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Prince Mohammad Bin Fahd University PDU Values for Professional Development Activities

Collaboration and partnership activities related to improving the faculty member’s knowledge and skills as an instructor, including the following:

SL ActivityEvidence of CompletionPDU’s
1

Participation on collaborative planning and professional improvement teams and committees. :

Attendance at and participation in no fewer than two-thirds of the meetings of a group whose function is planning for professional development activities that will benefit groups of faculty and/or the department.
Written description of the purpose and intended product of the team or committee;
  • A record of the team’s meetings demonstrating the member’s attendance;
  • and the plan, activity description or other product that results from the group’s work.
Meetings attended will earn up to a maximum of 10 credits per semester @ 1 credit for each 1- hour meeting.
Credit may also be given for individual work resulting in a combined final project of up to 15 credits per semester.
2

Peer review and (peer) coaching. Peer review:

A process of one-onone assistance between pairs of instructors that is formally established by agreement between a department chair and its faculty or their exclusive representative, in which the participants establish specific goals for the teacher being reviewed and conduct a program of intervention to assist that teacher with particular aspects of his or her teaching that includes observation and assessment of the teacher’s performance in sessions lasting at least 20 minutes each, discussion of the observations made by the reviewing faculty member, and preparation of a written summary by the reviewing faculty member.

Peer coaching:

A process of one-onone assistance between pairs of faculty, whether by formal arrangement under the auspices of the department chair or dean, in which the participants observe each other’s teaching and discuss the observations made.

For peer review:

  • The department Chair or Dean’s, written program description or policy;
  • a record of the faculty member’s assignment and observation schedule; and
  • a log of the observation sessions and other meetings, indicating the time spent, dates, and topics of discussion.

For peer coaching:

A log of the observation sessions and other meetings, indicating the time spent, dates, and topics of discussion.
1 PDU’s per session up to 5.observations per semester
3

Mentoring Mentor:

A formally established sequence of sessions lasting no less than one semester and involving preparation with the recipient faculty member prior to observing that faculty member in the classroom; observations; and provision of feedback, suggestions, and techniques to the recipient faculty member in response to each period of observation.

Recipient or remediating teacher:

A formally established sequence of sessions lasting no less than one semester and involving consultation with the mentor or consulting teacher in preparation for the lessons to be observed; lecturing under observation of the mentor or consulting teacher; and interaction with the mentor or consulting after each such teaching session to reflect upon the teaching and learning, receive feedback, discuss alternatives and suggestions, and determine how this information will be integrated into the teacher’s future work.

For a mentor or recipient

  • PMU’s written description of its mentoring process to be followed, including the required number and length of cycles of interaction; and
  • a log of the observation sessions and other meetings, indicating the time spent, dates, and topics of discussion.
1 PDU’s for each mentoring session