Year 1 Panel Training
Teaching and Learning Academy

Year-1 ILP Review Panel Meeting

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This presentation will help you understand the criteria used to assess an Individualized Learning Plan (ILP). Panel members need to understand the directions candidates receive for developing their ILPs.   In each section, you will read the directions candidates receive and the criteria statements from the Year-1 Report Form.

In addition to the written ILP, candidates are required to discuss their understanding of the Essential Competencies of a Valencia Educator and answer questions about their FLOs, philosophy, and Context.   Panels should follow the agenda provided by the TLA.   The candidate provides only the written ILP; no other portfolio artifacts are required at this time. The majority of the ILP the panel will review and provide comments or recommendations for improvements.   Only the FLO statements and the candidate's understanding of the Essential Competencies are assessed for achievement level.

Year-1 Review: The Individualized Learning Plan At-A-Glance

Candidate Explains

Panelists Verify (yes or no) and offer suggestions

Panelists Assess

Effective Written Reports

Report Schedule

 

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.  

 

 

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

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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.  

 

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").

 

 

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).

 

 Show activity 

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):

 

Effective Presentation of the Entire ILP

In the Year-1 ILP Review Panel Meeting, the panel will identify the Effective Presentation of the Entire ILP as exemplary, acceptable or incomplete/not yet acceptable. The criteria statement for determining if the overall FLO is acceptable includes the following: The ILP is written clearly and coherently; presented & edited professionally. To be marked as exemplary the ILP should also be a polished presentation.

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Oral Discussion of the Essential Competencies

Candidates will explain their understanding of each Essential Competency in general terms and give examples from their practices and/or their FLO ideas. Since candidates may have only conceptualized and not begun to implement their FLOs at the end of Y-1, they may not be able to provide specific examples from their FLOs. Candidates should be able to describe how they plan to add depth and specificity to their understanding of the Essential Competencies as they work on their FLOs and complete their portfolios.

On the Panel Report Form, the panel will evaluate the candidate's comprehension-level understanding of the Essential Competancies as exemplary, acceptable or not yet acceptable. The criteria used to evaluate the candidate's understanding includes the following:

Exemplary:

Candidate has gained comprehension-level understanding of the Essential Competency and can relate this understanding to classroom / professional practice.

Acceptable:

Candidate has gained comprehension-level understanding of the Essential Competency.

Not Yet Acceptable:

Candidate has not yet gained comprehension-level understanding of the Essential Competency.