Competency-Based Staff Development: A Guide to the Implementation of Programs for Post-Secondary Occupational Personnel.
form, materials which could be useful to post-secondary staff development personnel as they plan, prepare, and implement a competency-based staff development program. The.bibliography is further seen as an aid for Oost7secondary vocational teachers in understanding competency-based education (CBE), and in locating related materials. Abstracts contained in this section have been organized into the following four sections:s contained in this section have been organized into the following four sections: 1. Competency-Based Staff Development: Instructional 'Materials, 2. Meeting the Needs of Special Groups: General References, 3. Competency-Based Education: Instructional Materials, 4. General References. An alphabetA.cal listing of all referenced _publishers and their addresses is provided at the end of thi.s section.. Process for Obtaining Documents The information on the resources for competency-based staff development programs described herein was obtained from several sources. Documents were selected from a computer search of Abstracts in Instructional Materials/Abstracts in Research Materials (AIM/ARM) and Educational Resources Information Center (ERIC). The search was further extended to include dissertations, periodicals, magazines, and special publications from the holdings of the Research Library at The National Center for Research in
Suggestions Concerning Institutional Training of New Faculty
James 0. Hammons recently joined the staff of the Center for the Study of Higher Education at Pennsylvania State University, where he will be teaching and working on staff development activities with Pennsylvania's two-year colleges. Prior to joining the Center, he was a Program Associate of the Junior and Community College Division of the National Laboratory for Higher Education in Durham, N. C. Previous to that he was Dean of the College at Burlington County College in New Jersey for four years. He holds an M.S. in College Student Personnel from Southern Illinois University and a Ph.D. from the University of Texas. one he might employ, I'm equally sure that he would also agree that there are some individuals with whom it is easier to work, and who are more receptive to change than others. In other words, the best faculty development program is no substitute for well planned recruiting procedures in which the needs of the institution are carefully defined and persons recruited who can fill those needs.' In the preface to his book Teachers for Tomorrow, Terry O'Banion states:
The Student Role of Teachers: Faculty Development in the Community College.
This monograph is concerned with the problems faced by junior colleges in serving a diverse student population and in employing a diverse faculty. In regard to these problems, suggestions made by several professionals in the junior college field for in-service faculty improvement are presented. In reviewing their suggestions for faculty development programs, the author concludes that criteria to measure the effectiveness of such programs must assess the resultant change in student learning. Criteria suggested for such assessment stress clear goals, careful planning, the extent of institutional and individual change, accurate cost accounting, and effective communication of results. Major obstacles to achieving effective programs are seen as lack of time and money, faculty apathy, lack of communication with the administration, and poor planning of programs. (RC) Pr\ U.S. DEPARTMENT°, HEALTH. EDUCATION & WELFARE r". THIS DOCUMENT HAS SEEN REPRODUCED OFFICE OF EDUCATION EXACTLY AS Pt ECENED FROM THE PERSON DR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT MIS. tiN SARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY THE STUDENT ROLE OP TEACHERS: FACULTY DEVELOPMENT IN THE COMMUNITY COLLEGE