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Tenure Portfolio - Professional Development

As an enthusiastic life-long learner, I am excited about professional development as it

provides the opportunity to learn new information. As an educator, I value professional

development as a method to ensure that I am serving my students effectively and respectfully. As

a professional, I need professional development to stay current in my field and to be able to

network with other professionals.

Through engagement in professional development, I acquired knowledge and skills I was

able to use to significantly contribute to change in the occupational therapy program and in other

classes I teach individually. Knowledge obtained in my doctoral studies directly contributed to

the curriculum development and instructional design of various classes in the occupational

therapy program, explicitly addressing alignment of instructional outcomes, instructional

strategies, and assessments. As a voracious reader, I often use the knowledge obtained from

reading a wide variety of books on leadership and teaching in my classes. A variety of book

chapters are used as supplemental reading in my classes. By using various sources, students are

exposed to multiple theorists and perspectives from clinical experts in the field.

Professional reading has also proven beneficial when addressing areas where I need to

grow or hone my skills. Thematic analysis of student feedback surveys and suggestions provided

by my annual observations may result in topics that require reflection and subsequent

action (Marques, 2017). Most notably, in the process, I have to challenge my assumptions and be

cautious that I am not responding emotionally (Mezirow, 1998). I am pairing the received

feedback with self-reflection, research, and study results to create an actionable plan to address

the need (Cloud, 2006). Professional development is typically an essential component of the

remediation process.
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During my time at GRCC, professional development has directly impacted my teaching

in the following ways:

I. Participation in the Online/Hybrid Certification Course dramatically improved my skill

set with using and organizing my Blackboard shells, resulting in easier navigation and

clarity for my student users.

II. Participation in the Quality Matters Training Course correlated with other professional

development. It supported my work in ensuring the alignment of outcomes, teaching, and

assessments in all of my classes, not just those offered online.

III. Participation in the annual Faculty Learning Days both as a participant and presenter has

provided me with the opportunity to increase the breadth and number of collegial

relationships I have with other faculty and staff here at GRCC. Interpersonal networking

is essential, and forming relationships with my GRCC colleagues may also open future

teaching collaboration opportunities.

The artifacts below will provide ample evidence of the breadth and depth of the

professional development activities I have participated in during my years at GRCC. As

evidenced by the extensive activities, I have more than met the hourly professional development

requirements expected for each year. Readers can find specific hourly information in the Faculty

Performance Reports listed in Section One.

I hope the committee will agree that I have met and exceeded the requirements for tenure

at Grand Rapids Community College.

References
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Cloud, H. (2006). Integrity: The courage to meet the demands of reality (1st ed.). Harper

Business.

Marques, J. (2017). Toward intuitive self-leadership: Monitoring actions through values and

reflection. Organization Development Journal, 35(3), 15–41.

http://grcc.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/toward-

intuitive-self-leadership-monitoring/docview/2002996564/se-2?accountid=11183

Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185–198.

https://doi.org/10.1177/074171369804800305