Program Director for Physical Therapist Assistant

Join our team of dedicated employees focused on student success and transformation! ACM is a close knit, family-like work environment who care deeply for each other, just as we do our students.
Some of the many benefits of working at ACM include ample paid time off, great retirement and insurance options, on site facilities, and opportunities to connect with the community, co-workers, and students.
Allegany College of Maryland's main campus is nestled on beautiful, scenic acres in the mountains of Allegany County - Cumberland, Maryland.
A downtown center extends our reach into the heart of the community’s business and tourism sector.
Our small, attentive college atmosphere engages students of all ages and backgrounds in rich, challenging learning opportunities at all of our campuses.
See more about Cumberland, MD here https://www.
ci.
cumberland.
md.
us/724/Features-of-Cumberland-Maryland Please apply if this sounds like the place for you! Basic Statement of Responsibilities Division Chairs/Program Directors are full-time, budgeted faculty who work collaboratively with the Dean of Arts and Science or Dean of Career Education in the Office of Instructional and Student Affairs for preparing, teaching, and evaluating courses; participating with other faculty in developing and maintaining courses, curricula, and academic policy; contributing to the work of the college as it affects instruction; coordinating and supervising faculty, programs, and activities within the division assigned; teaching according to Faculty Release and Stipend Policy and facilitating student learning through adherence to the College’s Strategic Plan, Educational Master Plan, Vision, Mission, and Values.
These standards are consistent with those detailed in the faculty job description.
This position is a 10 or 12-month contract.
The role of the DC/PD is to provide effective and innovative leadership of a discipline specific department.
The DC/PD can be expected to be released at least 3 credits per semester (Fall and Spring) and released credits accordingly for Summer if appointed to a 12-month contract.
Teaching requirements are different for each DC/PC based on the Faculty Release and Stipend Policy.
In addition to teaching, DC/PC are expected to maintain office hours every week while class is in session as covered in the Teaching Faculty Job Description, adhere to regular attendance on campus and accept other duties as described below.
Teaching and learning is the primary activity of faculty.
As such, Allegany College of Maryland (ACM) cultivates a climate that enhances teaching and learning, and that supports the activities that foster a learning centered college.
At ACM, our vision of teaching excellence is one that: motivates students to develop pride, passion, and personal responsibility in their education; demonstrates content expertise; creates academic processes and experiences that positively impact student learning; engages students in meaningful learning; and that connects students, faculty and staff in an academic community that fosters lifelong learning and student success.
The primary responsibility of Faculty is to effectively teach courses within their discipline area(s).
An effective, professional educator will plan, organize, teach, assess, advise, remediate, and provide timely feedback to promote and guide student learning in alignment with Allegany College of Maryland (ACM) learning-college values.
Additionally, faculty will meet their obligations to their department/division, and will be empowered to choose opportunities relevant to their professional development and service to the institution and/or community.
Essential Functions Teaching & Learning: Knowledge and understanding of learning-centered values with the ability to develop and implement diverse teaching and learning strategies that optimize the learning of all students and that promote both acquisition and applications of knowledge and understanding (Learning-Centered Teaching Strategies).
Prepare and deliver instruction to students in assigned modalities (including classroom, hybrid, online, etc.
).
Prepares instructional materials.
Provides feedback on students’ progress, including evaluation of student mastery of course and program outcomes.
Use consistent, timely, formative and summative assessment measures to enhance learning (Assessment).
Technological competence—knowledge of, ability to develop, and commitment to using emerging technologies appropriate to the discipline.
Use alternative instructional methods, such as online delivery, hybrid course options, and flexible learning modalities.
Continuously examine the effectiveness of teaching and assessment methodologies in terms of student learning by engaging in the scholarship of teaching and learning (Scholarship of Teaching and Learning).
Design learning opportunities that acknowledge, draw upon and are enriched by student diversity in the learning environment (Inclusion and Diversity).
Prepare and submit required documentation including course syllabi, student attendance, assessment reports, midterm/ final course grades, and other information as requested or required by the college.
Required to use college’s LMS (Learning Management Systems) to post syllabi, record attendance, and other information as requested or required by the college.
Treat students with respect and be responsive to their needs.
Participate in, and contribute to curriculum development by planning, developing, and evaluating new and existing courses and curriculum.
Conduct assigned classes in accordance with the catalog, course description, student learning outcomes, and program goals.
Complete the annual Faculty Success Plan (FSP) to reflect on their individual performance during the past year, based on evidence of teaching effectiveness, commitment to teaching excellence, commitment to being a valued colleague, setting goals, reviewing of the prior year’s goals, and charting a direction for the upcoming year.
Division/Department Responsibilities: Design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences (Outcomes-Based Practice).
Participate in department/division meetings, committees, and other activities.
Familiar with and maintain behavior and actions consistent with college policies.
Collaborate and cooperates in the fulfillment of the goals of the department/division and the College to contribute as a valued member of the department/division.
Maintain timely communication with Program Director or Division Chair.
Academic Advising: 1.
Fulfill ACM’s culture of advising, that advising is teaching.
Advisors will engage students in achieving their educational, career, and personal goals.
2.
Work in collaboration with Admissions and Registration, and the Advising Center, Financial Aid and other college services to ensure student planning, success, and completion.
Examples of collaboration include student compliance plans, academic alerts, student services referrals, etc.
3.
Fulfill responsibilities outlined in the Advising Syllabus.
Professional Development: The Faculty Success Plan (FSP) is an essential component of planning and budgeting for professional development opportunities.
Faculty are required to identify their professional development goals in their FSP.
Remain current and continually improve knowledge and understanding of the discipline.
Professional development may encompass attending/completing internal professional development opportunities or attending external conferences, seminars, or workshops.
Professional development may also include authoring articles or books, formal graduate study or other relevant courses, internships or clinical practice or other activities that serve to enrich the professional development of faculty knowledge and expertise.
Complete required internal professional development trainings that are essential for accreditation, compliance, or advancing learning-centered principles.
All newly hired full-time faculty must attend and complete The Teaching and Learning Community (TLC) year-long training within the first three years of service in order to be eligible for tenure and advancement in rank.
An extension may be provided by the Senior Vice President of Instructional and Student Affairs in consultation with the Division Chair or Program Director.
It is highly recommended and encouraged for all faculty.
All newly hired full-time faculty will be assigned a mentor for the first year of employment.
Attendance and participation in mentoring events are required.
Service to the Institution & Community: Service to the college and the community are long-held cultural values of ACM.
College and community service can be the faculty member’s contribution to the improvement of the institution and/or the larger community.
Faculty members will have choice in determining the content and context of their service contributions in collaboration with the Program Director/Division Chair.
Service to the institution and Community will provide evidence for further consideration in faculty promotion and tenure deliberations by the Status Committee.
1.
Provide service to the College on an annual basis.
The minimum requirement is serving on one college-published committee/taskforce assignment.
This requirement is waived during the first year of full-time tenure-track employment.
Additional service considered for tenure and promotion includes, but is not limited to: additional committee(s), task-forces, workgroups, department or college-wide assessment special projects, college sanctioned student club advisor, acceptance of overload assignments, acceptance of travel to other instructional sites, serving as a Middle States evaluator or external program evaluator, etc.
Further service to the institution can be demonstrated during Middle States self-study or during individual program accreditation renewal—when not a required duty of the position.
Examples include, but are not limited to, leading or participating in a self-study chapter, collecting and analyzing data, and writing and editing the report.
2.
Provide service to the College through community engagement that aligns with the College’s Mission/strategic priorities.
The choice of this service includes, but is not limited to: incorporating service learning/civic engagement in classes, serving on community boards, serving on non-profit boards, volunteering at area K-12 schools, and other community service activities.
3.
Attend All-College Assembly meetings.
4.
To effectively participate in shared governance, faculty should review curriculum and academic standard changes.
5.
Participate in shared governance by developing, reviewing, and implementing college-wide documents, plans and processes.
Participation can occur through informational forums, providing feedback to the President’s Advisory Team, and/or participation in Faculty Association.
Load Assignment: Faculty Workload and Load Assignment: Meeting the essential duties and responsibilities of a full-time, tenure track teaching appointment at Allegany College of Maryland requires at least 40 hours per week on average, including work on and off campus, during the contract period.
Much of the faculty work occurs at designated times each week (such as classes, office hours, meetings, etc.
) However, the very nature of the workload of a professional educator at the college level means that the hours a faculty member fulfills his or her non-scheduled responsibilities are based on each individual’s judgment.
The College offers learning opportunities in a variety of settings and at various times throughout day including weekends.
As such, relegating faculty to an 8-5, Monday through Friday schedule is impractical.
A typical faculty work schedule varies from semester to semester and week to week to accommodate student learning, professional development and service to the college/community.
The faculty member will: Accept responsibilities and obligations as a professional educator.
The primary duty of faculty is the instruction of assigned classes.
This duty must take precedence over all other activities.
Teach a minimum load of 30 credits per academic year with the exception of designated release and/or reassignment time as defined by the faculty release and reassignment policy.
Work off-schedule hours, when necessary, for the benefit of their students or department: e.
g.
, evening and/or weekend hours instructing classes, grading assignments, travel between campuses or recruitment activities.
Be accessible to students in a variety of days, times, and modalities consistent with student needs.
Faculty will maintain published office hours for a minimum of 3 hours per week over multiple days consistent with course modalities and campus location or instructional site.
Attend winter and spring commencement/graduation ceremonies.
Perform other reasonable duties as assigned by supervisor.
Faculty members are also obligated to abide by, and thus support, all college policies and procedures.
Faculty must be committed to the learning centered philosophy, as well as the strategic priorities of the college as identified through the Strategic Plan and the Educational Master Plan.
Division/Program Specific Requirements (Commission on Accreditation of Physical Therapy (CAPTE) specific requirements as per the Standards and Required Elements) 1.
Each core faculty* member has a minimum of three years of full-time* (or equivalent) post-licensure clinical experience in physical therapy practice and has contemporary expertise* in assigned teaching areas and demonstrated effectiveness in teaching and evaluation of student learning.
In addition, core faculty who are physical therapists or physical therapist assistants hold an active, unencumbered PT license or PTA license/certification in any United States jurisdiction and are in compliance with the state practice act in the jurisdiction where the program is located.
2.
Each core faculty member has a record of institutional and/or professional service* that is consistent with the institution’s mission and expectations, and with the program’s mission and goals.
3.
Formal evaluation of each core faculty member occurs in a manner and timeline consistent with applicable institutional policy.
The evaluation includes assessments of teaching, service, and any additional responsibilities.
The evaluation results in an organized faculty development plan that is linked to the assessment of the individual core faculty member and to program improvement.
4.
The collective core faculty hold primary responsibility (in collaboration with appropriate communities of interest) for initiating, adopting, evaluating, and upholding academic regulations specific to the program and compatible with institutional policies, procedures, and practices.
The regulations address: Admission requirements.
Grading policy.
Minimum performance levels, including those relating to professional and ethical behaviors, and student progression through the program.
Development, review, and revision of the curriculum with input from other appropriate communities of interest.
5.
The collective core faculty are responsible for assuring that students are professional, competent, and safe and ready to progress to clinical education.
6.
See Also Faculty Administrative Job Description: Program Director for the Physical Therapist Assistant Program.
FACULTY ADMINISTRATIVE JOB DESCRIPTION Division Chair/ Program Director Administrative Duties with Teaching Responsibilities This job description is an addendum to Faculty Job Description.
ADMINISTRATIVE RESPONSIBILITIES AND DUTIES A.
Academic Strategies • Works with faculty, administration, or groups outside the College to identify new instructional needs and to develop and maintain courses, curricula, and programs.
• Responsible for the development of SLO’s, PLO’s and division/program objectives.
• Develops, with assistance of the faculty, new courses and curricula to meet emerging student needs and evaluates on-going courses to determine if they need to be revised or eliminated from the curriculum.
• Responsible in the development and management of instructional delivery systems to ensure the area is geared toward developing more effective learners.
• Develops and recommends class and faculty schedules to meet the needs of students and the department.
• Provides effective leadership for division/program planning.
• Responsible for collaboration with Student Services in articulating courses, programs, and curricula with high schools and transfer institutions.
• Works with division/program faculty to enhance or increase student retention.
• Conducts periodic division/program meetings.
• Represents the division/program in college-wide and state-wide meetings.
• Maintains quality of standards for the program as established by the accrediting and/or state agency.
• Implementation and tracking core work metrics, learning outcomes assessment, accreditation standards and student evaluations.
• Perform other duties as reasonably assigned by the Office of Instructional and Student Affairs.
B.
Faculty Mentorship • Responsible for recruiting, hiring, mentoring, supervising and evaluating full-time and adjunct faculty and staff.
• Work collaboratively with all department/program employees for promotion, tenure, or advancement in class.
• Monitors the conduct of instruction to ensure it is geared toward the development of more effective learners.
• Promote professional development for faculty and staff through the Professional Development Plan (PDP) and the Professional Development Policy and Procedure Manual.
• Fosters a positive work environment, promoting collegiality within division/program.
• Encourage service learning and civic engagement activities.
C.
Program Development Leadership • Responsible for the preparation and management of the annual division/program budget as well as being a good steward of college finances.
• Provide leadership in visioning and strategic planning for the department embracing the College’s Strategic Plan, Educational Master Plan, Vision, Mission, and Values.
• Accountable for completing Program Review according to the yearly assessment calendar.
• Participate in the Program Viability on a yearly basis and provide a Program Intervention Plan (PIP) if the program’s health falls into the yellow or red zone.
• Prepare and/or review the departmental transitions plan on an annual basis.
• Promote and attend College marketing activities such as open-houses, College Fairs, and community sponsored activities.
D.
Learning - Centered Interactions • Responsible for recruiting students with learner-centered activities while collaborating with the College Recruiters.
• Provide students and soon to be graduates with career/job opportunity information.
• Supports students’ activities and events pertaining to the College and the community.
• Facilitates conflict management strategies within the division/program.
• Collaborates with respective faculty member(s) for the development of credit-by-exam.
E.
Division/Program Specific Requirements and Administrative Duties (Duties that is program-specific requirements only – no other program/division has to complete) The Program Director: 1.
Provides effective leadership for the program including, but not limited to: promoting a culture of Justice, Equity, Diversity, and Inclusivity (JEDI) and anti-racism as they relate to faculty, staff, students, and other stakeholders fiscal planning and allocation of resources including long-term planning faculty development/evaluation effective leadership which might relate to: a vision for PTA education understanding of and experience with curriculum content, design, and evaluation; employing strategies to promote and support professional development; proven effective interpersonal and conflict management skills; ability to facilitate change; negotiation skills (relative to planning, budgeting, funding, program faculty status, program status, employment and termination, space, and appropriate academic and professional benefits); effective experience in short- and long-term planning; active service on behalf of physical therapist professional education, higher education, the larger community, and organizations related to their academic interest; commitment to lifelong learning; active role in institutional governance; and program accomplishments.
2.
Has appropriate decision-making authority over the financial/budgetary resources to achieve the program’s stated mission, goals, and expected program outcomes and to support the academic integrity and continuing viability of the program.
Financial management of the program including: input into tuition and fee structures related to the program input into financial aid decisions input into program expense decisions related to personnel input into program expense decisions external to personnel (i.
e.
, equipment, supplies) input into the size of the program cohort and number of cohorts the ability to advocate for additional resources where appropriate.
3.
Is responsible for compliance with accreditation policies and procedures.
Program policies, procedures, and practices provide for compliance with the accreditation policies and procedures including: Maintenance of accurate information, easily accessible to the public, on the program website regarding accreditation status (including CAPTE logo and required accreditation statement), and current student achievement measures.
Timely submission of required fees and documentation, including reports of graduation rates, performance on state licensing examinations, and employment rates.
Following policies and procedures of CAPTE as outlined in the CAPTE Rules of Practice and Procedure.
Timely notification of expected or unexpected substantive change(s) within the program and of any change in institutional accreditation status or legal authority to provide postsecondary education.
Coming into compliance with accreditation Standards and Required Elements within two years of being determined to be out of compliance.
4.
Work with other collective core faculty to initiate, adopt, evaluate, and uphold academic regulations specific to the program (i.
e.
, Program Handbook) and compatible with institutional policies, procedures, and practices.
The regulations address, but are not limited to: admission requirements (i.
e.
, interviews, essays, observations, orientations, etc.
); grading policy; minimum performance levels including those relating to professional and ethical behaviors, and student progression through the program (i.
e.
, Student Performance Reviews and remediation seminars for written and practical examinations), development, review, and revision of the curriculum with input from other appropriate communities of interest.
5.
With the collective core faculty, assume responsibility in assuring that students are professional, competent, and safe to progress to clinical education.
This process includes, but is not limited to determining: a process to which verifies students are professional, competent and safe in the skills identified by the core faculty and that the students are ready to engage in clinical education.
how the program ensures that critical safety elements are identified in the competency testing process.
what happens if a student is found to not be safe and ready to progress to clinical education.
the mechanisms used to communicate to students and clinical education faculty the specific skills in which students must be competent and safe.
opportunities in which the PTA student had interactions with a licensed PTA as a role model prior to the PTA student engaging in clinical education.
6.
Work with the Academic Coordinator of Clinical Education (ACCE) to: develop, utilize, and assesses the tool used to evaluate student performance in the clinical setting assure quality clinical experience assure accuracy and revisions to the Clinical Education Handbook assure compliance with CAPTE requirements for the ACCE 7.
Assume primary responsibility for and leadership in maintaining PTA program accreditation as per the Commission on Accreditation of Physical Therapy Education (CAPTE) Standards.
This responsibility includes but is not limited to completion and submission of: Annual Accreditation Report (AAR) Self-Study Report (SSR) On-Site Review (OSR) materials Setting up and coordinating On Site Review (OSR) Team.
8.
Manage Program resources such as: Coordinate official equipment maintenance inspections (i.
e.
, for all electrical equipment) annually as required by and in accordance with CAPTE.
Inspect and inventory equipment and materials as needed to assure adequate and safe working conditions.
9.
Review and revise all publications (i.
e.
, College catalog, Program website, Booklet, brochure, and display boards) for accuracy.
10.
Work with ISA and HR to assure adequate workload, payroll, and overload.
11.
Coordinate graduation/awards ceremony for graduating students along with other stakeholders (i.
e.
, ACCE, OTA program) 12.
Track and collect specific assessment data including, but not limited to: Student demographic and statistical information Student matriculation rate First time and ultimate licensure pass rate Employment rate Student exit interview Graduate surveys Employer surveys 13.
Conduct and/or coordinate remediation sessions for any student who desires if s/he does not pass the licensure examination.
14.
Assist graduates with requests such as graduation verification, letters of recommendations, and documents necessary for continued education when appropriate and as deemed necessary.
15.
Coordinate and conduct a minimum of two Program Advisory Committee meetings a year in accordance with Perkins Grant funding.
Education, Experience, and Specialized Skills MINIMUM QUALIFICATIONS: The Division Chair/Program Director (DC/PD) will have the following: at least an earned Master’s Degree or its equivalent (other appropriate certifications) with an academic background in at least one discipline within the division; postsecondary-level teaching experience as a CI (Clinical Instructor) with demonstration of excellence in teaching; the academic and/or professional credentials, experience, and skills needed to teach college level courses (understanding assessment, SLO’s and PLO’s) in the assigned discipline or professional area; strong organizational skills including the ability to identify and set priorities, multi-task, and meet deadlines; outstanding interpersonal skills including the ability to interact with a diverse range of students (including special needs), colleagues, administrators, and staff; the ability to work independently, flexibly, and as part of a team; knowledge of Allegany College of Maryland’s Academic Regulations and a variety of teaching delivery methods; and must be able to maintain strict confidentiality.
Commission on Accreditation of Physical Therapy (CAPTE) qualifications for PTA PD: Is a Physical Therapist who demonstrates an understanding of education and contemporary clinical practice appropriate for leadership in Physical Therapist Assistant education.
These qualifications include all of the following: Holds an active, unencumbered PT license/certification in any United States jurisdiction and is in compliance with the practice act in the jurisdiction where the program is located.
A minimum of a master’s degree.
A minimum of five years (or equivalent), full-time,* post-licensure experience that includes a minimum of three years (or equivalent) of full-time clinical experience within any United States jurisdiction.
Experience in classroom, lab, or clinical teaching experience.
Experience in administration, management, and leadership.
Experiences derived from the clinic are acceptable.
Evidence of a minimum of 60 contact hours of professional development or education comprising exclusively and comprehensively of the four content areas of: educational theory and methodology, instructional design, student evaluation, and outcome assessment.
Knowledge, Skills, and Abilities MINIMUM QUALIFICATIONS: The Division Chair/Program Director (DC/PD) will have the following: at least an earned Master’s Degree or its equivalent (other appropriate certifications) with an academic background in at least one discipline within the division; postsecondary-level teaching experience as a CI (Clinical Instructor) with demonstration of excellence in teaching; the academic and/or professional credentials, experience, and skills needed to teach college level courses (understanding assessment, SLO’s and PLO’s) in the assigned discipline or professional area; strong organizational skills including the ability to identify and set priorities, multi-task, and meet deadlines; outstanding interpersonal skills including the ability to interact with a diverse range of students (including special needs), colleagues, administrators, and staff; the ability to work independently, flexibly, and as part of a team; knowledge of Allegany College of Maryland’s Academic Regulations and a variety of teaching delivery methods; and must be able to maintain strict confidentiality.
Commission on Accreditation of Physical Therapy (CAPTE) qualifications for PTA PD: Is a Physical Therapist who demonstrates an understanding of education and contemporary clinical practice appropriate for leadership in Physical Therapist Assistant education.
These qualifications include all of the following: Holds an active, unencumbered PT license/certification in any United States jurisdiction and is in compliance with the practice act in the jurisdiction where the program is located.
A minimum of a master’s degree.
A minimum of five years (or equivalent), full-time,* post-licensure experience that includes a minimum of three years (or equivalent) of full-time clinical experience within any United States jurisdiction.
Experience in classroom, lab, or clinical teaching experience.
Experience in administration, management, and leadership.
Experiences derived from the clinic are acceptable.
Evidence of a minimum of 60 contact hours of professional development or education comprising exclusively and comprehensively of the four content areas of: educational theory and methodology, instructional design, student evaluation, and outcome assessment.
Allegany College of Maryland does not discriminate on the basis of age, ancestry/national origin, color, disability, gender identity/expression, marital status, race, religion, sex, or sexual orientation in matters affecting employment or in providing access to programs and activities.