Faculty and Curriculum Development

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

As a HNC Health Care student I am required to provide evidence of the following principal aims and objectives: to integrate knowledge, theory and practice, to develop and apply a broad knowledge and skills and to have an individual patient/client focus in my practice. To achieve all of the above I am required to complete project in a form of Graded Unit which consists of three stages: planning, development and evaluation.

Healthcare and the nursing profession are continually changing, and curriculum will have to evolve to ensure that nursing students are being taught the most relevant information. Iwasiw and Goldenberg (2015) illustrated curriculum work, change, and faculty development as an intertwining and infinite process. Nurse educators and faculty need to participate in curriculum design, implementation and evaluation otherwise nursing education does not change and progress is limited (Iwasiw and Goldenberg, 2015). The National League of Nursing (2016) identifies participation in curriculum design and evaluation of program outcomes as a nurse educator core competency that entails the responsibility of preparing graduates to work in the health care field

The following is the outline of the Plan that the student is advised to follow as closely as possible. Each topic will address one or few specific competencies or learning outcomes. Each competency will be graded and assessed using the attached rubric.

For each activity, two “lesson plans” are given. First there is a general description of the activity. Next, there is a teacher script that includes wording a teacher could use when teaching the lesson.

PRELIMINARY SCHEDULE ....................................................................................................3 Staff Training .............................................................................................................5 Teacher Training ........................................................................................................6 INTRODUCTION......................................................................................................................... 7 Purpose of The Project Quality Management Plan ................................................... 7 PROJECT QUALITY MANAGEMENT OVERVIEW

APPENDIX F: Unit Planning Template Pacing Guidance: X days Month date-month date 9th grade Name of Course, Unit Y: Name of Course Calendar Date Day # DC Power Standard Topic Activity/ Text/ Strategy (e.g., BLISS module, Cornerstone, Anchor Text, close reading, performance, assessment, etc.) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

The training seminars last three months and are available right through the year. The target date to complete the training is May 16, 2016. The coachee has three months of scheduled training, even though the training is available year-round. The expected outcome is to improve PowerPoint, increase online research technique for Journals articles; APA format and citation; Editing of and making videos.

Annual competencies of the local clinical sites, as well as the clinical focus for each course, created the foundation of the competency tool. Analysis of the development of the tool and its implementation focused on identification of instructor weaknesses, provide mentoring opportunities, and increase consistency in clinical instruction. The CICAT will be implemented in future semesters due to time constraints in the development of the tool that prevented immediate implementation. A method for disseminating evidence-based practice changes in real time will improve the curriculum used in clinical

The students have a traditional schedule where they go to seven classes a day on Tuesdays and Thursdays, where teachers teach through examples, models, and projects. On the remaining days of the week, students do not have to go to class. They receive their classwork online, along with teachers’ notes, resources to learn, and a place for students to talk and interact about assignments. If students need help on these days, teachers are available in their classrooms for extra assistance and students are welcome to come in anytime. This program teaches time management and allows students to have more time to explore their passions. Students no longer have to spend the exact same amount of time in an easy class as a hard class. Students decide for themselves what they need to spend time on. For students in the 11th-12th regular program, they go to classes every day with opportunities to have 2 unscheduled periods for extracurriculars, internships, jobs, or volunteering. Extracurricular and volunteering opportunities, as well as part-time jobs for students, are available in the rotating area so students can still be at 1.1g for the necessary 3 hours per

Once I determined Napavine needed a better process for curriculum adoption, I researched our board policies and then worked closely with our librarian to develop a guide for future curriculum adoptions. It was important that we created a document that would allow all department members the opportunity to research and compare various curricular offerings so that their voices would be heard. In addition, the librarian and I determined we needed to develop a document that could be used by all departments and not just specific subject areas. In addition, we wanted to create a document that could be easily condensed and read by individuals who were not teachers or who were not experts in specific subject areas. We also wanted a document that any administrator, regardless of subject area knowledge, could present to a department and guide that department in the curriculum

All staffs will be rotated in inside educational program. Department manager from different department will be instructor to explain and describe about their works and responsibility.

I have taught undergraduate and graduate courses for over 10 years. Some of my teaching experiences involved leading curriculum development and program review processes. The program review process involved facilitating faculty workshops that focused on assessing programs to ensure the curriculum accomplished the learning outcomes. The workshops also provided instructions regarding curriculum mapping and other compliance requirements.

The training is for all user levels i.e. beginners, intermediate and advanced. The trainer will be come up with a proposed training schedule that will encompass all the levels of training and will be subject to approval by Miller Inc, the trainer will at the end of each class give each student a survey that will be used for evaluation and the trainer shall take the class attendance at the start of

Over the course of the two (2) day training, we will meet learning points utilizing video technology, behavioral practice techniques, utilizing in- basket games, classroom interaction, lectures, team- building exercises, web-based training, and job aids. The training is designed to give the trainees the KSA’s required to perform in their roles successfully and perform to company standards.