The 3P’s of the New Faculty Development Program
Component One - PLAN: Customized Professional Development Plan (CPDP)
The Customized Professional Development Plan will be developed by the new instructor, in cooperation with the Department Chairperson and mentor. It will then be approved by the Dean of Instruction.

This component will enable you, the new instructor, to devise a plan based on your specific needs. As part of this process, each new faculty member will be asked to complete a Self-Evaluation Worksheet.

This document will guide new instructors as they prepare to write their Customized Professional Development Plans. Please note, the Self-Evaluation Worksheet does not need to be submitted.

Submitting this Document for Approval
Upon completion of this document, please email a copy to your campus CCIT Learning Strategy Coordinator.  For their contact information, please visit:  http://ccit.dtcc.edu/help/contactccit. Once the Learning Strategy Coordinator has reviewed it, he or she will forward the document to the Dean of Instruction for approval.

 

Establishing the Mentor – Mentee Relationship
Mentoring is the most individualized aspect of the New Faculty Development Program.  The mentoring component focuses directly on the unique needs of each new instructor.  It is designed to provide each new faculty member with the kind of personalized support and guidance they need to fulfill their professional potential. Mentors will be assigned by the Dean of Instruction.

The mentoring component will pair the new faculty member with a more seasoned faculty member. This relationship will help new instructors to become familiar with institutional expectations, networks, and practices that are relevant to the DTCC mission. Faculty members who serve as mentors will focus specifically on the needs and interests of the new faculty with whom they are paired.

Mentors will be available to answer specific questions, introduce new faculty members to the college community, acclimate new faculty members to the values of the institution, and assist new faculty members in the process of envisioning and advancing toward the next stages of their professional development.

Mentors will help new faculty members to:
  • Adjust to the new environment and become active members of the institution.
  • Address questions, concerns, and special needs in a confidential manner.
  • Gain insight about teaching and career development from a seasoned veteran.
  • Network with other Delaware Tech instructional professionals.