EDF 7200 Residency I P.T.A. Faculty Development

Hi. My name is Marcy Martinez, and I am a

recent graduate of the Transitional DPT program at University of

ST Augustine.

August 2020 and I'm continuing on with my e d

d. So my project for this residency is physical therapist,

assistant faculty development and in particular, faculty development for a

new and developing program.

I am the director of such a program for our

local community college, and we have spent the last three

years developing curriculum creating the program, Um, really building this

program from the ground up, and that includes hiring faculty

and assigning them to different teaching options.

We have, um, filed our application for candidacy, gone through

the site review and the Captain Review, and have been

granted candidacy for accreditation and have been able to start

our first cohort this past January 2021.

So, yeah, we have students in the building, so our

program is intentionally designed pre cove it as a hybrid

or blending blended learning program with all of our theory

courses online and our lab courses face to face.

Our college district spans over 10,000 square miles, and we're

in a very rural area of northern California.

So we wanted to minimize travel on a daily basis

for students, and we wanted to reach out to working

adults as much as possible.

A little bit of background regarding the P T A

faculty requirements through the cap T standards and required elements

for a physical therapist assistant program.

There are specific requirements that must be met in order

to achieve accreditation.

And in Standard four, which regards faculty four D in

particular, states that each associated faculty member not on Lee

has toe have contemporary expertise in their assigned teaching areas.

But they also have to demonstrate effectiveness in teaching and

student evaluation.

This is challenging for a brand new developing program, as

we don't have a pool of clinicians who also have

academic backgrounds.

We don't have universities nearby who have PT programs where

faculty may have taught.

We don't have pools of faculty to draw from from

other areas that can really come in and teach some

of our courses.

So we're depending on our local clinical community to become

our faculty in six standard 66 I one in particular

discusses distance education and how the faculty who are going

to be delivering the online courses have to be effective

in the provision of distance education.

To go along with this CAP, T has adopted position

papers and a position for online faculty, in particular states

that faculty must be appropriately trained for online instruction, including

the use of the course management system, development of online

content and presentation options, student assessment methods, course assessment methods

and assessment of academic and student service is so our

faculty really need to be able to learn how to

do these things before they become faculty or approved for

faculty As far as our local institution for career and

technical education, Uh, the C T faculty must have a

minimum of two years of experience in their field, and

in our particular programs, case must be licensed P.

T S or P T A s to teach in

our program.

So we're asking our clinicians to become faculty.

So I've developed a plan based on requests and efforts

from Cap T Thio help us and guide us and

prompt us to make sure that we're doing as much

as we can for our faculty development in California.

In the community college system, we have a UM fairly

robust online training platform called the Online Network of Educators

at one and all of our faculty are required to

take courses regarding wth e introduction to Teaching on Canvas,

which is our learning management system here in the California

community college system, as well as a course called Online

Introduction Toe Online Teaching and Learning, which covers pedagogy.

Andrew Gogi different presentation styles for different learning styles and

really gives them some training in basic online instruction.

We've also, um, paid for all of our adjunct faculty

even before they come onto contract to participate in the

Magnet Teaching Professor Conference, which is, uh, conference that's put

on by higher education professionals for higher education professionals.

And so all of our faculty were able to attend

that conference this summer virtually on Dhe had some really

great classes.

Now that wasn't quite enough for Cap T.

So I developed a plan, and these last three are

actually really kind of the crux of my project here.

I've developed a Siris of instructional videos for my faculty

that I call Monday morning mentoring with Marcie Martinez and,

um, they are 10 less than 15 minutes.

Um, some of them less than 10.

My goal is less than 10, but a couple of

them speak up there, and I am going to email

these videos to all of my faculty.

I have nine adjunct faculty, and I'm going to email

these videos each Monday morning, um, to provide them an

opportunity for some instructional benefit in things like what is

blended, learning and what is a flipped classroom?

What are outcomes?

Assessment? What is the backward design model that we use

when we develop a course?

I talk about online development from a framework called the

Community of Inquiry.

And so I will be doing a video about social

presence, one about cognitive presence.

And what about teaching presence and the tools and the

methods and the way we utilize those things?

To make sure that students are getting what they need

in their online classes.

I'll be doing a video about student assessment, specifically another

video about feedback, specifically, another video about tools tool box

that you can use to achieve all of these things

in your course, using technology to leverage student engagement to

really focus on getting students moving towards your learning objectives,

always keeping the learning objectives in mind.

So there'll be a Siris of 10 videos leading up

to, ah, Faculty Development Day, which will be an eight

hour conference for all of our faculty where we're gonna

really go over all of their curriculum.

We're gonna really go over their courses.

We're going to talk about the objectives we're going to

talk about the Silla by.

We're gonna have our canvas gurus from campus come in

and discuss with them navigating canvas eso All of those

things were gonna be included in this faculty development plan,

and then this individual faculty are preparing to come on

board and teach.

Then I will have individual meetings with them.

Is the program director to really give them some more

formal mentoring but in the entire process?

So the impact of this project is to really help

clinicians transition through professional development, um, into quality faculty, that

air really going to engage our students?

There are limited resource is for P t A programs.

While there are some things out there like a national

conference called, uh, new faculty Development workshop through the a

p t.

A Academy of Education, Um, it was canceled this year

they decided not to do it as a virtual conference,

and it's in Chicago.

So it's cost prohibitive for many clinicians to do that

type of a faculty development workshop.

And it really doesn't go into things like specific student

assessment and feedback and those kinds of things.

It's really more of a leadership, um, issue.

There are a few residency programs across the country for

developing faculty where you could do a residency if you

have a D P T.

But that doesn't really help PT assistants who want to

become faculty.

So there are limited resource is sometimes for physical therapist

assistant programs.

This will help to meet the capped E standards for

physical therapist assistant faculty in our local program.

And it's going to provide support for developing programs and

new faculty, um, in the future, as I am plan

to make this content available to directors of developing programs

as they work on getting there adjunct faculty on board

so the E.

D. D.

Will provide me with the credentials, the authority and the

knowledge to be able to create really quality professional development

and training programs for physical therapist assistant clinicians, P.

T S M.

p. T.

A s who really want to become faculty in local

PT assistant programs where maybe they haven't had the opportunity.

I mean outlying areas to have had education or academic

experience. As a social change agent, I really want to

help them make the transition so that we can enhance

and support the process of faculty development, especially those with

online components.

It's really important that online teaching is not only perceived

as valuable and effective, but it's presented in a valuable

and effective way for our students.

So, in conclusion, by providing strong leadership and mentoring through

a Siris of educational efforts and especially the Monday morning

Mentoring and the Faculty Development Day followed up with some

individual mentoring sessions, I really hope to develop a successful

transition of PT and PTT assistant clinicians into effective in

quality educators that meet Capt E approval, Um, the students,

the profession and ultimately our patients are the ones who

will receive the ultimate benefit.

So here a couple of references, um, regarding the material,

including the standards and required elements and the position papers

by Captain thank you very much for your time and

your attention

EDF 7200 Residency I P.T.A. Faculty Development

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