Professional Development Certification Requirements and Standards
The WAC 131-16-094 outlines the initial and standard certification requirements for professional/technical faculty in community and technical colleges. Certification must be renewed periodically, with specific training in first aid and blood borne pathogens. A documented professional development plan is essential, focusing on skill standards like supervised learning environments, curriculum implementation, and student instruction.
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PROF/TECH FACULTY CERTIFICATION WAC 131-16-094
STATE BOARDS AUTHORITY RCW 28B.50.090(7)(a) The State Board is charged with the following powers, duties, and responsibilities: (7) Establish minimum standards to govern the operation of the community and technical college system with respect to: (a) Qualifications and credentials of instructional and key administrative personnel 2
REQUIREMENTS FOR WAC 131-16-094 INITIAL CERTIFICATION upon hire Good for three (3) years First Aid and Blood Borne Pathogens Training Required for all programs where machinery or environmental conditions could pose hazards. Applies to all full-time professional/technical faculty Applies to part-time professional/technical faculty teaching a two-thirds (2/3) load for more than three (3) quarters. 3
REQUIREMENTS FOR WAC 131-16-094 STANDARD CERTIFICATION continual Must be renewed every five (5) years First Aid and Blood Borne Pathogens Training Required for all programs where machinery or environmental conditions could pose hazards. Applies to all full-time professional/technical faculty Applies to part-time professional/technical faculty teaching a two-thirds (2/3) load for more than three (3) quarters. 4
CERTIFICATION Both the Initial and Standard Certification require a documented professional development plan. The plan must include at least five (5) activities and address at a minimum: Supervised learning environments (Skill Standard A) Implement curriculum, outcomes and assessments (Skill Standard B) Student instruction (Skill Standard D) 5
PROFESSIONAL DEVELOPMENT PLAN Individualized to meet the needs of each faculty. Includes instructor s and administrator s assessment of strengths & opportunities for growth. Focuses on reaching professional goals as a facilitator of learning. Activities include measureable outcomes linked to the skill standards. Timeline for completion of activities. Minimum of five (5) performance outcomes and related activities. 6
COMPREHENSIVE SKILL STANDARDS INVENTORY: STANDARD A Level of Importance: Level of Importance: How important or relevant is How important or relevant is this activity for my job? this activity for my job? Critical Critical Function A: Function A: Manage Learning Environment Manage Learning Environment Self Self Assessment: Assessment: How well am I performing this How well am I performing this activity for my job? activity for my job? N/A Low Mod High Very High Key Activity and Description N/A Low Mod High Very High X A1: Obtain required equipment, system, tools, supplies, and materials X X A2: Set up instructional systems, equipment and/or tools X X A3: Maintain instructional systems, equipment and/or tools X X A4: Develop a growth and replacement plan for systems, equipment and/or tools X X A5: Supervise learning environments X X A6: Research, select and evaluate off- campus learning environments X X A7: Evaluate and monitor the safety of the instructional areas and practices X Notes and Comments 7
COMPREHENSIVE SKILL STANDARDS INVENTORY: STANDARD B Level of Importance: Level of Importance: How important or relevant is How important or relevant is this activity for my job? this activity for my job? Critical Critical Function B: Function B: Develop Outcomes, Assessments and Develop Outcomes, Assessments and Curricula Curricula Self Self Assessment: Assessment: How well am I performing this How well am I performing this activity for my job? activity for my job? N/A Low Mod High Very High Key Activity and Description N/A Low Mod High Very High X B1: Identify, evaluate and modify current outcomes X X B2: Create, evaluate and modify curriculum X X B3: Create, evaluate and modify assessments X X B4: Implement curriculum, outcomes and assessments X X B5: Integrate curriculum with other faculty in the department and in other instructional areas/institutions X Notes and Comments: I m not informed about industry skill standards. I m not familiar with the college s outcomes and assessment model. 8
COMPREHENSIVE SKILL STANDARDS INVENTORY: STANDARD D Level of Importance: Level of Importance: How important or relevant is How important or relevant is this activity for my job? this activity for my job? Critical Critical Function D: Function D: Provide Student Instruction Provide Student Instruction Self Self Assessment: Assessment: How well am I performing this How well am I performing this activity for my job? activity for my job? N/A Low Mod High Very High Key Activity and Description N/A Low Mod High Very High X D1: Prepare and/or gather current instructional materials and equipment X X D2: Provide individual and group instruction X X D3: Initiate, develop and implement student assessments X X Modify instructional material and methods based on student and industry assessments and feedback X Notes and Comments D2: I would like to learn more methods for facilitation of learning rather than lecture. 9
SAMPLE INITIAL 3-YEAR PROFESSIONAL AND TECHNICAL CERTIFICATION PLAN Performance Performance Outcome 1: Evaluate off-campus learning environments Outcome 1: Activities: Activities: Observe instruction of part-time faculty and provide feedback regarding strengths and opportunities for growth, throughout the next three years. Create and implement regular meeting schedule of all site supervisors and part- time faculty, by December 2022. Create and implement a continuous assessment process for all courses held at off-campus sites by May, 2023. Skills Standards Addressed: Skills Standards Addressed: A6: Research, select and evaluate off-campus learning environments 10
SAMPLE INITIAL 3-YEAR PROFESSIONAL AND TECHNICAL CERTIFICATION PLAN Performance Outcomes 2: Performance Outcomes 2: Update outcomes for the Criminal Justice Program. Update course learning outcomes for my courses. Establish quality assessments that match learning course outcomes. Activities: Activities: Research skill standards in criminal justice by December 2022. Attend workshops on skill standards as offered throughout the next two years. Attend outcomes and assessment workshops as offered throughout the next two years. Work with faculty mentor to ensure that outcomes and assessments are aligned to the college s core abilities throughout the next three years. Review, rewrite, or create outcomes or assessments based on skill standards (if appropriate) and that align with the college s core abilities by March 2023. 11
SAMPLE INITIAL 3-YEAR PROFESSIONAL AND TECHNICAL CERTIFICATION PLAN Performance Outcomes Performance Outcomes 2 (cont.): 2 (cont.): Skill Standards Addressed: Skill Standards Addressed: B1: Identify, evaluate and modify current outcomes B2: Create, evaluate, and modify curriculum B3: Create, evaluate, and modify assessments B4: Implement curriculum, outcomes and assessments 12
ADDITIONAL ASSISTANCE Any Policy Associate for Workforce Ed. at SBCTC Or Nate Humphry, Director of Workforce Education, nhumphrey@sbctc.edu CC BY 4.0, except where otherwise noted.
