PL Strategy - Connecting and Communicating Ideas
Introduction
The number of students taking online classes at Del Mar College has grown. Students choose online classes for convenience and flexibility - they can set their own schedules and balance school with work and family. Faculty need better support! We need a new approach for online teaching preparation. When faculty become as comfortable teaching online as they are in-person, students will respond better to learning and feel engaged.
This Planning Alternative PL Outline, addresses Del Mar College faculty's need for professional development to prepare them for the demands of online teaching.
To organize my PL plan, I created a 3-Column table to provide a clear, ambitious vision and urgency for sustained change. My three-column table is focused on one Big Hairy Audacious Goal (BHAG) that will allow learners the experience of active learning and modeling or a "go-and-show" model that they can use in their own classrooms.
5 Principles of Effective PL
1. Significant Duration & Ongoing Support
12-month cohort program with monthly follow-up sessions and peer mentorship networks continuing beyond initial training ensures faculty receive sustained support through implementation challenges and develop long-term confidence in online teaching.
2. Implementation Support
Dedicated instructional designers are paired with new faculty during course redesign, with weekly check-ins throughout their first semester of online teaching to help them successfully navigate the specific challenges of transitioning classroom practices to online environments.
3. Active Engagement
Engaging in hands-on workshops, micro-teaching sessions, collaborative problem-solving activities, and peer observation cycles will ensure new faculty actively construct understanding of online pedagogy rather than passively receiving information.
4. Modeling Excellence
Through modeling course walkthroughs, live demonstrations, and curated video libraries, new faculty observe master educators in action, allowing them to internalize proven online teaching strategies via concrete modeling rather than abstract theory.
5. Discipline-Specific Content
Customized modules developed collaboratively with academic departments feature relevant examples, discipline-specific online tools, and field-appropriate assessment strategies, providing new faculty targeted support that directly applies to their specific teaching contexts and student populations.
Professional Learning Outline
To prepare new faculty and adjunct faculty for online teaching, a new approach needs to be part of the process. The more comfortable they are teaching online as they are in person, the better response students will have to learning. Tacit knowledge development for adjunct faculty can take place through on-the-job training and guided experiences: learning through practical application and observation. Click here to see the complete outline.
Phase I: Planning and Foundation
Assessment and Communication Setup
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Review current new faculty hire process and identify integration point
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Conduct stakeholder analysis (HR, Academic Affairs, IT, Faculty Development and Student Government Association)
Research and Needs Analysis
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Survey current faculty about online teaching challenges and successes
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Interview recent new hires about their onboarding experience
Goal Setting and Framework Development
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Goal 1 Development: Create framework for identifying and teaching online pedagogy styles and best practices
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Goal 2 Development: Design strategies for establishing expectations and building community
Pedagogical/Andragogical Assessment
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Design and distribute faculty learning style assessments
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Create inventory of current online teaching competencies
Content Development Analysis
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Audit existing course materials and identify online-ready content
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Assess faculty comfort levels with digital content creation tools
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Identify technical training needs (LMS, video creation, interactive tools)
Online Learning Environment Analysis
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Study institutional LMS capabilities and limitations
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Analyze student engagement patterns in existing online courses
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Identify technology barriers and solutions
Audience and their needs
Human Resources
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Program Director: Strategic oversight, stakeholder coordination
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Instructional Designers: Technical training, course design support
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Faculty Champions (4-6 volunteers): Peer mentoring, module facilitation
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Academic Technology Support: LMS training, troubleshooting
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Administrative Assistant: Scheduling, communication, tracking
Technology Resources
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Learning Management System: Enhanced LMS access for practice environments
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Video Creation Tools: Camtasia, Loom licenses for content development
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Collaboration Platforms: Zoom Pro, Miro/Jamboard for interactive sessions
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Assessment Tools: Polling software, reflection journals, portfolio platforms
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Communication Tools: Slack/Teams workspace for ongoing support
Physical Resources
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Training Spaces: Flexible classroom with technology integration capabilities
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Recording Studio: Basic setup for video creation practice
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Equipment: Laptops/tablets for hands-on practice, headsets, lighting kits
Content Resources
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Curated Reading List: Online pedagogy research, best practices guides
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Template Library: Course shells, rubrics, activity templates by discipline
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Video Library: Exemplar teaching demonstrations, student testimonials
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Assessment Bank: Formative/summative assessment examples
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Troubleshooting Guides: Common technical issues and solutions
Financial Resources
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Software Licenses: Estimated $5,000 annually for tools and platforms
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Stipends: $500 per faculty champion per semester
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Materials: $2,000 for printing, supplies, equipment maintenance
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External Consultants: $3,000 for specialized training sessions
Sustainability Resources
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Mentorship Network: Self-sustaining peer support system
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Resource Repository: Shared drive with continuously updated materials
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Feedback Systems: Regular evaluation tools for continuous improvement
