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Knowing what our institutional priorities ARE (honestly we could all use this)

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Knowing what our institutional priorities ARE (honestly we could all use this)

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Knowledge of the priorities and implications at program level

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Proper understanding of data/ data literacy 

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Proper understanding of data/ data literacy 

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accepting the data and acknowledging if there is any gap where actions can be taken; also looking for qualitative data/information/feedback from students before planning/taking any action

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What happens if the goals are not attained (for whatever reason)?

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Be able to choose which priorities best align/connect to the work they are doing in their program.

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Do faculty know how to properly interpret their data into hypotheses around their teaching practices?

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Is success meaning goal attainment, or reflection on the progress made and what was learned from it?

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CSP and asset-based pedagogies, analyses of what deficit thinking looks like and how to interrupt it, “archaeology of self” (Sealey-Ruiz), how to interpret and contextualize institutional data, knowledge of relevant qualitative research

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Know the priorities, choose which priorities are connected to their work, know which helpful resources are available

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Know the priorities, choose which priorities are connected to their work, know which helpful resources are available

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Need to be able to break down into steps, with thoughts of the timeline and actions to go into it. E.g. if I'm a team of one, is it reasonable to do x in ALL of my courses (while perhaps doing 2 other goals, plus other duties)

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It is important that faculty understand the reasons WHY their data might look the way it does. What are the historical and systemic impacts that might be contributing to the outcomes? Do they know how they could be responsible for contributing to the outcomes? And how to interrupt them.

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Understanding agency. focus on what they can change in their own classrooms to increase student success, engagement, belonging etc.

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Understanding agency. focus on what they can change in their own classrooms to increase student success, engagement, belonging etc.

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Use the data as a guidepost and accept it as a standard measure being used across all programs.

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Understanding instructional design at program and course level to backward design needed steps, set benchmarks, reflective formative assessments and needed revisions

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Understanding of the thought process behind certain institutional priorities. Why did we move to multiple measures, why is it beneficial for their students?

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Work backwards to design steps at program and course levels, alignment, reflect on and assess progress with benchmarks, clarity of focus over time

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5 year goal vs Annual check-ins with PM/QI

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5 year goal vs Annual check-ins with PM/QI

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What does this 5 year goal look like in achievable increments? How do we help create a roadmap around what makes a goal the correct intensity.

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Having a deeper understanding of the 'why' behind Program Review. 

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Having a deeper understanding of the 'why' behind Program Review. 

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Developing a stronger Culture of Continuous Improvement

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Developing a broader culture of continuous improvement at the College, and the attitudes and skills needed to think in a continuous improvement mindset.

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Developing a broader culture of continuous improvement at the College, and the attitudes and skills needed to think in a continuous improvement mindset.

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Understanding how teaching practices (in their scope of influence) contribute to good outcomes vs contribute to poorer outcomes (thinking CSP and asset based teaching)