Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Dianne Carroll-Smith

Submitted

Performance Management for Northcentral Technical College faculty

and the alignment with the 7 Principles of Good Teaching model

(Chickering & Gamson, 1987)

1
 Project Proposal – Module 2

PROJECT TITLE
Performance Management for Northcentral Technical College faculty
and the alignment with the 7 Principles of Good Teaching model

SPONSORING ORGANIZATION
Northcentral Technical College
Northcentral Technical College (also known as NTC) is a technical (community) college in
Wisconsin. The district of the college includes all of, or portions of, Marathon, Lincoln, Taylor,
Price, Langlade, Menominee, Clark, Portage, Shawano and Waupaca counties. The main
campus is located in Wausau. There are regional centers in Antigo, Medford, Merrill, Phillips,
Spencer and Wittenberg. It is a member of the 16 schools in the Wisconsin Technical College
System.

VISION: Building futures as your college of choice, one learner, one employer, and one
community at a time.
MISSION: Northcentral Technical College provides high-quality, learner and employer focused,
educational pathways committed to enriching lives and strengthening the economy.
COMMUNITY BENEFIT STATEMENTS
Northcentral Technical College benefits communities throughout its District.
1. Learners have the knowledge and skills essential to obtain, maintain or advance in
employment and higher education.
2. Employers have an available and skilled workforce.
3. Communities have the capacity to foster domestic and global economic growth.

CORE BELIEFS/VALUES
These guiding principles and values are inherent at Northcentral Technical College.
Learner Focus: We believe in and promote an engaging life-long learning environment that
supports learners as they realize their educational and career goals.
Continuous Improvement: We believe in and promote the continuous improvement of
learning, support systems and processes to meet learner, employer and community needs.
Ingenuity: We believe in and promote a learning environment that fosters innovation and
entrepreneurship.
Access: We believe in and promote flexible educational opportunities to serve all learning
communities.

2
Service to Community: We believe in and promote service to our communities through
leadership, collaboration and volunteerism.
Diversity: We believe in and promote an inclusive environment that celebrates, embraces and
respects individual differences.
Culture of Professionalism: We believe in and promote a culture of knowledgeable, forward-
thinking, accountable, caring and collaborative employees who act with integrity and respect.
Advocacy: We believe in and promote the success of our learners, employers and
communities. (Northcentral Technical College, 2018)

PROJECT DESCRIPTION
The 7 Principles of Good Teaching model is being used as part of the faculty
performance management review process at Northcentral Technical College. This was
implemented as part of the performance management review without training to those
who are directly impacted. Developing a clear understanding of the principles will help
faculty to implement the model into instruction and fully meet the expectations of
performance management at the college and in turn, provide an improved learning
experience for students at Northcentral Technical College. In addition, proper training
for managers and supervisors would help in the clear and consistent assessment of
faculty instruction during performance management reviews at Northcentral Technical
College.

AIM
Provide a complete understanding of the model being used in faculty performance
management reviews at Northcentral Technical College. Bringing awareness and
understanding of the 7 Principles of Good Teaching will as an end result improve
learner satisfaction and course quality.

TARGET AUDIENCE
The Target Audience for this project would be all faculty at Northcentral Technical
College including both full-time and adjunct faculty. Managers and supervisors
administering performance management reviews would also be included.

3
DELIVERY OPTIONS
The instruction for this project will be delivered online.
This delivery option was selected because of the flexibility to deliver the content and
ability for the target audience to spend time on sections as needed. Moving through
what they are already familiar with more quickly and spend more time on newer
concepts. This mode of delivery also ensures all of the target audience receives the
exact same message.

4
 Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED

The need for the training/instruction is both an expressed need and an anticipated need
as identified by both the faculty and managers at Northcentral Technical College
through discussion during College Initiative Days at Northcentral Technical College
regarding the implementation of the new performance management system. The 7
Principles of Good Teaching model is a new method being used as part of the faculty
performance management review process at Northcentral Technical College. Training
was not conducted prior to this being implemented as part of the performance
management review process for faculty at Northcentral Technical College. Most faculty
and managers were not aware of the model being used and the requirements it means
for the faculty. Prior training was not implemented to those who are directly impacted.

Developing a clear understanding of the 7 Principles of Good Teaching model will help
faculty to be purposeful and fully implement the model into instruction and fully meet the
expectations of performance management at the college and in turn, provide an
improved learning experience for students at Northcentral Technical College. In
addition, proper training for managers and supervisors would help in the clear and
consistent, valid and reliable assessment of faculty instruction during performance
management reviews at Northcentral Technical College.

Developing training/instruction online modules will provide an opportunity for current

faculty, managers and staff to understand the model of the 7 Principles of Good
Teaching and how it is incorporated into the NTC Performance Management process.
By developing online instruction a consistent and clear message can be shared. This
makes the training available to new employees. The gap would be between the 7
Principles of Good Teaching model and the fact it was incorporated into the
performance assessment process at Northcentral Technical College without the people

5
being impacted by this change having any training or advanced notice on the model.
Training would improve the current understanding of the model for faculty and
managers at the college as to how to meet the expectations as well as assess the
expectations and implement the model into instruction.

Front-End Analysis: Learner Characteristics – Module 3

LEARNER ANALYSIS

Primary Audience
 Northcentral Technical College full time faculty
 Northcentral Technical College adjunct (part time) faculty
 Northcentral Technical College deans, associate deans, learning coordinators
and managers

Secondary Audience
 Northcentral Technical College staff
 Other educational professionals applying the 7 Principles of Good Teaching
model to instruction

General Learner Characteristics

 Age: 24 and over
 Gender: both male and female
 Education: high school graduate or greater
 Work experience: 1 day to 30+ years

Entry Characteristics
Prerequisite skill and knowledge:
 Subject matter expert of the course content the principles will be applied to
 Basic computer skill level or greater
 Basic skill level with online learning
 Basic skill level using the learning management system - Canvas

6
 Attitudinal and motivational characteristics:
 Most instructors in the target audience want to provide the best learning
experience in courses they instruct.
 Most instructors in the target audience will be motivated to complete the
training due to the correlation of the 7 Principles being part of performance
management training and could impact continued employment at the college
Prior Experience:
 Some instructors and staff in the target audience have knowledge of the 7
Principles of Good Teaching model
 Most instructors in the target audience have experienced performance
management reviews
 Most instructors in the target audience have prior experience in developing
instruction for learners
 Most instructors in the target audience have taught in an online environment

CONTEXTUAL ANALYSIS

Orienting Context
 The goal of the learner will be to understand the 7 Principles of Good Teaching
Model and how to implement it in instruction and/or assessment of faculty
instruction at Northcentral Technical College.
 An additional goal will be to have a successful performance management review
 Learners will see this as a professional development opportunity
 Learners will participate and successfully complete the training to obtain the
digital badge associated with the training.
 The learners’ potential misconceptions towards the subject of the instruction
might be it will impact their employment and salary.

Instructional Context
 Scheduling of the course will be flexible with the online structure.
 The course will be open entry/anytime start.

7
  The course will be ADA compliant
 Computer labs will be available at all Northcentral Technical College campus
locations for learners to complete the training onsite if needed. https://www.ntc.edu/hours

Technology Inventory
 Learners will need access to computers (desktop, laptop, or tablet)
 Learners will need access to the internet
 Learners will need access to the Canvas Learning Management System

Transfer Context
 Learners will transfer the knowledge from the training into their course instruction
or managers will use the knowledge to assess faculty instruction for performance
management
 Learners will be able to use the information during the training as they complete
module activities during the course and apply it to courses they are teaching or
assessing.
 The Center for Teaching & Learning Excellence and Human Resources
departments at Northcentral Technical College will schedule the training for the
learners and provide support during the training and following the training.

8
 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

Andragogy refers to methods and principles used in adult education. The target
audience in this project will be adult educators, thus implementing these methods and
principles of andragogy. Adult learners will want to know exactly how the content from
the course will benefit them. They want to ensure the content is relevant to them.
Because the subject matter will have immediate relevance to their employment there
will be a readiness to learn the content. The instruction will be developed with
discussions being part of the learning. This will allow the learners to share their current
knowledge and ideas with others.

There will be a variety of learning theories applied in this project. Behavioral Theory,
Social Learning Theory, Cognitive Theory, and Connectionism Theory will be explored
in this creation of this course. The course will focus on the idea of eliminating
undesirable, observable behaviors and that stimulus and response impact learning. The
course will allow participants to observe and model behavior of others that is identified
by the 7 Principles of Good Teaching.

APPLICATION OF MOTIVATIONAL THEORIES

The application of motivational theories to the target audience will involve both intrinsic
and extrinsic motivation. The learner will be able to associate a relevance to their career
and have a sense of accomplishment when completing the course and developing the
skill. They will also have the extrinsic motivation of needing to acquire the skills and
pass the course. The course and instructor will need to be a role model for the 7
Principles of Good Teaching and approach the training with energy and a variety of
interactive methods of learning.

9
IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

The audience for this course would be diverse it would include:

 learners from a variety of backgrounds
 learners with varying levels of experience in education
 learners from different areas of instruction
 learners of different ages
 learners of different ethnic groups
 learners with potential disabilities
 learners from different locations

The diversity of the learners would allow for the sharing of different levels of experience

in the subject. By providing some flexibility in the progression of the course, the learners

can spend more time where needed and move through materials they already have

experience with. I believe this will lead to a more dynamic and engaging course and

learning experience for the target audience.

10
 Task/Goal/Performance Analysis – Module 5

TOPIC ANALYSIS

TASK ANALYSIS METHOD

Task analysis methods can include Topic Analysis, Procedural Analysis or Critical
Incident Analysis. According to the text Designing Effective Instruction, many projects
will utilize at least two of these methods while conducting a task analysis. (Morrison,
Ross, Kalman, & Kemp, 2013).

This project would use the Topic Analysis and Procedural Analysis methods. With the
Performance Management portion of the project there would be specific procedures to
follow for the learner to be successful in demonstrating the 7 Principles of Good
Teaching. In addition, the Topic Analysis method appears to be the most relevant
method to utilize for this project since we are identifying the facts, concepts, principles
and rules to focus on just one of the methods.

I selected Procedural Analysis because it would be necessary to determine the content

required in the course. In the technical college system the instructor would be
considered the subject matter expert for their program. However, they might not have a
background or training in developing learning for others. While experts in their field, the
instructors are now needing to identify how to develop and deliver appropriate
instructional materials to others using the 7 Principles of Good Teaching Model.

TASK ANALYSIS
I. 7 Principles of Good Teaching
a. Encourages Faculty/Student Contact
1. Provides video welcome message (instructor face) at the beginning of the course
2. Creates module overview videos (instructor face) to support learning and
motivate students
3. Greets students in engaging, friendly manner through discussion board
introductions

11
 4. Encourages and fosters a healthy exchange of ideas and sharing of experiences
through announcements, discussions and instructor-led content
5. Provides faculty introduction/biography
6. Provides multiple announcements throughout the course motivating students and
communicating reminders and important changes
7. Facilitates discussions

b. Encourages Student Cooperation

1. Provides regular opportunities for students to engage in one or more of the
following activities:
1. Formal and/or informal discussions of course topics; Q&A discussion
section
2. Collaborative course activities and assessments
3. Study groups
2. Encourages sharing of photo(in Bb) and personal introductions/Ice Breakers
3. Models good discussion participation and provides criteria
4. Provides opportunities for collaboration in a variety of ways (student-student,
student-content, student-instructor)

c. Encourages Active Learning

1. Provides a variety of learning activities in student-centered manner (chunking of
content in 8-10 minute activities)
2. Provides engaging activities that involve one or more of the following:
1. Active use of writing, speaking, and other forms of self-expression
2. Opportunity for information gathering, synthesis, and analysis in solving
problems (including the use of library, electronic/computer and other
resources, and quantitative reasoning and interpretation, as applicable)
3. Engagement in collaborative learning activities

d. Gives Prompt Feedback

1. Provides information about course feedback methods and standards on the
course syllabus.
2. Allows students the option (or requirement) to submit drafts of assessments for
instructor feedback.
3. Provides feedback within a timely manner.
4. Provides meaningful feedback that is clear, positive, specific, and focused on
observable behavior that can be changed to improve learning.
5. Maintains an up-to-date, student-accessible grade center.
6. Models self-reflection and seeks student feedback for continuous improvement

e. Emphasizes Time On Task

1. Includes a “Start Here” section in announcements
2. Includes in the course syllabus, an estimate of the amount of time students
should spend on the course
3. Provides course-specific study tips that give students strategies for utilizing their

12
 time well.
4. Guides students with information on where to focus their studies.
a. Remains flexible as unforeseen technical problems occur

f. Communicates High Expectations

1. Describes expectations in syllabus; due dates and late work explained
2. Provides clear guidelines around absences and grading
3. Implements a syllabus quiz
4. Lists course competencies and learning objectives appropriate to each learning
plan to communicate the expectations of the course.
5. Communicates in a motivating way that inspires students to move past the easy
answers to more complex solutions. (announcements and discussion boards)
6. Provides examples of high (and low) quality student work, along with a
discussion of the differences between them

g. Respects Diverse Talents and Ways of Knowing

1. Presents information and content in different ways to address multiple learning
styles
2. Provides supplemental materials to students who lack prerequisite knowledge or
who would benefit from having content presented in an alternative manner.
3. Uses a variety of assessment tools that gauge student learning.
4. Provides alternative assessment options that allow students to demonstrate
their progress in a manner that is best conducive to their talents. For example, a
video presentation may be allowed as learning evidence instead of a written
paper.
5. Creates a positive online climate where students are encouraged to seek
assistance with course content and learning activities if needed.
6. Provides UDL best practices to all learners; not just for students needing
accommodations. (closed captioning, text alternatives)
7. Adjusts teaching strategies based on learners feedback and needs
8. Encourages students to express diverse points of view

GOAL ANALYSIS
Instructional Aim:
Provide a complete understanding of the model being used in faculty performance
management reviews at Northcentral Technical College. Bringing awareness and
understanding of the 7 Principles of Good Teaching will as an end result improve
learner satisfaction and course quality.

Goals:
 Identification of each of the principles in the 7 Principles of Good Teaching by the
target audience
 Application of the 7 Principles of Good Teaching to a course by the target
audience
 Demonstration of the 7 Principles of Good Teaching in a course by the target
audience

13
What Learners Would Do To Demonstrate Goal Achievement

Learners would demonstrate the 7 Principles of Good Teaching

 Faculty/Student Contact: Good Practice Encourages Contact between Students and
Faculty
 Collaborative Learning: Good Practice Develops Reciprocity and Cooperation Among
Students
 Active Learning: Good Practice Encourages Active Learning
 Prompt Feedback: Good Practice Gives Prompt Feedback
 Time on Task: Good Practice Emphasizes Time on Task
 High Expectations: Good Practice Communicates High Expectations
 Diverse Learners: Good Practice Respects Diverse Talents and Ways of Learning

Encourage contact between students and faculty

1. Instructor Behaviors
o Establish guidelines in syllabus as to how your students should communicate with
you
o Office hours
o Set clear standards for responding to messages
2. Expectations
o Log into Canvas minimum of 3 times per week
o Allow for equitable interactions with your students online as you would in person.
You should have a minimum presence of 10% in discussion board (or equivalent
tool). This should be increased in introduction/ice breaker forum.
o Minimum of 1 announcement post per week for average course

Develop reciprocity and cooperation among students

1. Instructor Behaviors
o Provides regular opportunities for students to engage in one or more of the following
activities:
o Formal and/or informal discussions of course topics; Q&A discussion section
o Collaborative course activities and assessments
o Study groups
o Encourages sharing of photo(in Bb) and personal introductions/Ice Breakers
o Models good discussion participation and provides criteria
o Provides opportunities for collaboration in a variety of ways (student-student,
student-content, student-instructor)
2. Expectations
o Monitor discussion boards to ensure students are communicating effectively and
accurately

Encourage active learning

1. Instructor Behaviors
o Provides a variety of learning activities in student-centered manner (chunking of
content in 8-10 minute activities)
o Provides engaging activities that involve one or more of the following:
o Active use of writing, speaking, and other forms of self-expression

14
 o Opportunity for information gathering, synthesis, and analysis in solving
problems (including the use of library, electronic/computer and other
resources, and quantitative reasoning and interpretation, as applicable)
o Engagement in collaborative learning activities
o For example, students actively learning will:
o Think, talk, or write about their learning
o Reflect, relate, organize, apply, synthesize, or evaluate information
o Perform research, lab, or physical activities
o Participate in, design, or develop educational games and simulations.
2. Expectations
o Learning needs to be more than textbook readings. There should be a variety (at
least 2-3) of instructor-led or other learning activities.

Give prompt feedback

1. Instructor Behaviors
o Provides information about course feedback methods and standards on the course
syllabus.
o Allows students the option (or requirement) to submit drafts of assessments for
instructor feedback.
o Provides feedback within a timely manner.
o Provides meaningful feedback that is clear, positive, specific, and focused on
observable behavior that can be changed to improve learning.
o Maintains an up-to-date, student-accessible grade center.
o Models self-reflection and seeks student feedback for continuous improvement
2. Expectations
o All submissions should be graded within 7 days
o Meaningful feedback is provided on graded submissions. PATs should have
substantial (written, verbal or video) feedback provided along with grade.
o Responses to student inquiries should be done within 48 business hours.

Emphasize time on task

1. Instructor Behaviors
o Includes a “Start Here” section in announcements
o Includes in the course syllabus, an estimate of the amount of time students should
spend on the course
o Provides course-specific study tips that give students strategies for utilizing their time
well.
o Guides students with information on where to focus their studies.
o Remains flexible as unforeseen technical problems occur
2. Expectations
o Estimates time for completions on course activities and assessments and
communicates adjustments as needed (e.g., “This assessment should take you
approximately 2 hours to complete.”)
o Includes a course schedule that outlines topics to be covered and assessment due
dates so students can plan their workload accordingly.

Communicate high expectations

1. Instructor Behaviors

15
 o Describes expectations in syllabus; due dates and late work explained
o Provides clear guidelines around absences and grading
o Implements a syllabus quiz
o Lists course competencies and learning objectives appropriate to each learning plan
to communicate the expectations of the course.
o Communicates in a motivating way that inspires students to move past the easy
answers to more complex solutions. (announcements and discussion boards)
o Provides examples of high (and low) quality student work, along with a discussion of
the differences between them.
2. Expectations
o Make sure grading and response times are accurately listed on Syllabus
o Every PAT should have a rubric

Respect diverse talents and ways of learning

1. Instructor Behaviors
o Presents information and content in different ways to address multiple learning styles
o Provides supplemental materials to students who lack prerequisite knowledge or who
would benefit from having content presented in an alternative manner.
o Uses a variety of assessment tools that gauge student learning.
o Provides alternative assessment options that allow students to demonstrate their
progress in a manner that is best conducive to their talents. For example, a video
presentation may be allowed as learning evidence instead of a written paper.
o Creates a positive online climate where students are encouraged to seek assistance
with course content and learning activities if needed.
o Provides UDL best practices to all learners; not just for students needing
accommodations. (closed captioning, text alternatives)
o Adjusts teaching strategies based on learners feedback and needs
o Encourages students to express diverse points of view

2. Expectations
o Should utilize at least 3 different ways assessing students in a course
o All course videos must be captioned

16
 Instructional Objectives – Module 5
INSTRUCTIONAL GOAL
Northcentral Technical College faculty will be able to identify and implement the criteria
of the 7 Principles of Good Teaching model into their instruction and development of
courses at the college.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Terminal Objective:
 Given the list of the stages of the 7 Principles of Good Teaching model, Northcentral
Technical College faculty will identify the indicators for each stage of the model –
(Cognitive/Applying)

Enabling Objectives:
1. Identify and explain the 7 Principles of Good Teaching and the indicators for
each: (Cognitive)
o Faculty/Student Contact: Good Practice Encourages Contact between Students and Faculty
o Collaborative Learning: Good Practice Develops Reciprocity and Cooperation Among Students
o Active Learning: Good Practice Encourages Active Learning
o Prompt Feedback: Good Practice Gives Prompt Feedback
o Time on Task: Good Practice Emphasizes Time on Task
o High Expectations: Good Practice Communicates High Expectations
o Diverse Learners: Good Practice Respects Diverse Talents and Ways of Learning

2. Illustrate examples of effective and ineffective utilization of each of the 7

Principles of Good Teaching criteria. (Cognitive)

Terminal Objective:
 Given the list of the criteria of the 7 Principles of Good Teaching model, Northcentral
Technical College faculty will prepare course content in Canvas using the criteria –
(Cognitive/Applying)

Enabling Objectives:
1. Use Canvas (NTC Learning Management System) (Psychomotor)
2. Develop Learning Activities (Cognitive)

17
 3. Develop Assessment Activities (Cognitive)
4. Identify Time on Task (Cognitive)
5. Prepare active learning opportunities for learners (Cognitive)

Terminal Objective:
 Given the Northcentral Technical College Performance Management Faculty Review
document, Northcentral Technical College faculty will self-assess skill levels meeting
the criteria of the 7 Principles of Good Teaching. (Cognitive/Applying)

Enabling Objectives:
1. Use Canvas (NTC Learning Management System) Instructor Insights tool and
data to assess faculty/student contact. (Psychomotor)
2. Evaluate expectations of Performance Management Faculty Review document.
(Cognitive)

Enabling Objectives Matrix & Supporting Content – Module 6

Title of the unit/module: Introduction to the Seven Principles of Good Teaching Model
Brief description of target audience: Target audience of full-time faculty, adjunct
faculty, supervisors and managers at Northcentral Technical College.
Terminal Objective Here: Given the list of the stages of the 7 Principles of Good
Teaching model, Northcentral Technical College faculty will identify the indicators for
each stage of the model – (Cognitive/Applying)
Pre-Instructional Strategy: To introduce the module, an introductory video providing
the overview of the objectives would be utilized.

18
 Enabling Level on Bloom’s Learner Activity Delivery Method
Objective Taxonomy (What would learners (Group presentation/lecture,
do to master this self-paced, or small group)
objective?)
Identify the 7 Comprehension Learner would need to Online environment
Principles of list each of the 7 Readings
Good Principles of Good Lecture
Teaching and Teaching from the Individual activity
model with 100% Quiz
the indicators
accuracy.
for each:
(Cognitive)

Explain the 7 Comprehension Explain each of the Online environment

Principles of indicators Readings
Good Written project
Teaching and
the indicators
for each:
(Cognitive)
Illustrate Application Using PowerPoint Online environment
examples of create a presentation Readings
effective and and share via Presentation
ineffective discussion board, Group Discussion
commenting to a
utilization of
minimum of 2 peers.
each of the 7
Principles of
Good
Teaching
criteria.
(Cognitive)

19
This would be provided to the learner as a handout/file as an introduction to the Seven
Principles of Good Teaching.

20
21
This would be the PowerPoint used as a background for an introductory video for the
Seven Principles of Good Teaching and the Northcentral Technical College
Performance Management process. The video will be created using a tool called
Panopto and Closed Captioned for ADA Compliance.

22
23
24
25
 References

Designing Effective Instruction. 2013. Hoboken, New Jersey. John Wiley & Sons, Inc

Educational Technology. 2018. Kemp Design Model

Funderstanding.com. 2011. Behaviorism

Northcentral Technical College. 2018. Retrieved from www.ntc.edu/About Us

Preparing Instructional Objectives: A critical tool in the development of effective instruction.

1997. Atlanta,GA. The Center for Effective Performance, Inc.

Seven Principles for Good Practice in Undergraduate. 1987. American Association for Higher
Education Bulletin 3-7

26