Page 83 - International Journal of Process Educaiton (Special Issue)

Figure 2 Key Performance Areas in the Pacific Crest Professional Development Program

Assessor Focuses on the assessee’s needs; collaboratively designs an assessment process; stays focused on
the chosen design through careful observation; analyzes the data for meaning; uses interactive feedback to solidify
strengths; offers clear action plans; shares insights to produce significant understanding without being judgmental.

Collaborator Values the synergy of relationships and teams; plays a variety of roles effectively while helping others
perform their roles effectively; compromises self for the betterment of all.

Designer Clearly defines desired results; creates precise dimensional learning outcomes; defines the activities and
processes used to produce the results; identifies ways to embed assessment in order to increase quality; produces
an evaluation system to assure desired results.

Evaluator Knows where value is essential; designs the appropriate times for determining whether or not value is
being produced by setting clear expectations and standards; uses unbiased judgments to reward performance.

Facilitator Inventories and monitors collective needs; helps synthesize a clear set of outcomes; focuses on process
rather than content; shares ownership in making decisions; and constantly strives for improved quality by strengthening
the process.

Innovator Is willing to take the risk of trying new perspectives, approaches, and ways of working in order to improve
educational outcomes; not only accepts that willingness to change is a key component of growth, but also embraces the
idea that creativity and experimentation are positive attributes for both learners and educators.

Leader Cultivates a clear vision of a desired future and ably shares through understandable stories; develops plans
others can follow and models behavior for others while conveying belief in their ability and helping them succeed in
realizing this vision.

Learner Constantly seeks additional knowledge by systematically using professional development plans; leverages
experts and resources; assesses his or her own learning performance; and validates his or her own learning.

Measurer Identifies critical qualities; creates performance criteria; identifies best items to measure; effectively times
when and how to measure with appropriate accuracy and precision.

Mentor Enters into a defined relationship with respect for the potential of the mentee; plays the role of coach and
advisor by helping establish the mentee’s personal goals; identifies activities and means to grow performance to
achieve the desired results within a specific time period.

Planner Identifies the people, resources, and organizational studies required to produce desired outcomes; aligns re-
sources to support activities in pursuit of chosen outcomes; understands the importance of sequencing and timelines;
appreciates the nature of explicit milestones and measurements.

Problem Solver Ably identifies and defines problems frequently not seen by others; identifies issues and clarifies
assumptions necessary to solve the problem; and effectively closes the gap between expectations and reality by
using previous solutions to build upon past successes.

Researcher Identifies and states quality research questions by operating from a consistent inquiry mindset; uses
appropriate methods; effectively articulates findings to a community of scholars.

Teacher Uses a learner-centered approach to help learners prepare learning plans; cultivates productive learning
communities; bonds with learners; and helps learners meet their intended outcomes through the use of embedded
assessment.

one of the 10 most popular institutes. As with the program Crest, 2007). That changed with work on the current edi-
design document, the course design document for the tion of the Faculty Guidebook. Based on the model of
Teaching Institute is available online: http://www.pcrest. the Compass of Higher Education (see the Culture of
com/program/CD_TI.pdf (Pacific Crest, 2008b). Success section), the 4th edition of the Faculty Guide-
book was organized into sections representing the roles
Organization of the Professional Development viewed as primary for educators in an enriched learning
Program environment (see Figure 4).

Prior to program design work, available institutes had Because professional development institutes continually
been organized into six general areas of performance: push the scholarship of Process Education even as PE
teaching, instructional design, student success, technol- scholarship enriches available institutes (as well leading
ogy, assessment, and institutional effectiveness (Pacific to new institutes and workshops), the institutes offered by

International Journal of Process Education (February 2016, Volume 8 Issue 1) 81