Probationary Faculty

Faculty who have completed some of the ZCERT certification courses will be transitioning into FQAS depending on how many ZCERT courses you have taken.  To remind yourself how many of these courses you have completed, log into INFOnline and go into the Employee section. Then, select Certification Summary.

  • Faculty who have completed zero to two of the ZCERT courses are advised to transition into the Faculty Development Program for New Teachers, courses ZERD 100-103.  If you have completed Peer Support (previously ZERD 027), you will not take ZERD 100, which is based on Peer Support. Instead, take COMPSW 197 Introduction to Bb, if you have not. COMPSW 197 is now built into ZERD 100. If you have taken both Peer Support and COMPSW 197, you will join the Faculty Development Program for New Teachers with ZERD 101, offered this summer and/or fall.
  • Those of you have completed three or more ZCERT courses are encouraged to complete the remaining courses. MATC will continue to offer them through spring semester of 2018.

Faculty Development Program for New Teachers

If you are moving into the Faculty Development Program for New Teachers, 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 to complete. 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.

Mentoring

If you take ZERD 100 Peer Support, you will be paired with a trained mentor.  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.

Evaluation

Provisional FT faculty are coached and evaluated by their Associate Deans for [blank] years. They then transition into Peer Coaching. Provisional PT faculty are coached and evaluated by their Associate Deans.

 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 they let students know that their voices are valued.

 

2 thoughts on “Probationary Faculty

    • Kevin, Brandy and I are checking with Lisa Conley for an electronic copy of the peer coaching handbook once I get it I can add it to the peer coaching webpage and remove any old content pertaining to peer coaching.

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