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Center for Teaching Excellence

FQAS at MATC

Faculty Development Guide

The Faculty Quality Assurance System (FQAS) is a Wisconsin Statute that establishes the minimum academic, occupational and teaching requirements for technical college education personnel.

The FQAS is an effort to ensure quality education by establishing minimum System-wide standards for Wisconsin’s 16 technical colleges.

Picture of a puzzle, each piece is labeled: Recruitment, Selection & Hiring, On-boarding Process, Mentoring Program, Professional Development Program, Performance Evaluation

 

Teaching Action Plan (TAP)

As you work to incorporate your goals into the classroom, the new FQAS process acknowledges the importance of an embedded growth mindset in successful professional development. The goals that you set at the beginning of the cycle may grow and adapt as you start to implement your newly acquired professional development skill set into the classroom. The redesigned Teaching Action Plan (TAP) allows you to capture the full process of professional development from skills development and renewal to classroom application, so that you can reflect on what worked well, what didn’t work, what no longer works, and what could work with some adjustments. CTE recognizes that effective teaching involves a quality review process that embraces all of these levels of self-reflection and feedback. The Center provides a safe and welcoming environment for you to receive support at any part of this process.

We encourage you to take a fresh approach to professional development, starting with this cycle’s TAP. The TAP is a living document that provides guidance and direction for the professional development activities that you choose to participate in throughout your FQAS cycle. It is designed to help you organize your goals, identify a peer coach, and chart your progress. Think of the TAP as a framework to build your professional development structure, so you can meet your own goals for fostering student success. 

If you are a Full-Time Post-Probationary faculty, you will complete one TAP each year.  These are labeled in your SumTotal FQAS cycle as TAP Year 1 and TAP Year 2. Because the TAP is updated throughout the process, it should only be submitted into SumTotal at the end of the academic year. Your suggested timeline is: 

FT Post-Probationary faculty TAP Timeline
Fall ●    Make a copy of the TAP form
●    Choose your Peer Coach 
●    List your goals (minimum of 1)
●    Plan some initial actions that you will take
 Winter

 ●    List the actions that you’ve taken that relate to your goals in Part 2 of your TAP. 

  • Best practice: If the actions are also professional development activities that could be documented as part of your required FQAS hours, then consider submitting them into SumTotal at this time to keep a running total of your hours in Teaching Excellence/Student Success or Currency.  

●    Reflect on how the TAP acts as a guide for deciding which professional development activities to participate in and adjust accordingly. 

●    Check in with your Peer Coach - do they have any ideas or best practices to share with you?  How are you progressing?

 Spring  ●    List any additional actions you’ve taken towards your goals.  If the actions are also FQAS activities then submit them into SumTotal as well.
●    Arrange for your final meeting with your Peer Coach, share your results and get written feedback and a signature from your Coach on your TAP form.
●    Save the completed form and submit it to SumTotal under “TAP: Teaching Action Plan”.
●    You are required to submit your completed form every year prior to June 30 

If you are a Part-Time Post-Probationary, Part-Time Probationary, or Full-Time Probationary faculty, you will complete one TAP each FQAS cycle. Because the TAP is updated throughout the process, it should only be submitted into SumTotal at the end of the cycle. Your suggested timeline is:

PT Post-Probationary, FT Probationary and PT Probationary faculty TAP Timeline

First year of FQAS cycle

●    Make a copy of the TAP form
●    Choose your Peer Coach (PT post-probationary) or use your Faculty Development Coach (PT or FT Probationary)
●    List your goals (minimum of 1)
●    Plan some initial actions that you will take

Middle year(s) of FQAS cycle

●    List the actions that you’ve taken that relate to your goals in Part 2 of your TAP. 

  • Best practice for PT post-probationary: If the actions are also professional development activities that could be documented as part of your required FQAS hours, then consider submitting them into SumTotal at this time to keep a running total of your hours in Teaching Excellence/Student Success or Currency.  

●    Check in with your Peer Coach (PT post-probationary) or Faculty Development Coach (PT or FT Probationary) - do they have any ideas or best practices to share with you?  How are you progressing?

 Final year of FQAS cycle

●    List any additional actions you’ve taken towards your goals.  For PT post-probationary: If the actions are also FQAS activities then submit them to SumTotal as well.
●    Arrange for your final meeting with your Peer Coach (PT post-probationary) or Faculty Development Coach (PT and FT Probationary), share your results and get written feedback and a signature from your Coach on your TAP form.
●    Save the completed form and submit it to SumTotal under “TAP: Teaching Action Plan”
●    You are required to submit the form by June 30 at the end of your FQAS cycle year 

All faculty are required to participate in this Peer Coaching process; any questions should be directed to cte@matc.edu.
 
For more information, you can:
●    Make a copy of  the TAP form 
●    Explore what makes up a S.M.A.R.T. goal
●    Align your goals with MATC’s Standards of Teaching Excellence
●    Watch this video on how to download and use the TAP form
●    Watch this video on how to upload your TAP and other FQAS Activities that count towards Currency, Student Success/Teaching Excellence, and other activities into SumTotal

●    Probationary faculty watch this video on how to upload your ZERD classes or other Probationary activities into SumTotal

●    Review these written instructions on how to upload your TAP or other FQAS activities into SumTotal

IMPORTANT TROUBLESHOOTING TIP FOR UPLOADING YOUR TAP:

Are you receiving an error message when trying to upload your TAP?

 

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With many web browsers the TAP form is now being downloaded as a html file type and this is causing issues when you try to upload the file. 

Watch this brief video for a way to troubleshoot this problem if you encounter it.  Also remember that all file names need to be free of special characters like symbols, dashes, etc.

 

FQAS Requirements:

Table of FQAS Process
New Hire Probationary Post-Probationary (renewal)
Before the first semester

3 years for FT faculty

5 years for PT faculty

2 years for FT faculty

4 years for PT faculty

  1. Recruitment

  2. Verification of credentials

  3. Onboarding

  4. New Faculty Orientation

  1. Development of WTCS FQAS Competencies through courses (ZERD 100, 101, 102, 103, 104, 197)

  2. Classroom Observation and Coaching

  3. One Teaching Action Plan

  4. Evaluation

  1. Mastery of MATC Standards for Teaching Excellence through 60 hours of self-selected activities (20 hours in Currency, 40 hours in Student Success/Teaching Excellence)

  2. Peer Coaching 

  3. Teaching Action Plan (one per cycle for PT and one per year for FT faculty)

Probationary Requirements one-page summary

Post-Probationary Requirements one-page summary

Hiring, Credentialing, and On-Boarding of new faculty

Welcome to MATC

Probationary vs Post-Probationary Faculty

 

Probationary Faculty work with the CTE assigned Faculty Development Coach during their probationary period (if you don't know who your coach is please email cte@matc.edu). The process involves regular meetings with the coach, setting up goals, and a classroom observation with the purpose of coaching and mentoring.

  • The FD Coach will review the Classroom Observation form with the probationary faculty. They will agree on an observation time, date and modality. They will discuss the results of the observation, and use them to consider when developing goals as part of the Teaching Action Plan (TAP). The completed Classroom Observation form is signed by both parties, and then the faculty submits the completed form in SumTotal (employee development software). 
  • In addition, during the last six months of the probationary period all faculty will complete the Faculty Evaluation of Professional Development form and request a meeting with their supervisor to discuss their learning outcomes. After the meeting the faculty will upload the completed, signed form into SumTotal.

  • WTCS determines which FQAS Competencies faculty must demonstrate but each institution comes up with its own way to train its faculty. In addition to classroom observation, faculty are required to take five professional development courses that cover WTCS competencies: ZERD 100-104 and ZERD 197

Professional Development courses (ZERD) at MATC* 

How to register for ZERD courses

List of Professional Development courses offered by WTCS (these are the alternatives to MATC courses but they are not free) 

Post-probationary faculty continue to demonstrate mastery of MATC Standards of Teaching Excellence through 40 hours of self-reported activities related to Teaching Excellence and Student Success and 20 hr of self-reported professional development in the discipline (Currency).

Faculty can demonstrate continuous commitment to the improvement of teaching and learning in many different ways. Here is a list of Approved FQAS Professional Growth Activities and other related resources:

The FQAS activities with a supporting document are submitted to a SumTotal** . Please note that only ONE document can be attached to each submission.

 

*The CTE offers many professional development courses, but only ZERD 100-104 and 197 are the required ones. 

**SumTotal is an employee development system where records of professional development are stored. It is not designed to replace any of the face-to-face interactions of the Peer Coaching process.

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