I think you may want to factor in whether university teacher is tenured or early career. Usually, early career faculty need more professional development especially in establishing their publication record.

Many thanks,

Debra

Professional Development is an important element in order for any institution to sustain its quality. Teacher development in the university needs to also consider the teachers/lecturers career path. Career path could be an important factor to be consider in developing a model for professional development. Other factors that could be consider is also supervision of students at their masters and PhD Level and publications (in any form i.e books, articles, papers, proceedings etc). 

This recent research article reports on a mode of lecturing professional development amongst university staff. It uses a "resources, orientations, and goals (ROG) model of teacher action"; see:

Barton, B., Oates, G., Paterson, J., & Thomas, M. (2015). A marriage of continuance: professional development for mathematics lecturers. Mathematics Education Research Journal, 27(2), 147-164.

http://link.springer.com/article/10.1007%2Fs13394-014-0134-7

If by "measure university teachers' overall professional development" you are referring to a framework for assessing the teachers' characteristics and their change following PD, you may find useful a model of teacher motivation and professional identity in the following article. The model is a Complex Dynamic Systems Model of teacher role identity and motivation, and it guides analysis of brief teaching philosophy statements (pre and post PD). It can also be used to analyze interviews.

My contribution to this discussion would examine the role that the university plays with regard to the professional development (PD) of newer faculty and sessional instructors.  Does it have a program of PD that involves regular initiatives and support of, financial and otherwise, for newer faculty and sessionals?  How does the learning that takes place get communicated to the students and fellow teaching colleagues (e.g.  A public research fair where faculty display their latest activities)?  Finally, how are older, more established faculty, encouraged to assist those newer faculty and sessionals (i.e.  do they sit in on the classroom and provide feedback to the newer instructors)?

I would like to suggest my 2 articles:

1. Pellas, N. & Boumpa, A. (2015). Open Sim and Sloodle integration for pre-service foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the CoI model. Journal of Educational Computing Research (to appear).

2. Pellas, N. & Boumpa, A. (2015). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies (to appear).

You can find them in my profile or in above Journals.

Kind regards

NP

If you intend to measure overall professional development, then you may also want to include their participation in structured professional development such as attending seminar/conference and unstructured one such as personally initiated learning (doing personal reading, having colleagues talks, etc)

Are you going to include faculty members from all fields/ disciplines? From my research experience, I find faculty members differ a lot based on their major. Several factors affect their motivation in the job/ teaching style/ technology use etc. For example if you compare a hard core science teacher and a pure liberal arts teacher, you will find a huge difference in their thoughts and how they perceive their profession/ teaching. It is not always the best choice to generalize and make a common professional development assessment tool, as the PD itself will be different for faculty members from difference disciplines. Hope this helps. 

I think it is very wide field of research.. Sometimes external factors are now always the triggers...for example research financing, possibilities of itch institution to enhance professional development, losing a job if you don't do researchers...I think you should narrow it down..i agree with previous college prof. Fathema...different discipline require the different type of prof.dev.

I think the indicators (teaching, research, & service) you have stated are enough. One indicator that you may include is whether or not a teacher has soft skills to sustain his professional development. The fact that many teachers are great for their teachings but weak for soft skills. As the consequence, their professional is not impressing and even ignored at all. Emotional Intelligence will be more impressed to the society.

Kindest Regard 

I am working on the topic of professional development in higher education for my dissertation. My study is based on the perceptions faculty members have of what they think is effective for teaching, research, and service. I study and work at a Hispanic Serving Institution in South Texas. Our student population has their own needs and struggles. I think what we are trying to do is very important because it covers two of the most important populations at a higher education institution: faculty and students. Educators improve their pedagogy through professional development, as a result students learn. Your study sounds interesting.

Learning and teaching are reciprocal processes. Therefore, teacher immediacy can be a factor in teacher development. Teacher immediacy can be related to emotional intelligence too. 

Article Impact of Verbal Teacher Immediacy on Child Development Stud...