New Faculty: Full-Time and Part-Time Presentation
Faculty who are new to MATC will participate in FQAS in these ways: onboarding, professional development, mentoring, and evaluation.
All new employees at MATC participate in a year-long onboarding experience. The onboarding checklist that you see in NeoGov has been customized for faculty. In addition, new faculty are encouraged to attend Faculty Orientation. This is held every January and August. If you miss the orientation held during the semester in which you started, you can attend the next orientation.
Faculty Development Program for New Teachers
All faculty who are new to MATC complete this program. It consists of five courses, ZERD 100-103, that are taken sequentially. Full-time faculty have three years to complete the program. Part-time faculty have five years. The courses are designed to develop faculty from an introductory to an advanced level of competence.
The courses are these:
ZERD 100 Peer Support: Introduction to Teaching at MATC
Peer Support introduces and models research-based teaching best practices and prepares participants for teaching at MATC. Participants learn the basics of navigating MATC systems, digital communication, classroom management, teaching methods and assessments, and the basic neuroscience of teaching and learning. Participants are paired with an experienced instructor who has been trained in peer mentoring. This relationship and the course offer new instructors a safe place in which to learn about MATC, to ask questions about the college and about teaching, as well as to share successes and challenges from the classroom. Additionally, the seminar will introduce new faculty to the basic elements of Blackboard, the learning management system used at MATC. Participants will begin developing their Faculty Development for New Teachers portfolios.
ZERD 101 Understanding Classroom Environments
This course examines several factors that contribute to an effective classroom environment at MATC. These include understanding the adult learner, promoting a culture of student success, respecting diversity, and developing appropriate teaching strategies. In addition, participants examine how their own behaviors and mindset impact the classroom environment. Participants continue to add to their Faculty Development for New Teachers portfolios.
ZERD 102 Instructional Planning
This course guides participants through creation and implementation of complete learning plans. These learning plans include course calendar planning, instructional activities, and assessments. These instructional elements are also aligned with classroom management strategies. Participants will identify competencies and learning objectives. Based on these, they will develop lesson plans, teaching methodologies, rubrics, and formative and summative assessment strategies. Participants continue to add to their Faculty Development for New Teachers portfolios.
ZERD 103 Course Design
In this course, participants build and document a course from the ground up using an instructional design system. The students use their knowledge of instructional methodologies, assessment and planning to create and document an effective course. The emphasis is on aligning the components of instruction into a coherent and comprehensive plan. Participants continue to add to their Faculty Development for New Teachers portfolios.
You will be paired with a trained mentor in ZERD 100/Peer Support. This person will provide faculty support, physical direction, employee guidance, opportunities to observe best practices and discuss strategies for student / classroom management. Over the course of the semester, you will meet frequently with your mentor. He or she will be a sounding board for your new ideas. They will help answer questions that may arise and will help guide your work on your Peer Support portfolio.
In addition, if you choose to teach online, you will be paired with an experienced online teacher who will mentor you through your first semester of online teaching. Prior to your first assignment teaching online you need to complete the course Preparation for Online Teaching (ZERD 011).
The college takes a developmental approach to the evaluation of faculty. The goal of all measures of effectiveness is to provide faculty with feedback that will lead to growth and development of his or her teaching practice.
New faculty are coached and evaluated by their Associate Deans. More Details to come.
In addition, every semester your students will receive a standardized course evaluation of your courses to complete. Students receive these surveys through their MATC gmail, and there is a link to the survey in Blackboard for each course. Encourage your students to complete the surveys. This is one important way that we let students know their voices are valued.