Candidate's Context

The Candidate's Context is discussed during the Year 1-ILP Review Meeting. Panelists will provide comments and recommendations for improvements. It is not until the year two meeting that the panel will mark the philosophy as exemplary, acceptable, or not yet acceptable.  

 

 

Value: 1

In the year one meeting the panel should mark achievement level (exemplary/acceptable/not yet acceptable) for which of the following candidate's context?

 
 
 
 
 
 

Educational & Professional Background

The directions given to the candidate include the following:

This is a brief resume that merely highlights your professional background. The purpose is for your panelists to recognize your accomplishment at Valencia outside your ILP work. This is not an extensive resume. This is part of the written ILP and is not evaluated by your panel.

 

On the Panel Report Form, the panel will provide feedback based on the following information: Does the Candidate's Context offer insight into the relevant educational & professional background (not as an extensive resume)?

 

Candidate's Workload Context

The directions given to the candidate include the following:

Explain your workload. Try to be as specific as possible. If you are a professor, mention the number and types of classes (preparations) that you have, as well as any lab or clinical work you do. If you are a program coordinator, mention that here. Librarians and counselors should explain the particular work they are doing and will be expected to do. Describe any other professional duties that you have as part of your work at Valencia, including your participation in TLA activities.

 

On the Panel Report Form, the panel will provide feedback based on the following information: Does the Candidate's Context include course titles, preps, labs, clinicals, coordinator positions, etc.

 

The panel should have a clear picture of the candidate's workload to help identify if the faculty learning outcomes are reasonable to fit within the candidate's schedule. Clarification of preparations, student engagement hours, and department requirements may be suggested if it is not clear.

 

Candidate's Professional Strengths

The directions given to the candidate include the following:

Describe what you consider to be your strengths as an instructor, counselor or librarian. Describe in broad terms the skills, abilities & experiences you bring to your position.

 

On the Panel Report Form, the panel will provide feedback based on the following criteria: Candidate describes in broad terms the skills, abilities & experiences brought to the position.

  

Candidate's Professional Philosophy

philosophy.gif

The directions given to the candidate include the following:

The professional philosophy describes how and why you conduct your professional practice. It should overtly influence your course products, such as syllabi, policies, and daily lessons, and it should be unique to you and your field/discipline. More specifically, the philosophy provides concrete examples reflecting your role (teacher, librarian, or counselor), the role of your students, your instructional strategies, and your assessment methods. The FLO's in your ILP should be reflected in the Philosophy statement.

 

On the Panel Report Form, the panel will provide feedback based on the following criteria:   In 1-2 pages, candidate explains "how do I conduct my professional practice," and "why do I choose that way." Examples to illustrate how the candidate's philosophy is reflected in his/her practice are provided.

 

At this meeting, the panel will offer suggestions for improvements. The goal is to help the candidate work toward an acceptable/exemplary philosophy in the year two meeting.   By the year two meeting, the philosophy should be insightful, clearly written, and support teaching and learning.   In the same way, the portfolio work should align with aspects of the philosophy.