Administrator/Chief Educational Officer

The TFS Faculty Success Center Gives You the Resources Needed for Your Faculty Development Efforts

Question: Do Your Faculty Know and Use the Six Critical Success Factors of Highly Effective Teaching?

If not, TFS can help. It was founded in 1988, and it's unique. It looks at the field of faculty development from a performance and training point of view. It examines Operational Success Factors and the Success Mindset Characteristics required to become a Highly Effective Instructor.

How to use a TFS Faculty Success Center Membership at your institution

Membership opens up access to a large e-library of teaching improvement ideas, strategies, and concepts that faculty can use to solve everyday teaching problems.

After becoming a Success Center member you will be able to download a range of TFS E-journal issues and resources from the online Success E-Library. There are longer and more in-depth resources such as Quick Courses and Quick Studies designed to help faculty master such common teaching challenges as Syllabus Construction, Small Group Learning, Positive Classroom Discipline, Avoiding Harassment Problems, Lesson Planning, Active Learning, and more.

There are shorter QuickTips and QuickTools offering help with specialized teaching tasks. And their are many issues and several volumes of the TFS E-journal of Critical Success Factor Teaching Improvement to choose from. Lastly, a large archive of TFS E-journals is known as the TFS Solutionary. This document comprises of more than 600 pages of ideas and can be easily searched and browsed depending on need.

Once you decide, you can make these resources available to your faculty via your website or by loading TFS Resource files to your local area network, or both. In addition, you can target certain individuals or faculty groups by attaching resources to emails or by making hardcopy available by printing on campus what you need when you need it. TFS resources work perfectly with mentoring programs and can really help keep a mentoring relationship alive and functioning effectively.

It's a good idea to announce the availability of TFS Faculty Success Resources to your faculty by all communication avenues possible to you. The more faculty know about the existence of these helpful resources the more they will likely use them. Talk about TFS at division and department meetings. Ask your president or VP of Instruction to recommend that faculty use these resources to improve teaching. Use TFS to spark and continue interest in reaching teaching improvement goals set by your institution or other stakeholders.

The Teaching For Success Faculty Success Center Addresses Tough Faculty Problems:

• Being a student does not qualify a person to be a teacher.
• Earning a degree is not enough preparation to teach well.
• Poorly prepared faculty lower retention and student satisfaction.
• Part-time faculty numbers are growing and their influence on the success of their institution is growing every year. See Stanley Fish, "The Last Professor" NY Times.
• As budgets tighten, travel costs, speaker costs, and event costs may become prohibitive as a faculty development strategy.
• Reaching faculty with inspiring, motivational, and effective development ideas is a very difficult and time consuming task for administration and staff.
• Many faculty, especially part-time and adjunct faculty feel neglected and not a part of the institution.
• Instructors moving to online courses desperately need mentoring to ensure quality in these courses.

With The New Teaching For Success 4.0 Faculty Success Center, You Gain Professional Development Resources that Can Help You and Your Staff:

• Fire up your faculty with a new way to understand teaching effectiveness.
• Help faculty, especially part-time faculty, to think more critically about the nature of teaching for results and reaching desired outcomes.
• By becoming a TFS member, you, in effect, send them a powerful message that you recognize and appreciate their efforts to your institution's overall success.

Teaching For Success 4.0 Believes:

• Faculty Increasingly Need Foundational Teaching Development.
• Faculty Are a Key Component to Improving Retention, Completion, and Satisfaction.
• The TFS High Impact Teaching Program and E-Journal Delivers Tips, Principles and Concepts Needed for Teaching and Learning Growth and Change.

We know teacher mindset is important. David A. Sousa, How the Brain Learns, identifies the self-concept to play a pivotal role in how people learn. It's a central concept in his brain-research based Information Processing model. TFS incorporates food for the building the instructor self concept.

He likens the effect on learning of the self concept to a set of blinds on a window that can open or close to the receiving, processing, and storing of new information. This concept is the starting point of the Teaching For Success®, Faculty Success Center-- opening the blinds to teaching and learning improvement.The teaching for success mindset is built and maintained by working with the six Critical Success Factors of Teaching Improvement.

This strategy gives faculty a solid foundation in causal success principles, strategies, and laws and a steady input of practical teaching application ideas. TFS Success Center has studied, gathered and organized information on how to build and maintain a positive teaching self-concept from a wide variety of sources over the past 20 years.

Basically, teacher success comes down to knowing the cause and effect relationships that operate in the field of teaching and learning that you are working to obtain outstanding results.Learning more and staying connected with Teaching For Success is easy.

Teaching For Success Outcomes:

• Tools and Strategies Faculty can use to Increase Student Retention
• A comprehensive development plan using the six Critical Success Factors of Highly Effective Teaching.
• Expand Student Satisfaction

Six Critical Success Factors or Roles of High-Impact Teaching

At the heart of the TFS program is the TFS E-Journal periodical. It teaches faculty success skills and the mindset they need to adequately address the six Critical Success Factors they must know.

TFS is the only faculty development program
to provide the CSF advantage

The Six Essential Critical Success Factors of Good Teaching are:

1. Leadership
   
2. Management
3. Instruction (Optimum Sequence) PIE-R3: Preparation, Input, Engagement, Retention, Reconfirmation, Reflection
4. Context and Content Analysis (Tweaking the day-to-day activities to fit your specific students needs.)
5. Communication
6. Evaluation and Testing

What Is Faculty Development Worth to the Success of Your Faculty and Institution?

Probably, Just about Everything.

The Future of Your College or University
May Depend on Developing Highly Effective Success-Oriented Instructors Who Reach Outcomes and Solve Problems

The All New Teaching For Success
4.0 E-Journal of Critical Success Factor Teaching Improvement

TFS E-Journal of Critical Success Factor Teaching Improvement

*An E-Journal is an online magazine, periodical that you can read, study and interact with online or print a paper copy of just the information you need or the entire issue.

It features pop-up notes, hot links to supporting URLs and active fields to enter personal comments and ideas.

Beautiful and practical, the all new Teaching For Success, Teaching Improvement E-Journal can save your faculty hours and hours of trial-and-error, learning-on-the job and keeping your inexperienced faculty from making many embarrassing beginner mistakes.

Six issues, 8-10 pages each issue, Easy to read online with Adobe Acrobat Reader (free from Adobe) interactive note and idea fields, and hot links to many online sources of additional teaching information.

TFS is Designed to:

• Boost instructor satisfaction
• Increase retention
• Impact student satisfaction
• Solve instructional problems
• Reach desired learning outcomes
• Build a "Success Mindset"
• Create library of improvement ideas
• Relax and learn
• Involve and engage
• Recognize
• Include

What Do Faculty Say?

TFS helped new teacher David Borges, DC become a successful adjunct instructor at a community college. Here is what he says about TFS with the bonus action section:

"I like TFS best because it has a larger variety of articles and has a much easier format to apply the information. Your efforts have made TFS much easier for adjunct faculty to implement the outstanding teaching strategies you provide.

It is one thing to provide great information; the next level up is making it easy to implement. TFS has accomplished both!"

~David Borges DC, South Lake Tahoe, CA; adjunct faculty, Lake Tahoe Community College, CA

"Thanks for the energy and positivity that your publication [TFS] brings to collegiate teaching."

~Dee Duis, Faculty, Davenport University

.

***********************

The Faculty Participation Problem

One of the most vexing challenges facing most faculty developers is "How to invite, encourage, and just plain get faculty participation" in a faculty development program.

Teaching For Success has taken a proactive stance to help faculty developers and administrators solve this thorny problem.

Clarification

A couple of points are needed to clarify how unique TFS is when it comes to creating workable solutions.

First, the materials given to faculty in our opinion must be aesthetically pleasing and inviting, the documents should be well organized and written to attract faculty. Most faculty in our experience do not want lengthy hard-to-read and difficult-to-understand research-style prose.

Second, faculty, particularly adjunct and part-time faculty, thrive on practical information about teaching and teaching improvement. They need the big picture and the fine details explained.

And faculty need very much to be engaged while reading. This need is fulfilled very well by the TFS E-Journal development approach unique to Teaching For Success, by a free additional document provided with each issue.

Generous Use Rights Included

Pentronics Publishing makes it very easy to distribute TFS electronic issues to your faculty. Our Unlimited Site License provides the rights to make unlimited copies, unlimited distribution, unlimited file duplications and even the right to export articles for use in your own publications.

The knowledge you gain from TFS will help you in the hiring process. Your faculty will be better able to answer important and often-asked questions about fundamental teaching approaches. They will know what to do and not to do in their traditional or online classes.

What Developers and Administrators Say

There are some very good pieces in this issue. The student evaluation / test construction stuff is particularly valuable to our adjunct faculty. Many of them teach at the college level and evaluate the students at a high school level…not intentionally, but there is more to good student evaluation than those new to teaching expect."

"So nice to hear from you again!  Yes, Baker College would like to subscribe to receive Teaching for Success once again.  We will need the multi campus subscription.  The look of the publication is great!"

"Teaching for Success is especially helpful to our adjunct faculty. Most are employed at full-time day jobs and have difficulty attending our scheduled training. They can pick up TFS when they check their mail. I've heard from many of them saying how helpful TFS has been."

"I surveyed our faculty about whether we should continue subscribing. The response was so positive that we have continued our subscription. Our faculty indicate that they really appreciate the information from TFS as they can immediately put it to work in their classrooms."

"TFS Spectrum is full of practical ideas and strategies that instructors can implement immediately."

.

Why Not Become a TFS Member Now? Click Here For Information

Supporting Relationships

TFS and Jack H. Shrawder, publisher are members of:

• The American Association of Community Colleges
• The POD Network, Professional and Organizational Development Network in Higher Education
• NCSPOD, The North American Council for Staff, Program and Organizational Development
• ASTD, American Society of Training and Development

Credentials

John H. (Jack) Shrawder, publisher

• Fourteen years full-time, two- and four-year college and university teaching experience
• transitioned from industry to education and started teaching as an adjunct faculty
• M. Ed Vocational Education, University Illinois
• Two year doctorate level study in Training and Development
• Twenty years of publishing, writing, study, and mentoring experience in teaching improvement
• Founded Pentronics Publishing in 1988 with the mission to help faculty learn how to improve their teaching and achieve learning outcomes more rapidly and easily

_________________________________________________________________

TFS Partner Authors

TFS Partner Authors pen easy to understand tips and recommendations that can help your faculty improve their classroom teaching and make the transition to online teaching smoother and easier

• Dr. Andrei Aleinikov, Defense Language Institute Foreign Language Center and International Academy of Genius, Monterey, California
• Mr. Dave Bequette, Adjunct Faculty, Butte College, California
• Ms. Vicki Brooks, Adjunct Faculty, Columbia College, Missouri
• Dr. Francine Armenth-Brothers, Heartland Community College, Normal, Illinois
• Ms. Lynette G. Esposito, Adjunct Professor, Burlington County College, New Jersey
• Ms. Judy Grigg Hansen, College of Southern Idaho, Idaho
• Ms. Angela Payne, Assistant Professor of Office Administration, Southwest Community College, Memphis, Tennessee
• Mr. Ted Rachofsky, Austin Community College, Austin, Texas
• Ms. Kay Rooff-Steffen, department coordinator of humanities at Eastern Iowa Community College District, Muscatine campus, Iowa
• Dr. Howard Rosenthal, Saint Louis Community College, Missouri
• Dr. Brian R. Shmaefsky, Lone Star College – Kingwood, Texas
• Ms. Barbara J. Weiner, M.S., MT(ASCP, FL BCLP), CLS(NCA) TFS Partner Editor, DL and Web Design, Florida
• Mr. Stuart Tichenor, Oklahoma State University-Okmulgee, Oklahoma
• Mr. John Reich, Genesee Community College, New York

_________________________________________________________________