Quality Standards 4.1 Instructors Management and Development

Quality Standards 4.1 Instructors Management and   Development

Quality Standards 4.1          Instructors Management and   Development

Quality Standards Type       Input

Quality Standards Description:

          The management and development of instructors starts with a system for recruiting new instructors that defines their qualifications in harmony with the context, philosophy, and vision of institutions and programs. It must use suitable and transparent mechanisms for selecting instructors; furthermore, an instructor management system is required to establish policies and long-term plans to obtain instructors with the quantitative and qualitative attributes specified by curricular standards that are prescribed by the Office of the Higher Education Commission. A system to support and develop instructors is also essential, with a plan, funds, resources and activities that are carried out, along with supervising and improving the quality of instructors.

           When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:

     4.1.1 Instructors Responsible for a Curriculum/Program of Studies Recruitment and Appointment Management.

     4.1.2 Instructors Professional Development.

Assessment criteria

          In evaluating a suitable scoring level, consider the big picture and overall operational results that enable a program to retain instructors with appropriate attributes, both in terms of educational qualifications and academic rank, and which are consistent with curricular standards on an ongoing basis. Instructors should also be encouraged to enhance their knowledge and capabilities in order to strengthen academic programs and students.

Assessment level is a score between 0-5 as follows;

0 – No system
– No mechanism
– No concept of overseeing, tracking, and improving
– No information or evidence
1 – A system and mechanisms are in place
– System and mechanisms are not put into practice, implemented
2 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are no improvement/developments integrated into the process
3 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/ developments integrated into the process from assessment results
4 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
5 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
– There are good practice with support evidence, assessment committee can clearly explain why these are good practice

Operational Result

4.1.1 Instructors Responsible for a Curriculum/Program of Studies Recruitment and Appointment Management.

System and Mechanism:
The program has systematic process recruitment and it has clearly assigned the steps of recruiting lecturers. The steps include the following:
1. Announcement of teaching job vacancies in web job portals and through communication letters was done.
2. The lecturers’ qualifications are defined.
3. The applicants were requested to submit necessary documents to the HR Office.
4. The HR Office or the college appointment committee shortlisted the qualified applicants.
5. The HR Office prepared the roster of shortlisted qualified applicants to teach the said program.
6. There was notification for interview dates/ schedules among the shortlisted candidates.
7. The results of the interview were announced or the successful candidates were notified through email or phone call. The
announcement date the faculty has assigned is on the 3 day after interview.
8. If the lecturer was found out that he/she did not pass the screening process based on the application assessment system due to
unclear qualifications. The academic department’s information records should be sent to Personnel Department for not less than
15 working days.
9. When a lecturer passed the interview, contract signing follows only when he/she has more than 5 years of teaching experience and
has the ability to do a research for at least once a year.
10. In selecting a new lecturer, the program director arranges in appointing a committee which includes the Dean as chairman,
administrators who represents the faculty’s committees, the department’s qualified personnel, head of the department, 2 of the
academic lecturer-representatives and the head of personnel acting as the meeting secretary.

Process and Assessment:
The Graduate Diploma in Teaching Profession program has set the steps of course instructor or lecturer appointments as follows:
1. Checking the completeness of the qualifications, academic positions, the academic work outcomes and skills. (The process will be
done when the program has lecturers less than the assigned criteria.)
2. Submitting or proposing a list to the faculty for submission to the Academic Council for approval.
3. Sending to the Faculty of Education once approved.
There has been a process developed for the examination of the qualification that would appoint qualified teachers or lecturers to
meet the requirements in the first step. It was found out that when new teachers pass the interview, they should check relevant
documents such as certificates of graduation. Teachers must have experience in teaching higher education. It should be fused to the right dimension, and then lead through the academic board and then finally with the approval of the college council. However, based from the results of the teacher evaluation, it has been found out that some
instructors had a little background and experience teaching in the basic education level (primary and secondary) for better theoretical
and practical approach in teaching.


Process Development
In 2020, the committees have reviewed the selection process and have updated the consideration process by clearly determining
each of the examination criteria and arranged for Mark Form for each committee. The program added the criteria on the years of
experience in the teaching profession, preferably in the basic education level and the level of teaching competence through teaching
demonstration. Every mark of each part of the examination has been brought to committees to summarize if the applicants were
qualified or not before the announcement. In order to effectively develop the recruitment process, after the interview was conducted,
there was a deliberation of qualified candidates in order to determine the best one that fits the criteria and standards set.


Improvements/Developments integrated into the Process:
In order to further improve the process for the succeeding years, the following remedies were incorporated:
1. The selection or appointing committee headed by the President, with the Deans or Vice Presidents as members, will convene and
conduct planning for the process of selecting best candidates for future vacant teaching positions.
2. Revision of the recruitment flowchart must be done to better articulate the process.
3. Interview evaluation form must also be revised in order to test the desired criteria and competencies expected of the potential
candidates to the desired teaching positions.


Operational Results:
The recruitment process had been improved. The interviewers utilized an instrument to assess the competency and behavior of the
candidates during the interview in order to select and accept the most suitable ones in the program.

Performance
1. The system for accepting and appointed teachers responsible for every program in the major program that is accomplished

  1. All instructors correspond to all major doctoral programs
  2. Appropriate teaching and teaching schedule

Improvements

There was a strong emphasis on hiring instructors with strong research background.

Results

The program instructors have research out put for the last academic year.

4.1.2 Instructors Professional Development.

System and Mechanism
The curriculum has a system and management mechanisms on managing the teachers. The steps for the said process are as
follows:
1. Planning. In order to show yearly recruitment of lecturers, the Graduate Diploma in Teaching Profession program has a 5-year
period plan and is being done every 5 years and annual plan to show the lecturers stability rate, retirement year, qualifications and
academic positions as prescribed by the faculty.
2. Appointment. Lecturers are appointed or assigned workloads, duties and responsibilities, or assignments.
3. Performance Appraisal.Lecturers’ performance is appraised through an evaluation survey as well as taking into considerations
whether the plan was executed efficiently and effectively.
Process and Assessment
1. In managing instructors to retain in the program, the following procedures were done:
2. All instructors are required to attend Faculty orientation before they start working. The orientation program was the first part of
instructor’s management process. The orientation included the college background, rule and regulation, teaching system, research
and academic requirement, HR policies as well as Thai cultural aspect.
3. The program and the faculty also had an operation plan and projects for Academic Year 2020 which each instructor would have
to take responsibility on.
4. The program has reviewed the instructors’ administration and found that we focused mostly on teaching performance and
writing the TQF 3 and 5. The program should focus more on research development plan as well as the academic rank proposal.
5. In addition to the development plan for instructors, the program and the faculty were supervised by experienced instructors. By
the end of the academic year, each instructor was evaluated by the programs head, the dean of faculty and the Vice President for
Academic Affairs.


Assessment of the Process

Based from the results of the instructor’s satisfaction on the system of managing instructors, it was found out that their common
complaint was on the number of teaching loads which are heavy for them as they were also given courses to teach in the undergraduate
level.
33←Quality Standards 4.2 Quality of Instructors Components 4 Instructors →
Process Improvement
Monthly Consultative Meeting and Instructors’ Revitalized Annual Professional Development Plan
The program director organized and facilitated the monthly consultative meeting with the Dean, Program Instructors and Special
Lecturers to cross-check the teaching loads of both the undergraduate and graduate diploma courses with their corresponding
schedule/timetable.
The instructors were also directed to formulate their annual professional development plan which composed of the following key
areas:
1. Development on Teaching and Learning process
2. Academic Rank Proposal
3. Research Development
4. Quality Assurance
5. Knowledge Management
The instructors were also required to attend Professional Development Trainings/Sessions.

Performance

All professors develop teaching knowledge using information technology and use ICT systems. Able to develop media to help teach and organize learning with Active learning

The professors develop teaching communication channels through Google class room such as using teaching media. Evaluation of learning with the Moodle, google classroom and google meet system. 

Improvements

All professors develop teaching knowledge using information technology and use ICT. To Teach And Help To Develop Media Able Organize With the Active Learning Learning

Results

        The Professors Develop Teaching Communication Channels Through Google Such As: class Using Teaching Media Room. Evaluation and evaluation of learning with the Moodle, Google Classroom, and Google Meet system.
BEST PRACTICE
        An innovation both in teaching, planning, evaluation are showed below:
          ประชุมพัฒนาครูเรื่องการใช้วิธีการสอนในห้องมัลติเดีย โดยโปรแกรม Evaluation and evaluation of learning with the Moodle, Google Classroom and วิธีการสอน Online : Google Meet system and Online KM-PLC Room for further professional development.

Evidence

4.1.1.1 อาจาร์ทุกคนมีส่วนร่วม
ปรับปรุงหลักสูตร


หลักฐาน หลักสูตร M .ED
ฉบับปรับปรุงใหม่
4.1.1.2 อาจารย์ทุกคนมีผลงานวิจัย
Research background of program
administrators

Utilizing Google Classroom and
Google Meet in Teaching
Self-Assessment Score
4.14.00

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