Palomar Professional Development

The Professional Development Office is dedicated to providing a variety of resources for Palomar College’s faculty to continue scholarship within their disciplines, to become versatile and skillful teachers, counselors, and librarians and finally, to meet the increasing demands of organizational and program innovation.

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What is PD? The Ed Code authorizes 9 categories: 1. Improvement of teaching 2. Maintenance of current academic and technical knowledge and skills 3. In-service training for vocational education and employment preparation programs 4. Retraining to meet changing institutional needs 5. Intersegmental exchange programs 6. Development of innovations in instructional and administrative techniques and program effectiveness 7. Computer and technological proficiency programs 8. Courses and training implementing affirmative action and upward mobility programs 9. Other activities determined to be related to educational and professional development pursuant to criteria established by the Board of Governors of the California Community Colleges, including, but not necessarily limited to, programs designed to develop self-esteem. The Palomar Professional Development Plan Follows Palomar College Board Policy 7160 and Accreditation Standard III.A.5. It outlines Palomar College’s commitment to faculty professional development and the Institutional commitment to a program that generates knowledge, skills, and creative work in the staff members’ areas of professional activity is important for three reasons: 1. Faculty know that, in order to provide the finest education for students of Palomar College, they must be current in their fields and have opportunities for general intellectual growth. However, time and other constraints limit the fulfillment of these essential professional needs. Faculty and students alike benefit in the classroom when this professional vitality is maintained. 2. The reputation of Palomar College as an excellent educational institution is enhanced by the prominence of faculty members’ activities within their professional areas. We cannot expect to cultivate such excellence consistently without systematic attention to professional development. 3. Effective communication on campus, and thus the efficiency of the institution, depends not only on formal structures, but also on productive familiarity between people, allowing for the free expression of divergent perspectives and opinions. The respect for others that facilitates this openness can be developed as people work together on productive and fulfilling projects. The development of these relations is valuable within departments and programs; across disciplinary lines; and between administrative, faculty and classified elements on campus.

If you need an interpreter for any workshop or training session, please contact Denise Vanderstoel at