introduction to the CFS PROCESS

F A C U LT Y C O N V E R S A T I O N S E R I E S B O O K S E V E N introduction to the CFS PROCESS

The purpose of the CFS process is to orient and acclimatize new faculty at BYU-Idaho to give them access to rich resources during the early years of their career here and to determine how their strengths and talents can best be used by the university for the benefit of the students. This program offers instructors who are new to BYU-Idaho significant access to the time and experience of more veteran members of the BYU-Idaho community as they pursue self-determined professional development goals. CFS not only assists the candidate in his or her professional development but also provides assessments that are used to offer candidates individualized resources and development opportunities should the need arise.

professionalism requires PEER REVIEW throughout our entire career Key to the CFS program is the collection and discussion of data about our instructional efforts. The process provides candidates with relevant data that can help guide them in their ongoing improvement efforts as a reflective professional. Reflection on the part of the CFS candidate then leads to modifications in the self-determined professional development plan. A successful CFS process should provide the candidate all of the support, feedback, guidance and opportunities for development necessary to fully integrate them as instructors at BYU-Idaho and ensure their success in their work with students. The program is intended primarily to support self-defined professional development. It is not conceived primarily as an evaluation or a remediation program If, however, in the course of the process, remediation becomes necessary or advisable, the pre-cfs candidates will be transferred from the standard CFS process to a more intense, customized process of data collection and skill development.

the cfs committee acts as a support network DESCRIPTION OF CFS Write your own thoughts within the sidebars, or consider the questions provided. The CFS process is a three-year (nine semester) process in which the candidate is mentored by members of the CFS committee and assessed by the mentor and the chair. The committee is comprised of the CFS candidate, the department chair, a mentor from within the department chosen by the department chair, and two other faculty members from within the college chosen by the department chair in consultation with the dean. The CFS process is built around a personal professional development plan that the candidate develops in conjunction with their mentor and department chair. The committee members then act as a support and resource network to help the candidate achieve the goals articulated in the development plan. cfs is principally to help IMPROVE SKILLS not to prove them The mentor, with the help of the committee members, takes the major role in advising and providing feedback to the candidate. The documentation generated by the process is gathered into a CFS binder which is maintained by the department office. This includes data collected from some of the classroom observations, materials generated by the candidate, comments from the mentor and broader observations from the department chair summarizing course evaluations and campus citizenship. Once a year, this documentation is reviewed and acts as the basis for drafting a status letter. The yearly status letter is co-written by the department chair and dean and is addressed to the academic administration. The letter notes the candidate s progress and any concerns. This letter is copied for the candidate in order to maintain the transparency of the process. At the end of three years, the yearly status letters along with other information in the candidate s binder will be used by academic administration in making a final CFS determination. DESCRIPTION OF CFS 4 CONTINUING FACULTY STATUS

observations and materials audits offer an EXTRA SET OF EYES that might see what we miss YEARLY STATUS LETTERS The following is a list of questions that should be addressed in the yearly status letter by the chair and dean. Writing this letter should not be delegated. What have been the experience and the findings of the CFS committee as they have observed and worked with the CFS candidate? (The chair should draw on the summary reports from the mentor to address this question.) What are general trends in the student evaluations and how are issues being addressed in the professional development plan? (The chair should not report specifics of the student evaluations, but only trends.) What discussions and outcomes emerged from the one-on-one interview between the CFS candidate and the chair regarding the candidate's year and plans for the coming year? (This assumes, of course, that this meeting has taken place as a prerequisite to writing the status letter.) Both strengths and weaknesses of the CFS candidate should be noted in this letter as well as plans for addressing weaknesses. The letter should conclude with a recommendation that the candidate be assigned one of the following CFS status designations: Green no issues or concerns Yellow specific issues or concerns that need to be addressed in the course of regular CFS development or with the help of an individualized remediation plan in the case of a second yellow or a yellow in the third year Red serious issues or concerns warranting intervention or remediation BRIGHAM YOUNG UNIVERSITY IDAHO 5 YEARLY STATUS LETTERS

BYU-IDAHO CONTINUING FACULTY STATUS (CFS) HELP IMPROVE YOUR SKILLS, NOT MAKE YOU PROVE THEM SUMMARY The CFS process is intended to be an experience rich in resources and developmental opportunities for new faculty. A committee of peers provides mentoring and support to the CFS candidate for their first 3 years on campus. This support is fundamentally coaching in nature. Data collected during the process is largely for the benefit of the faculty member themselves for use in reflection and in modifying their professional development plan. There is an evaluative component to the process as well. The mentor and the epartment chair collect information on instructional and course design skills that is summarized in yearly status letters. If difficultes surface during this process, candidates are given individualized support and training. In most cases, successful completion of the process will lead to Continuing Faculty Status being awarded at the end of the 3 years unless difficultes have arisen that could not be resolved. TIMELINE DEPARTMENT CHAIR MENTOR COMMITTEE MEMBER #1 COMMITTEE MEMBER #2 CANDIDATE SEMESTERS 1 ST 2 ND 3 RD 1 ST 2 ND 3 RD 1 ST 2 ND 3 RD START YEAR 1 YEAR 2 YEAR 3 END (1 year = 3 semesters) CFS TRAINING MEETING KEY EACH SEMESTER Material Audit ANNUALLY Status Letter CFS AWARDED or If extra help is needed, process may continue

Formal Classroom Observation Informal Classroom Observation Candidate Observes Classroom Develop Faculty Professional Development Plan & Education Philosophy Statement (as needed) ROLES DEAN - Annually make additions or changes to status letter - Ensure accuracy & transparency of informtaion to candidate - Identify issues early on - 3rd year present binder to Academic office MENTOR (Advisor) - Provide feedback - Set up classroom observations & material audits - Email department chair trends & pertinent themes - Help Develop materials for CFS notebook & observe class CANDIDATE - Work with mentor & department chair to create & mantain current Faculty Professional Development Plan and a Philosophy of Education Statement - Observe committee members class & open own class - Discuss course materials with committee member Interview with Dean Interview with Chair for the Faculty Professional Development plan FORMAL DEPARTMENT CHAIR - Keeps collected data in a binder for record - Appoint mentor & start process on 1st day - 1st semester assign easier course to improve teaching - Assign course with functional teaching group - Commit members to attend initial CFS training meeting MENTOR INFORMAL CANDIDATE COMMITTEE MEMBER (Coach) - Each semester visit candidates class & invite to own class - Audit syllabus, I-learn site and lesson plans - Document using process & forms provided in binder - Share information with mentor & candidate

MATERIALS AUDIT The purpose of the material audits is for a more seasoned faculty member to be able to give some coaching or helpful feedback to a newer faculty member about such things as syllabus design, I-Learn course layout, creation of test questions, or any other materials that have been created for a particular course. The most benefit is probably derived, however, from looking at formal, written lesson plans for a class and discussing the pedagogical assumptions and implications of the plan relative to student learning. MATERIALS AUDIT 8 CONTINUING FACULTY STATUS

the dean ensures all relevant information is documented CLASSROOM OBSERVATION BYU-Idaho had developed a tool that has been designed to aid in the observation of peers during instruction. This tool is divided into three parts: 1. observation and data capture, 2. data organization and categorization, and a 3. brief summary of resulting feedback. Part 1: Observation and Data Capture One of the most difficult aspects of observing another faculty member s classroom is learning how to really observe rather than assess. It is far too easy to see only what one is looking for and only what confirms one s preconceptions or one s favorite method. While exchanges of best practices between peers can be helpful, this instrument is not designed to facilitate that type of conversation. Rather, the first part of this tool is intended to capture as much raw data as possible about what happens in a classroom. The interpretive step of noting why s or causalities is delayed until the next step. The data capture is done on a note form like the one below, organized around the chronology of the class: The first column is to record the time of key transition points in the classroom experience. This helps to later be able to determine the length of various activities, the ratio of instructor-led to student-led discussion, the alignment of learning objectives to learning activities etc. The second column is for naming the transition or activity noted by the time it occurred. Often these activities correlate with the topics being studied, but it is certainly possible to have various activities and related transitions to a single topic. BRIGHAM YOUNG UNIVERSITY IDAHO 9 OBSERVATION FORM

the observer first simply records what happens classroom observations act as a MIRROR allowing reflection on our work Column three records the instructor s behavior using descriptive but not interpretive language (see the example on the following page). Column four notes those student behaviors that seem relevant or that seem to be results of the instructor-initiated action. On the far right of the columns is a line number which is used as a reference number when referring to the occurrence with which it s associated. TAKING DATA ON INSTRUCTION 10 CONTINUING FACULTY STATUS

the instructional experience is then compared to standards Part 2 : Compare Data to Standards The second part of the form reviews the data collected through the lens of general standards of good teaching. Critical to part 2 is that any interpretations made (Oh, she did that well, or I don t think that was so good ) need to reference specific examples and specific line numbers in drawing the conclusion. The feedback from this form is to be derived from specific, concrete actions that took place during the observation. It is important to maintain the connection to the observation data and not move through the comparison to standards based solely on memory or a gut feeling. BRIGHAM YOUNG UNIVERSITY IDAHO 11 COMPARING TO STANDARS

a summary report is generated to focus on key insights Part 3: Summary and Feedback Part 3 is the only part of the form that the instructor will normally see. On this part, the observer gleans from part 2 the three strongest points of instruction observed and explains, using examples from the data, why they seemed to be so powerful. The observer then shares the area where a change in instructional practice could make the most difference, and again, backs the conclusion with data or examples from parts 1 and 2 of the form. Finally, the observer summarizes several observations gleaned from the data and provides them to the instructor without comment at the bottom of the page. These include information about the times and types of participation, the number and duration of activities, the number and kinds of questions asked, etc. REPORT OUT KEY INSIGHTS 12 CONTINUING FACULTY STATUS

example of yearly letter EXAMPLE OF YEARLY STATUS LETTER BRIGHAM YOUNG UNIVERSITY IDAHO 13 EXAMPLE OF YEARLY LETTER

INDIVIDUALIZED CFS PROCESS The CFS process is intended as a developmental process. Its main purpose is to integrate a new faculty member into the BYU-Idaho community while giving her all the resources she need to meet the expectations of her job description. The kinds of data collected through the standard CFS process are not refined enough nor are the resources broad enough to act as remediation. Rather, another process exists as part of the CFS experience for the specific purpose of remediation. If, in the course of the regular CFS process, significant difficulties have surfaced, the CFS candidate will be asked to augment or replace the standard CFS process with a more individualized process. This individualized process is designed to gather more detailed data and offer more specific developmental resources than can be had in the standard process. The "red flags" that move a candidate from the more general process to the individualized plan are as follows: A red status on any status report A second yellow status on any yearly status report A yellow status in the 3rd year of the process INTERVENTION CRITERIA 14 CONTINUING FACULTY STATUS

additional individualized support is available when needed Once in the individualized process, the candidate receives a written plan created jointly with the department chair, the dean, and when appropriate, the Department of Instructional Development. The plan includes a discussion of the kind of data to be gathered and how it is to be collected. This might include direct measurements of student learning, work with the Office of Instructional Development, student focus groups or other data gathering deemed necessary. The plan will also include a specific schedule for remediation activities including milestones and expectations. Candidates who have been moved to an individualized plan during the initial nine semesters of the CFS process will continue in the regular sequence of classroom observations with their CFS committee members. In addition, the mentor and department chair may elect to review course syllabi, I-Learn courses, course outcomes, lesson plans, or other course documentation with the CFS candidate as part of the more detailed data capture and development process. Candidates extended to a fourth probationary year will no longer work with the prior CFS committee. DATA 1. Student Course Evaluations 2. Classroom Observations 3. Stewardship Reviews REGULAR CFS PROCESS (3 years) DEVELOPMENT Voluntary development activities as per the five year development plan Criteria that move the CFS process to the individualized process: Red Status Second yellow status Yellow in third year INDIVIDUALIZED CFS PROCESS (1-2 years) ADDITIONAL DATA 1. Direct measurement of student learning (pre/post testing) 2. Peer review of syllabi, lesson plans, outcomes and website 3. Classroom observations by the Office of Instructional Development 4. Student focus groups 5. Detailed self-evaluation of feedback data ADDITIONAL DEVELOPMENT Mandatory remediation/development according to an individualized development plan as agreed upon by the dean and department chair in consultation with the pre-cfs candidate and the Department of Instructional Development. BRIGHAM YOUNG UNIVERSITY IDAHO 15 DATA AND DEVELOPMENT

SUMMARY The BYU-Idaho CFS process is intended to be an experience rich in resources and developmental opportunities for new BYU-Idaho faculty. To this end, a committee of peers provides mentoring and support to the CFS candidate for his or her first three years on campus. This support is fundamentally coaching in nature. Data collected during the process is largely for the benefit of the faculty member himp R O D U C E D B Y: T H E A C A D E M I C O F F I C E B Y U I D A H O or herself for use in reflection and in modifying their professional development plan. There is an evaluative component to the process as well. The mentor and the department chair collect information on instructional and course design skills that are summarized in yearly status letters. If difficulties surface during this process, candidates are given individualized support and training. In most cases, successful completion of the process will lead to Continuing Faculty Status being awarded at the end of the three years unless difficulties have arisen that could not be resolved. www.by ui. e d u / l e arn in g - t e ac h in g