PWS 2 4 - NGC Faculty and Staff Handbook.pdf

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For Official Use Only

Mar 10 / V6 For Official Use Only

Table of Contents

CHAPTER 1: National Geospatial-Intelligence Agency (NGA) Mission/Vision/Values/Organization

NGA Organization Human Development (HD) Organization HD’s Vision

CHAPTER 2: National Geospatial-Intelligence College (NGC) Mission/Vision/Values/Goals/Organization

NGC Strategic Direction Organization The Programs The Enablers Governance Advisory Boards, Committees, and Councils Accreditation ACE Recommendations for College Credit NGC Campus Locations Mobile Training Team Extended Learning Sites E-Learning New Campus East NGC Home Page

CHAPTER 3: A Historical Context for NGC CHAPTER 4: NGC Faculty/Staff

Background Government Faculty/Staff Military Faculty/Staff Contractor Faculty/Staff Vendors Adjunct Faculty Program Teaching Assistants (TAs) Academic Mentoring Assessors Faculty/Staff Responsibilities Faculty/Staff Training Faculty Development Instructor Assessment Assessing Adjunct/Full-time Faculty at Remote Locations Assessing Adjunct/Full-time Faculty at Remote Locations Summative Critique Sheet Summative Critique Sheet Faculty Certification Faculty/Staff Annual Performance Evaluation Awards and Recognition National Intelligence University (NIU) Awards Personal Conduct Academic Freedom Non-Attribution

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CHAPTER 5: Curriculum Management NGC Training Requirements NGC Curriculum Development NGC Curriculum Development Process NGC Instructional Systems Design NGC Curriculum Maintenance NGC Curriculum Assessment

CHAPTER 6: Assessment Mastery Learning Systematic Approach to Institutional Assessment Institutional Assessment Student and Stakeholder Feedback Evaluation Related Products from the Office of the Provost Assessment Portal Metrics Example of Student Reaction Data (L-1) Example of Student Learning Data (L-2) Example of Learning Transfer Data (L-3) Program Snapshot

CHAPTER 7: NGC Students CHAPTER 7: NGC Students

About the Students Academic Integrity Student Behavior NGC and Military Unit/Service Responsibilities Academic Considerations for Foreign National Students

Compendium of Policies SECTION I: Academic Policy

Academic Standards Campus Management Class Attendance Classroom Responsibilities Classroom Scheduling Course Cancellation Course Catalog Course Managers Disruptive Students Diversity Dress Code Guests and Guest Speakers Student Grievance Policy Testing Policy Use of Multiple Instructors

SECTION II: Administrative Policy Academic Schedule Changes Automated Classroom Systems Automobile Registration and Parking Computer Security Contract Agreements Contractor Training

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Disabled Students Disaster/Inclement Weather Plan and Points of Contact Dispute Resolution Environmental, Safety, and Occupational Health Equal Employment Opportunity/Discrimination Complaints Facilities Maintenance Family Members at Work Financial Management Fire/Emergency Actions Graphics Support Information Security Internet and Electronic Mail Transmissions Interpreting Services (Deaf/Hard of Hearing) Physical Security Procedures Prohibited Items Registrar Registration Procedures Reproduction of Course Materials Reserving Conference/Meeting Rooms Security in the Classroom Security POCs Security Clearance, Badges, and Passes Sexual Harassment Telephone Usage Time Off—Vacations/Holidays/Sick Leave Training for NGC Faculty (Mandatory) Travel/Travel Claims Unexpected Absence of Faculty, Staff, or Students Vendor-related Issues Relative to Network Access Web Support Work Schedules/Hours

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CHAPTER 1: National Geospatial-Intelligence Agency (NGA) Mission/Vision/Values/Organization

NGA Mission Statement: NGA provides timely, relevant, and accurate geospatial-intelligence in support of national security.

NGA’s Vision: Know the Earth…Show the Way

We provide geospatial intelligence in all its forms, and from whatever source--imagery, imagery intelligence, and geospatial data and information--to ensure the knowledge foundation for planning, decision, and action.

We provide easy access to geospatial intelligence databases for all stakeholders.

We create tailored, customer-specific geospatial intelligence, analytic services, and solutions.

NGA’s Focus Areas: The NGA Focus Areas serve as the agency’s framework for setting priorities and strengthening the GEOINT discipline. The seven 2010 NGA Focus Areas are as follows:

Act: Be the Global GEOINT Leader

Align: Balance Warfighting and National Mission Requirements.

Acquire: Discover and Use all Sources of GEOINT

Access: Ensure GEOINT Access and Quality Analysis with our Partners

Accelerate: Demand Technologies that Drive an Expert Workforce

Achieve: Invest in and Challenge a more Diverse and Expert Workforce

Advance: Seize the Opportunities Presented by the NCE Era

NGA Organization

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Human Development (HD) Organization

The National Geospatial-Intelligence College (NGC) operates as part of the HD Directorate.

HD is a strategically focused human development organization whose mission includes:

Leading NGA thinking across the strategic and tactical aspects of human development.

Serving as the business partner to senior leadership on strategic workforce decisions.

Providing robust and innovative programs that attract, develop, and retain a world-class workforce.

Working collaboratively to achieve business objectives while fostering a positive, creative, and inclusive work environment.

HD’s Vision

HD’s vision is to be a center of excellence whose people are dedicated to attracting, developing, sustaining, and engaging a world-class geospatial-intelligence workforce. HD plans, policies, programs and services are designed to support the Workforce Excellence (WE) at NGA Plan, while fully aligning with other human development initiatives across the Intelligence Community (IC).

Individual work roles within HD relevant to the College include: Academic Administrators, Consultants, Curriculum Developers, Benefit Specialists, EEO Specialists, Diversity Specialists, Industrial Psychologists, HR Information Management Specialists, Geospatial-Intelligence Instructors, Managers, Military Personnel Specialists, Sign Language Interpreters, Strategic Workforce Planners, and Training and Education Instructors.

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CHAPTER 2: National Geospatial-Intelligence College (NGC) Mission/Vision/Values/Goals/Organization

NGC Vision: Lead the National System for Geospatial-Intelligence (NSG) in developing world-class professionals.

NGC Mission: Deliver quality learning programs in geospatial intelligence, leadership, and professional development for the GEOINT community.

NGC Core Values: The College is committed to:

providing our customers with the knowledge, skills, abilities and attitudes they need to contribute to our national security objectives.

enabling and empowering our cadre with the tools, techniques, time, and resources they need to deliver the world’s finest GEOINT-related curricula.

establishing an agile learning community that rewards team work, collaborative partnerships, risk-taking, creativity, leadership, expertise, and adaptability.

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NGC Strategic Direction

What does the future of the NGA College look like? The figure below reflects the vision, direction and desired end state for the College by 2015.

At its core, NGC is and always will be a learning institution - dedicated to meeting the learning needs of GEOINT professionals and enabling NGA’s transition to a learning organization. The center ring depicts the four foundational elements that enable NGC to effectively and efficiently meet these goals - the operating model, our governance structures, our planning and measurement tools, and most importantly, our people.

To shape our actions over the next five years, we have also defined six strategic themes, shown as an outer circle on the graphic and five strategic learning capabilities:

1. Training GEOINT Professionals:

Delivering training for GEOINT Professionals

Connecting users to GEOINT training available across the NSG, including industry and academia

Developing and providing GEOINT training standard.

2. Corporate Learning Leadership:

Setting a comprehensive and strategic direction for learning across NGA

Collaborating to implement the Workforce Excellence strategy

Infuse learning in core agency initiatives.

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3. Innovative Learning Solutions

Learning delivered anywhere, anytime

Leveraging relationships with academia and industry

Continuously exploring new learning technology, theories and practices

Integrating NGC into the greater IC learning technology architecture

4. Continuous Staff Development

Investing in the professional development of the NGC workforce

Hiring staff with the right skills

Ensuring effective knowledge transfer across the instructors.

5. Curriculum Excellence

Establish well-defined standards, policies, and processes for curriculum development

Continuous quality review of our curriculum

Delivering agile and responsive programs.

In sum the graphic and the strategic plan (right), which it supports combine to highlight how the NGC will succeed in delivering learning excellence at NGA, in developing the skills of the workforce, improving the mission performance and sustaining an agency culture.

The plan prescribes four actionable goals:

Align learning opportunities to the Agency’s mission, strategy, and goals.

Effectively and efficiently manage the NGC to meet the GEOINT mission training requirements.

Enable learning opportunities that are innovative, flexible and tailored to the needs of GEOINT professionals.

Leverage resources, capabilities, and technology to serve learners in accomplishing their mission worldwide.

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Organization

A Director, a Chief Learning Officer, and Deputy Director oversee the College’s three academic programs and the various enabling offices that support those programs. In total, NGC employs more than 350 faculty and staff who train up to 15,000 students a year. The College curriculum is represented by approximately 150 courses taught at three geographically distinct campuses. Additionally, College mobile training teams (MTTs) augment on-campus instruction by offering timely and relevant training support to the Services, Combatant Commands, and Intelligence Community professionals around the world.

The Programs

1. Geospatial-Intelligence (TSG) Program: The School of Geospatial-Intelligence (TSG) sponsors the College’s National System of Geospatial-Intelligence (NSG) Training Program, which provides training and education for the exploitation and analysis of imagery and geospatial information to describe, assess, and visually depict physical features and geographically referenced activities on the Earth. The program encompasses basic, intermediate, and advanced training and education in the knowledge, skills abilities, and attitudes associated with GEOINT occupations, sources, and systems through resident and nonresident instruction. This program supports the GEOINT professional community and partners, including the Department of Defense (DoD), the Intelligence Community (IC), foreign partners, and other government organizations that support national security and crisis management.

2. Leadership and Professional Development Program: The School of Leadership and Professional Development (SLPD) sponsors the College’s Leadership and Professional Development Training Program. This program encompasses leadership and management training in a systematic hierarchy of courses that address all Band levels in the Agency.

Included in the SLPD curriculum are specific developmental courses for both new and experienced supervisors. The school also provides opportunities for employees to enhance their professional development in areas such as analytic thinking and intelligence communications. To more effectively and efficiently train the workforce, these courses are also integrated where applicable into the technical GEOINT curricula. SLPD is the NGC focal point for implementation of the IC Advanced Analysis Program (IC-AAP). The SLPD Dean is a member of the ODNI Leadership Development Consortium

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3. Acquisition Program or Matrix: The MATRIX Program is designed to provide NGA program managers and contracting officer representatives (COR) a continuous and formal training path tailored toward certification in the acquisition field. The program does not negate the need for DAWIA training. Rather, MATRIX augments DAWIA training to provide the knowledge and skills necessary so DAWIA and non-DAWIA professionals alike can effectively perform contract formation, administration and acquisition tasks. This training provides the necessary skills and competencies to allow the workforce to perform in a results-oriented, systems-based acquisition environment. This change requires new standards of performance in the acquisition community, and it dictates the need for all involved in acquisition management to be well trained and qualified to perform vital acquisition functions.

The Enablers

4. Provost: The Office of the Provost establishes, deploys and maintains a systematic approach to learning that enables professional delivery and continuous improvement of the College’s educational programs. Related services that support the NGA and NSG learning communities include: developing and maintaining academic policies; aligning actions with accreditation criteria; sponsoring end-of-course and post-graduate surveys; overseeing curriculum management and development; maintaining student services; developing faculty;

web-services; and exploring the uses of new emerging technologies (e.g. distance learning).

The Provost Office work in partnership with the Schools to represents the NGC to a variety of ODNI, USDI, and national-level working groups while collaborating, harmonizing, and integrating the outputs from those meetings into a meaningful outcome-based approach to learning.

5. Business Executive Office (BX): The BX is responsible for providing non-academic, enabling support throughout the College. Specifically, the BX focuses on the following seven support roles:

Facilities Planning and Management

Planning, Programming, and Budgeting Systems

Systems Infrastructure

Systems Engineering and Integration

Human Resource Management

Campus Management and Operations

Contract Administration and Management

6. Office of Community Engagement: Through deliberate outreach to the Intelligence Community, academia and foreign partners, OCE identifies and develops opportunities for the College to incorporate state-of-the-art advances into GEOINT training and education.

OCE executes NGC’s responsibility as GEOINT Training Functional Manager, in collaboration with the NSG, through the Community Geospatial-Intelligence Training Council (CGTC).

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Governance

NGC is governed by a senior civilian who serves as the Director of the College (D/NGC) and reports, in turn, to the Director of HD. The D/NGC is supported by a senior leadership team that includes a Chief Learning Officer, Deputy Director, the TSG Commandant, the SLPD Dean, the College Provost, the BX, and an OCE Office Chief. Collectively this senior body is referred to as the Executive Steering Committee (ESC). The ESC administers and directs College activities to include: strategic planning, resource allocation, accreditation, curriculum management, establishment of policy, student services, program reviews, and functional management of GEOINT training.

Within the schools, the Commandant and Dean lead and govern their faculty, staff, and students in support of the Director's vision. The TSG Commandant also serves as the Senior Military Representative within HD and as a member of the MX's Military Advisory Group.

Advisory Boards, Committees, and Councils

NGC’s senior leadership is advised by and provides advice to a variety of boards and councils to include:

1. National Intelligence University Council:

Intelligence Community Analysts Training and Education Council (ICATEC)

Leadership Development Executive Council

Leadership Development Consortium

Evaluation Standards Working Group

Instructor Training Working Group

Instructor Certification Working Group

Distributed Learning Advisory Board

Foreign Language Executive Committee

ICE-Learning Project (Former National Security Agency - Indiana University of Pennsylvania Project)

Intelligence Training & Education Board (USDI - proponent)

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2. Department of Defense (DoD):

Community Geospatial-Intelligence Training Council (CGTC)

General Intelligence Training Council (GITC)

USDI Accreditation/Certification Working Groups

USDI Instructor Certification Working Group

Defense Language Steering Committee

National Security Agency - NGA Joint Training Partnership

3. Services:

Army

Training Task Selection Boards

Various Army Training and Doctrine (TRADOC) forums

Air Force

Air Force Institute of Technology (AFIT) - MASINT Certificate Program

Marine Corps:

Course Content Review Board

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4. Industry and Academia:

Standards Committee, Council on Occupational Education

Federal Accreditation Community of Practice

Advanced Geospatial-Intelligence (AGI) Certificate Program at New Mexico State University (in progress)

USGIF GEOINT Academy Advisory Group

5. NGA Internal Boards/Committees:

NGA Executive Committee (EXCOM)

NGA Executive Leadership Group (ELG)

NSG Requirements Analysis Team (NRAT)

NGA Human Capital Management Board (HCMB)

NGA Professional Advisory Boards (PAB)

NGA Joint Requirements Analysis Team (JRAT)

6. College-specific Boards/Committees:

Executive Steering Committee (ESC)

Curriculum Advisory Boards (CAB)

Accreditation Steering Committee (ASC)

Faculty Development Steering Committee (FDSC)

Training Needs Assessment Board (TNAB)

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Accreditation

In October 2001, NGC was accredited by the Council on Occupational Education (COE); a national accreditor. Since then, NGC has continuously maintained its status as one of approximately 40 nationally accredited DoD institutions.

Accreditation has two fundamental purposes: (1) to assure the quality of the institution and its programs and (2) to assist in continuous improvement.

To maintain its accredited status, NGC must abide by specific educational standards and criteria established by COE. Today, these standards serve as the foundation for NGC’s operating policies and procedures. To learn more our standards go to:

http://osis.nga.mil/td/library/pdf/ChecksheetMilitary.pdf

ACE Recommendations for College Credit

The American Council on Education (ACE) has recommended some of NGC’s courses for both undergraduate and graduate-level College credit. The ACE recommendation allows NGC students to potentially transfer credit hours to degree-granting institutions around the world.

However, Colleges and Universities are under no obligation to accept these transfer credits.

Faculty or students seeking additional information should contact their campus registrar.

NGC Campus Locations

National Geospatial-Intelligence College 5855 21st Street, Mail Stop K-1 Fort Belvoir, VA 22060-5921

(703) 805-3268

Bethesda Extension Campus Fremont Building, Mail Stop D-72 6000 MacArthur Boulevard Bethesda, MD 20816-5003

St Louis Branch Campus Bldg 36, Room 2A 3200 South Second Street, Mail Stop L-92 St Louis, MO 63118-3304

(314) 263-4021

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Mobile Training Team

NGC deploys approximately 250 mobile training teams a year teaching from a menu of 40 distinct courses. The teams are tasked, organized, and sent around the world to support the on-site training of military personnel, Agency employee and customers. The MTTs are operationally directed and administratively supported by the respective school from which the deployed team originated. Organizations can view available courses and request MTT support through the NGC web portal.

Extended Learning Sites

Beginning in 2010, NGC envisions establishing a variety of Extended Learning Sites (ELS) around the world. These sites are initially envisioned to be nothing more than a single classroom collocated at a regional customer’s location (ie. CENTCOM HQ). Each ELS classroom will be fitted with state-of-art GEOINT hardware and software mirroring the applications found at our main and branch campuses and, ultimately, used by our stakeholders.

Though the classrooms may initially serve as an enabler for our MTT teams that operate within the region, over time it is envisioned that they will be administered by an NGC employee.

As the ELS concept matures, the Site Administrator will work closely with College to establish the necessary policies, procedures, and oversight mechanisms needed to transition the ELS from a remote classroom, where MTTs visit, to an accredited facility tied to our main campus.

E-Learning

Beginning in 2010 the College officially stood-up its E-Learning Program in an effort to complement traditional on-campus, ELS, and mobile training team-based approaches to teaching and learning. Today the E-Learning program is focused on designing, developing, and managing technology enabled solutions that provide distributed learning to NGA and community audiences anywhere anytime.

In doing so, the program partnered with successful mission partners such as the Joint Advanced Distributed Learning Co-Lab, the Defense Intelligence Agency (DIA), and the National Reconnaissance Office (NRO) to develop eLearning capabilities and reach.

Going forward the vision of the program is to enable consistent, deliberate, learner-driven development for the GEOINT workforce by using technology to provide more ways to learn.

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New Campus East

Consistent with Base Realignment and Closure (BRAC) guidance, the College will collocate with other NGA components at a New Campus East (NCE) location currently under construction on the Western-edge of Ft Belvoir, VA.

The move will integrate the Main Campus and the Fremont Extension Campus with the larger NGA HQs and house them within a new state-of-art facility (see below).

Plans are underway now for the move and NGC organizations should anticipate deploying between Feb 11 and Aug 11. For additional information about the move access the link below:

http://goldweb.nga.mil/ms/nce/website/index.cfm

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NGC Home Page

The NGC Home Page offers our faculty, staff, and students convenient 24 x 7 on-demand access to information relevant to their training needs. The College Home Page is easily accessed from the Agency Home Page by clicking on the “Training” link found on the lower left corner and as shown below:

The College Home Page allows easy access to all types of information to include the catalog of courses; locations of campuses; and information regarding the schools, offices, policies, and personnel. The home page is shown below:

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CHAPTER 3: A Historical Context for NGC

The National Imagery and Mapping College (NIMC) was established in 1996 at the stand-up of National Imagery and Mapping Agency (NIMA). NIMC evolved from several government imagery and geospatial training facilities including the Defense Mapping School, the training facility of the National Photographic Interpretation Center, and the central training facility for Tasking and Requirements Management.

From 1996 to 2004, the College’s curriculum expanded beyond traditional geospatial information to include intelligence and, ultimately, what came to be known as geospatial-intelligence or (GEOINT).

NIMA was renamed the National Geospatial-Intelligence Agency (NGA) in November 2003 by an act of Congress and, shortly thereafter, the College followed suit changing its name to the National Geospatial-Intelligence College.

Today, the College operates as part of the National Intelligence University System where it serves both the internal needs of the Agency and the external needs of other organizations that comprise the National System of Geospatial Intelligence (NSG). The NSG represents the combination of people, technology, policies, capabilities, doctrine, activities, and community necessary to produce GEOINT in an integrated multi-intelligence environment (see below):

Today, the College connects to members throughout its community through a variety of forums (see Advisory Bodies) generally lead by the Community Geospatial Intelligence Council (CGTC) and sponsored by the Office of Community Engagement (OCE)

DoD and Sevices

International

Intelligence Community

National National Geospatial Geospatial Intelligence Intelligence

CollegeCollege

NGA

Industry

Other Federal, State, Local

Agencies

Academia

DoD and Sevices

International

Intelligence Community

National National Geospatial Geospatial Intelligence Intelligence

CollegeCollege

NGANGA

IndustryIndustry

Other Federal, State, Local

Agencies

Other Federal, State, Local

Agencies

AcademiaAcademia

GEOINT: the exploitation and analysis of imagery and geospatial information to describe, assess, and visually depict geographically referenced physical features and activities on the earth in support of national security needs.

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CHAPTER 4: NGC Faculty/Staff

Background

The core of the NGC is its faculty and staff, made up of carefully selected civilians, military and contract personnel who: teach; conduct research; develop curricula; consult; manage; and enable the implementation of training programs that directly support the Agency, the DoD, and the Intelligence Community.

Faculty members are generally defined as those assigned to the College whose primary duties involve classroom instruction. The NGC faculty is augmented by a professional cadre of adjunct instructors who are subject matter experts trained and certified to teach within the College.

Staff members are generally those whose primary duties are not related to teaching, but instead may manage, lead, support, administer, and/or evaluate training programs. Staff members with special expertise may also serve as Adjunct Instructors.

Regardless of where they function, faculty, adjunct faculty, and staff are encouraged to actively share their expertise throughout the College.

Government Faculty/Staff

The civilian government employee largely provides continuity within the College. Many of our civilians have wide-ranging experience and expertise consistent with our varied curricula.

Civilian employees are assigned to both faculty and staff positions where they serve in a variety of capacities to include instructors, academic administrators, training coordinators, supervisors, and senior managers.

Military Faculty/Staff

Much of the requisite knowledge and relevancy of our technical training programs comes from military personnel who possess a wealth of current operational experience. The military cadre generally serves 2 to 4 year tours at the College before returning to their respective Services. While assigned to the NGC, our military provides a link back to the Services and Combatant Commands while leading the College in the conduct of service-related GEOINT training. Our military serve in many positions on the faculty and staff to include instructors, training coordinators, operations officers, and senior leaders within their schools/College.

Contractor Faculty/Staff

The College has a continuing need for faculty and staff that far exceeds the approved number of government civilians and military members. To satisfy this need, the College contracts with private/non-government companies for additional highly-trained contract personnel to supplement its cadre. Today the College could simply not operate without the operational support provided by our contracting partners. However, there are special rules that must be considered when dealing with our contractors; those rules are specifically addressed in Section II of the Compendium.

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Vendors

In some cases, the faculty may lack the expertise to effectively develop and deliver highly specialized subject matter in a timely manner. As such, the College may hire outside vendors who have the ability to quickly deliver their own proprietary instruction consistent with the College’s training objectives. When outside vendors operate within the College, their performance is always held to the same standards of quality as any other member of the faculty.

Adjunct Faculty Program

As a general rule, adjunct faculty are nominated, interviewed, and competitively selected to fill specific needs associated with our training programs. Once selected, adjuncts attend a 5-day instructor-training course to acclimate them to the roles, responsibilities, standards, and competencies expected of our faculty. Once trained, adjunct instructors are then formally “certified” to teach within the College and formally “qualified” to teach specific lessons, blocks, modules, or courses.

The Provost Office administers the Adjunct Instructor Training Course and works closely with the schools, where required, to establish certification standards. Application forms for adjunct faculty can be downloaded from the NGC Home Page (see below) or obtained directly from the Office of the Provost.

http://osis.nga.mil/nga-bin/td/dbman/db.cgi?db=aip&uid=default

Teaching Assistants (TAs)

A teaching assistant (TA) is any individual who regularly assists and complements (on a part-time basis) a fully-certified permanent or adjunct instructor in the delivery of a course which is a part of any one of NGC’s formal (accredited) academic programs. (NOTE: TA’s are not certified instructors and as such, cannot deliver formal NGC courses solo; they must always work in coordination with a fully-certified NGC instructor, whether adjunct or full-time.)

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Academic Mentoring

Academic mentoring is a developmental process which reinforces quality and continuous improvement in an instructor’s teaching practice throughout their tenure at the College.

For new instructors, it is a process by which they are prepared for their initial teaching certification

Highly experienced faculty/staff may be asked to serve as mentors for new full-time or adjunct instructors. If asked, below find a few steps that should be followed during the mentoring process:

Provide the new instructor a copy of or access to all relevant course documentation

Assure that the new instructor understands the learning objectives they will be teaching

Assure that the new instructor understands the assessment/transfer strategies used to assess/transfer the learning to the job

Assure that the new instructor demonstrates mastery of the learning objectives they are teaching

Assess the new instructor (formative assessment) and provide feedback until they meet the NGC teaching standards and are ready for formal certification (summative assessment)

This information is captured in a Mentoring Checklist, which can be found within the NGC Full-time Instructor Certification CONOPS http://osis.nga.mil/nga-bin/td/dbman/db.cgi?db=provost&uid=default&view_search=1&pd=on

Assessors

Highly experienced faculty/staff may also be asked to serve in the role of an instructor assessor. Mentors and assessors are critical to assuring the faculty adhere to basic standards while continuously improving their craft relative to those standards. More details about assessors can be found in the Assessment CONOPS.

http://osis.nga.mil/td/library/pdf/conops_home.pdf

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Faculty/Staff Responsibilities

NGC expects its faculty to contribute to mission accomplishment in the following areas:

Teaching: At NGC, teaching responsibilities include sustaining an environment conducive to learning; preparing for and conducting meaningful classroom instruction;

academic advising and mentoring of students;

assessing student performance; maintaining currency and congruency within their specific discipline; and continuously working to improve the College’s approach to adult learning.

Managing/Administering/Supporting:

Behind every successful training program is a professional support staff. School and College staff work hand-in-glove with the faculty to design, develop, administer, evaluate, fund, equip, resource, register students, and/or exercise oversight of the College’s various training programs.

Research and Publication: Although highly encouraged, research and peer-reviewed publications/presentations are not required of faculty members.

Governance: Both faculty and staff share responsibility for the governance of the College through their service on working groups, committees, and panels.

Collectively, these responsibilities involve excellence in teaching; responsive support to training programs; the discovery and dissemination of new knowledge; and service to the Agency, the DoD, the Intelligence Community, and our nation.

Faculty/Staff Training

All faculty and staff are required to attend mandatory training as described in the Compendium. Additionally, NGC provides extensive opportunities for recurring training and professional development through:

internal training/workshops offered within the College external discretionary training opportunities (i.e. conferences, symposia, training not offered within NGC)

VECTOR and Tuition Assistance Programs (TAP) that enable employees to participate full- or part-time in college courses

The NGC cadre are encouraged to explore the numerous and varied educational opportunities available for training within the NGC by using the Occupational Skills and Career Advancement Resource (OSCAR) tool within PeopleSoft to map their needs to specific NGC training solutions.

To formally request training outside the NGC a Standard Form 182 Entitled: Request, Authorization, and Certification of Training must be completed and submitted for approval by the member’s school. The form can also be found at the NGA Homepage.

http://goldweb.nga.mil/ms/forms/sfforms.htm

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Faculty Development

A professional faculty with exceptional growth potential is the most critical factor in establishing a high quality and continuously improving learning institution. To achieve such a state, NGC employs a faculty development (FD) staff assisted by the HD Professional Advisory Board (HD PAB). Based on established framework of instructor competencies, the FD staff guides the direction and development of the education and training occupations commonly found within the College and oversees the certification of all instructors.

The FD Staff is further supported and advised by the Faculty Development Steering Committee (FDSC). The mission of the FDSC is to promote faculty development as a critical component to the success of the College while:

advancing faculty knowledge, skills, abilities and attitudes in three key areas:

Technical occupational topics (i.e. GEOINT or surveying), Leadership, Management and Supervision, and

Education and Training topics.

advising NGC leadership on faculty/instructor issues (to include policy, standards, etc.)

representing the voice of the faculty (faculty views, insights, advice and needs) to NGC and the FDSC.

promoting and facilitating collaboration among the faculty..

Collectively faculty development operates as part of a system within NGC’s education and training enterprise (see below):

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Instructor Assessment

All permanent and adjunct faculty assigned to the College are formally assessed at least twice a year using the Instructor Assessment Form (next page). As an operating principle, all instructors are first formatively assessed (feedback only) and then summatively assessed (for a grade). Prior to conducting such assessments, potential evaluators must be approved by their schools to serve in an assessor role and then attend an Instructor Assessment Workshop to assure a common understanding of the standards. The chart below provides guidance on who can assess who based on assessment type.

1 G (Required);

prefer G + A

G and AG and AG and A AGovernment Civilian or

Military

1 G Required;

prefer G + A

G and CG and CG and CAContractor

1Annual Summative

Master

Certification

Senior

Certification

Basic

Certification

Formative

S ta tu s o f

In d iv id u a l B e in g A s s e s s ed

Key:

A = Any trained and approved assessor (can be contractor or government civilian/military) C = Any trained and approved contract assessor G = Any trained and approved government civilian or military assessor

1All instructors are required to be summatively assessed between June 1st and May 31st of each year.

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Assessing Adjunct/Full-time Faculty at Remote Locations

To assist in establishing internal controls at remote locations (i.e. non-NGC campus), The college uses a nine-item checklist is (shown below and is also provided at ANNEX 13 of the Assessment CONOPS). The checklist should be used by Department Heads as a consistency check conducted prior to standing up any NGC course delivered exclusively by Adjunct Faculty at a remote (non-NGC) location and then annually thereafter.

Ultimately the reputation of the College resides with its faculty and its curricula. Any time one is separated from the other, the risks and rewards must be carefully weighed.

9. Procedures are in place to assure that instruction at the remote location does not become continuous in nature (e.g. > 50% utilization of an instructor or classroom)

8. Procedures are in place to assure that instructors teaching courses at a remote location provide their students with the opportunity to complete the official NGC End-of-Course Survey IAW with the NGC Evaluation CONOPS and that those surveys are returned to the Assessment Branch within 14-days of course completion.

Assessment

7. Procedures are in place to assure that a listing of course completers (course completion roster w/e-mail addresses) for any remote course is provided to the NGC Registrars within 14-days following course completion.

6. Procedures are in place to assure that course managers approve the scheduling of any new courses or sessions of courses taught at remote locations and that the NGC Registrars are notified of these approvals prior to the class start date

Registrar

5. Procedures are in place to assure that courses offered at remote locations use the same, current “gold copy” course and student materials consistent with in-resident offerings and that these materials are checked/updated annually.

4. Procedures are in place to assure that courses offered at remote locations are delivered consistent with in-residence offerings to include alignment with the published plan of instruction (POI) and the presentation of an equivalent number of contact hours.

Curriculum Management

3. Procedures are in place to assure certified instructors who deliver NGC courses at remote locations are formatively and summatively assessed throughout the year by a trained assessor(s) and at least one of these assessment is conducted by someone from the main/branch campus.

2. Procedures are in place to assure that primary instructors teaching an NGC course at a remote location are included in continuing education opportunities offered by the School or Department.

1. Procedures are in place to assure that a primary instructor teaching an NGC course at a remote location is certified in accordance with the NGC Full-time Instructor Certification Program CONOPS or Adjunct Instructor Certification Program CONOPS.

Faculty Development and Certification

NoYesListing of Consistency Criteria by Academic Function

9. Procedures are in place to assure that instruction at the remote location does not become continuous in nature (e.g. > 50% utilization of an instructor or classroom)

8. Procedures are in place to assure that instructors teaching courses at a remote location provide their students with the opportunity to complete the official NGC End-of-Course Survey IAW with the NGC Evaluation CONOPS and that those surveys are returned to the Assessment Branch within 14-days of course completion.

Assessment

7. Procedures are in place to assure that a listing of course completers (course completion roster w/e-mail addresses) for any remote course is provided to the NGC Registrars within 14-days following course completion.

6. Procedures are in place to assure that course managers approve the scheduling of any new courses or sessions of courses taught at remote locations and that the NGC Registrars are notified of these approvals prior to the class start date

Registrar

5. Procedures are in place to assure that courses offered at remote locations use the same, current “gold copy” course and student materials consistent with in-resident offerings and that these materials are checked/updated annually.

4. Procedures are in place to assure that courses offered at remote locations are delivered consistent with in-residence offerings to include alignment with the published plan of instruction (POI) and the presentation of an equivalent number of contact hours.

Curriculum Management

3. Procedures are in place to assure certified instructors who deliver NGC courses at remote locations are formatively and summatively assessed throughout the year by a trained assessor(s) and at least one of these assessment is conducted by someone from the main/branch campus.

2. Procedures are in place to assure that primary instructors teaching an NGC course at a remote location are included in continuing education opportunities offered by the School or Department.

1. Procedures are in place to assure that a primary instructor teaching an NGC course at a remote location is certified in accordance with the NGC Full-time Instructor Certification Program CONOPS or Adjunct Instructor Certification Program CONOPS.

Faculty Development and Certification

NoYesListing of Consistency Criteria by Academic Function

Mar 10 / V6 For Official Use Only 23

The internal controls that may be exercised in support of adjunct or full-time faculty teaching at non-NGC campuses are highly varied and entirely dependent upon each unique engagement and their proposed outcomes.

They may be as simple as recurring visits to the main campus to talk with the NGC course manager about curriculum changes;

participation in periodic curriculum reviews offered by the School or Department; and the collection of metric data showing the number of students who received that instruction per year. At the other end of the spectrum, deeper relationships may involve instructor certification and oversight, review of level-1-3 assessment data, student certification, annual requirement to complete course manager checklists, and/or spot checks of instructors, curricula, and facilities.

At the end of the day, common sense, judgment, and good communication are required in balancing the level of control with the level of perceived risk.

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Summative Critique Sheet

All instructors can anticipate being routinely evaluated (either informally or formally) by their Supervisors, Master/Senior Instructors, their Course Managers, their peers, and/or any number of qualified assessors at least twice annually. Assessments and peer reviews offer a means of providing diagnostic information to faculty members on their performance while contributing to their growth and continuous learning.

The College offers a variety of methodology-specific critique sheets (one of which is shown below) for the conduct of instructor assessments. Assessors should meet with the instructor before the assessment to ensure they understand the lesson objectives, lesson outline, supporting transfer/assessment strategies, and the instructional method that will be used consistent with those strategies.

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Faculty Certification

To support the NGC vision and mission of providing high-quality GEOINT education and training to the NSG, the college recognizes and badges its faculty through their participation in the Basic, Senior, and Master Instructor Certification Programs as illustrated on the following page.

Additional information about the certification process and specific guidelines for basic, senior, master, and adjunct instructors can be found in the Instructor Certification CONOPS.

http://osis.nga.mil/nga-bin/td/dbman/db.cgi?db=provost&uid=default&view_search=1&pd=on

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Faculty/Staff Annual Performance Evaluation

Performance evaluation is a means for faculty/staff and their supervisors to communicate expectations and provide feedback to improve job performance. All NGC members are responsible for participating in performance planning followed by periodic feedback and assessment from their supervisors.

Individual faculty/staff members are formally evaluated per the policies, orders, and regulations of the member’s agency/employer. Military personnel receive evaluations/fitness reports per their Service’s orders and directives. Government civilian faculty/staff receive evaluations in accordance with NGA regulations. Contractors receive evaluations per their company’s policy.

1. Purpose of Faculty Assessment: To provide feedback to the faculty so that they may become more reflective about their professional practice and, ultimately, more effective teachers, leaders and learners in their classrooms.

2. Team Approach: It is strongly recommended that assessors work in teams whenever possible (see Assessment CONOPS Annex 10). Immediately following the presentation, teams should discuss their observations and create a single integrated critique sheet that reflects their consensus of instructor performance relative to the standards.

3. Department Approach: Consistency between assessors is critical within a department and, ultimately across the College.

It is recommended each Department identify and use their best assessors as a means to help assure alignment to the standards.

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Awards and Recognition

The HD Directorate Awards Program is divided into two categories: (1) monetary and time off awards and (2) honorary awards.

The HD Impact Awards are monetary in nature and are granted in order to recognize exemplary work in one or more of the following six areas:

Innovation

Excellence

Customer Service

Teamwork

Leadership

Support of NGA Core Values.

The HD Director’s Choice Award is honorary and may be granted in recognition of mission support of HD, NGA, NSG, and/or IC activities.

All awards are linked to NGA’s core values. For more information see the HD Awards Program SOP (NI 1432.1R9), which describes each award, approval authority, eligibility, and submission procedures at Appendix 2.

http://goldweb.nga.mil/oip/ip/pollist.cfm

National Intelligence University (NIU) Awards

As a College within the National Intelligence University System, NGC may also compete for awards and recognition within NIU to include DNI Excellence in Education and Training Awards for:

Faculty

Language Instructors

Instructional Design/Development Teams

Education and Training Support Professionals and/or Teams

Education and Training Managers

For the most current listing of available ODNI Awards, see ICD 655, dated May 2007.

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Personal Conduct

Faculty, staff, and students will conduct themselves as professionals consistent with Executive Order 12674, Principles of Ethical Conduct for Government Employees and in accordance with their Service/Agency-specific guidance. The NGC cadre, regardless of affiliation, is responsible for maintaining proper relationships with their students, peers, and/or subordinates while exemplifying professional conduct and modeling academic integrity.

Academic Freedom

Instructors have an obligation to teach subjects consistent with the course outline and published objectives. However, instructors are also entitled to a degree of freedom in the classroom in discussing their subject, but should be careful not to introduce into their teaching controversial or irrelevant matters that have no relation to their subject or may distract from learning.

Further, as scholars, educators, trainers, and subject-matter experts our faculty should remember that the public and/or their students may judge their profession and institution by their words. Hence they should at all times be accurate, should exercise appropriate restraint and should show respect for the opinions of others. In any public forum, NGC faculty, students and staff members should make every effort to indicate clearly that the opinions they express are personal to the member, and do not represent the official views of their school, the College, the Agency, the Intelligence Community, the DoD, or the US government.

Non-Attribution

NGC encourages and expects full and candid discussions during class instruction and in dialog with guest speakers. As such, statements or remarks shall not be attributed to specific speakers unless specifically authorized by the speaker. The purpose of non-attribution is to enable students, instructors, and guest speakers to express their views freely and without possible attribution or embarrassment. This policy also applies to NGC discussion periods.

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CHAPTER 5: Curriculum Management

The Curriculum Management (CM) process at NGC includes all facets of activities that are part of a healthy curriculum to include gathering requirements, developing courses, maintaining the curriculum content, and assessing the courses and curriculum. The NGC applies a CM Model (below) which organizes curriculum management into four components.

The Curriculum Management Model highlights the importance of communications within the NGC and with external stakeholders to…