PROFESSIONAL DEVELOPMENT PLAN

CONSTITUENCIES TO BE SERVED

This plan assumes that all employee constituencies will be served but places an emphasis upon full-time employees and adjunct faculty in the early years, with student workers and short term temporary workers being served more fully in later years of implementation. Professional development interests and needs vary slightly among each of the main three constituencies.

For classified and support staff, professional development focuses upon the enhancement, improvement and upgrading of job skills ( including personal and professional skill enhancement), training to keep current in the technological tools needed in their job, and career development as they desire to prepare for positions of increasing responsibility within the organization or beyond it.

For faculty (both full-time and part-time), professional development focuses upon the facilitation of personal and professional growth related to the improvement of teaching effectiveness and student learning; the acquisition and enhancement of classroom skills, knowledge and techniques; and the expansion of interests related to academic pursuits inside and outside of one's discipline.

For supervisory staff at all levels within the College, professional development focuses upon the administration and/or management of the institution, including personal and professional growth, improvement in decision-making, communication, planning, and measuring for institutional outcomes and other practical aspects of management.

As a result of focus groups with various CCBC employees, the following programming characteristics are valued across these constituencies.

• Mentally stimulating and interesting, creative and imaginative, highly interactive, motivational and focused upon problem-solving with dynamic presenters/facilitators
• Timely, job-related, practical and well organized in its content and focused upon skill-development
  
• Clear in its purpose, with well-defined objectives and assessment of desired outcomes
  
• Structured to be a progression of skill development with various entry points (beginner, intermediate, advanced)
  
• Designed to utilize and develop the expertise available within the College, supplemented by outside speakers when necessary
  
• Offered conveniently, in a non-intimidating manner and respectful atmosphere conducive to learning
  
• Well supported with institutional resources of time, expenditures and supervisor- facilitated attendance and involvement
  

• Results oriented with follow-up activities, handouts, support systems in place and evaluation credit, rewards or payoffs for participation  

Next Page in Plan