Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f3RJuxf08973; Fri, 27 Apr 2001 15:56:59 -0400 (EDT) Date: Fri, 27 Apr 2001 15:56:59 -0400 (EDT) Message-Id: <200104271954.f3RJsaf08789@literacy.nifl.gov> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Jereann King" <jereking@ncol.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1541] Response to Mary's Concerns X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: multipart/alternative; X-Mailer: Microsoft Outlook Express Macintosh Edition - 4.5 (0410) Status: O Content-Length: 5912 Lines: 121 > THIS MESSAGE IS IN MIME FORMAT. Since your mail reader does not understand this format, some or all of this message may not be legible. --MS_Mac_OE_3071231213_867072_MIME_Part Content-type: text/plain; charset="ISO-8859-1" Content-transfer-encoding: quoted-printable Greetings: My name is Jereann King and I currently work as an independent literacy and cultural education consultant. I participate in the EFF facilitator=B9s certification program. I=B9ve read with great interest the responses to Mary=B9s concerns about EFF workshop participants "getting it" and feeling able to implement EFF back in their classrooms. I=B9ve co-facilitated EFF workshops with Mary and experienced the same frustration and asked many of the same questions =AD "How do we know they have learned and what do we expec= t to happen next?" In fact, these questions have surfaced over and over again in my staff development work over the last fifteen years. I agree that we should apply EFF principles and use the framework for our own learning and that it is useful to be purposeful, contextual and constructivist as we design and implement staff development activities. I also agree that the philosophy, language and theories that underpin the EFF framework are complex. However, the educational situations we deal with are complex and multidimensional. There are two things that resonate with me from the responses to Mary=B9s concerns and they are related to change and teacher identity. Several of you talked about change. I identify with Jennifer Tetzlaff=B9s not being abl= e to "just drop or change" work methods and having to "slowly" incorporate EFF. Marilyn Gillespie talked about helping teachers change their actions in the classroom and providing more explicit tools for planning what they will teach and how they will teach it. Perhaps as part of our training we need to be more explicit about the change process and how change happens or not. Perhaps, early in our training workshops, we need a discussion on the history and evolution of adult basic skills and literacy education in the United States. Out of that discussion, we might pose questions like: What=B9= s working and what=B9s not working? Why do we need a change? Then as Eileen Eckert stated, EFF becomes an answer to problems teachers, tutors, and programs are facing. We all know that change can be a scary, chaotic, painful, exciting, rewarding, etc., and that there are proven approaches for sustaining effective change. Underscoring the implementation of EFF as system reform could make more transparent the change process as it relates to individual teachers, program administrators and policy makers. I think I=B9ve said enough and I can save my comments about "teacher identity= " for another time. --MS_Mac_OE_3071231213_867072_MIME_Part Content-type: text/html; charset="ISO-8859-1" Content-transfer-encoding: quoted-printable <HTML> <HEAD> <TITLE>Response to Mary's Concerns</TITLE> </HEAD> <BODY BGCOLOR=3D"#FFFFFF"> <FONT SIZE=3D"2"><FONT FACE=3D"Times New Roman"><BR> <BR> </FONT></FONT><FONT FACE=3D"Times">Greetings:<BR> <BR> My name is Jereann King and I currently work as an independent literacy and= cultural education consultant. I participate in the EFF facilitator=B9s certi= fication program. I=B9ve read with great interest the responses to Mary=B9= s concerns about EFF workshop participants "getting it" and feelin= g able to implement EFF back in their classrooms. I=B9ve co-facilitated = EFF workshops with Mary and experienced the same frustration and asked many = of the same questions =AD "How do we know they have learned and what do w= e expect to happen next?" In fact, these questions have surfaced over a= nd over again in my staff development work over the last fifteen years. &nbs= p;I agree that we should apply EFF principles and use the framework for our = own learning and that it is useful to be purposeful, contextual and construc= tivist as we design and implement staff development activities. I also agree= that the philosophy, language and theories that underpin the EFF framework = are complex. However, the educational situations we deal with are comp= lex and multidimensional.<BR> <BR> There are two things that resonate with me from the responses to Mary=B9s con= cerns and they are related to change and teacher identity. Several of = you talked about change. I identify with Jennifer Tetzlaff=B9s not being= able to "just drop or change" work methods and having to "sl= owly" incorporate EFF. Marilyn Gillespie talked about helping tea= chers change their actions in the classroom and providing more explicit tool= s for planning what they will teach and how they will teach it. Perhap= s as part of our training we need to be more explicit about the change proce= ss and how change happens or not.<BR> <BR> Perhaps, early in our training workshops, we need a discussion on the histo= ry and evolution of adult basic skills and literacy education in the United = States. Out of that discussion, we might pose questions like: What=B9s w= orking and what=B9s not working? Why do we need a change? Then as = Eileen Eckert stated, EFF becomes an answer to problems teachers, tutors, an= d programs are facing.<BR> <BR> We all know that change can be a scary, chaotic, painful, exciting, rewardi= ng, etc., and that there are proven approaches for sustaining effective chan= ge. Underscoring the implementation of EFF as system reform could make= more transparent the change process as it relates to individual teachers, p= rogram administrators and policy makers. <BR> <BR> I think I=B9ve said enough and I can save my comments about "teacher ide= ntity" for another time. <BR> <BR> <BR> </FONT> </BODY> </HTML> --MS_Mac_OE_3071231213_867072_MIME_Part--
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