ࡱ> AC@K bjbjpp 4.8i8im[FFFFFZZZ8$Z)&((((((($7+-L(F(FF(FFF((&h'37&|((0)'9.9. '9.F'((W*)9.X : GAVILAN COLLEGE Flexible Calendar Activities At a Glance I. Flexible Calendar Activities Agreement Suggested individual activities: The title 5 regulations list the general categories of activities that are appropriate for in-lieu of instruction, or flex time. These activities include, but need not be limited to, the following: A. Staff development Program and course curriculum or learning resource development and evaluation Student personnel services Learning resources services Related activities, such as student advising, guidance and orientation, departmental or division meetings, conferences and workshops and institutional research Union activity hours may be used if they are directly related to the improvement of classroom instruction. Other duties as assigned by the district The necessary supporting activities for the above Faculty may use paid personal leave days in order to participate in flex activities that would have occurred during their normal work day. The flex committee has developed a more specific list of recommended activities to aid faculty members in the development of their individual plans. The committee has divided these activities into three broad areas: professional growth, professional effectiveness, and institutional service. Professional Growth Preparing for conference and workshop presentations: oral or written presentations to professional conferences, whether invited or in response to a call for papers. Attending professional conferences and workshops: this is not limited just to those presenting a conference or workshop. Creating or learning to use field or discipline-related software. Writing for publication: the topic should be related to the writer's field of expertise. Included are journal articles, popular magazine articles, scholarly books, textbooks, and curricular materials. Engaging in constructive activities and original research which enhance professional standing in one's field or in a related field. This may be at a departmental or interdepartmental level. It may be institutional. The activities, however, should be well-defined and as pre-planned as possible. Commercial and industrial site visits, journal research and evaluation, reading and analysis of books with implications for one's profession, and colloquium or symposium attendance and participation are examples of the possibilities. Acquiring foreign language skills. This should include languages which enhance one's ability to work in his or her field. Doing coursework in one's field; the course will typically be upper-division or graduate level. Professional Effectiveness: Developing skills in reading and/or writing across the curriculum. Developing skills in critical thinking in the classroom. Developing and testing skills and tools for evaluation of one's classroom or institutional effectiveness. Revising curricula. While the development of a new course on campus would be included, routine preparation of classroom schedules, readings, etc., would not. Non-traditional methods of delivery (i.e., taped lectures, broadcast lectures) could be investigated. Developing computer software skills and software; these skills should be related to one's work at the college. Beginning or maintaining district outreach projects; these might include information about the college or a program within the college. Consulting with other departments or offices on campus; this might include program coordination or development of interdisciplinary courses. Examining educational issues; this could be in small groups on campus or at workshops and other off-campus events such as Great Teacher's Seminars. Visiting business or commercial site. The purpose may be to identify industry needs, develop or update a campus major or program, or keep current on employment trends for students. Re-designing and maintaining physical facilities which are integral to educational tasks. This would include renovation or updating of voc ed equipment and shops or athletic facilities and equipment, which are best done by department faculty. It could include lab redesign in the sciences or reorganization of computer labs in any of the departments. It excludes routines maintenance. Assessing library holdings. This would apply to both the academic and vocational area. A written review and recommendation could be submitted to the director of the library. Advising students; departmental, discipline-related, and educational advising of students. Offering non-instructional programs for students; these could be for informing students about campus issues, or working with them on solutions for campus or community problems, or participating with them in cultural events that have an educational impact (i.e., drug support groups, music or theatre field trips, etc.). Institutional Service: Restructuring departmental or office organization and procedures to better serve instructional goals. Creating and implementing professional development workshops for new and part-time personnel. Accomplishing extended committee work--committees that have specific tasks that require large blocks of time which could meet during flex days to accomplish tasks. Reviewing articulation of courses and other cooperative efforts between school, college and university faculty and staff. Course outline revision. Program review. Assessing and improving the public relations of the college. Becoming informed about and acting on new regulations, legislation and State programs that affect the college. Participating in community business at the state level; this includes statewide Faculty Senate and other community college associations. Special recruiting efforts. Student placement follow-up.     Flexible Calendar Activities At a Glance Academic Senate FPLC Rev. 4-19-16 ,-89:;>defgh P Q f % & 2 3 ƻppehYh< CJaJhYh< B*CJaJphhYCJaJh CJaJh\5hYCJaJh\5h;OCJaJh&CJaJhYh;O5CJ\aJhYh;OCJaJh;Oh\5CJ\aJhYh\5CJ\aJh\5h;OCJ aJ hmH sH h\5hCJ aJ hmH sH '-9:;egP Q f  & F hx^gd& & F hx^gd& hx^`gd& hgd\5 hh^hgd\5 hgd\5gd;O$a$gd\5$a$gdY ! S    :|Gq[67S & F x^gd& 0^`0gd&gd&^gd;Ogd;O & F ^gd& & F x^gd& ! 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