe-Design Program Review Feb – June 2008 Recommendations: Outcomes-based curriculum Update course content Look at different modes of delivery Challenge 30 great years of experience- success ~ Change *
- 6. Change Management Background D Dunphy, D Stace - Human Relations, 1993 What to consider in Change Management Scale/Context of Change (implementers-receivers) Type of Leadership
- 7. Scale/Context Background Implementer Achieve the desired educational outcomes as soon as possible Eliminate any adverse impact to our students Receiver Impact What does this mean to me?
- 8. Leadership Background Approachesto promoting change in organizations Transformational Transactional They are distinguished by the ways in which leaders motivate group members to engage in the change process.
- 9. Leadership Background TransformationalLeadership Try to meet individual needs and develop group members to their fullest potential. They motivate members to exceed performance expectations by increasing their awareness of the importance and value of specified and idealized outcomes Focusing their attention on the greater good (Northouse, 2007). Empathic and collaborative and promote individual development to enhance performance and organizational growth. Changes the organizational culture” (Bass, 1985).
- 10. Leadership Background TransactionalLeadership Focus primarily on the needs of the organization - production and efficiency. They motivate group members with the promise of rewards in exchange for performance. Responds to immediate goals, and its success hinges on a leader’s capacity to reinforce desired behaviours. Works within the organizational culture as it exists
- 11. Leadership Background LeadershipDimensions Transformational leadership responds to the uncertainty and complexity of our times Focus on traits – more than behaviours Not enough written about the roles of the group members
- 12. Leadership Background Implementer Transformational Transactional Receiver Transactional Transformational
- 13. Process Steps: Visioning- Dec 08 Mapping Exercise – Feb 09
- 14. Visioning - Dec08 Purpose: Create inspiration and excitement around future opportunities Trends shaping adult education today How is adult education and training changing in the 21st century? What does a PIDP program look like that provides students with the tools to be innovators? What are the future opportunities for the PIDP program? Invited key members of the community that the program faculty know and admire
- 15. Mapping - Feb09 The Mapping Primer: A tool for reconstructing a college curriculum Ruth Stiehl, The Whitewater Institute, Oregon Les Lewchuk
- 16. Mapping - Feb09 Why use Mapping Primer College based River metaphor Visual design Philosophy: curriculum development as a conversation not a set of tools Book includes communication starters – activities to accomplish the task. Methodology has been successfully used in the college and at SAIT Access to a couple of facilitators from Compass Learning
- 17. Mapping - Feb09 Process Who - Voices Employers Advisory groups Business and community leaders Students Faculty How Participation Conversation Negotiation Reflection
- 18. Mapping - Feb09 Program Learning Outcomes Program learning outcomes are not objectives or goals to be put in new wrappers. Outcome statements describe what students should be able to do “outside” the classroom –not “inside” it. Ruth Stiehl Activity Roles students will take in society? What will they be able to do in these roles as a result of participating in this program? Brainstorm Cluster answers Name clusters Write outcomes- action, context, scope, complexity.
- 20.
- 22. Mapping - Feb09 Content “… the greatest fear for subject-matter experts is not being able to cover the course content” “The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes” Ruth Stiehl Activity What concepts do they need to understand? What Issues do they need to understand? What skills must they develop? What might we have them do to show evidence of these outcomes?
- 23. What Happened afterFeb 09 Faculty lead Continue to work on the Program No training in this methodology Confident (curriculum development experience and subject matter expertise). Individual development/peer review (collaborative) Slow….
- 24. Leadership Background Implementer Transformational Transactional Receiver Transformational Transactional Executive Transformational Transactional
- 25. Scale/Context Background Implementer Achieve the desired educational outcomes as soon as possible Eliminate any adverse impact to our students Receiver Impact What does this mean to me? Common Student Success Committed Executive
- 26. Lessons Learned Plus Transformational Leadership at all levels Executive endorsement Common goal Vision/image of the final product Challenges When leadership is not present at lower levels/ leaders have to devote time to transactional tasks Identifying the recipients scale/context of change Instructors that are transformational leaders in their classroom are not always advocates of educational change Organizational vs individual change management
- 27. In Oct 2010 We have moved forward…..
- 28. Provincial Instructor DiplomaProgram Program Values: Map: Version 1 Entry Requirements Intended Roles Intended Learning Outcomes 1. Design, deliver and evaluate adult learning and teaching on a continuum of instructional approaches. 2. Create positive and engaging learning environments that promote respect for the diversity of learners. 3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning. 4. Communicate effectively and work collaboratively in the workplace and in the community. 5. Act in an ethical and professional manner when working in an adult education setting. 6. Develop professionally in response to trends in one’s field of practice and in adult education. 7. Become a reflective practitioner. - Educator/Inst ructor - Industry Trainer - Community Leader - Industry/ Educational Consultant - Facilitator - Administrator - Program Advisor -Career goals upon completion of program. - Evidence of subject matter expertise 3200: Foundations of Adult Education 3 CR 3207: Capstone Project Capstone assessment 3202: Delivery of Instruction 3CR 3204: Media Enhanced Learning 3 CR 3201: Curriculum Development 3 CR 3203: Evaluation of Learning 3 CR 3205: instructional Strategies 3 CR 3206: Professional Practice 3CR 3215: Facilitation of Learning I 3CR 3216: Facilitation of Learning II 3CR
Editor's Notes
- #2 The Provincial Instructor Diploma (PID) program has a long history. It has been the main program for training college instructors within the province of British Columbia for 35 years (including the initial years, when it was offered through UBC). For the first time in 25 years since it has been offered by VCC, the programs is going through a major re-design. In this presentation the Department Head and the Dean of the area will talk about the lessons learned about in transformative and transactional leadership during the change.
- #14 With out course, can’t create a new business model
- #19 Most curriculum efforts over the past 50 years gave been deeply rooted in behaviorist psychology, Sputnk 1957 given money to Benjamin Bloom to develop the Taxonomy of Educational objectives. This influence still remains in educational systems and the way we design instruction. There is some value on taxonomy, hierarchy within the domains of learning. Reminds us that knowledge (lowest level) has little to do with construction of meaning and understanding).
- #24 Context/leadership
- #27 Acknowledge Susie Findlay essay- Transformational & Transactional Leadership