Quality Assurance Plan and Academy Operations Guide

1
Quality Assurance PlanandAcademy Operations
Guide

• NCTU CATC
• October, 2001

2
Contents

• Introduction
• Training Instructors
• Assuring Instructional Quality
• Improving Performance

• Purpose and Scope of the QAP
• Academy Program Structure and Roles

• Training Model
• Requirements for Instructors and Trainees
• Requirements for Academy Sites

• Basic Program Parameters
• Roles and Responsibilities
• Quality Assessment Methods

• The Academy Performance Action Plan
• Implementing the APAP

3
Introduction

• Purpose and Scope of the QAP
• Academy Program Structure and Roles

4
Purpose and Scope of the QAP

• Purpose
• Comply with Cisco Policies for participating in
  the Network Academy Program
• Meet or exceed min. standards for student success
  and customer satisfaction
• Identify factors, strategies, programs, and
  instructors that enhance student success and
  provide customer satisfaction leadership

5
Purpose and Scope of the QAP (cont.)

• Regularly assess and monitor teaching, program
  operation, and educational outcomes.
• Provide ongoing training and support to all
  instructors in identified area of interest.
• Use program components and resources to ensure
  top performance of all instructors.
• Scope
• Semester 1 through 4

6
Introduction

• Purpose and Scope of the QAP
• Academy Program Structure and Roles

7
Academy Program Structure and Roles
8
Academy Program Structure and Roles (cont.)

• Cisco Academy Training Centers (CATCs)
• Train, support, and monitor approximately 30
  Regional Academies (RA) and Academic Accrediated
  For Profit (AAFP) academies
• Train instructors of RA

9
Academy Program Structure and Roles (cont.)

• Regional Academies (RA)
• Support 10 to 20 Local Academies( 10 LA is
  minimum)
• Provide links between LAs and CATC
• Train Instructors of LA

10
Academy Program Structure and Roles (cont.)

• Local Academies (LA)
• Provide an appropriate environment for high
  instructional quality.
• Train students.
• Academic Accrediated For Profit (AAFP)
• AAFP is assigned a CATC or training academy by
  their Area Academy Manager (AAM).

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Training Instructors

• Training Model
• Requirements for Instructors and Trainees
• Requirements for Academy Sites

12
Training Model

• Train the Trainer

13
Training Instructors

• Training Model
• Requirements for Instructors and Trainees
• Requirements for Academy Sites

14
Requirements for Instructors and Trainees

• Beginning Training
• Study the curriculum at least two weeks prior to
  attending the training session.
• Register at http//cisco.netacad.net for the
  training session.

15
Requirements for Instructors and Trainees (cont.)

• Passing Level Requirements
• Online final exams
• Maximum 3 times
• First time 80 or higher
• Second time 85 or higher
• Last time 90 or higher
• Skills based final assessment
• Maximum 2 times
• Pass or Fail

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Requirements for Instructors and Trainees (cont.)

• Requirements During training
• Complete all orientation requirements
• Attend all classroom instruction
• Actively participate all activities
• Demonstrate best practices for teaching.
  (Instructors Guide http//cisco.netacad.net/prot
  -dot/tg/en/index.html)
• Understand roles and responsibilities of the
  onsite support visit process.

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Requirements for Instructors and Trainees (cont.)

• Cisco Certified Academic Instructor (CCAI)
  Requirements
• Must be met within 24 months from start of
  training
• Successfully complete Instructor Orientation
  Course
• Successfully complete all four semesters of
  training
• Maintain a CCNA certificate. (3 years)
• Successfully teach one semester.

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Requirements for Instructors and Trainees (cont.)

• Instructor Fast Track Training
• For prospective instructors who are CCNA
  certified.
• Apply to attend the Fast Track training with the
  Academy Help Desk.
• Enroll online and successfully complete the
  Academy Instructor Orientation course.
• Successfully complete the Skill Tests for all
  four semesters.
• Complete the Threaded Case Study (TCS) and submit
  it to the training academy.
• If fail, enroll in the regular training series.

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Requirements for Instructors and Trainees (cont.)

• Training Outside the Region
• Obtain approval from (initiate by contacting
  Academy Help Desk)
• Main contact at your training academy
• Main contact at the academy where you want to
  attend training.
• Your Area Academy Manager (AAM), Technical
  Manager (TM), or Market Development Manager (MDM)

20
Requirements for Instructors and Trainees (cont.)

• Cost Recovery Fees
• Inside the region Cisco will fund up to 2
  instructor class fees
• Outside the region Subject to the cost recovery
  fees
• Worldwide CATC is another option to RA
  instructors.
• AAFP are all subject to the cost recovery fees.

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Requirements for Instructors and Trainees (cont.)

• Training Interventions
• May be required by an Academy Performance Action
  Plan (APAP).
• On-site visits, workshops, re-training, online
  training, or other professional development.
• Could be included as part of the annual
  continuing education requirement of 16 hours.

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Requirements for Instructors and Trainees (cont.)

• Continuing Education Requirements
• At least 16 hours each year
• Logged by individual instructor
• Training classes, national conferences, virtual
  classroom continuing education events, or
  retoolings.
• CATC and RA are required to send at least one
  instructor or man contact to the annual Cisco
  Networking Academy conference.

23
Training Instructors

• Training Model
• Requirements for Instructors and Trainees
• Requirements for Academy Sites

24
Requirements for Academy Sites

• Becoming a nonprofit LA
• Contact the RA in its area
• Arrange to become seeded in CNAMS
• Becoming a for-profit LA or RA
• In the US, direct inquiry to the AAFP Academy
  Manager, aafp_at_cisco.com.
• Outside the US, contact Market Development
  Manager or Area Academy Manager.

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Requirements for Academy Sites (cont.)

• Length of Instructor Training Sessions
• Orientation Course 3 days or 24 hours
• Semester 1 5 days
• Semester 2 6 days
• Semester 3 4 days
• Semester 4 4 days

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Requirements for Academy Sites (cont.)

• Class Size Recommendations
• Minimum 4 to 6 instructor trainees per class
• Student-to-instructor ratio should never exceed
  20 to 1
• Cancellation Policy
• Instructor class give 2 weeks notification
• Student class determined at a local level

27
Requirements for Academy Sites (cont.)

• Continuing Education
• CATC and RA are required to conduct update
  sessions.
• CATC quarterly
• RA at least twice a year

28
Assuring Instructional Quality

• Basic Program Parameters
• Roles and Responsibilities
• Quality Assessment Methods

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Basic program Parameters

• Course and Program Length
• No more than 12 hours per week
• Entire four-semester program may be completed in
  no less than 6 months.
• Minimum instructor-led student seat time each
  semester
• Secondary institutions 70 hour
• Post secondary institutions 45 hours plus 25
  hours of proctored lab time

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Basic program Parameters (cont.)

• Course Sequence
• Successful completion of prior semester is a
  prerequisite for each semester course after
  Semester 1.
• Successful Completion of a Semester Course
• Online final exam 70 or higher
• Skill-based assessment pass

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Basic program Parameters (cont.)

• Transferring Between Academies
• The transfer students new instructor notify the
  Academy Help Desk via email.
• Provide students user name and number, the name
  of the previous Academy and instructor, the name
  of new Academy, the class to which the student is
  being added, and the dates of the class.

32
Basic program Parameters (cont.)

• Security of Course Material
• Download all course material to a local server
  and password-protect them from unauthorized
  users.
• Graduates of the Academy program are NOT allowed
  access to CNAMS. (not Academy Alumni site)

33
Assuring Instructional Quality

• Basic Program Parameters
• Roles and Responsibilities
• Quality Assessment Methods

34
Roles and Responsibilities-- Responsibilities of
the Academy Sites

• Administrative Responsibilities
• Select a main contact. (CATC, RA, LA)
• Full-time person or administrative role
• Select qualified instructors to deliver the
  training or instruction. (CATC, RA, LA)
• Knowledge, motivation, teaching skill (Appendix
  B, Components of Effective Teaching).
• Maintain accurate training records via the online
  assessment system. (CATC, RA, LA)

35
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Analyze results from course instruction to
  determine the quality of the training. (CATC, RA,
  LA)
• CATC and RA Instructor results, instructor
  satisfaction (feedback forms), feedback, local
  instructor satisfaction.
• LA Students results and satisfaction.
• Achievement of students is most important.

36
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Observe and assess Academy operations and
  classroom instruction. (CATC, RA, LA)
• Observation Form.
• CATC and RA Conduct an Observation any year if
  there is no Onsite Support Visit at that child
  academy.
• LA Observe classroom instruction once a year.
  (Components of Effective Teaching)
• Provide separate email accounts and 56Kb
  dedicated bandwidth for the classroom. (CATC, RA,
  LA)

37
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Maintain up-to-date SMARTnet agreements or
  equivalent maintenance agreement from an
  authorized Cisco dealer for all equipment. (CATC,
  RA, LA)
• Enroll new academies and training participants.
  (RA, LA)
• RA at least 10 LA within 18 months.

38
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Quickly replace instructors who leave. (CATC, RA,
  LA)
• Within 90 days
• Review and make changes to Academy Information as
  needed and at a minimum of once per quarter.
  (CATC, RA, LA)

39
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Legal Responsibilities
• CATC and RA refer to agreement with Cisco
• LA refer to agreement with RA
• Responsibilities Related to the Teaching
  Environment
• Provide a classroom of sufficient size (CATC, RA,
  LA)
• Minimum 900 square feet or 90 square meters

40
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Provide sufficient appropriate computers (CATC,
  RA, LA)
• Appendix C, Minimum System Requirements for
  Classrooms
• Minimum ratio of students to computer is 31
• Provide appropriate adequate lab equipment
  (CATC, RA, LA)
• Appendix D, Minimum Equipment Requirements for
  Skill-based Labs

41
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Develop safety polices procedures (CATC, RA,
  LA)
• Appendix E, Example of Appropriate Lab Safety
  Procedures
• Plan for persons who need disability access
  (CATC, RA, LA)
• Abide by your regional and national equal
  opportunity and disability laws.
• http//www.usdoj.gov/crt/ada/adahom1.htm

42
Roles and Responsibilities-- Responsibilities of
the Academy Sites (cont.)

• Responsibilities for Supporting Main Contacts and
  Instructors
• Provide travel and per diem support (CATC, RA,
  LA)
• Provide ongoing training support (CATC, RA, LA)

43
Roles and Responsibilities-- Responsibilities of
Main Contact and Instructors (cont.)

• General Responsibilities
• Understand implement the Academy program (CATC,
  RA, LA)
• Get a CCAI certificate in 24 months and maintain
  it (CATC, RA, LA)
• Effectively implement the training model (CATC,
  RA)
• Complete annual self-assessment goal-setting
  activities (CATC, RA, LA)
• Instructor Self-assessment Form
• Instructor Reflection Questionnaire

44
Roles and Responsibilities-- Responsibilities of
Main Contact and Instructors (cont.)

• Participate in curriculum content review (CATC)
• Partner with organizations, businesses, etc.
  (CATC, RA, LA)
• Complete 16 hours of continuing education
  annually (CATC, RA, LA)
• Attend Cisco re-tooling workshops (CATC)
• Share lesson plans and other materials via CNAMS
  (CATC, RA, LA)

45
Roles and Responsibilities-- Responsibilities of
Main Contact and Instructors (cont.)

• Communicate effectively with other academies
  (CATC, RA, LA)
• Instructors in CATC and RA should respond to all
  support inquiries within 48 hours (two business
  days).

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Roles and Responsibilities-- Responsibilities of
Main Contact and Instructors (cont.)

• Instructional Responsibilities
• Provide quality training programs (CATC, RA, LA)
• Analyze the Quality Assessment Reports (CATC, RA,
  LA)
• Provide mentoring and technical support (CATC,
  RA)
• Conduct onsite support visits to Trainee Academy
  (CATC, RA)
• First year and once every 3 years thereafter

47
Roles and Responsibilities-- Responsibilities of
Main Contact and Instructors (cont.)

• Conduct update/retooling workshops as needed
  (CATC, RA)
• Encourage participation in Cisco training
  programs (CATC, RA)
• Explain to instructor trainees how the QAP works
  (CATC, RA)
• Participate in the APAP process if necessary
  (CATC, RA, LA)

48
Assuring Instructional Quality

• Basic Program Parameters
• Roles and Responsibilities
• Quality Assessment Methods

49
Quality Assessment Methods

• Student Results data are the major indicator of
  quality.

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Quality Assessment Methods (cont.)

• Analysis of Student Results Data
• The chapter and semester Course Tests (70) and
  the Skills Tests.
• Data are collected at LA level and rolled up to
  each ascending level via CNAMS.
• Summary data will be included in the Support
  Visit Summary Report (Support Visit Summary
  Report Form and Outline).

51
Quality Assessment Methods (cont.)

• Analysis of Student Satisfaction Data
• Course Feedback Form
• 4.2 or higher
• If it is lower then acceptable level,
  fact-finding process may be implemented.
• Summary data will be included in the Support
  Visit Summary Report

52
Quality Assessment Methods (cont.)

• Analysis of Instructor Results Data
• At least 90 of instructor trainees reach the 80
  cut score.
• Summary data will be included in the Support
  Visit Summary Report

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Quality Assessment Methods (cont.)

• Analysis of Instructor Satisfaction Data
• Course Feedback Form
• Instructor Training Feedback Form ( after 3
  months or teaching the course)
• 4.2 or higher
• If it is lower then acceptable level,
  fact-finding process may be initiated.
• Summary data will be included in the Support
  Visit Summary Report

54
Quality Assessment Methods (cont.)

• Observations
• Visit a classroom or site during an instructional
  period.
• At least once per year
• Observe in the classroom for at least 20 minutes.
• Complete the Observation Form
• Provide a hard copy of the complete form to the
  person observed

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Quality Assessment Methods (cont.)

• Conduct a conference with the person observed.
• Submit the form to your training academy within
  10 days of the observation

56
Quality Assessment Methods (cont.)

• Review of Complaints
• Any Complaint expected to be handled at lowest
  level within 15 days.
• Fact-finding may be conductedcontacting
  involved persons, reviewing previous observation
  forms, analyzing student results, or reviewing
  feedback forms

57
Quality Assessment Methods (cont.)

• Support visits
• Support Visit Confirmation Form, Support Visit
  Checklist Form, Instructor Self-assessment Form.
• Performed by a support team made up of two or
  more authorized persons.
• A One- or two-day visit
• Support Visits are more formal than Observation
  visit. (Observation by itself cannot lead to a
  decision to prepare APAP)

58
Quality Assessment Methods (cont.)

• Be conducted (1)during first year, and then every
  3 years thereafter, or (2)Observation Visit or
  others indicate it is need.
• Recommendation Observation visit be conducted
  instead during any year that a support visit does
  not take place at an Academy.
• Main contact confirms the selection of the team
  members with a letter outlining their
  responsibilities and the related expenses/costs.

59
Quality Assessment Methods (cont.)

• Monitoring team is responsible for
• Contact the academy to be monitored and arrange
  dates for the visit the dates should be confirm
  within 3 working days.
• Send a letter confirming dates to the site, along
  with the visit packet and all instructions for
  completing the pre-monitoring information.

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Quality Assessment Methods (cont.)

• Complete Part A of the Support Visit Confirmation
  Form and e-mail it to the main
  contact/instructor of the site at least 10 days
  prior the visit, so that the main
  contact/instructor can fill out Part B of the
  form.
• Communicate with the site to arrange for agenda
  for the visit.
• Conduct the support visit and gather the data
  using the Support Visit Checklist Form

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Quality Assessment Methods (cont.)

• Write the Support Visit Summary Report.
• Place the completed report on file and submit it
  to parent academy within 10 ten days of the
  monitoring visit. Reports should shared with the
  visited academy.
• If the evidence indicates that improvement in the
  level of quality is required, write an APAP.

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Quality Assessment Methods (cont.)
63
Quality Assessment Methods (cont.)
64
Quality Assessment Methods (cont.)
65
Quality Assessment Methods (cont.)
66
Improving Performance

• The Academy Performance Action Plan
• Implementing the APAP

67
The APAP

• When an APAP may be initiated?
• Key indicator Student Results data is
  unacceptable.
• Monitoring activities, review of complaints, and
  analysis of instructor satisfaction feedback and
  instructor results can also lead to a decision to
  initiate an APAP.

68
Improving Performance

• The Academy Performance Action Plan
• Implementing the APAP

69
Implementing the APAP

• Academy Performance Action Plan Form (see also
  APAP Example)
• Elements of the APAP
• Goals For Improvement
• Clearly distinguish each goals and list them by
  priority
• Assessment Criteria
• Be aligned with the goals and used to assess
  whether meet the goal

70
Implementing the APAP

• Interventions
• Aligned with the goals and assessment criteria
• Reading the content, discussing it with a partner
  and taking a test, retraining through study of
  online resources, or taking specific workshops or
  scheduled class.
• Intervention suggestions will be found online in
  the Teachers Guide.
• Resources
• Assigned mentor for question and discussion,
  books, Web sites, teacher guide materials,
  videos, and other team members.

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Implementing the APAP

• Time-line
• Dates of any visits, data collection points, or
  assessments, as well as the date by which the
  goals should be met.