Faculty community requirements consist of 45-hours of intensive professional development for the first year of participation and an ongoing commitment of 10-15 hours a year. To learn more about the structure of the 45 hour commitment, click here.
Faculty teaching in Metro participate in 45-hour professional development. This includes the following components:
- Professional development trainings and workshops (orientation, 3-day institute and one other training or activity during the semester) – approximately 28 hours
- Academy meetings with faculty and coordinator – approximately 5 hours
- Curriculum meetings with faculty teaching the same course or discipline – approximately 6 hours
- Peer classroom observations – approximately 4 hours
- Attend and participate in celebration for students – approximately 2 hours
- Additionally, Metro faculty are expected to hold regular hours with students, communicate regularly with the Metro coordinator and respond to emails and other Metro communication as needed.
Faculty are provided a stipend of $1000 for completion of the 45-hour commitment, paid in two installments of $500 each. After the year, the ongoing commitment for faculty is approximately 5 hours per semester, including participation in meetings and communication with Metro faculty and staff as needed. This ongoing commitment does not include additional stipends for participation.
Each meeting, workshop or training includes a combination of the following elements:
- Critical pedagogy activities and discussions around how to make curriculum relevant for students
- Collective readings and conversations about education equity
- Curriculum integration and infusion work between instructors who teach paired classes
- Direct instruction around best practices in teaching pedagogy
- Community sharing around strategies that work in the classroom
- Discussions around student successes and concerns
- Self-reflection and deep work around teacher identity
- Community building and sharing among colleagues dedicated to excellent teaching
Each meeting aims to have representation from as many of these elements as possible. Often times, they are combined. For example, we might do an activity that demonstrates a best practice in pedagogy using content on education equity. We also aim to develop a culture of openness to life-long learning and growing in our profession as educators. Each of us is expected to go and observe a fellow instructor teach and provide feedback. This has proven to be one of the most powerful ways to transform teaching practice.