The Flexible Calendar Pilot Program at Saddleback College.

Autor/in	Lavrakas, Lefteris
Titel	The Flexible Calendar Pilot Program at Saddleback College.
Quelle	(1980), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Faculty; Community Colleges; Curriculum Development; Educational Planning; Faculty Development; Inservice Teacher Education; Participant Satisfaction; Pilot Projects; Program Evaluation; Released Time; School Schedules; Teacher Attitudes; Teacher Developed Materials; Teacher Workshops; Travel; Two Year Colleges + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsplanung; Lehrerfortbildung; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Arbeitsfreistellung; Schulzeiteinteilung; Lehrerverhalten; Travelling; Reisen; Reise
Abstract	In response to faculty demands for time to update professional skills, the California Legislature inaugurated a Flexible Calendar Pilot Program allowing six community colleges--including Saddleback College (SC) in Mission Viejo--to utilize up to 15 days of non-instructional or released time on planning and professional development activities. Since the program's inception in 1976, SC faculty have engaged in a number of workshops, seminars, and individual activities aimed at updating courses, developing instructional materials, exploring alternative instructional methods, and broadening professional contacts. In addition, many faculty members have combined "calendar" time with vacation or travel time to supplement their research through visits to distant locations. These activities, conducted as a separate, highly visible program under the coordination of a staff development administrator, have strengthened the sense of professional autonomy among faculty members and have increased their role in making critical institutional decisions. While a statewide program evaluation indicated that most faculty members preferred to engage in individual professional development activities, over 80% of the faculty members accepted the program as a permanent part of the academic structure, and their participation has increased over time. Thus, the program has proven a powerful tool for individual and organizational growth. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC