Academy of Process Educators

CORE VALUES

Growth

We value transformational learning that positively impacts individuals and organizations and is sustained by ongoing reflection and assessment activities designed to produce measurable improvement.

Community

We value the synergy and strength generated via collaboration and communication with colleagues from a diverse array of disciplines, backgrounds, cultures, and perspectives working together to elevate learning across many contexts.

Performance

We value increasing and consistent production of high quality results developed through enriched learning environments built upon the dedication and integrity of the individuals involved and utilizing research-based practices supported by clear criteria and measurable outcomes.

VISION

The Academy of Process Educators is a recognized leader driving transformational change in academia guided by the principles of Process Education.

MISSION

The Academy drives transformational change in education by generating, disseminating, and archiving research based on Process Education principles through:

the advancement of scholarship in teaching and learning,

advocacy on key educational issues,

building an Academy research program,

the professional development of educators, and

coaching and mentoring.

The Academy engages, supports, and collaborates with a community of educators by:

delivering an annual conference,

producing a selective, peer-reviewed journal,

developing and endorsing position papers,

modeling key elements of Process Education, and

facilitating members’ participation in other professional venues.

STRATEGIC GOALS & OBJECTIVES Progress Report (February, 2010)

Goal 1 - To publish an international journal on process education.

Objectives:

1. finalize the vision, mission, and guiding principles

The purpose of the journal is to build research capacity within the Academy, provide guidance for PE practitioners, and share notable discoveries with others external to the Academy.

Vision: The International Journal of Process Education will be a catalyst for the scholarship of teaching and learning in support of the efforts of the Process Education Academy to transform higher education.

Mission:

     To provide a forum for, and an archival record of, scholarly research in process education

     To elevate skills in the discipline of the scholarship of teaching and learning

     To explore promising new research areas in process education

     To foster classroom-based research

Guiding Principles:

     All faculty, staff, administrators and students can contribute to classroom research.
     Every researcher’s methods can be continuously improved.
The term “classroom” is a metaphor for all learning environments.
     Mentorship can accelerate the development of research skills.
     There is a role for both quantitative and qualitative educational research.
     Collaboration among authors, reviewer and editors is critical for a vibrant research environment.
     Increasing societal complexity and pace of change make it imperative to accelerate the transition from classroom discovery to disseminated findings that are the basis of shared practice.
     An educational journal can be improved by regularly assessing all aspects of its operation.

2. publish the 1^st edition in July 2008 - first published in July, 2009

3. align the content of the inaugural edition to underscore the identity of the Academy. - met all goals in mission of the Academy. (See website)

4. finalize the review process with emphasis on collaboration - The purpose of the review process is to elevate the quality of the articles. The process involves a review of each paper by three members of the editorial board, consisting of an SII and rating of 50 criteria on a 10 point basis. See http://www.processeducation.org/ijpe/assessments/index.htm

5. new goal: work on more timely review, author mentoring, technical editing, and making sure that the journal is ready for formatting well in advance of the annual conference.

6. develop a formal business and marketing plan that recognizes and addresses subsidies by Pacific Crest - Goal revised January, 2010.

7. new goal: clarify the differing roles of of paper and web versions of journal (for marketing).

Goal 2 - To consistently deliver an increasingly meaningful annual conference with

proceedings. - Accomplished by setting guidelines for presenters, developing a reusable template for planning, using Survey Monkey for immediate feedback, and having recorders at every session. The word "meaningful" in the goal needs to be clarified re focus, audience, and expectations

Objectives:

1. produce a proceedings publication - currently, this is the conference notebook. We need to share the recorders notes with participants

2. recruit 80% of Academy members to conference - since most join the Academy by attending the conference, a percentage for recruitment is meaningless. It would be better to list a numeric goal, e.g. 90 participants including 25 from host city

3. recruit 25 host-school members and 50 new Society members to the conference - recommend dropping this objective. It is included in objective 32.

Goal 3 - To be a meaningful professional development FORUM for collaboration and

educational innovation. - The word "meaningful" in the goal needs to be clarified

Objectives:

1. provide diverse opportunities for faculty development and renewal in addition to the annual conference - Accomplished by mid-year meetings, monthly board meetings, research projects, and collaboration around conference and journal papers.

2. Involve 100 % of academy members in one of more of the following annually: IJPE articles, FGB articles, PE events, conference presentations - Last year approximately 37% participated. Pacific Crest has offered to provide one half-price event per member to help achieve this objective. Even with this incentive it is probably unrealistic unless we include participation in dialogues and similar activities open to all. We need to encourage members by clearly articulating membership benefits.

3. deliver annual programming of set of face-to-face activities, including mentoring options, for Academy meetings. - Annual programming involves planning workshops for the annual conference. We have done this successfully each year.

Goal 4 - To have an effective leadership team in place to guide operations. The three-year overlap of president-elect, president, past-president, and board members at large has led to a strong leadership foundation.

Objectives:

1. identify slate for 2007-08 - Each year we have been able to find only one candidate for each opening. The Regional Professional Development Centers need to encourage folks to take leadership positions. Clarification and posting of board duties and more even distribution of responsibilities should attract people to all levels of leadership. Encourage non-faculty Academy members to take leadership positions, particularly as at large members.

2. develop documents to set up a more formal leadership structure - The Bylaws contain listings of each board member's responsibilities. Completed

3. elaborate roles and responsibilities of each position beyond the by-laws and Board - This has not been done, nor is it needed

4. develop measurement to determine effectiveness of the leadership. - Not done

Goal 5 - To implement the strategic plan on a consistent basis. - Should change "implement" to "review and update" so it is more in line with the objectives. Many of the steps in the plan have been accomplished, giving evidence that the plan, derived from our vision, is driving our efforts.

Objectives:

1. develop a transparent system for assessment of strategic plan within 3 months. - We did not set up a formal assessment system within the three months. In fact, we did not assess the plan at all for three years. It is listed on the website via a link from the home page. It has guided decisions and discussions.

2. develop a system for reporting from subcommittees or individuals on actions taken within 3 months. - We have not developed such a system. We recognize that assessments allow for continuous improvements and course corrections, as needed

3. document and assess progress on strategic plan at least semi-annually. - The best time to assess the plan is at the mid-year meeting. We did it for the first time in January, 2010

4. update the five-year strategic plan on an annual basis including action plans - Not done

Goal 6 - To recruit, engage, support, and renew Academy members, assoc. members, and

prospective members. - Remove the reference to associate members in the goal and in the objectives because we abolished this category when we approved the By-laws.

Objectives:

1. establish and maintain a PE Academy website - The website went live in October of 2007. It is functional and very useful.

2. grow the in Academy and Association membership by 50% within two years: 75 Academy members, 75 association members. - We currently have 53 members. Need to come up with a recruiting brochure to use at Process Education events. Pacific Crest could sponsor an annual professional development event as a perk for recruiting.

3. establish networks for faculty, staff, and administrators. The Academy e-letter is helpful. CEU units for Academy events and certification of PE educators was mentioned. By "networks" we mean opportunities for collaboration, exchange of information, and professional development.

Goal 7 - To establish resources for the academy to be financially self-sufficient.

Objectives:

1. forecast the Academy’s needs and resources for the next 5 years. - Done during the 501(c)3 application process. Treasurer and Finance Officer prepare an annual budget and keep Board apprised of bank account status. We are on target according to projections.

2. develop a financial plan - Not Done

3. develop three sources of revenue - Membership dues, Academy store, and conference registration fees

4. secure a 501(c) 3 status for the Academy - 501(c)3 status received in May of 2009

a. consult an IRS tax attorney and establish an address for tax purposes - Attorney not needed. Address for tax purposes, bank reports, and paypal notices is 1036 N. Niles Ave, South Bend, IN 46617.

b. take actions necessary to secure the 501 status. - Completed

c. Set up process for yearly filings - Completed. We e-file a 990-N postcard and fill out New York State form char500 each year. We are incorporated in New York state.

APPENDICES

Appendix A

DEFINITION OF PROCESS EDUCATION

Process Education is an educational philosophy, driven by studies of performance that emphasizes continuous development of learning skills, use of assessment principles, and mentoring to produce self-growth.

DESCRIPTION OF PROCESS EDUCATION

Growth Environment: Process Education uses best practices informed by research and assessment to create learning environments that produce holistic transformational experiences. In these environments people feel safe, engaged, and challenged. These environments produce strong communities of diverse individuals which respect the perspectives, values, and beliefs of others while fostering important relationships.

Purposeful Design: The activities are learner-centered, collaborative, and often team and community based. Future performance is improved by strengthening targeted learning skills through the use of high performance expectations, a variety of assessment practices, and timely feedback. The development of learning skills is integrated with knowledge and reflective practice on learning to produce high levels of knowledge. These activities align under a strong design structure which communicates (maybe “establishes” instead) clear outcomes and performance criteria, and which employs assessment as well as evaluation. In educational settings, courses support program design; program assessment is the key to continuous quality improvement of student learning and growth.

Educator: The educator facilitates learning experiences with the mindset of a mentor, constantly helping learners to increase their ability to accurately self-assess and mentor their own growth in these targeted performance areas. Consistent with this approach, the educator also uses every experience to promote his or her own development. Additionally, the educator maintains a research mindset and employs action research to produce new knowledge that can improve learning and growth. (Do we know what “action research” means?)

Organization: The broader institutional structure implementing Process Education continually and systematically supports professional growth through assessment, mentoring, and professional development. The organizational members constantly initiate projects, teams, and activities that improve quality in all dimensions of processes, systems, structures, and policies.

Contexts: Process Education is applicable throughout life, advancing the quality of individual and community life, from formal educational settings to home schooling, and within the home, in businesses, government, and community organizations.

Results: People become more independent, self-directed, and knowledgeable, and thus stronger performers. Ultimately the practice of Process Education produces life-long learners who habitually assess and improve their own performance.

Appendix B

GLOSSARY OF STRATEGIC PLANNING TERMS

Objective: A specific, measurable outcome that helps to fulfill one or more of the Goals of the Organization, consistent with the vision and values. (Objectives are typically shorter term than goals and are part of operational plans. An Objective is specific, measurable, quantifiable and data-driven interim step toward achievement of a goal, emphasizing results within a specific timeframe.)

Mission: A formal statement describing what the organization does, consistent with the organization’s Vision and Values. (It should also be consistent with the vision and values of the stakeholder groups.)

Stakeholder: A group that would benefit from the organization’s strategic planning. (Key groups include students, faculty, alumni, administrators, industry leaders, etc.)

Strategic Goal: A general end toward which the organization directs its efforts. (Goals clarify the Mission, provide direction, but do not state how to get there. Goals focus on the most important customer needs, products, and services … broadly stated. Strategic Goals focus on aspects of the organization: students, academic programs, personnel, the community, and college policies.)

Strategic Issue: Critical situation that requires action to ensure accomplishment of the Vision and Mission of the organization.

Strategic Plan: Actions required to successfully achieve the organization's targeted outcomes --- to accomplish its mission over a time frame, typically 5 years, identifying the Vision, Values, Mission and Goals of the College/University to be accomplished. (Objectives are incorporated as part of the implementation process.)

Strategic Planning: A structured, informed and participative process that results in decisions and actions, which position the entire College/University or unit for success in the present and future.

SWOT Analysis (pronounced swat): Definition of an organization's strengths, weaknesses, opportunities, and threats that impact its success, describing where the organization is now.

Values: An organization's basic beliefs -- the underlying principles, which are the basis for the Organization's, Mission, strategies, plans, and actions.

Vision: A statement of the mental picture of what the organization should be in the future. (It may be written in the present tense describing a future state. It typically gives a picture of the future direction of the organization, consistent with the values, goals, and objectives of the stakeholders.)

Rev. July 2007