The Community College of Baltimore County

Professional Development Team

September 2005




Effects of Recent History ..... 4
Effects of Strategic Vision Elements ..... 5
Other Environmental Effects ..... 5-6
Summary ..... 6




Accountability ..... 10-11
Centralization of Efforts ….. 11
Duplication of Programming ..... 11
Program Differentiation ..... 11
Tuition Reimbursement and Remission ..... 12

College-wide Programming ..... 12
Implementers of college-wide programming …..12
Constituency representatives ..... 12-13
Staff Assigned to the Professional Development Function ..... 13
Future Staffing ..... 13
Campus-based Programming ..... 13
Unit Level Programming ..... 13-14
Individual Professional Development Plans ..... 14-15

Developing a Comprehensive Program ..... 15-16
Conducting Needs Assessments ..... 16
Planning Process ..... 16-17
Funding Priorities ..... 17-18


Time Line with Current Level of Funding ..... 19
Time Line for Full Development of a Comprehensive Program ..... 20-21



The Community College of Baltimore County (CCBC) is a single college, multi-campus institution after a merger and various reorganizations over a ten-year span of time. Prior to this period, the three campuses that make up the college functioned as a loosely coordinated system of individual colleges with very different programs, procedures and organizational initiatives. This history as well as current realities shaped the professional development program that was developed for the single institution.

With the inauguration of Dr. Irving P. McPhail as Chancellor of CCBC in 1998, the College adopted a learning-centered mission and strategic plan. In a learning centered institution, every employee is a learner while also a facilitator of learning. The 1999 CCBC Professional Development Plan was written with this emphasis, as is this current update.

In 1998, Dr. McPhail authorized four faculty members and an administrator to do an extensive study of the professional development structures, activities and resources of learning-centered colleges as well as other colleges with nationally recognized professional development programs. A number of faculty and staff focus groups were held to generate ideas and support for the plan. A team of individuals, the Professional Development Team (PDT), was selected. This team refined the draft plan written by the study group.

The 1999 plan was comprehensive. It emphasized effective and efficient systems, methods and activities for the personal and professional growth and development of all employees. The term “professional development” is defined as opportunities for personal renewal, growth, change and continuous improvement for all individuals employed within the College in ways that fulfill the mission, goals and objectives of the organization. Professional development includes organized programs and activities as well as individualized services and means for independent learning.

In order to maximize the institutional and individual benefits derived from professional development expenditures, these activities need to be tied to the strategic mission of the College as well as the professional growth needs of employees. These activities also need to be coordinated with each other to stretch resources as far as possible.

From 1999 - 2005, budgetary cuts were made which significantly impacted the ability of the Professional Development Team (PDT) and other administrators to carry out the plan as it was intended. In response to serious fiscal pressures, funds allocated for professional development, conferences and meetings have been cut significantly several times. For example, funds allocated for specific projects of the PDT are now less than one fourth of what they were in 1999. Requests for a clerical support person for the program also have not been funded.

Despite these challenges, significant professional development accomplishments have been celebrated in the past six years and the value of employee learning opportunities is more widely espoused across the College. Therefore, it is appropriate at this time that the 2005-2006
Professional Development Team revisit the plan and make recommendations accordingly.

Professional development planning represents a way to address institutional and individual concerns responsively while retaining the flexibility to innovate and collaborate regarding the future directions of the Learning College. As such, the professional development plan will always be a work in progress as the College’s program evolves and as further resources become available for these activities.


The mission of the professional development function at the Community College of Baltimore County should be

“To design, implement and evaluate a comprehensive program of learning opportunities and services for the personal and professional growth and development of all employees in order to increase student learning.”



The last ten years have been characterized by change and uncertainty for the employees of the Community College of Baltimore County. As such, professional development activities often took a backseat to more pressing matters of institutional merger, redefinition, restructuring and survival.

During this time, some employees have reacted to these changes by experiencing stress and other negative physical consequences. These effects create opportunities for certain professional development activities that must include wellness activities and opportunities to learn healthy responses to stress. Opportunities to engage in fun, social activities with colleagues have been included in order to improve collegial relationships as well as a sense of well-being and increase positive attitudes toward one’s work and the workplace. Widespread recognition of individual contributions towards fulfilling the College’s mission must be achieved through formal and informal means.


With the adoption of the learning-centered organizational focus, there have been and continue to be new opportunities as well as necessities for professional development in order to advance the college mission. There is a continuing need for newly hired as well as established faculty and staff members to develop and augment their skills and roles within the learning-centered environment.

The vision and strategic plan of the incoming CCBC Chancellor, Dr. Sandra Kurtinitis, will shape this program in the future as she assumes her office and reflects on areas of concern. In the interim, there are some key aspects which in all likelihood, will continue to effect the CCBC professional development program:

 Learning will be the central focus of CCBC as a learning-centered community college.

• The college will ensure that every member of the college community is a learner.
• Evaluation of services and programs will be driven by consideration of the ways that they foster student learning.
• Ideas are freely exchanged and innovation is celebrated.
• Continuous improvement is encouraged.
• Technology is fully integrated.
• Resources are maximized.
• Building a sense of community is valued. Partnerships are formed between students, faculty and staff.
• It is imperative that our students learn to function successfully in a global environment; this represents a significant challenge for professional development.


With regard to the three campuses that comprise the College, each campus has had a unique approach and history regarding professional development activities. Among the College’s current internal resources are various approaches, models and individual expertise with regard to professional development. In our evolution as a single institution, the challenge remains to maximize the benefits of the whole while being sensitive to the history and strengths of its various parts.

In looking at the demographics of the CCBC faculty and staff, it is evident that many additional employees will be eligible for retirement in the next ten years. This fact necessitates specific programming for a number of individuals as they begin pre-retirement planning. However, it also means that the college must increase internal leadership development initiatives. By planning well, the college should hope to minimize the impact of the departure of so many of its senior faculty and staff. As new employees take their places, a comprehensive orientation program becomes increasingly important.


In recognition of and response to all of these environmental influences, a comprehensive, well-funded and well-executed professional development program of activities and services can help the Community College of Baltimore County maintain institutional excellence and ultimately increase student learning.


In carrying out its responsibilities, the Professional Development Team has adopted several working assumptions regarding the nature of CCBC and the professional development needs of the college community:

1. There are three main constituencies to be served. Those planning any program of professional development must be attentive to the similarities and differences of the needs of each group. These groups are classified/support staff, faculty (inclusive of adjuncts) and administrative and supervisory staff. While student workers constitute another important group to be served, this involvement will come in later years of planning, due to resource limitations at this time. We hope to reach student workers indirectly at first by facilitating better supervisory skills among those who coordinate the work of student assistants.

2. All employees need to exhibit professionalism. The use of this term does not refer to a select group of employees but rather to all. Professionalism is defined as

• Exhibiting expertise in one’s particular area of responsibility and having mastery of the skills and knowledge necessary to perform competently
• Having a commitment to the college as an institution and to the communities and individual students served by the college
• Exhibiting reliability in one’s job and behaving ethically toward colleagues and students
• Taking one’s job responsibilities seriously
• Providing service of high quality
• Taking the initiative in situations where that is appropriate or necessary

3. Professional development programs, activities and services need to be inclusive. Planners and implementers need to make information widely available across the college, seeking input and building consensus. While faculty development initiatives are the cornerstone of a learning-centered environment, professional development needs to reach beyond these initiatives to include all employees.

4. Professional development programs, activities and services need to be accessible. Programs need to be scheduled on all campuses as resources allow and mechanisms for maximum attendance need to be built into the planning. A variety of opportunities and means for learning should be planned in keeping with the goal of providing for employee learning anyway, anyplace and anytime. (O’Banion, 1995)

5. All professional development programs, activities and services need to be evaluated. Formative and summative evaluations are needed on a regular basis to insure that the goals of the program are being met. The cost-effectiveness of programming is an important consideration in planning. New programs and services need to be based upon individual and institutional unmet needs. Recurring programs and services need to be continuously improved through thoughtful feedback from participants.


This plan assumes that all employee constituencies will be served but places an emphasis upon full-time employees and adjunct faculty in the early years, with student workers and short-term temporary workers being served more fully when further resources become available.

Among full-time employees, professional development interests and needs vary with and within the main three constituencies.

For classified and support staff, professional development emphasizes the enhancement, improvement and upgrading of job skills (including personal and professional skill enhancement), training to keep current in the technological tools needed in their jobs, and career development as they desire to prepare for positions of increasing responsibility within the organization or beyond it. In addition, classified staff have personal interests related to individual pursuits outside of the parameters of their current positions at the college.

For faculty (both full-time and part-time), professional development emphasizes the facilitation of personal and professional growth related to the improvement of teaching effectiveness; the acquisition and enhancement of classroom skills, knowledge and techniques as well as content-specific knowledge which may be discipline-based; and the expansion of interests related to academic pursuits inside and outside of one’s discipline.

For supervisory staff at all levels within the college, professional development focuses upon the administration and/or management of the institution, including personal and professional growth, improvement in decision-making, communication, planning, and measuring for institutional outcomes and other practical aspects of management.

As a result of focus groups with various CCBC employees, the following programming characteristics are valued across these constituencies.

• Mentally stimulating and interesting, creative and imaginative, highly interactive, motivational and focused upon problem-solving with dynamic presenters/facilitators

• Timely, job-related, practical and well organized in its content and focused upon skill-development
• Clear in its purpose, with well-defined objectives and assessment of desired outcomes
• Structured to be a progression of skill development with various entry points (beginner, intermediate, advanced)
• Designed to utilize and develop the expertise available within the College, supplemented by outside speakers when necessary
• Offered conveniently, in a non-intimidating manner and respectful atmosphere conducive to learning
• Well supported with institutional resources of time, expenditures and supervisor-facilitated attendance and involvement
• Results oriented with follow-up activities, handouts, support systems in place and evaluation credit, rewards or other benefits for participation



During the last ten years the college implemented a number of initiatives that had significant professional development mandates, components or implications. As a result, the CCBC Board of Trustees established a mechanism for distributing a portion of profits from auxiliary services (bookstore, cafeteria, vending machines) to the campuses and to a central account for professional development purposes. However, these funds have been cut several times resulting in less than one-fourth the amount of funds in the central account in 2005 compared with 1999. Professional development seminars, workshops and speakers paid for out of “conference and meetings” accounts across the college have been cut drastically as well. In addition, current college guidelines implemented by the Cabinet in 2005 specified that no college funds could be used for any refreshments for conferences and meetings. This prohibition requires event planners to pay for these costly items out of their own salary dollars or go to the community for solicitations in order to provide coffee or even bottled water for training participants.

The current Professional Development Team recognizes that there has been increased scrutiny by budgetary observers and overseers. However, we also believe that in keeping with the practices of the Baltimore Public Schools on their professional development days, some provision of refreshments and light meals should be made for all college professional development events. Simple box lunches, for example, facilitate the efficient feeding of approximately 1000 employees who typically attend the full-day conference. The team assumes a responsibility to use its limited funds wisely and will continue to seek alternative methods for acquiring resources in times of limited traditional financial resources.

Budgetary issues must be acknowledged and addressed in order for professional development plans to be realized and consistently implemented, and for such initiatives to be of a quality nature. CCBC has adopted a focus that embraces every member of the college community as a learner. Therefore, it is essential that professional development funds be designated to support the enhancement of professional skills and competencies.


Despite limited fiscal resources, human resources abound. CCBC faculty and staff are continuously developing expertise in a number of areas of value to the professional development of others. Doctoral and personal research is ongoing. Partnerships are being developed continuously with outside businesses, agencies, institutions and organizations. College alumni become recognized as experts in their fields. Grants, gifts and donations enable the college to secure new equipment, resources and expertise. All of these many resources are potential sources of benefit to a coordinated professional development program.


Space limitation is a challenge that continues. Events that will gather a large number of college employees can be accommodated only in the Catonsville or Essex gymnasiums. Sufficient chairs and tables must be rented for these events. Other large seminar rooms suitable for training purposes are limited. In early 2005, a designated general training room was established on the Catonsville campus but due to its small size, only 15 trainees can be accommodated at a time. Clearly, in order to maximize CCBC’s resources and minimize the various resource constraints, coordination is the key.


Resources are not the only factors involved with the implementation of a coordinated professional development program across the college. Other important aspects include accountability, centralization of efforts, duplication of programming, and differentiation of services.


All members of the learning-centered community are to be provided with opportunities for professional development. The extensive nature of addressing individual, campus, and overall institutional needs calls for accountability by all members of the CCBC community to ensure effectiveness of services, programming, and use of funds. Accountability must be realized on all levels as follows:

• annual personal professional development goals and objectives of individuals (i.e., classified and support staff, faculty, administrative and supervisory staff)

• campus-wide or school/division-wide programs (including departments and administrative cost centers)
• college-wide programs (sponsored by the Chancellor and Cabinet and other implementers of college-wide programming)

Strategies for implementing and assessing accountability measures should be centered around how the activity, service, or training supports CCBC’s focus on enhancing the learning centered community college, especially in terms of how the services or training will foster student learning as an outcome.


The 1999 plan called for many professional development efforts to be centralized and this current plan upholds that decision due to limited resources and the success that has been experienced to date. One of the results of events such as the Professional Development Conference, CISL Fairs and the Developmental Education Symposium has been the building of community across campus lines since these opportunities bring together employees from all units, job classifications and work locations.


With centralization, it is more likely that unnecessary duplication of programming can be avoided or minimized. With a multi-campus focus on professional development, it is quite feasible that without a coordinated effort, services could easily be duplicated across the college in an unproductive manner. It is true that, depending on the initiative, a particular workshop or training could be scheduled to take place on each campus; however, when this occurs it should be because it was planned that way and was not a circumstance of one campus not knowing what another was doing.

Similarly, by bringing the primary professional development implementers together on the Professional Development Team, resources can be maximized and scheduling conflicts minimized among competing events.


Another factor for consideration is program differentiation. Although there are common goals in existence among all campuses and extension centers, there may be good reasons to differentiate some programming by location. For example, student learners might vary on a particular campus and the needs and priorities of campus faculty, staff, and administrators may differ from other campuses. Therefore, it can be foreseen that unique training and professional development needs can arise. Varying plans and methodologies for implementation anticipated across the College could yield beneficial, responsive results as a diversity of constituents contribute ideas and implementation strategies.


A final issue continues regarding the reimbursement of tuition for employees involved in their own degree pursuit. In 1999, many faculty and staff commented upon an outdated and inadequate reimbursement system for courses taken outside of the college. While the level of funding has been increased since 1999, that increase has not kept up with the increased costs incurred in pursuit of technical, baccalaureate, graduate and post-graduate coursework.


Professional development programming opportunities occur in four primary categories: programming for the entire College community, campus-specific programming, programming unique to a particular unit and highly individualized development opportunities. The ideal organizational structure must facilitate activities in each of these primary categories.


An effective professional development program must be closely articulated with the instructional role of the College and must reflect a consensus-building model of decision-making. The Professional Development Team serves as the body to assist with this type of programming. The team is comprised of three types of representatives: implementers of college wide programming, representatives of distinct and significant types of employees, and staff who will carry out the recommendations of the team.

Implementers of college-wide programming

On a yearly basis, individuals responsible for large-scale college-wide professional development programming will be invited to join the team. One of the primary purposes of their membership on the team is the coordination of these various efforts as well as the sharing of limited resources to make all successful. Current representatives include those from instructional technology, VCISL, developmental education, and human resources.

Constituency representatives

In order to appropriately shape the College’s professional development program around the needs of its faculty and staff, constituency representatives are valuable members of the team. These representatives review the plans and offerings and make suggestions for improvement. They also assist in the identification of potential presenters from among the various CCBC employee groups. Constituency representatives include the faculty, the administration, unit one (AFSCME) and unit two (CWA) classified employees as well as a representative of units three and four. When possible, an adjunct faculty member is recruited for the team.


Currently three staff members have professional development program implementation as a part of their duties. However, these staff members have significant responsibilities in areas other than professional development as well. These team members coordinate the specific implementation details involved with college wide events undertaken by the PDT. They also coordinate large-scale communication projects on behalf of the team and attempt to coordinate a calendar of professional development events for each semester to aid individuals in their planning.

Future Staffing

As the professional development program grows in its sophistication, a distinct director with appropriate staff and budgetary support is envisioned. With instructional design staff and other training facilitators assigned to general employee training projects, more training can be offered to CCBC employees at all levels and a full curriculum of training can be undertaken.


Each campus currently continues to receive auxiliary enterprise funds for campus-based professional development activities under the direction of the President/Campus Administrator. This structure was put in place when each campus was more autonomous and faculty and staff tended to remain on one campus only. In the intervening years, the campus lines have blurred and employees often work on more than one campus. Therefore, if the future organizational structure of the college eliminates the position of president, the team recommends that these resources be redirected to the central fund dispersed by the team. Should this be the case, a mechanism would be put in place to solicit proposals for specific campus-specific programming so that any campus-unique needs could be considered.


Some individual departments or units of the college use operating funds to support learning opportunities for members of that department/unit. These activities might include speakers, workshops or the purchase of materials to foster highly specialized, unit-specific learning that may not be available from the college or campus as a whole.

The activities of the Professional Development Team shall not deter such efforts. Rather, to the extent possible, resources and ideas should be made available to individual departments who wish to learn about possible speakers, materials and other available tools and products for these purposes. The Director of Institutional Equity and Organizational Development has developed a resource center that could be of assistance to individuals and departments in need of ideas and contact persons. Some videos and other training materials are also available for unit use.


Individualized plans are best suited to those who have highly specialized responsibilities within a complex college system and/or those who seek job mobility within the College. It is recommended that every employee--faculty, classified staff member, and administrator--develop his or her own professional development plan as an inherent part of the annual goals and objectives or evaluation process. These plans are best reviewed with one’s supervisor. Due to other more pressing issues at the college, the PDT has chosen not to recommend a full-scale program of individual development plans. Some faculty divisions use them but their use is not widespread. It is the hope of the PDT that individual plans will become part of a integrated system at CCBC for all employees.

• Faculty members, who are most directly responsible for providing instructional programs to students, are responsible for the rapidly changing content, methodologies, and theoretical perspectives in their individual disciplines. In addition, faculty are responsible for learning new instructional strategies and technologies. Each faculty member should articulate his or her own professional development plan as an inherent part of the Annual Goals and Objectives and, at the end of the academic year, participate in an evaluation of those goals, objectives, and professional development activities. The CCBC budget process should provide the resources necessary to fund the pursuit of individualized goals that directly support excellence in teaching. Stipends and reassigned time should continue in order to facilitate individual projects that are identified as necessary for the advancement of the college’s strategic goals.

• Classified staff members can benefit from individualized professional development plans to stay current in their job especially with regard to training in technology. In addition, classified staff should have opportunities for up-grading job-related skills, for developing career enhancing skills, and for attending leadership and wellness programs. Each classified staff member should articulate his or her own professional development plan and, at the end of the academic year, participate in an evaluation of these goals, objectives, and professional development activities. The CCBC budget process should provide the resources necessary to fund the pursuit of individualized goals that directly support professional and personal development for the classified staff.

• Supervisory staff may negotiate individualized training opportunities that are unique to a particular role and therefore not efficiently provided by the CCBC for all supervisors. Supervisory staff may or may not have budgetary support in individual unit accounts to fulfill these needs. The College should continue to provide appropriate managerial training to acquaint supervisory staff with their responsibilities under the law and with sound managerial practices. An administrative staff member should articulate his or her own professional development plan and, at the end of the academic year, participate in an evaluation of these goals, objectives, and professional development activities. The CCBC budget process should provide the resources necessary to fund the pursuit of individualized goals that directly support one’s professional and personal development.

The provision of resources to support individual plans can be accomplished by augmenting individual unit budget accounts or by creating a central fund for this purpose.


As defined in the previous section, professional development will occur at the college, campus, unit and individual levels. A variety of departments, committees and groups across the college will continue to schedule events, speakers, workshops and seminars and other services and activities. In order to maximize the effectiveness of such offerings as well as to extend fiscal resources as far as possible, a coordinated program in necessary.

In addition to the breadth of offerings across all constituencies and strategic plan categories, the professional development program must also be of sufficient depth to stimulate continuing professional growth among currently high achieving faculty and staff.


In order to foster excellence at a learning-centered college, any professional development program must be comprehensive. A comprehensive program does the following:

• Responds to the needs of classified staff, faculty and administrators.

• Includes innovative programs/presentations that are not reflected in the needs assessments because they are new to our educational community.
• Provides staff members with time and/or money to develop skills or projects.
• Is attentive to learning centered principles.
• Includes opportunities for highly specialized projects.
• Corresponds to the instructional, technological, and human resources needs and initiatives of the College.
• Is widely accessible to as many faculty and staff as possible.
• Uses funding in ways that most effectively impact learning.
• Is tied closely with the College’s governance system.


Needs assessments should be conducted each year to determine the professional development needs of each of the employee constituencies. These assessments will be used in conjunction with CCBC strategic planning activities and annual professional development programming.

The Professional Development Team and the Director of Institutional Equity and Organizational Development will plan and conduct these needs assessments and analyze their results.


The CCBC Professional Development Program shall be planned in keeping with the college’s Strategic Plan. Because the Strategic Plan is tightly focused on student learning, there are several consequences for the planning of professional development.

• Since faculty have the most immediate relationship to student learning, and because faculty are responsible for assigning grades that indicate that student learning has taken place, there is a unique relationship between faculty and professional development. Faculty members are placed in the crucial position of designing, delivering and documenting student learning has taken place. Faculty members, therefore, must be the recipients of professional development tools necessary to provide students with all of the elements of an ideal learning environment.

• Since supervisors have the most immediate relationship to the design and evaluation of the working environment and its structures and systems, a particular responsibility falls upon supervisors to provide leadership for innovation and to prevent bureaucratic practices from stifling creativity. Supervisors, therefore, must be the recipients of training opportunities in all areas that enhance leadership for a creative working, learning, and risk-taking environment.
 Since the strategic plan specifies that “every member of the college community [will be] a learner,” professional development plays a particularly important role in providing the mechanisms that classified staff members need for being learners and innovators as well as for assuring that classified staff members have access to training in technology that is necessary for their jobs. Classified staff members, therefore, must not only have access to opportunities to enhance skills needed in their current positions but also access to activities that will advance their careers in new directions, if desired.

Professional development events will be scheduled at times that are most convenient to the demanding schedules of classified staff, faculty and administrators. Whenever possible, all campuses will be informed of and invited to campus-based workshops.

To facilitate planning of professional development initiatives, especially where a series of activities may be needed over time, the Chancellor’s Cabinet as a part of its planning processes may choose to establish overarching professional development themes that will stay in place for a period of two or three years.


In a coordinated, collaborative program of professional development tied to the college’s mission and strategic planning procedures, funding priorities need to be established since all possible initiatives cannot be fully funded in any given year. Five overarching guidelines should drive the setting of priorities for the expenditure of professional development funds.

• INSTRUCTIONAL INNOVATION -- Current instructional innovations such as outcome assessments, infusion of multi-cultural elements into the curriculum, service learning, and learning communities are examples of current priorities for the College. Stipends and reassigned time can be provided to faculty members who are leading instructional innovation in any of the several areas where changes in the society and the workforce necessitate new ways of facilitating learning.

• TECHNOLOGICAL COMPETENCE -- Classified staff, administrators and faculty need to become adept at the various software packages supported by the college in order to make the learning and working environment an efficient and effective one. Alternative ways of handling data and delivering programs need to be explored as the college changes in response to changes in the external environment. Funding should support a full range of learning opportunities in this regard, not just traditional two-hour long seminars as in the past.
• FURTHER INDIVIDUAL EDUCATION -- As individual learners, faculty, classified staff and administrators are often pursuing their own basic or advanced education, including baccalaureate, graduate and post-graduate coursework. For faculty, this work may be necessary to keep current in their discipline. For others, this academic preparation may be necessary for career advancement. Adequate levels of funding are needed in order to assist these learners with their completion of this education.
• LEADERSHIP/SUPERVISORY DEVELOPMENT -- Current as well as prospective supervisors at all levels will benefit from a series of high-quality, well-executed activities to strengthen leadership abilities and supervisory skills. With the large number of retirements anticipated within the college in the next ten years, this development is crucial to any succession planning that CCBC might undertake. In addition, college focus group results show that a number of college classified employees aspire to advance to higher level positions through the development of their leadership skills.

• PERSONAL AND CAREER DEVELOPMENT -- In the learning-centered environment, individuals should be able to meet a variety of educational needs through education and professional development offerings. Such broad categories as wellness, pre-retirement planning, and communications skills enhancement are examples of programming sought by college faculty and staff. While these types of activities may not be at the top of the list of college priorities, they are important to individual faculty and staff learners and, therefore, should not be overlooked when designing a comprehensive program of offerings.


Several mechanisms are necessary on an annual basis in order to evaluate adequately the CCBC professional development programming. A concise report will be prepared by the Director of Institutional Equity and Organizational Development with the assistance of members of the Professional Development Team. This report will be distributed to the Chancellor, the Board of Trustees, and to all administrative units of the CCBC. It will include the following:

• A brief discussion of the goals that guided the professional development planning for the current year.

• A description and a summary of the evaluations of each of the professional, staff and organizational development activities conducted during the year.

• A budget analysis that includes the amount spent for each of the professional development activities during the current year as well as a qualitative analysis that discusses the cost effectiveness of each of the professional development activities.


In updating this plan, the Professional Development Team has noted that the 1999 plan was not implemented in its entirety due to funding challenges since its approval by the Chancellor’s Cabinet. For this reason, two time lines are being provided: the first assumes that no new funds will be given to the team in order to accomplish its mission and that previous budget cuts will not be restored. The second scenario is a best-case situation which assumes that additional funding will be provided for the implementation of this plan.


September 2005:

Plan draft approved by Professional Development Team and sent to Chancellor’s Cabinet for approval and other approval routes deemed appropriate Budgetary request process begun for FY ’07

October 2005:

Budgetary request process continues through May, 2006 PD Master Plan and Learning Opportunities Booklet posted on website; public comment solicited Needs Assessment survey of adjuncts conducted via email

November 2005:

Members of the Professional Development Team (PDT) meet with Dr. Sandra Kurtinitis regarding the setting of priorities for current year and the annual conference in May Planning begun for Adjunct Faculty Program in January, CISL Fair in January and Professional Development Conference in May

Spring 2006:

Professional Development Conference held (May 24, 2006) Planning calendar begun for ’06-’07 year

June 2006:

Evaluative report prepared for 2005- 2006 programming Budget supplied from Cabinet; setting of priorities and themes for ’06-07

Fall 2006:

Budgetary and planning cycles continue as above TIME LINE FOR FULL DEVELOPMENT OF A COMPREHENSIVE PROGRAM

September 2005:

Plan draft approved by Professional Development Team and sent to Chancellor’s Cabinet for approval and other approval routes deemed appropriate Budgetary request process begun for FY ’07

October 2005:

Budgetary request process continues through May, 2006 PD Master Plan and Learning Opportunities Booklet posted on website; public comment solicited Needs Assessment survey of adjuncts conducted via email

November 2005:

Members of the Professional Development Team (PDT) meet with Dr. Sandra Kurtinitis regarding the setting of priorities for current year and the annual conference in May Planning begun for Adjunct Faculty Program in January, CISL Fair in January and Professional Development Conference in May

Spring 2006:

Cabinet setting of priorities and consolidation/identification of funds for professional development Cabinet reviews and approves overarching professional development emphases/themes for next two to three years Additional positions filled internally or externally College-wide needs analysis conducted by internal staff; faculty and staff define annual professional development goals and objectives; general needs gathered and sent to central Professional Development Office Comprehensive professional development program proposed in detail with timelines, and resources to be utilized and expended Professional Development Conference held (May 24, 2006)

June 2006:

Evaluative report prepared for 2005- 2006 programming Budget supplied from Cabinet Professional development calendar planned for ’06-’07 year

August 2006:

Fall calendar of activities circulated PDT begins to implement Fall activities Budgetary process begins anew


Based upon the reports of college task forces and discussions among various committees as reported by the ’05-’06 Professional Development Team (PDT), a number of recommendations are being made as a starting point for the future.

• Disseminate information about the CCBC Professional Development Plan to all members of the College community via the PDT web site.

• Disseminate information about Learning Opportunities for CCBC Employees to all members of the College community via the PDT web site.
• Extend the “Ten Danger Zones for Supervisors” training to all supervisors at CCBC.
• Build upon the success of the “Ten Danger Zones for Supervisors” series with a menu of advanced interactive sessions for supervisors. These sessions should focus upon the six competencies for community college leaders as identified by the Leading Forward initiative of the American Association of Community Colleges (AACC) – Organizational Strategy, Resource Management, Communication, Collaboration, Advocacy, and Professionalism.
• Design, implement and evaluate a series of interactive workshops for classified staff members who assist supervisors, supervise student workers or interns or who aspire to a supervisory role.
• Explore the development of a regional consortium of colleges so that resources, speakers, conference opportunities can be shared among other local institutions.
• Train a group of facilitators to lead appreciative inquiry sessions at CCBC.
• Utilize the internal expertise of faculty and staff who attend conferences and institutes with college funds in order to extend their learning to others.
• Provide opportunities for communication training to support the recommendations of the Strategic Internal Communications Task Force.
• Examine the current level of funding for tuition reimbursement for technical, graduate and post-graduate training for faculty and staff and make recommendations for increasing this funding, if necessary.
• Continue providing professional development opportunities related to closing the gap between African-American and Caucasian learners.
• Organize/expand a wellness program for employees.

2005-2006 Professional Development Team

Chair: Judy Snyder, Director of Institutional Equity and Organizational Development, (410) 869-1263

Patricia Beard, Divisional Secretary in CEED and CWA representative, (410) 238-4612
Cathy Birkelien, Coordinator of Development, (410) 285-9935
Willa Brooks, Coordinator and Professor of Recreation, (410) 455-4174
Tara Ebersole, Assistant to the Vice Chancellor for Learning and Student Development, 410-869-1255
Margaret Gilbert, Senior Director for Institutional Technology and Web Management, (410) 455-4336
Kelly Lemons, Coordinator of Equity Programming, (410) 869-7117
Donna McKusick, Senior Director of Developmental Education, (410) 918-4247
Carolyn Payton, Administrative Assistant, Office of Institutional Equity and Organization Development, (410) 869-1263
Dawn Pressley, Assistant Professor of Reading, (410) 780-6491
James Robinson, Building and Maintenance Mechanic and AFSCME representative, (410) 780-6503

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