Tuesday, February 21, 2012

Section 5: Trends and Issues in Various Settings


Rapid Prototyping-Ch.18
            The idea of rapid prototyping can be used in education any number of ways.  I have used it previously when constructing a new unit on a novel in my middle school reading class.  I did not complete the entire unit at once before I used in my classroom.  Instead, I created each individual project and paper, gave them to my students to complete, and then analyzed how the students did and surveyed how they felt about the work.  The unit goals stayed basically the same, but each assignment continually evolved and refined as each group of students gave their input on what worked and could be made better. A positive outcome was that the students took some semblance of ownership in the new unit because they had valuable input into the creation of the final product.  Using technology makes this process much easier in that written (typed) materials are easily edited and new activities can be easily found on the internet to replace those activities that did not work well in the classroom.

Full-Spectrum Diagram-Ch.19 
Here are many different examples of full spectrum taining: https://www.google.com/search?sourceid=navclient&aq=0&oq=full+spectrum+training&ie=UTF-8&rlz=1T4TSNF_enUS445US447&q=full+spectrum+training&gs_upl=0l0l1l276815lllllllllll0&aqi=g4
            In Scenario 3: Full-Spectrum Training in the textbook, I found myself thinking that it seemed that several men were not trained sufficiently in the first place.  It seems that the sergeant, RTO, and the crew chiefs should have been better trained before they were deployed on the mission.  But, I am fully aware that this is not how it happens in real life in the military or anywhere else in the normal civilian world.  Soldiers must train when and wherever they get a chance.
The RTO is very important in the flow of crucial information from the resource to the soldiers who are in need of training.  His ability to connect the men to the needed information is a priority.  As a consultant, I would suggest that the military invest in more portable, adaptable, and user-friendly training methods.  The sergeant in the scenario seems to be stuck without the materials, namely current manuals (in the scenario), needed to accomplish his job of training his men.  To train on the job, those responsible for the training need to make sure they are prepared to do the training sufficiently and thus avoiding costly human errors later in the mission.  Current, up-to-date information is essential in situations where life and death scenarios are played out on a daily basis.
In this day and age it seems like everyone has their own ‘hotspot’ on their personal iPhone. It is hard to imagine a situation where the availability of electronic access to technology does not exist.  Even if you imagine you are in the deepest part of a desert where electricity has not yet reached, technology that is able to connect anyone anywhere to military and commercial satellites is already a reality in today’s world.  The DLRC is an example of this type of on the site training.  Efficiently powering the devices that actually provide the training without the use of electricity is a problem that is soon to be no more.  With smaller, more efficient, and  portable solar power stations or pods, soldiers in the farthest reaches of deployment can still have access to training modules.

Methodologies in Staff Development Activities-Ch.21
                           thefmduffygroup.com            For Step-Up-to-Excellence, I would first introduce the basic premise of the SUTE process and lay out the various roles people play within the process.  I would then hold a staff development activity that asked the attending staff to place people that actually are connected to our district into the different roles and teams required for the SUTE process.  This placement of real people into various roles ensures that the staff doing the activity examines and comprehends what specific responsibilities for which each leader, team member, and individual role player will be held accountable and examine who in our district has the qualification to be considered an asset if functioning in that specific role.
The breakdown of the discrete events needed in GSTE (p. 212) to enable ecological systemic change look very daunting.  For a GSTE staff development workshop, I would begin by stressing that every member of the district is not expected to participate in every single event, but that it takes a combined effort to accomplish the entire process.  Many in this district already share a number of the core values underlying GSTE, but I would still define and elaborate on several of the terms that are present in the district personnel, but may be less obvious.  I would take each phase and examine: what is required from those that will fill those roles, what is needed from campus/district personnel, and how everyone no matter their position can offer their input.

Faculty Development-Ch. 22
health.usf.edu
      Collin College
Names for faculty development:  professional development
Division:  Human Resources-Professional Development
Services:  Teaching and Learning Center
The mission of the Teaching and Learning Center (TLC) is to help Collin faculty learn and master teaching technologies online and in the classroom. The staff of experienced instructional designers provides workshops, creates tutorials, and is available for one-on-one assistance and consultations.
When and what programs:  There are continuing education classes offered year round and from a variety of places, if approved.
Professional Development- The Office of Human Resources and Organizational Development provides district-wide professional development programs, primarily for staff and administrators, and coordinates special events involving college staff as well as outside community organizations. Professional development guidelines specific to full-time faculty and staff include:
  • Professional development courses must be related to your current job.
  • Any class listed in the Continuing Education (CE) schedule is eligible if approved by your supervisor as work related.
  • Distance Learning classes are eligible if approved by your supervisor as work related.
Professional development guidelines specific to part-time faculty and staff include:
Part-time faculty and part-time staff who are assigned to work at least 15 hours per week may attend Continuing Education classes or Professional Development workshops that are necessary for improved job performance, as directed/required by the supervisor.
Time spent by part-time non-exempt staff members who attend required training must be reported on the employee’s timesheet as work time.
 TAMU-Commerce
Names for faculty development:  training and development, employee development, leadership development, continuing education, faculty support.
Division:  Office of Vice President for Institutional Advancement
     Training and Development-Faculty Staff Services
Services:  Training and Development provides several programs for both managers and employees to help them improve their abilities and skills as employees of Texas A & M University - Commerce.
When and what programs:  Positive Performance Management, Employee Development, Strengths Based Leadership, Strengths Finder, Services Excellence, Active Shooter, Blood borne Pathogens, and Hazardous Communications.
There is a complete list of all training courses at: http://www.tamu-commerce.edu/td/CourseCalendar.aspx
http://web.tamu-commerce.edu/aboutUs/policiesProceduresStandardsStatements/facultyHandbook/campusLifeResourcesServices/campusResources/continuingEducation.aspx

  • The Department of Counseling offers an annual continuing education conference known as Murphy Day to recognize Dr. Harold D. Murphy’s contributions to the profession of counseling at the university. The event has grown to become the best and most affordable opportunity for professional growth and continuing education for counselors and other human service workers in educational, agency, and business settings.
  • The Department of Curriculum and Instruction hosts the annual Bill Martin, Jr. Symposium in honor of the world renowned children’s author that donated his professional library to Texas A&M University - Commerce. The purpose of the symposium is to provide Bilingual, Early Childhood, Mid-Level, and Secondary education teachers with creative and innovative methods for invigorating their pedagogy.
  • The Department of Educational Leadership offers a variety of workshops and conferences through their Center for Career and Technology Education, Center for Community College Education, and Meadows Principal Improvement Program.
  • The College of Business and Technology through the Center for Professional Department provides executive education and professional extended learning opportunities to individuals, groups, and community organizations who desire advanced achievement.
  • The College of Education and Human Services offers a broad selection of educator certification programs approved by the State Board for Educator Certification. Specifically, the Center for Educator Certification and Academic Services provides alternative educator certification, educational aide certification, field-based educator certification, and professional educator certification.

TAMU Commerce
Names for faculty development:  Faculty Development
Division:  Office of the President-Committees and Councils-Faculty Development & Grants
Services:  A variety of continuing education and professional development opportunities are offered at Texas A&M University-Commerce. 

When and what programs:  The following are listed online at:  http://web.tamu-commerce.edu/aboutUs/administrativeOffices/committeesAndCouncils/facultyDevelopmentGrants/workshopsConferences/default.aspx

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