This guide covers the rationale and development of the Faculty Development Plan and Proposal.
Faculty Development Plan
Guidelines for Writing a Faculty Development Plan
When writing a Faculty Development Plan the faculty member should keep in mind the guidelines used the committee in screening proposed plans:
- There should be an adequate description of the means by which each goal will be accomplished.
- Goals should appear to be attainable within the prescribed period of time.
- There should be a clear statement of the evidence that will be produced for evaluating the extent of attainment of each goal.
- Each goal should reflect a contribution to one or more of the following priorities:
- Strengthening Marywood University as an institution for Christian higher/her education
- Developing students
- Developing disciplinary or interdisciplinary scholarship
- Purely personal objectives are a valuable part of individual growth and are appropriate for inclusion in an individual plan, but as a matter of propriety may not reflective of the faculty activity report.
- There must be a direct relationship between the faculty activity report and the individual’s plan.
Instructions for Preparing a Faculty Development Plan
A faculty member should design his/her plan for personal and professional growth on the basis of the general statement of long-range projections. Plans remain in effect for three years and need to be renewed, revised and discussed with his/her chair and dean.
Begin with a cover sheet that includes your name, department, and the time period for which the current plan is being designed (not to exceed three years).
- Scope of the Plan in Relation to the Faculty Activity Report
The purpose of your Faculty Development plan is to give direction and coherence to your personal and professional development over a long-range period, typically three years).
- Individual Plan for Growth
The basic components of your growth plan will consist of your statement of personal goals, means of accomplishing these goals, and means for assessing the extent and quality of goal accomplishment.
You may design as many goals as you judge to be attainable within the time frame of your plan. Some of your goals may be simple in the sense that you specify only one means for accomplishment and one means for assessment. The outline for stating such goals should be as follows:
Means of Accomplishment (1)
Means of Assessment (1)
Means of Accomplishment (2)
Means of Assessment (2)
Means of Accomplishment (3), etc.
Goal B, etc.
Whether your goals are simple or complex, the instructions for each of the categories listed above are as follows:
- Goal Statement
State a particular goal that you wish to accomplish in this period of development. Avoid vagueness and generalities. A well-stated goal is specific enough to suggest means for accomplishment. A goal should also be measurable in the sense that it suggests means and criteria for assessing the extent and quality of accomplishment. For example, the goal “to excel in teaching” is too vague and general to suggest either means for accomplishment or means for assessing accomplishment. In contrast, the following variation of this goal is an improvement:
“To ascertain student and colleague opinion on the effectiveness of my teaching in introductory courses in Mathematics”
Obviously the example above is not as global as the originally conceived goal. It can be seen as a first step in implementing the desire for excellence in teaching. It is specific enough to suggest means for accomplishment and means for assessing accomplishment. Furthermore, once accomplished, this goal provides the basis for additional goals that can be part of a later development plan.
- Means of Accomplishment
Describe the step or steps that you will take during the time period to accomplish your stated goal. Be as specific as possible. For example, relative to the above goal on ascertaining teaching effectiveness, the means of accomplishment should not merely be a paraphrasing of the goal statement. Rather, it should indicate a clear procedure as follows:
Note that the third means of accomplishment provides a possible transition between the present goal and a future goal of initiating corrective measures.
- Means of Accomplishment (1)
At the completion of my 2008 courses in Countless Numbers (MATH 101) and A Baker’s Dozen and Other Math Anomalies (MATH 450), all students will be asked to complete the university’s course evaluation form.
- Means of Accomplishment (2)
Dr. Louis Skolnick of the math department will be asked to sit in on three consecutive sessions of both MATH 101 and MATH 450. He will also be asked to complete a written statement on observed strengths and weaknesses.
- Means of Accomplishment (3)
After discussion with Dr. Skolnick relative to student opinions as well his observations of my teaching effectiveness, I will prepare a written statement describing the areas where I now see the need for improvement, with an indication of possible corrective measures in areas of weakness.
- Means of Assessment
For each step under “Means of Accomplishment” indicate:
- the means you will use to measure your progress toward accomplishing your goal,
- the colleagues who will assist you in this process,
- the feedback that will help to assure the committee that the funding received through Faculty Development was a factor contributing to you professional growth.
The above instructions for writing goal statements, means of accomplishment, and means of assessment should be used for each goal in your development plan.
- Signature of Chairperson
The chairperson’s signature should appear with yours at the end of the plan indicating that the faculty member’s stated goals are consonant with those of the department.
** Faculty Plans must be updated every three years and utilized in his/her Faculty Activity Report.