Faculty Learning Outcomes

The directions given to the candidate include the following:

Faculty Learning Outcome, in terms of a tenure candidate's ILP, is a statement of what you should learn and be able to do to improve student learning during your tenure-track process. FLO statements articulate the major goals that you defined, in collaboration with your dean. The FLO statement answers "What does the tenure candidate need to learn at this point in the development of his or her practice?" The FLO should be compatible with division needs. The FLO statement must be learning-centered, assessable, specific to the individual, and related to the Essential Competencies. It must also be demonstrable in a product or performance that can be judged according to explicit criteria. Clearly stated FLO statements should be understandable to colleagues across disciplines. The description of the FLO is expressed in one sentence. Three Faculty Learning Outcomes are recommended; however, in some cases two are sufficient.

Guidelines for Assessing the Faculty Learning Outcomes

The Year-1 ILP Review Panel Report form identifies the criteria to guide the panel's comments and recommendations for improvements.   Before assessing each Faculty Learning Outcome, the panel will answer the following questions:

 

These questions will help the panel evaluate each FLO as acceptable or incomplete/not yet acceptable.   The panel may mark "no" on some questions, but still assess the FLO as acceptable.   Panelists may have suggestions for the candidate's FLO, but still assess the FLO as acceptable.   If the panel marks a FLO as incomplete/not yet acceptable, the candidate is required to make the changes and resubmit the ILP to his/her dean for approval before continuing with his/her portfolio process (see below under the heading "Evaluation of FLO's for Achievement Level").

 

 

Value: 1

If the panel marks 'no' and/or provides comments in the Guidlines for Assessing the Faculty Learning Outcome, the FLO should be "not yet acceptable".

 
 

The faculty learning outcome is written in one sentence and measures only one result. Panelists should be careful in asking faculty members to be too specific in the type of learning activities they choose.   Many candidates are still researching activities and learning what will work best in their disciplines and teaching style.   Once the FLO is marked acceptable by the panel, candidates are locked into that FLO (unless changes are approved by the panel).

 

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Evaluation of FLO's for Achievement Level

In the Year-1 ILP Review Panel Meeting, the panel will identify each of the FLOs as acceptable or incomplete/not yet acceptable. The criteria statement for determining if the overall FLO is acceptable is the following: FLO is clear, assessable, relates to teaching & learning and needs assessment.

If an FLO is marked 'not yet acceptable', the candidate is not able to move forward with his/her FLO. Once the candidate receives the completed Year-1 ILP Review Panel Report, he/she will have two weeks to make the appropriate changes and resubmit to the dean. The dean will approve or suggest additional changes for the candidate to make, and forward to the other panel members.

If an FLO is marked 'acceptable' but recommendations for improvements are made, the candidate is allowed to proceed with his/her FLO. The candidate will be instructed by the panel and TLA facilitator to make all changes suggested by the panel before proceeding.

 

Feedback on the FLO

Essential Competencies:

The directions given to the candidate include the following:

List the Essential Competencies and Indicators you plan on demonstrating in the FLO. Explain how each Competency will be addressed in the FLO by identifying the indicator(s) for each Essential Competency listed. See the indicator worksheet.

 

On the Panel Report Form, the panel will provide feedback based on the following criteria: Are the applicable Essential Competencies identified?

 

 Conditions:

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The directions given to the candidate include the following:

Explain how you will limit or narrow the scope of your FLO (i.e., for a course, unit, lesson, etc.). Include course and/or unit and time line for implementation and completion.)

 

On the Panel Report Form, the panel will provide feedback based on the following criteria: Are the conditions identified?   Examples of conditions that provide focus to the FLOs include the following:

 

Products of Learning:

The directions given to the candidate include the following:

What evidence of learning will you produce to demonstrate achievement in your FLO? Examples: learning unit(s), rubric(s), elsson/unit plan(s), conference presentation(s), Valencia presentation(s), scholarly publication(s), plan for Action Research Project, professional certification(s), formative and summative assessment instruments, course design(s).

 

On the Panel Report Form, the panel will provide feedback based on the following criteria: Are the products/evidence of learning identified? Examples of products and/or performances that reflect evidence of learning (candidate learning in terms of student learning):   

 

Professional Development:

TLA_logo.png On the Panel Report Form the panel will provide feedback based on the following criteria: Are the professional development efforts/plans described? Examples of the professional development plans that should be addressed in the ILP include the following:

 

Research Question

The directions given to the candidate include the following:

The research question must be included here and should be polished and clearly align with the FLO. You may have more than one research question. The following prompts can help you identify the question that will be the basis for your Action Research Project. Answer the questions that are relevant to your project as a way to focus your ideas. Remember, action research questions are about what you are doing, not what other people are doing.

 

Depending on the FLO identified in the Action Research Plan, the candidate may have more than one research question. The panel will only be providing strengths and/or recommendations for improvements rather than evaluating for an achievement level. The Year-1 ILP Review Panel Report form identifies the following criteria to provide feedback on the Research Question (s):